Embed Size (px)
Citation preview
SOCIAL DIMENSIONS
OF EDUCATION
What do you Think? How are the various social science theories related to education?
Learning ObjectivesAfter 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 AND CONFLICT 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.
Consensus Theory Conflict Theory• 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.
Consensus Theory Conflict Theory• 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.
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
Action System
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 SYSTEM1. 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
FamiliesNeighborsAssociationsSchools ChurchesBanksCountries
Interactionist Theories
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 INTERACTIONISM1. 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”.
The Four Pillars of Education
Chapter II
Learning ObjectivesAfter 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.• that is acquiring the instruments of
understanding.Learning to
Know
• So as to be able to act creatively in one’s environment
Learning to do
• So as to participate in and cooperate with other people in all human activities
Learning to live together
Learning to be
• So as to better develop one’s personality and to act with ever greater autonomy, judgement and personal responsibility.
Learning to knowImplies 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 comprehensionlistening
observingAsking questionsData gathering
Note takingAccessing, processing
and selecting information
Learn-to-learn skills
Facilitator Catalyst
Monitor Evaluator
Teacher’s Roles:
Learning to do
• 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.
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
Edgar Faure
• 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”.
Human Dignity
Global Spirituality
National Unity/Global
Solidarity
Sustainable Developme
nt
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”
Learning to live Together
• 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.
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
Development
DemocracyPeace
CORE VALUES
Learning to be
• 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.
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.
• Based on scientific and technological training.• Here one can speak of science with a conscience, and
science at the service development.
Towards scientific
humanism
• means preserving each individual’s originality and creative ingenuity, along with realism; transmitting culture without
• Perez de Cullar refers to “creative diversity” in his report of the World Commission of Culture to UNESCO, 1996.
Creativity
• Consists of preparing the individual for life in society• An individual comes into a full realization of his/her own social
dimension through active participation in the functioning of social structures and a personal commitment to reform, when necessary.
Towards social commitment
Towards the complete man
• 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 Developme
nt
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”
Family
Nation
Region
World
CHAPTER III
INTERCULTURAL COMMUNICATION
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.
Relationship Between Language and Culture
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 SapirEvery 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.
Wedding
Games Religion
Festivals
Characteristics of Culture1. 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.
Components of Culture
Communication• Language• Symbols
Cognitive• Ideas• Knowledge• Beliefs• Values• Accounts
Behavioural• Norms• Mores• Laws• Folkways• Rituals
Materials• Tools,
medicines• Books• Transportation• Technologies
Communication Component1.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.
Cognitive Component1. 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.
Behavioral Component1. 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.
- Panopio4. 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.
Material Component
- refer to physical objects of culture such as machines, equipment, tools, books, clothing,
etc.
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 Transmitted1. 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.
Importance and Functions of Culture
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 relativismCultural 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 and
EDUCATION
• 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 Education1. 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
