How did the study of SS originate in Singapore?
Now in Singapore, education is the primary instrument that is used for nation building. The nation building policies have focused on maintaining equal opportunities for the people regardless of racial or religious background as well as to ensure that peace and stability are prevalent for strong economic development (Social Studies Textbook). However, it was revealed that younger Singaporeans’ tended to take this peace and prosperity for granted as they lacked the knowledge and interest in their country’s history and nation- building issues. This gave rise to government concern.
"This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts." (Lee, 1997)
Through the teaching of SS, Mr Lee’s concern can be addressed. In other words, as social studies teachers we play a pivotal role in imparting knowledge, values and traditions and in particular about cultural heritage, patriotism, ideals of political traditions to our students. We are the “curricular –instructional gatekeepers” that determine students’ access to knowledge and bind their opportunities to learn. Therefore, within the formal educational system, a co-ordinated and sustained effort could therefore be made to transmit relevant knowledge, desirable values as well as to shape attitudes and behaviours.
"This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts." (Lee, 1997)
Through the teaching of SS, Mr Lee’s concern can be addressed. In other words, as social studies teachers we play a pivotal role in imparting knowledge, values and traditions and in particular about cultural heritage, patriotism, ideals of political traditions to our students. We are the “curricular –instructional gatekeepers” that determine students’ access to knowledge and bind their opportunities to learn. Therefore, within the formal educational system, a co-ordinated and sustained effort could therefore be made to transmit relevant knowledge, desirable values as well as to shape attitudes and behaviours.
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