Design for Realistic Didactics of Sociology in Secondary Education

Abstract

Sociology’s precariousness in Greek secondary education has hindered the development of a didactic methodology for this course. Such an effort presupposes a reflection on the peculiarities of this subject. The only theoretical approach to the teaching of sociological concepts in the context of a school course is provided by G. Kouzelis. This article discusses and critiques this approach. Instead of an abstract epistemological teaching, we propose a realistic teaching of sociology aimed at the cognitive and moral development of student's personality.