Social dimensions by Jolieto Caparida

What do youThink?
How are thevarious social science
theories related to education?

Learning Objectives
After studying this chapter, you should be able
to:
1.differentiate the various social science
theories.
2.explain the relationship of the various social
theories-the conflict, consensus,
functionalism and interactionist theories-and
educational systems.
3.discuss how the various social theories affect
the functions of schools.

INTRODUCTION
• Sociologists see education as one of the major
institutions that constitutes society.
• 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.

• Darhendorf (1959, 1968) as cited by Ritzer
(2000) is the major exponent of the position that
society has two faces (conflict and consensus) and
that sociological theory therefore should be divided
into two parts, conflict theory and consensus
theory.

Consensus Theory Conflict Theory
• see shared norms and
values as fundamentals to
society
• emphasize the dominance
of some social groups by
others
• examine value integration
in society
• examine conflicts of
interest and the coercion
that holds the society
together in the face of these
stresses.
• consensus is a concept of
society in which the
absence of conflict is seen
as the equilibrium state of
society
• according to Horton and
Hunt (1984) focuses on the
heterogeneous nature of
society and the differential
distribution of political and
social power.

• sociological perspective or
collection of theories, in
which social order and
stability/social regulation
form the base of emphasis.
• this theory ask how schools
contribute to the unequal
distribution of people into
jobs so that more powerful
members of society maintain
the best positions and the
less powerful groups (often
women, racial and ethnic
groups).
• conflict perspective
assumes that social behavior
is best understood in terms of
conflict or tensions between
competing groups.

• the consensus and conflict sociological theories are
reflected in the works of certain dominant social theorists
such as Karl Marx, Emile Durkheim, and Max Weber and
other prominent social theorists such as Talcott Parsons &
Robert Merton, Louis Althusser & Ralph Dahrendorf and
Herbert Blumer.
• the works of Marx in his early years was interpreted by
some social theorists as emphasizing the role of human
beings in social conflict.
• they argued that Marx’s theory was a theory characterized
by class conflicts or the conflict between the bourgeoisie
(rich owners) and the ploretariat (poor workers).

The conflict model is
concerned with the stresses
and conflicts that emerge in
society because of
competition 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
The Conflict Model

Consensus and Conflict
sociological theories are reflected
in the works of certain dominant
social theorists and other
prominent social theorists.
Karl Marx
-emphasize the role of
human being in social
conflict.
Talcott
Parsons
Robert
Merton
Herbert
Mead
Emile
Durkheim
Louis
Althusser
Herbert
Blumer
Max Weber
- Schools teach and
maintain particular “status
cultures “, a group of
people in society with
similar interests and
position in the status
hierarchy.
Ralph
Dahrendorf

Structural Functionalism
States that society is made up of
various institutions that work
together in cooperation.

• A system must furnish, maintain, and renew
both the motivation of individuals and the
cultural patterns that create and sustain the
motivation.
• A system must cope with external situational
exigencies. It must adapt to its environment
and environment to its needs.
Adaptation
• A system must define and achieve its
primary goals.
Goal Attainment
• 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).
Integration
Latency
Parsons’ famous AGIL

Cultural System
- Performs the latency
function by providing actors
with the norms and values
that motivate them for
action
Social System
-copes with the
integration function by
controlling its
component parts.
Action System
- Behavioral organism that
handles the adaption
function by adjusting to and
transforming the external
world.
Personality System
- Performs the goal-
attainment function by
defining system goals and
mobilizing resources to attain
them.
Structure of the General ActionSystem

Parson’s Answer in Structural Functionalism with
the following sets of Assumptions:
1. Systems have the property of order and independence of
parts.
2. Systems tend toward self-maintaining order, or equilibrium.
3. The system may be static or involved in an ordered process of
change.
4. The nature of one part of the system has an impact on the
form that the other parts can take.
5. Systems maintain boundaries with their environments.
6. Allocation and integration are two fundamental processes
necessary for a given state of equilibrium of a system.
7. Systems tend toward self-maintenance involving the
maintenance of the relationships of parts to the whole, control
of environmental variations, and control of tendencies to
change the system from within.

• Parson described a social system as something
which consists of a plurality of individual actors
interacting with each other in a situation which
has at least a physical or environmental aspect,
actors who are motivated in terms of a tendency
to the “optimization of gratification” and whose
relation to their situations.
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.

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 the 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.
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

Key Principles of the Functionalist Theory
1. Interdependency. One of the most important principles
of functionalist theory is that society is made up of
interdependent parts. Example, the class requires a faculty
member to teach a subject and the students learn it.
2. Functions of Social Structure and Culture. Closely
related to interdependency is the idea that each part of the
social system exists because it serves some function. This
principle is applied by functionalists to both social structure
and culture. Social structure refers to the organization of
society, including its institutions, its social positions, and its
distribution of resources. Culture refers to a set of beliefs,
language, rules, values, and knowledge held in common by
members of a society.

3. Consensus and cooperation. Another
key principle in functionalist theory is that
societies have a tendency toward consensus.
For example, we all believe in the principles
of democracy and freedom. Societies tend
toward consensus in order to achieve
cooperation.
4. Equilibrium. A final principle of
functionalist theories is that of equilibrium.
Equilibrium is characteristic of a society when
it has achieved the form that is best adapted
to its situation.

Social Structures provide
present patterns which evolve
to meet human needs
Maintenance of
society
Stability, order,
and harmony
The Structural-Functional Model

The Component Part of a Social Structure
Families
Neighbors
Associations
Schools
Churches
Banks
Countries

Interactionist Theories
- Attempt to make the “commonplace strange” by
turning on their heads everyday taken-for-granted
behaviors and interactions between students and
teachers. Example, the processes by which
students are labelled “gifted” or “learning disabled”
are from an interactionist point of view.

Basic forms of Social Interaction
• Non-symbolic interaction which does not
involve thinking.
• Symbolic interaction which require mental
processes.

INTERCATIONIST THEORIES
Symbolic Interactionism
views the self as socially
constructed in relation to
social forces and social
structures.

PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. Human beings unlike lower animals, are endowed with a capacity
for thought.
2. The capacity for thought is 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.
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 to examine possible courses of action, asses their
relative advantages and disadvantages, and then choose one.
7. The intertwined patterns of action and interaction make up groups
and societies.

INTERCATIONIST THEORIES
Non-symbolic
interactionism the first non-
symbolic interaction- Mead’s
conversation of gestures-does not
involve thinking. The second symbolic
interaction does require mental
processes (Ritzer, 2000).

Mead’s approach to symbolic interaction rested on three
basic premises.
1. The first is that people act toward the things they
encounter on the basis of what those things mean
to them.
2. Second, we learn what things are by observing how
other people respond to them, that is through social
interaction.
3. Third, as a result of on going interaction, the
sounds (or words), gestures, facial expressions, and
body postures we use in dealing with others acquire
symbolic meanings. The meaning of symbolic
gestures extends beyond the act itself. A handshake
for instance, for instance, is a symbolic gestures of
greeting among Filipinos.

Three types of Objects Differentiated by
Blumer
• Physical
Objects
Chair
• Social
objects
Student
• Abstract
objects
idea

Another Important Concept that has been used by
Symbolic Interactionist is the Looking-glass Self.
This concept was developed by early symbolic
interactionist theorist Charles Horton Cooley. The
basic notion of the looking-glass self can be
summed up as

“We see ourselves as others see us”.

Learning Objectives
After studying the chapter, you should be able to:
1. Identify the four pillars of education.
2.Create learning opportunities guided by the four
pillars of education.
3.Develop an awareness of the importance of
living in harmony with each other and with the
environment.
4.Create an awareness of the solidarity of
mankind regardless of race, religion, and
culture.

“Learning the Treasure Within”, the report of the
International Commission on Education for the
Twenty-first Century, chaired by Jacques Delors,
and published by UNESCO in 1996 provides new
insights into education for the 21st Century. It
stresses that each individual must be equipped to
seize learning opportunities throughout life, both to
broaden her/his knowledge, skills and attitudes, and
adapt to a changing, complex and interdependent
world.

What are the Four Pillars of
Education?

The International Commission on Education for the 21st Century
advocates four pillars of education.
• So as to better develop one’s personality
and to act with ever greater autonomy,
judgement and personal responsibility.

Learning to know
Implies how to learn by developing one’s
concentration, memory skills, and ability to think.
This type of learning is concerned less with the
acquisition of structured knowledge but more with
the mastery of learning tools.
If, as a teacher, you have been helping students to develop their
skills that would make them independent learners, you are doing
well on the first pillar of education because you have prepared
them for life in the knowledge society in which we all now live.
A truly educated person nowadays needs a broad
general education and the opportunity to study a
small number of subjects in depth.

Learning to read with
comprehension
listening
observing
Asking questions
Data gathering
Note taking
Accessing, processing and
selecting information
Learn-to-learnskills

Facilitator
Catalyst
Monitor
Evaluator
Teacher’s Roles:

• Represents the skilful, creative and
discerning application of knowledge.
One must learn how to think
creatively, critically and holistically,
and how to deeply understand the
information that is represented.
Learningto do

Statement 3
Learning throughout life is
the “key to the 21st century-
essential for adapting to
the evolving requirements
of the labor market and for
better mastery of the
changing time frame and
rhythms of individual
existence”.
- Delors Commission
Statement 2
Education means
reaching out to
embrace the whole of
society and the entire
lifespan of the
individual.
- Edgar Faure
Statement 1
Education must contribute to
the all-round development of
each individual-mind and
body, intelligence, sensitivity,
aesthetic sense, personal
responsibility and spiritual
values.
-Delors report

• Presented his report to UNESCO in 1972,
entitled “Learning To Be: the World of
Education Today and Tomorrow” that
learning throughout life is here to stay.
• In 1972, Faure envisioned education as
“reaching out to embrace the whole of
society and the entire lifespan of the
individual”.
Edgar Faure

Human
Dignity
Global
Spirituality
National
Unity/Global
Solidarity
Sustainable
Development
Peace and
Justice
Creativity
Love and
Compassion
Truth and
Wisdom
Health and
Harmony w/
Nature
Towards a Culture of Peace
Personal and Work Values for “Learning to Do”

• Is the one most vital to building a genuine
and lasting culture of peace throughout the
world.
• “learning to know”, “learning to do”, and
learning to be” are the bases for learning to
live together.
• The commission has put greater emphasis
that it proposes and describes as the
foundation of education.
Learning to live Together

Peace must begin with each one of
us. Through quiet and serious
reflection on its meaning, new and
creative ways can be found to
foster understanding, friendship and
cooperation among all people.
-Javier Perez de Cuellar
UN Secretary General
Learning to live together in
peace and harmony requires
that quality of relationship at
all levels is committed to
peace, human rights,
democracy, and social
justice in an ecology
sustainable environment.

Learning to Live Together
Human
Rights
Sustainable
DevelopmentDemocracyPeace
CORE VALUES

• Refers to the role of education in developing all
the dimensions of the complete person: the
physical intellectual, emotional, and ethical
integration of the individual into a complete man.
• Believes in a holistic and integrated approach to
educating the human person, as an individual
and as a member of society.
• Operates on the fundamental principle that
education must contribute to the total
development of the whole person.
Learning to be

Conscientization
- Is the process of becoming aware
of the contradictions existing within
oneself and in society and of
gradually being able to bring about
personal and social transformation.

• Respects the many-sidedness of personality as
essential in education if the individual is to
develop for himself/herself as well as for
others.

Human
Person as
an individual
member of
Society
Global
Spirituality
National
Unity/Global
Solidarity
Sustainable
Development
Peace and
Justice
Creativity &
Appreciation of
Beauty
Love and
Compassion
Truth and
Wisdom
Health and
Harmony w/
Nature
Towards a Culture of Peace
Personal and Work Values for “Learning to Do”

Learning Objectives
After reading this chapter, you should be able to:
1. Show the relationship between language and culture.
2. Explain how language distinguishes man from
animals.
3. Enumerate the characteristics of culture.
4. Identify the communication, behavioral, cognitive, and
material components of culture.
5. Understand and explain cultural relativism.

INTRODUCTION
• The world today is characterized by an ever growing
number of contacts resulting in communication between
people with different linguistic and cultural backgrounds.
• This communication takes place because of contacts in many areas
of business, military cooperation, science, education, mass media and
etc.
• In all these contacts, there is communication which needs to be as
constructive as possible to avoid misunderstandings and breakdowns.
• There is therefore a need to explain the manner by which intercultural
communication skills enable greater effectiveness in personal and
professional life, in a globalized and technologized social context.

Two types of
Communication
Verbal
-Refers to use of language
Non-Verbal
-Refer to the use of
gestures, facial
expressions, and other
body movements.

Identify what type of communication is being used….

Communication and
Language
Throughout the
world, human
beings use
thousands of
language to
communicate with
one another.
With globalization,
a trend in the
number of
languages in the
world has recently
been observe.
Communication is
far more than
speech and
writing.

Language
• Is an abstract system of word meaning and symbols for all aspects of
culture. It includes speech, written characteristics, numerals, symbols,
and gestures and expressions of non-verbal communication.
• Is the key factor in the success of the human race in creating and
preserving culture, for without the ability to convey ideas and traditions
is impossible.
A man’s
Language
• Is a reflection of the kind of person he is, the level of education he has
attained, and an index to the behavior that may be expected from him.
Paralanguage
• is the language of gestures, expressions and postures.

Phonology refers to a
system of sounds
Semantics is a study of
word meaning and word
combination
Grammar refers to the
structure of language
through its morphology
and syntax
Pragmatics is concerned
rules for the use of
appropriate language
particular contexts.

Language
- Is an integral part of culture and human culture cannot exist without
it
-Through the use of language, wide vistas of reality have been
opened.
- What we have observed and experienced, as well as our norms,
values, and ideas exist because we have learned to identify or
experience these things through language.
- One long-standing claim concerning the relationship
between language and culture is that the structure of a
language determines the way in which speakers of that
language view the world.

If culture can affect the
structure of its language,
then it follows that linguistic
diversity derives in part from
cultural diversity
The linguistic relativity
hypothesis asserts that
language determines thought
and therefore culture. In reality
language and culture influence
each other.
- Edward Sapir
Every society has a culture,
no matter how simple the
culture may be, and every
human being is cultured in
the sense of participating in
some culture or other.

E.B. Taylor
- An eminent English scholar, defines culture as that complex whole which
includes knowledge, belief, art, morals, law, custom, and any other capabilities
and habits acquired by man as a member of society.
Hofstede (1997) states that culture consists of patterns, explicit and implicit, of
and for behavior acquired and transmitted by symbols, constituting the
distinctive achievement of human groups, including their embodiments.
Lislie A. White – refers to culture as an organization of phenomena that
is independent upon symbols, phenomena which include acts, objects,
ideas, and sentiments.
Allan Johnson
- Said that culture is the sum total of symbols, ideas, forms of expressions, and
material products associated with a system.
Culture
-refers to the attitudes, values, customs, and behavior patterns that characterize
a social group.

1. Culture is Learned. A child born in the Philippines but was brought to the United
States after birth may not develop traits characteristic of Filipinos. He may learn
behavior pattern characteristics of American children, including language.
2. Culture is Shared by a Group of People. For a thought or action to be considered
cultural, it must be commonly shared by some population or group of individuals.
3. Culture is Cumulative. Knowledge is stored and passed on from one generation to
the next, and new knowledge is being added to what is existing.
4. Cultures Change. All cultural knowledge does not perpetually accumulate. At the
same time that new cultural traits are added, some old ones are lost because they
are no longer useful.
5. Culture is Dynamic. This is a characteristic of culture that stems from its
cumulative quality. No culture is ever in a permanent state.
6. Culture is Ideational. Man assigns meaning to his environment and experiences
by symbolizing them.
7. Culture is Diverse. Culture as a whole, is a system with many mutually
interdependent parts.
8. Culture Gives Us a Range of Permissible Behavior Patterns. Every culture allows
a range of ways in which men can be men and women can be women. For
instance, culture tells us how we should dress based on our gender.

Communication
• Language
• Symbols
Cognitive
• Ideas
• Knowledge
• Beliefs
• Values
• Accounts
Behavioural
• Norms
• Mores
• Laws
• Folkways
• Rituals
Materials
• Tools, medicines
• Books
• Transportation
• Technologies

1.Language. Perhaps more than anything else,
language defines what it means to be human.
It forms the core of all culture. When people
share a language, they share a condensed,
very flexible set of symbols and meanings.
2.Symbols. Along with language and non-
verbal signals, symbols form the backbone of
symbolic interaction. A symbol is anything that
carries a particular meaning recognized by
people who share culture.

1. Ideas/ knowledge/ Beliefs.
• Ideas- are mental representations (concepts, categories,
metaphors) used to organize stimulus; they are the basic units
out of which knowledge is constructed and a world emerges.
When linked together and organize into larger sets, systems,
etc., ideas become knowledge.
• Knowledge- is the storehouse where we accumulate
representations, information, facts, assumptions. Etc.
• Beliefs- accepts a proposition, statement, description of fact,
etc. as true.
2. Values- are defined as culturally defined standards of desirability,
goodness and beauty, which serves as broad guidelines for social
living. The values people hold vary to some degree by age, sex,
race, ethnicity, religion and social class.
3. Accounts- are how people use that common language to explain,
justify, rationalize, excuse, or legitimize our behavior to themselves
and others.

1. Norms- are rules and expectations by which a society guides
the behavior of its members. Norms can change over time, as
illustrated by norms regarding sexual behavior. Norms are
standards that define the obligatory and expected behaviors of
people in various situations.
2. Mores- are customary behavior patterns or folkways which
have taken a moralistic value.
3. Laws- are formalized norms, enacted by people who are vested
with government power and enforced by political and legal
authorities designated by the government.
- Panopio
4. Folkways- are behavior patterns of society which are organized
and repetitive.
5. Rituals- are scripted ceremonies or strips of interaction that
follow a specific sequence of actions. Examples: Ceremonies like
graduation, weddings, baptism, birthdays.

The Organization of Culture
- Cultural trait is either of a material or non-material,
represents a single element or a combination of
elements related to a specific situation.
- Clusters of culture traits are known as culture
complexes which, in turn, group together to form a
culture pattern

How is Culture Transmitted
1. Enculturation- the process of learning culture of one’s
own group. Ex. Learning the folkways, mores, social
traditions, values and beliefs of one’s own group.
2. Acculturation- process of learning some new traits
from another culture. The interaction of Filipinos with
Americans in the Philippines may be considered an
example of acculturation.
3. Assimilation- is the term used for a process in which
an individual entirely loses any awareness of his/her
previous group identity and takes on the culture and
attitudes of another group.

Identify the following whether it is
Enculturation, Acculturation and
Assimilation.

The Philippines adapted the
American Educational System.

OFW’s in Saudi Arabia are
required by their boss to wear a
Muslim attire.

Corrupt government in the
Philippines was learned by the
Filipinos through Spanish
Colonization.

An American Citizen had learn to
speak Cebuano.

Instead of playing physical
activities, the child enjoys more
playing computer games.

The Monks from Thailand
promoted a light of Peace at
WVSU-ECHC.

1. Culture helps the individual fulfil his potential as a human
being. It helps in the regulation of a person’s conduct and
prepares him so he can participate in the group life.
2. Through the development of culture, man can overcome
his physical disadvantages and allows him to provide
himself with fire, clothing, food and shelter. The invention of
the buses, ships, and airplanes enables man to reach places
within a shorter period of time.
3. Culture provides rules of proper conduct for living in a
society.
4. Culture also provides the individual his concepts of family,
nation, and class. It also creates new needs and arranges for
their satisfaction.

Cultural relativism according to Rosado, (2003) is in
essence an approach to the question of the nature and
role of values in culture.
Cultural relativism in anthropology is a key
methodological concept which is universally accepted
within the discipline.
Cultural relativism according to Glazer (1996), is an
anthropological approach which posits that all cultures
are of equal value and need to be studied in a neutral
point of view.

Here is an illustration of cultural relativism: Practices
considered immoral or taboo to a certain group of
people but are accepted by other groups with a different
cultural orientation.
The central point in cultural relativism is that in a
particular setting certain traits are right because they
work in that setting while other traits are wrong because
they clash painfully with parts of the culture.
- Hunt et., 1998

• Globalization is most often used to describe the growing
integration of economics worldwide through increases in
trade, investment flows, and technology transfer.
• One could think that globalization is only a matter of
industry and business and that education as a moral
process is not part of this development.

GLOBAL EDUCATION AND GLOBALIZATION
• Education has become a widespread idea in
national and international dialogue in recent years.
• Global education, as distinct from globalization,
does what higher education has traditionally
aimed to do: extend students’ awareness of the
world
• Some see global education as a vehicle for the
promotion of global education

Characteristics of Globalization That
Can Be Linked to Education
• Educational terms
• Economic terms
• Political terms
• Cultural terms

What are the Core Values and Competencies for
Global Education

1. Socio-Cultural Issues
• one of the paradoxes of globalization is that
differences difference is becoming increasingly
normative.
2. Economic Issues on Globalization
• globalization brings about opportunities for
education, particularly in the ways that new
technologies can be put to work to improve both
quantity and quality of education worldwide.

3. Political Issues on Globalization
• at the political level, there has been the
constraints on national/state policy making posed
by external demands from transnational institution.

Conflict and Consensus Perspectives on the Role of
Education in Understanding Globalization
• Education creates a capacity to mitigate the disparities in
the world today that are potentially very destabilizing, both
from an economic and a political point of view.
• Today, the world is another place. the forces of
globalization are taxing youth, families and educations
systems worldwide.

Globalization and Its Impact on Education
1. The needed reforms within the educ. System like
content, equity, sand excellence, etc.
2. The fall out of globalization, which will entail
determining strategies relating to the impending
internalization of education

What are these needed reforms in education?
1. Content of Education
• Curriculum Up-gradation
• Productivity Orientation
2. The Fall Out of Globalization
• Internationalization of Education
• Finance related issues
• Privatization of secondary and higher education

Social dimensions by Jolieto Caparida

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