The world is not so wonderful Dillemas of socialization. Anna Karwinska & Katarzyna Sanak-Kosmowska, Cracow University of Economics

Truth or Dare?
Dilemmas in science communication with children
SiS Catalyst & EUCU.NET Joint Conference in Łódź/Poland, 23rd -26th October 2013

The world is not so wonderful
Dillemas of socialization
Anna Karwińska & Katarzyna Sanak-Kosmowska
Uniwersytet Ekonomiczny w Krakowie

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Anna Karwińska &Katarzyna Sanak-Kosmowska Cracow University of Economics

The world is not so wonderful: Dillemas of socialization

SOCIALIZATION IS THE PROCESS THROUGH
WHICH A HUMAN BEING LEARNS THE WAY OF
LIFE OF HIS/HER SOCIETY AND DEVELOPS THE
CAPACITY TO FUNCTION BOTH AS AN
INDIVIDUAL AND AS A MEMBER OF THE GROUP.
FOR THE INDIVIDUAL SOCIALIZATION IS THE
PROCESS WHEREBY HE / SHE DEVELOPS A SELF,
AND LEARNS TO RELATE TO OTHERS AROUND
HIM / HER.

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MAIN GOALS OF SOCIALIZATION:
1. THE INDIVIDUAL MUST BE TAUGHT THE NECESSARY SKILLS DEMANDED
FOR LIVING IN HIS/ HER SOCIETY

2.THE INDIVIDUAL MUST BE ABLE TO COMMUNICATE EFFECTIVELY AND
DEVELOP THE ABILITY TO UNDERSTAND THE SOCIAL PRACTICES HE/SHE IS
TAKING PART IN

3.THE INDIVIDUAL MUST INTERNALIZE THE BASIC VALUES AND BELIEFS OF
THE SOCIETY

4.THE INDIVIDUAL MUST DEVELOP A SENSE OF SELF
5. THE INDIVIDUAL MUST BE ABLE TO PERFORM SOCIAL ROLES
6. THE INDIVIDUAL MUST BE ABLE TO SOLVE PROBLEMS HE/SHE EXPERIENCE

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SOCIALIZATION DILLEMAS
Children are being perceived as too innocent and too fragile to
face the conflicts and difficult problems of contemporary world.
On the other hand they should be socialized to a „real world”
not to the idealized version of social reality, if they are to cope
with unavoidable threats and problems.
To keep them unaware of existing threats and problems means
that they are not prepared and equipped for these challenges.
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At the same time children - depending on many factors: age,
social environment, current economic and political situation of
the country, etc. - - at the same time aware of the various
phenomena and processes difficult and - at the same time aware of being excluded from the discourse (usually for "their
own good").
What's more, they are also victims of this situation, both the
scale of the macro problems (eg. poverty) and micro-scale of
their everyday experiences, which are often marked by violence,
a sense of loneliness or lack of understanding.

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The problem thus it is not WHY expose them to real
world but rather HOW to do it.
There is a need for expansion of the socialization beyond
the regular curricula existing in the majority in educational
institution.
At the same time there is a need for new methods and
tools that could be used in such a process. Also the
cooperation between schools and other educational
institutions is needed. Here is a great task for Children’s
Universities.

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Anna Karwińska & Katarzyna Sanak-Kosmowska Cracow University of Economics

THE EXAMPLE
Presented material has been used to involve children at the
early stage of education (3th grade elementary school) into
the discussion about the difficult problems that they could
face in their everyday life.
Three common problems were selected after the
consultation with schoolteacher. These were: lack of
acceptance because of being DIFFERENT; exposure to
VIOLENCE; the question of POVERTY
These topics were presented as short stories
children were asked to react .

and then
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METHODOLOGY OF WORKSHOPS
•

Introduction what’s your name, what you do best and what you really don’t
like to do;

•

Presentation of heroes: Robik and Lolcia who help children solving their
problems;

•

Story-telling (suported by mood board): daily problematic life situation and
solutions suggested by heroes;

•

Children’s activity: discussion, voting for one of the heroes, activity: „what I
would do if...”
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CASE STUDY - WORKSHOPS IN KRAKOW HELD IN OCTOBER
2013

• Workshops

were held at 75th Primary School in Krakow,

• Children

are learning at the same class (3th class) and
they have known each other well, total pax was 15 pupils
(boys and girls),

• Duration:

45 minutes,

• Used

tools: computer, projector, flip chart, drawn mood
boards, paper, crayons
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OBESITY - WHY DIFFERENT
PEOPLE LOOK DIFFERENT
THAN ME?

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„she was sad because other
people were laughing at her”
-Bartek
„someone should explain them that they make her feel
sad and unhappy” Martyna

„I would defend her” Wojtek

„ I’d ask them how they would feel
at her place” Ania
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She’s so fat!

And what now? Who
won?

10 years later



VIOLENCE - DOES ANIMAL
HAVE FEELINGS?

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„violence can affect all” Mikołaj

„Animals have feelings as well” Ania
„witness of violence should pay
attention and ask for help from
someone older” Martyna

„Imagine how cat is suffering”
Ania
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Happy Cat’s
House

Police! It’s
forbidden!



POVERTY - WHO IS REALLY
POOR? RELATIVITY OF
POVERTY

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„I support Lolcia because maybe
other kid would be able to pay for
girl’s school trip” Kajetan

„you have to act so that the poorer colleagues doesn’t feel sorry and that
doesn’t feel worse”
„I would share my savings with her” Mikołaj

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„Tell your Mum that I will pay for the school



CONCLUSIONS
• Level

of empathy of 9 y.o. children allows to understand
other people's feelings (Piaget’s Social Sensivity),

• Children

are ready to speak about social problems (from the
observer),

• Children

intuitively choose the appropriate solution to the
problems focused on helping others,

• Workshops

focused on social issues can help in solving the
problems of the group in which they are carried out,

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The world is not so wonderful Dillemas of socialization. Anna Karwinska & Katarzyna Sanak-Kosmowska, Cracow University of Economics

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