Social Dimensions of Education (Introduction)

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SOCIAL DIMENSIONS
OF EDUCATION
JOSEPHINE PINEDA DASIG

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Introduction to the Social
Dimensions of Education
A. Y. 2012-2013
Second Semester

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Opening Prayer :
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JosephineDesktopPH.D FILESTHE

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Learning Objectives:
• Differentiate the various social science
theories
• Explain the relationship of the various
social theories- the conflict, consensus,
functionalism and interactionist theories-
and educational systems
• Discuss how the various social theories
affect the functions of schools

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Introduction:
• Sociology, the scientific
study of human social behavior.
As the study of humans in their
collective aspect, sociology is concerned
with all group activities: economic, social,
political, and religious.
• Sociologists see education as one major
institutions that constitutes society.

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While theories guide research and policy
formulation in the sociology of education,
they also provide logical explanations for
why things happen the way they do.
• These theories help sociologists
understand educational systems.

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Discussion:
Consensus and Conflict Theory
• Consensus is a general or widespread
agreement among all members of a
particular society.
• Conflict is a clash between ideas and
principles and people.
Dahrendorf (1968 ) Ritzer (2000)

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CONSENSUS
• Shared norms and
values as fundamental
to society
• Focus on social order
based on tacit
agreement
• Social change occurs in
slow and orderly
fashion
CONFLICT
• Emphasize the
dominance of some
social groups
• See social order as
manipulation and
control by dominant
groups
• Social change occurs
rapidly and in disorderly
fashion as subordinate
groups overthrow
dominant groups
Discussion:

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CONSENSUS
• Examine value integration
in society
• Absence of conflict is
seen as the equilibrium
sets on a society based
on a general or
widespread agreement
among all members of a
particular society
CONFLICT
• Examine conflicts of
interest and coercion
that holds society
together
• Can be COVERT or
OVERT
• Focus on the
heterogeneous nature
of society and the
differential distribution
of political and social
power
Discussion:

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Discussion:
• Schools contribute to the
unequal distribution of
people into jobs in
society.
• Powerful members-best
positions
• Less powerful groups
(minority, ethnic, racial,
women) - lowest rank
What is the
impact of conflict
theory in the
Philippine
education
system?

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Discussion:
• Education plays in
maintaining the
prestige, power,
and economic and
social position of
the dominant group
in society.
What is the
role of
education in
assuming the
conflict
theory?

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Discussion:
• Max Weber- schools
teach and maintain
particular “status
cultures”
• Schools are
homogenous in their
student bodies.
• Education system trains
individuals in specialties
to fill needed positions or
prepare “cultivated
individuals”
Status cultures
refer to groups
in society with
similar
interests and
positions in the
status
hierarchy.

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Discussion:
• Conflict theory assumes
that social behavior is
best understood in terms
of conflict or tensions
between competing
group.
• Conflicts need not be
violent; it can take the
form of labor
negotiations, party
politics, competition
between religious groups
How do
people or an
organization
settle a
conflict ?

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Discussion:
• The conflict theorists are interested in how
society’s institutions-the family,
government, religion, education, and the
media-may help o maintain the privileges
of some groups and keep others in
subservient position.
• Emphasis on social change and
redistribution of resources makes conflict
theories more “radical” and “activist”
» (Schaefer, 2003)

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Discussion:
• The consensus theory is a sociological
perspective or collection of theories, in
which social order and stability/social
regulation form the base of emphasis.
• It is concerned with the maintenance or
continuation of social order of society, in
relation to accepted norms, values, rules,
and regulations of society
»

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Discussion:
The Conflict Model

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Discussion:
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

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Discussion:
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.

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Discussion:
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.

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Discussion:
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.

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Discussion:
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

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Discussion:
Parson’s answer to the problem of order in
1. Property of order and interdependence of
parts
2. Self-maintaining order or equilibrium
3. Maybe static or involved
4. Nature of one part has an impact on the
forms that the other parts can take.

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Discussion:
Parson’s answer to the problem of order in
5. Maintain boundaries with their environments.
6. Allocation and integration are two
fundamental process necessary for a given
equilibrium
7. Self-maintenance involving the maintenance
of relationships of parts to whole

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Discussion:
Parson’s social system begins at the micro
level with interaction between the ego and
alter – ego, defined as the most
elementary form of the social system. He
was interested in such a large-scale
components of social systems as
collectiveness, norms and values. Parsons
was not simply a structuralist but also a
FUNCTIONALIST.

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Discussion:
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.

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Discussion:
Functional Requisites of a social system
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

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Discussion:
The functionalist perspective is primarily
concerned with why society assumes a
particular form.
It assumes that any society takes its particular
form because that form works well for the
society given its particular situation.
Societies exist under a wide range of
environmental situations.

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Discussion:
Key principles of the functionalist theory by
Farley 1990.
1.Interdependency
2.Functions of social structure and culture
3.Consensus and cooperation
4.Equilibrium

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Discussion:
Farley 1990.
1.Interdependency – every part of society is
dependent to some extent on the other parts
of the society, so that what happens at one
place in society has important effects
elsewhere.

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Discussion:
Farley 1990.
2. Functions of Social Structure and Culture
Social Structure refers to the organization of
society, including its institutions, its social
positions and distribution of resources.
Culture refers to a set of beliefs, language,
rules, values, and knowledge held in common
by members of a society.

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Discussion:
Farley 1990.
3. Consensus and Cooperation – societies
have a tendency toward consensus; that is to
have certain basic values that nearly
everyone in the society agrees upon. Society
tends toward consensus to achieve
cooperation.

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Discussion:
Farley 1990.
4. Equilibrium is a characteristic of a society
when it has achieved the form that is best
adapted to its situation.
New technology, a change in climate, or
contact with an outside society are all
conditions to which a society might have to
adapt.

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Discussion:
The Structural- Functional Model ( Ritzer, 2000)

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Discussion:
• In the analysis of living organism, the
scientist’s task is to identify the various
parts (structures) and determine how they
work (function).
• In sociology, sociologist tries to identify the
structure of society and how they function,
hence the name structural functio-nalism.
(Javier, et al., 1994)

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Discussion:
• The component parts of social structure:
• Families
• Neighbors
• Associations
• Schools
• Churches
• Banks
• Countries

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Discussion:
• Functionalist sociologists stress
• interdependence of the social system
• View society as a kind of machine
• Maintain social order by stressing
consensus and agreement
• Understand that change is inevitable
• Argue that without a common bond to
unite groups, society will disintegrate

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Discussion:
• Parsons believes that education is a vital
part of modern society, a society that
differs considerably from all previous
societies.
• Schooling performs an important function
in the development and maintenance of a
modern, democratic society, especially
with regard to equality of opportunity for all
citizens.

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Discussion:
• Thus, in modern societies education
becomes the key institution in a
meritocratic selection process.
• Education also plays a significant function
in the maintenance of the modern
democratic and technocratic society.
• Schools teach work skills and teach
students how to learn so they may adapt
to new work roles and requirements.

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Discussion:
Interactionist Theories
• Interactionist theories are critiques and
extensions of the functionalist and conflict
perspectives.
• 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 in schools.

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Discussion:
• Symbolic Interactionism views the self as
socially constructed in relation to social
forces and social structures and the
product of ongoing negotiations of
meanings.
• Thus, the social self is an active product of
human agency rather than a deterministic
product of social structure

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Discussion:
• Symbolic Interactionists are not only
interested in socialization but also in
interaction in general which is of “vital
importance in its own right”.
• Interaction is the process in which the
ability to think is both developed and
expressed.

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Discussion:
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.

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Discussion:
4. Meanings and symbols allow people to
carry on distinctively human action and
intercation.
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.

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Discussion:
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.

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Discussion:
Mead’s differentiation between the basic forms
of Social Interaction are:
Non-Symbolic Interactionism does not involve
thinking.
Symbolic Interactionism requires mental
processes

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Discussion:
Mead’s approach to symbolic interaction rested
on three basic premises.
1.People act toward the things they encounter on
the basis of what those things mean to them.
2.We learn what things are by observing how
other people respond to them through social
interaction.
3.The result of ongoing interaction we use in
dealing with others acquire symbolic meanings
that are shared by the people who belong to the
same culture.

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Discussion:
The importance of thinking to symbolic
interactionists is reflected in their views on
objects.
Blumer differentiates among thee types of objects:
1.Physical objects- chairs, trees
2.Social objects- student, mother, teacher
3.Abstract objects- idea or a moral principle
Objects are seen simply as things, the greatest
significance is the way they are defined by
actors.

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Discussion:
Charles Horton Cooley developed a concept that
has long been used by symbolic interactionist
and it is the LOOKING- GLASS-SELF it means
“that we see ourselves as others see us”
We come to develop a self – image on the basis of
the messages we get from others, as we
understand them.

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REFLECTION
Schools play a significant role in educating the
Filipino citizens . It is our duty as teachers to
really inculcate the value of fairness and
honesty to our students. We also need to teach
them how to learn, so they may be able to adapt
in any situations/events that they will be
presented. The looking –glass-self simply tells
us that we must be cautious in giving remarks to
others. Let us all be generous in giving positive
comments and lessen the words that will hurt
others.

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LEARNING TASKS 1
1. Use a Venn diagram in comparing consensus
and conflict theories.
2. Define the following terms:
structure, structural, structuralism ,function,
functional and functionalism.
3. Interview a teacher or a friendon the influence
of the conflict and consensus theories on
his/her work as a teacher. Submit a write up of
the interview

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REFERENCES
1. Social Dimensions of Education, Violeta
A.Vega
2. Social Dimensions of Philippine Education, Dr.
Adelaida Bago
3. www.google.com.
4. www.wikipedia.com

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