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Introduction To Social Dimensions of Education

Here are a few ways the consensus and conflict theories could influence my work: - As a teacher, consensus theory would suggest focusing lessons on shared values and promoting social harmony, while conflict theory may emphasize exploring different perspectives and social inequalities. - In government, consensus theory could promote policies aimed at maintaining the status quo and social stability, while conflict theory may examine power dynamics and push for reforms benefiting marginalized groups. - At my job, consensus views could encourage cooperation and maintaining existing structures, whereas conflict views could raise questions about inequities and spur changes to empower various stakeholders. Overall, being aware of both theories helps understand various viewpoints and consider how social institutions can either reproduce existing power structures or promote greater

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106 views29 pages

Introduction To Social Dimensions of Education

Here are a few ways the consensus and conflict theories could influence my work: - As a teacher, consensus theory would suggest focusing lessons on shared values and promoting social harmony, while conflict theory may emphasize exploring different perspectives and social inequalities. - In government, consensus theory could promote policies aimed at maintaining the status quo and social stability, while conflict theory may examine power dynamics and push for reforms benefiting marginalized groups. - At my job, consensus views could encourage cooperation and maintaining existing structures, whereas conflict views could raise questions about inequities and spur changes to empower various stakeholders. Overall, being aware of both theories helps understand various viewpoints and consider how social institutions can either reproduce existing power structures or promote greater

Uploaded by

nimfa villamor
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Social

Dimensions of
Education
What is the role of the
SCHOOLS in our
SOCIETY?
The Role of Schools
According to Dr. Adelaida Bago, in her book Social
Dimensions in Philippine Education, stresses that there are
two possible purposes or roles of schools:

1. The role of the school is to educate


citizens to fit into society;
2. The role of the school is to educate
citizens to change the society.
The specific purposes of the school are the following:
a. Cognitive Purposes – teaching the basic
cognitive skills such as reading, writing, and
speaking.
b. Political Purposes – inculcation of
patriotism or loyalty to the existing political order.
c. Social Purposes – concerns with the
socialization of citizens into their various roles in
society.
d. Economic Purposes – involves training and
preparation of citizens for the world of work.
THEORETICAL PERSPECTIVES
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 in group situations, sociologists
make use of theoretical perspectives.
These theories also become the basis for
analyzing curriculum, instruction and structure in
the school organization.
The diverse sociological explanations
enable educators to understand how
the school, as a social institution of
society, interact with the social
environment as they perform their
important role in their unique way either
as agents of cultural and social
transmission or as agents of social
transformation.
Consensus
and Conflict
Theory
Consensus – a general or
widespread agreement among
all members of a particular
society

Conflict – clash between ideas,


principles and people
Are you a Consensus or a Conflict thinker?

 RH Bill
 Legalization of Divorce in the Philippines
 To change the name of our country from
“Pilipinas “ to “Filipinas”
 No Plastic Days (in Roxas City)
 The implementation of K to 12 Program
Consensus Theories

• See shared norms and values as


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

-Examines value -Examines conflicts of


integration in society interest and coercion that
holds society together

-emphasizes on social - focuses on the struggle


order, stability and social of social classes to
regulation maintain dominance and
power in social systems
Conflict Theory example in Education
McLeod’s “Ain’t No Makin’ It” is a good example of conflict theory as applied to
education:

1. Teachers treat lower-class kids like less competent students, placing them in
lower “tracks” because they have generally had fewer opportunities to develop
language, critical thinking, and social skills prior to entering school than middle
and upper class kids. When placed in lower tracks, lower-class kids are trained
for blue-collar jobs by an emphasis on obedience and following rules rather than
autonomy, higher-order thinking, and self-expression.
2. He points out that while private schools are expensive and generally reserved for
the upper classes, public schools, especially those that serve the poor, are
underfunded, understaffed, and growing worse.
3. Schools are also powerful agents of socialization that can be used as tools for
one group to exert power over others – for example, by demanding that all
students learn English, schools are ensuring that English-speakers dominate
students from non-English speaking backgrounds.
The consensus and conflict sociological theories are
reflected in the works of certain dominant theorists
such as:
• Karl Marx
• Emile Durkheim
• Max Weber
• Talcott Parsons & Robert Merton
• Louise Althusser & Ralph Dahrendorf
• Herbert Mead & Herbert Blumer
Structural
Functionalism
Structural Functionalism
states that society is made up of
various institutions that work
together in cooperation to
promote solidarity and stability
Four Functional Imperatives that are
necessary for all systems (AGIL Scheme):
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
4. Latency: (pattern maintenance) A system must furnish ,
maintain, and renew both the motivation of individuals and the
cultural patterns that create and sustain motivation
Structure of the General Action System
CULTURAL SYSTEM SOCIAL SYSTEM
(performs the latency function (copes with the integration
by providing actors with the function by controlling its
norms and values that lotivate component parts)
them for action)
ACTION SYSTEM PERSONALITY SYSTEM
(handles the adaptation (performs the goal-
function by adjusting to and attainment function by
transforming the external defining system goals and
world) mobilizing resources to attain
them
7 Main Assumptions of Structural Functionalism:

1. Systems have a property of order and an interdependence of


parts.
2. Systems tend toward self-maintaining order, or equilibrium.
3. The system may be 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 within their environments.
6. Allocation and integration are two fundamental processes
necessary for a given state of equilibrium within a system.
7. Systems tend to rely towards self-maintenance to change the
system as a whole.
Key Principles of the Functionalist Theory:
1. Interdependency – every part of society is dependent to
some extent on other parts of society, so that what
happens at one place has important effects, elsewhere
2. Functions of Social Structure and Culture – each part
of the social system exists because it serves some
function
3. Consensus and Cooperation – to have a certain basic
values that nearly everyone in the society agrees upon
4. Equilibrium – a characteristic of a society when it has
achieved the form that is best adapted to its situation
INTERACTIONIST
THEORIES
What do students and teachers
actually do in school?

Interactionist theory focuses on the concrete


details of what goes on among individuals in
everyday life.
Interactionists study how we use and
interpret symbols not only to communicate
with each other, but also to create and
maintain impressions of ourselves, to create
a sense of self, and to create and sustain
what we experience as the reality of a
particular social situation.
Symbolic Interactionism-
is the way we learn to interpret and
give meaning to the world though our
interactions with others.
the focus of the interaction theory is the
communication and the relationship that exists
among and between groups in education –
peers, teachers-students, teacher-principal, and
teacher – parents
Principles of Symbolic Interactionism

(1) human beings possess the capacity for


thought, which is shaped by social
interaction;
(2) people learn meanings and symbols through
social interaction; and
(3) people are able to modify or alter the
meanings and symbols they use in
interactions by interpreting the situations they
are engaged in.
Major Premises of Symbolic Interaction Theory
1. Human beings act toward things on the basis of the meaning they have
• These things do not have an inherent or unvarying meaning
• Rather, their meanings differ depending on how we define and respond to them
• how we define, or give meaning to the things we encounter will shape our actions toward
them
• Therefore, if we wish to understand human behavior we must know how people define the
things— objects, events, individuals, groups, structures—they encounter in their
environment
2. The meaning attributed to those things arises out of social interaction with others
• We are not born knowing the meanings of things
• We don’t learn these meanings simply through individual experiences, but rather through
the interactions with others
3. These meanings are modified through an interpretive process
• the meanings of the things we encounter, though formed by social interaction, are altered
through our understandings
• An individual’s interpretation of the meaning will guide and determine action
The Looking-Glass Self
“We see ourselves as others see us”
-Charles Cooley

Looking-glass self
– we come to develop a self-image on the
basis of the messages we get from others,
as we understand them.
-In Cooley’s terms, you use other people as
a mirror into which you look to see what you
are like
Assignment:

What is the influence of the conflict


and consensus theory on your
work (as a teacher, government
employee, etc.)

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