learning achievement may result in degree proportionately related to the greater strength of learning power as indicated by the sub -scale score achievement. This is not a clear-cut line pre.. dieting potential levels of learning because these differences may be indicative of environmental experiences or and emotional disturbance factors which can be changed by learning experiences. wise, the deeper more clinical interpretive indications derived from individual responses to sub testing intratest items may be significant only as that individual's behavior is further observed and recorded by testing responses. For this study, it is significant to find that the majority of students have recorded responses whereby the scores indicate there are differences of learning power, in 0. C 0 C 0 l 0 4 Acl of cc In te lli ge nc e po te nt ia l n ec es sa ry -0 fo r co lle ge a ca de m ic su cc es s

The relationship of personal factors and reading performance to academic achievement of selected Oregon State College students

EDUCATORS AND OTHER STUDENTS of human development increasingly are viewing human learning as a function of the total biological and social history of the learner. It seems clear also that all new learning involves the changing of previously learned behavior. Since social behavior is learned, these principles indicate that what the child learns in his school culture is influenced by what he learns in his social life outside of school and what he has learned before he entered school. In order, therefore, to help the child substitute new goals for old and to build up new responses through new motivation, the teacher needs to be aware of the total social environment of the child, including his family, neighborhood, and social class culture. His socialization in these groups largely determines what aspects of the school culture are experienced by him as either punishing or rewarding. This review will therefore include research dealing with both (a) the socialization of children outside of school, so far as this affects school behavior, and (b) the socialization of the child in the culture of the school. Socialization is the lifelong process by which the human organism develops its primary drives and emotions into the socially controlled motivations which are expected and rewarded by his society. Socialization thus refers to (a) the selection by a society of certain specific behaviors out of all the psychological responses and cultural forms possible to human beings, and (b) the stamping in of this behavior as \"proper\" by the association with it of rewards. In this sense, socialization is the process of learning to become a Samoan, an urban Englishman, a New Yorker, or a smalltown American, of a certain sex, age-group, ethnic group, and social class. If people of different cultures cannot associate intimately, they cannot learn one another's special forms of language, manners, morals, and social goals. Within our own society there are such limitations, with their attendant cultural differences, arising out of social stratification. These ethnic and social class cultures are significant in determining what a child's social environment offers him in the way of models for imitation and identification, of cultural incentives and goals. It seems likely, upon the basis of recent intensive studies of the social structure of American communities (62, 63) and of the personality development of children (15) , that a social class culture is an integrative pattern which influences the behavior of all the groups in which the child of that cultural level is socialized. The child always learns his basic cultural habits and values in relationships to people organized into groups, each with its own mores, symbols, and values. For the preschool and elementary-school child, the most im-

Chapter IV: Child Socialization and the School

Margaret Mead did fieldwork in seven Oceanic societies: Samoa, Manus, Arapesh, Mundugumor, Tchambuli, Bali, and Iatmul. Several major concerns that characterize all of her ethnographic work are examined: her conviction that data must be useful; her experimentation with, and desire to improve, methods of ethnographic reportage; her focus on process and system; the importance of comparison; and the interplay between data and theory. Brief descriptions of each body of ethnographic material are provided, and special highlights of each are indicated. [Oceania, ethnography, Margaret Mead]

https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1525/aa.1980.82.2.02a00030

The Oceanic Ethnography of Margaret Mead

The root cause of the majority of environmental problems lies not in surface
manifestations such as carbon dioxide and ozone, but with social and cultural factors
that encourage people to consume far more than they need. Environmental education
can be divided into two main kinds: micro approaches, which the majority of current
approaches fall under, and macro approaches, which are currently emerging. Micro
environmental education considers environmental problems in terms of surface
manifestations, and proposes micro-changes such as recycling to address them,
without questioning the possibility of a cultural shift away from consumerism. This
form of environmental education typically seeks to change the behaviour of social
actors by building and appealing to their environmental consciousness in the
expectation that they will act rationally. It is argued here that this expectation fails to
recognise that social actors are subject to plural rationalities and that their behaviour is
driven by complex interrelationships with other social actors. As a result, micro
environmental education, despite its best intentions, often fails to adequately address
and change the environmentally unsustainable behaviour of the social actors it targets.
This thesis firstly aims to uncover why micro approaches to environmental education
exist and persist. Primary qualitative research with environmental educators drawn
from formal, free-choice and accidental channels of environmental education was
conducted and is presented alongside a review of the historical development of
environmental education. The second aim of this thesis is to argue against a reliance
on micro approaches to environmental education and environmentalism in general and
propose instead that environmental education becomes embedded within a wider
macro approach. Macro approaches seek to change behaviour through the
development of a critical understanding of interrelationships among social actors,
leading ultimately to environmentally positive changes in them. Findings from the
primary research also help reveal the conditions necessary for macro approaches to
emerge from the current environmental education infrastructure. The thesis concludes
that macro environmental education is both necessary and possible and calls for
further research into its development and practice.

Micro and macro approaches to environmental education

A s USUALLY THOUGHT OF, society is a social structure, held together by custom. It is maintained by the historical fact of culture transmission, the function of which is to weave and reweave the \"common understandings\" in which all persons share, the \"web of life\" in which each has a part. Always there is the pattern of imposition, the effect of which is conformity, but always, too, there are individuating influences, such as competition and conflict. Every social system has had to reconcile these two kinds of processes—stability and change, security and freedom. Every community, i.e., \"society organized locally,\" has had to deal with the problem of social unity—and unity in wartimes becomes an imperative social value.

Chapter VI: Education for Community Unity and Action

Environment and Education.

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

J. E. Hulett

Author Tools

Chat about Author

Papers

Environment and Education.