I have forgot to put my other reference that help me in this presentation. She is Josephine Pineda Dasig that have made also a presentation about social dimension of education. Thank You so much Ma'am...

1. SOCIAL DIMENSION OF
EDUCATION
Presented by:
Orlaine Gamilla, Michelle Sabelo and Fressette Vinson

2.  Society
 Sociologist
 Education
 Theories
 Consensus
 Conflict
 Interaction
 Socio- Cultural
 Socio-Political
 Socio-Economic
 Socio-Psychological
Topics:

3. Origin of Sociology of Education
 The sociology of education is the study of how
social institutions and individual experiences
affects education and its outcome.
 It is relatively a new branch and two great
sociologist Émile Durkheim and Max Weber were
the father of sociology of education. Émile
Durkheim's work on moral education as a basis
for social solidarity is considered the beginning
of sociology of education.

4. Sociologists see education as one of the
major institutions that constitutes
society. While theories guide research
and policy formulation in the sociology of
education.
This theories help sociologists
understand educational systems.

5. Sociology
 The word Sociology originates from
latin prefix :socius, "companion"; and
the suffix -ology, "the study of", from
Greek lógos, "knowledge" .
Sociology is the systematic study of
society.Sociology encompasses all the
elements of society ie social relation,
social stratification, social interaction,
culture.

6. Society
: people in general thought of as living
together in organized communities with
shared laws, traditions, and values
: the people of a particular country,
area, time, etc., thought of especially
as an organized community

7. Education
 Education is a broad concept, referring to all
the experiences in which learners can learn
something .
 It is a social endeavour designed to get the
maximum from the ability of each of the
member of the society. Education is covers
both the teaching, learning of knowledge
and values.
 Education consists of systematic instruction,
teaching and training by professional
teachers.

8. THEORIES

9. According to some
sociologist; society has
two faces; the face of
consensus and the
face of conflict.
Further, they
emphasized that
sociological theory
should be divided into
two parts between the
consensus theory and
the conflict theory.

10. The proponents of consensus and conflict
sociological and social theories are:
 Karl Marx
 Emile Durkheim
 Max Weber
 Talcott Parsons & Robert Merton
 Louis Althusser & Ralph Dahrendorf
 Herbert Mead & Herbert Blumer

11. Karl Marx
Marx's class theory rests on
the premise that "the history
of all hitherto existing
society is the history of class
struggles." According to this
view, ever since human
society emerged from its
primitive and relatively
undifferentiated state it has
remained fundamentally
divided between classes
who clash in the pursuit of
class interests.

12. Emile Durkheim
Durkheim discusses how
modern society is held
together by a division of
labor that makes individuals
dependent upon one
another because they
specialize in different types
of work. Durkheim is
particularly concerned
about how the division of
labor changes the way that
individuals feel they are part
of society as a whole.

13. Max Weber
Max Weber believed that
it was social actions that
should be the focus of
study in sociology. To
Weber, a “social action’”
was an action carried out
by an individual to which
an individual attached a
meaning. Therefore, an
action that a person does
not think about cannot be
a social action.

14. Talcott Parsons Robert Merton

15. Louis Althusser Ralf Dharendorf

16. George Herbert Mead Charles Horton Cooley

17. Conflict Theory
 emphasizes the role of
coercion and power in
producing social order. This
perspective is derived from
the works of Karl Marx, who
saw society as fragmented
into groups that compete for
social and economic
resources.
According to conflict theory, inequality exists
because those in control of a disproportionate
share of society’s resources actively defend their
advantages.

18. The conflict model is
concerned with the
stresses and conflicts
that emerge in society
because of
competitions over
scarce resources.
It focuses on the
inequalities that are built
into social structures
rather than on those
that emerge because of
personal characteristics.
Social Structures
produce patterns of
inequality in the
distribution of scarce
resources.
Conflict
Reorganization and Change

19. Consensus Theory
Is a social theory that states that social
change should occur in institutions that are
provided by a political or economic system,
which is fair. The theory also states that the
absence of conflict within a society is the
state of equilibrium.
It is being considered in these theories that
the social order in society should be
maintained, based upon the accepted
norms, values, roles or regulations that are
accepted by the society in general.

20. Consensus Theories Conflict theories
See shared norms and
values as fundamental to
society
Emphasize the dominance of
some social groups by
others
Focus on social order based
on tacit agreements
See social order as based
on manipulation and control
by dominant groups
View social change as
occurring in a slow and
orderly fashion
View social change as
occurring rapidly in a
disorderly fashion as
subordinate groups
overthrow dominant groups

21. Structural Functionalism
Structural Functionalism states that society is
made up of various institutions that work
together in cooperation.
Parsons’ structural functionalism has four
functional imperatives
also known
as AGIL
scheme.

22. Structural Functionalism (AGIL)
1. Adaptation – a system must cope with external situational
exigencies. It must adapt to its environment and adapt environment
to its needs.
2. Goal attainment- a system must define and achieve its primary
goals.
3. Integration- a system must regulate the interrelationship of its
component parts. It must also manage the relationship among the
other three functional imperatives (A,G,L)
4. Latency (pattern maintenance)- a system must furnish, maintain
and renew both the motivation of individuals and the cultural
patterns that create and sustain the motivation.

23. Structure of the General Action System
(Ritzer 2000)
Cultural system
(Latency Function)
providing actors with the
norms and values that
motivate them for action
Social system
(Integration Function)
controlling its
components parts
Action system
(Adaptation Function)
adjusting to and
transforming to the
external world
Personality system
(Goal Attainment)
defining system goals
and mobilizing resources
to attain them

24. Functional Requisites of a social system
1. Social system must be structured so that
they operate compatibly with other
systems.
2. To survive, the social system must have
requisite from other systems.
3. The system must meet a significant
proportion of the needs of its actors.
4. The system must elicit adequate
participation from its members.

25. 5. It must have at least a minimum of
control over potentially disruptive behavior.
6. If conflict becomes sufficiently disruptive,
it must be controlled.
7. Finally, a social system requires a
language in order to survive.
-Talcott Parsons

26. Interaction Theory
Is the relation of school and society
are critiques and extensions of the
functionalist and conflict
perspectives.
Interactionist theories are critiques
and extensions of the functionalist
and conflict perspectives.

27. This level of analysis helps us to
understand education in the “ big
picture”.
Interactionist theories attempt to make
the “commonplace strange” by turning
on their heads everyday taken-for-
granted behaviors and interactions
between students and students and
between students and teachers.

28.  Symbolic interaction theory analyses society by
addressing the subjective meanings that people
impose on objects, events, and behaviours.
 Has its own origin in the social psychology of early
twentieth century sociologist George Herbert Mead
and Charles Horton Cooley.
 This school of thought, known as symbolic
interactionism, views the self as socially
constructed in relation to social forces and
structures and the product of on going negotiations
of meanings.
Symbolic Interactionism

29. Principles of Symbolic Interactionism
1. Human beings are endowed with the capacity
for thought.
2. The capacity for thought us shaped by social
interaction
3. In social interaction, people learn the
meanings and the symbols that allow them to
exercise their distinctively human capacity for
thought.
4. Meanings and symbols allow people to carry
on distinctively human action and interaction.

30. 5. People are able to modify or alter meanings
and symbols that they use in action and
interaction on the basis of their interpretation
of the situation.
6. People are able to make these modifications
and alterations because, in part, of their ability
to interact with themselves, which allows them
ton examine possible courses of action, assess
their relative advantages and disadvantages,
and then choose one.
7. The intertwined patterns of action and
interaction make up groups and societies.

31. Socio-Cultural Functions
 The regularization of common tasks and activities
of collective life; this function gives rise to routines,
norms, public behavior and standard operating
procedures.
 The atonement and instilment in the social
members of the customary laws and values guide
and direct the members towards enlightenment,
ennoblement, and perfectibility.
 The veneration of all that are beneficent to the
human race and society through the collective acts
of celebration, recognition and commemoration of
the people.

32. Socio-Economic Functions
 Promotion of self-sufficiency for the
populace by both the government and the
private sectors.
 Strengthening the agricultural and industrial
economies of the country.
 Intervention of government in anti- social
business practices.
 Balancing people’s needs with the country’s
export business

33. Socio-Political Functions
Political governance, legislation,
arbitration, social service, social
assistance, security and protection,
punitive sanctions, implementation of
social justice through laws, and social
development.

34. References:
 http://ser.oxfordjournals.org
 http://www.merriam-webster.com
 http://guides.wikinut.com/The-Consensus-And-
Conflict-Theory/1anshulq/
 http://psychology.about.com/
 Social Dimensions of Education, Violeta A.Vega
 Social Dimensions of Philippine Education, Dr.
Adelaida Bago