Critical Reflection on the Study of Society and Environment - Essay Example

? Critical Reflection Introduction The Study of Society and Environment (SOSE) is now being considered as the primary source of learning and a paramount domain of experience at the university level. The Study of Society and Environment (SOSE) is a pragmatic combination of Geography, Politics, Economics, Business and Careers and a number of other diverse sectors of studies. It not only provides the students with a deep insight into the environment around them but also gives them the contextual background of the societal factors which are predominant in determining the course of human interactions in the world with global perceptions. The Study of Society and the Environment will not only give the students an interactive scope and experience but will also equip them with a sense of citizenship. The SOSE makes individuals capable of coping with the day to day challenges by providing them with decision making powers and broad exposures. This paper depicts critical reflection and analysis on the feedback of assignment no. 3 which was intended to explain the learning plans and intent of the SOSE. The future learning sequences are also proposed at the end in order to give a clear course of direction and brainstorming so that the clear direction can be laid out for the productive and optimal results (Dyer, 2005). Identification and Proposals of the Issues in the Previous Assignment The SOSE should be taken into the global perspective rather than be limited to just Australia and other localities, because the study of society and environment is a science of environmental and societal studies keeping in view the diverse form of changing and volatile environments. As depicted in assignment number 3, the intent and course of the SOSE and are defined to be in some kind of a limited perspective and the reader perceives it to be restricted to the border of Australia. Similarly, the previous assignment lacks emphasis on the importance of meta-cognitive strategies which are considered to be the backbone of modern learning spanning from multi-media tools to e-learning facilities. The modern day students of SOSE courses should be used to these kinds of tools in order to magnify the scope of learning and cognitive horizons. Critical literacy skills are also very important to inculcate in the learning sequences of the course related to SOSE because the pivotal cause of this learning domain is to flourish and foster the importance of critical analysis of contextual backgrounds of different localities. Students will learn to study the environments of different types and how the individuals of the addressed and specified locality are behaving in regards to the said environment. Decision making power is induced as a result of these critical literacy skills (Kandanga State School, 2013). A very important factor is introduced where reasons for choosing the topic are discussed in the previous assignment. The importance and gravity of the practical interaction with people outside the learning space is rightly identified by the writer, but an addition is necessary in terms of “societal interaction” and behavioral learning. Just by viewing the production of some item in an industry will not suffice and serve. The intents and purposes of SOSE unit courses are far beyond the limited scope and encompass the art of learning that people are adjusting in diverse kinds of environments. The idea of constructionism is also discussed in the previous assignment which rightly suggests self-inductive learning processes of the students and learners in SOSE. There has to be some kind of learning process in which the user has to take part irrespective of the teacher’s suggestions and instructions. The learners should not limit themselves to the assignments and tasks given by the instructor; rather, they should exhaust themselves in the aptitude testing and learning processes of different kinds (QSA, 2013). The main problems with the learning sequences and the content of the previous assignment are identified to be limitation of SOSE modules to specific backgrounds and contextual scopes. As reflected in the “Essential learning to stress in the unit” section, the writer tries to magnify the importance of environment cleaning and surroundings. The main factor that is to be inculcated at this step is that the SOSE is the art of critical thinking and analysis of environments. Environments and societies are constituted of human beings. As long as we do not lay exquisite emphasis on the human resource management and interpersonal skills, we will never be able to sort out the causes and effects of the surfaced behaviors that we see in diverse environments. There are basically two types of modules of the SOSE learning procedure: the non-indigenous framework and indigenous framework. The first mainly focuses on the boundary centered learning, and this is the line of action adapted by the peer in the previous assignment. The need of the learning process is to expand the horizon of thinking in order to cover all of the topics of the SOSE in a very exigent way. The communication of every domain and aspect of civics is practically impossible and that is the reason why the learning sequence needs to include the flavor of every domain but in a more summarized way. Similarly, the important issues relating to the SOSE, such as civics, enterprise, human resources, consumerism, financial literacy, social systems and structures, time, continuity, change and indigenous studies are ignored. The primary purpose for SOSE learning is to perceive and learn about the effects of environmental and societal changes in the daily lives of people in the economic terms. The monetary situation of societies determines the further course of action of individuals and collective reform processes. These ideologies are of paramount importance and must be included in the explanation and learning sequence of the SOSE (Queensland, 2007). Proposed Scheme and Plan Of Action The proposed learning sequence will be designed keeping in view the diverse and vast range of targeted audience and students. Bearing in mind the requirements of the course, the indigenous domain of the SOSE will be adaptive in order to take every student on board no matter from which ethnicity or social background he or she hails. The sections will be divided on the basis of combinations of different nationalities and environmental backgrounds. In this way student will learn a lot from their peers and colleagues by multiple interaction sessions and talks, and the primary purpose of the SOSE will be facilitated, which is to incur deep insights into local cultures, environments and their effects of individuals. Proposed Learning Sequence The new proposed learning sequence targets the generic and indigenous SOSE domain first in order to give the summary of the intent and plan of action of the course objectives to the students. This involves the first sub-band of studying time and evolution of the societies in general. The purpose of this initiative is based on the fact that if learners have the basic contextual backgrounds of the societies in general, they will be able to apprehend and deduce the mentalities behind the formation of different cultures and environments. There are numerous cultural and societal determinants which identify the evolutionary behaviors of cultures and individuals. The nurturing of individuals is done according to the surroundings and behavioral incidences happening around them. Understanding these relative determinants is of much importance before learning the environments. The second band will focus on studying the indigenous course of action involved in the SOSE rather than limiting the studies to boundaries of certain countries and localities. This will help the international students as well as the local students to increase the scope of horizons and exposures that will help them to study the course in an instrumental fashion later on. Indigenous studies give a global societal flavor to the students and help them understand the effect of vast cultures of international economy and environment. The global village concept has a key role to play at this stage. Localities cannot be perceived in isolations in the emergent societies of the modern world; rather, dependency factors are increasing and must be considered effectively. Then, it is the third band which focuses on bringing the role of individual thoughts and their transformations in the collective opinion production to the limelight. The individual thoughts do not remain in isolation for a long period of time in any locality. If they conform to the social validation standards, they will surely expand onto the global stage beyond the boundaries. The governance factors, policy making, monetary rulings and tax policies are also the offshoots of collective thoughts that can change the course of action of whole societies. Study of this domain will require massive interactive sessions outside the learning places so that the students can practically experience the diversity and multifarious behaviors existing around them. Values, beliefs and cultural diversity are the spirit substance of SOSE learning processes which are of vitality these days. The learning of this phase will give the students an insight into multicultural principles and their sources. The role of religion in determining different cultural and societal behaviors will be discussed in detail with an emphasis on economical factors and human resource management. The enterprise domain will discuss the economical effects of SOSE learning and how the students can practically apply the leanings from the course in the cooperate world of today for augmented productivity and utility. References Dyer, J. (2005) Opportunities and challenges for global education in social education curriculum. Deakin University, Melbourne. Kandanga State School (2013) Studies of society & environment. QSA (2010) Studies of society and environment (SOSE) [Qld Studies Authority]. [online] Available at: http://www.qsa.qld.edu.au/7298.html [Accessed: 29 Jan 2013]. Queensland (2007) Studies of society & environment (SOSE). The State of Queensland (Queensland Studies Authority). Read More