SOCIAL JUSTICE

1. What is the nature of social justice?

According from Wikipedia Social justice is a concept of fair and just relations between
the individual and society. This is measured by the explicit and tacit terms for the distribution of
wealth, opportunities for personal activity, and social privileges. Social justice has often referred
to the process of ensuring that individuals fulfill their societal roles and receive what was their
due from society, which is the concept from older Asian cultures and Western as well.
As an additional for me is that every individual could have their own responsibility to
their society as well as society itself. And also of what people did/show to their society could
affect to its individual.

2. What constitutes educational and social justice in a democracy?

Essential to the definition of democracy is the notion that all people have equal power to
live freely, to vote, and to speak. There are two key aspects of teaching for social justice through
the practice of democracy in action. The first is addressing societal inequities through anti-
oppression education.

*TEACHING SOCIAL JUSTICE AND DEMOCRACY IN ACTION

THIS IS AN EXCERPT FROM PLAYING FAIR BY JOY BUTLER.

To embrace human rights is to become aware that without social justice there can be no
fairness or equality; consequently, democratic processes cannot function. Essential to the
definition of democracy is the notion that all people have equal power to live freely, to vote, and
to speak. With these rights comes the civic responsibility to exercise these rights through active
interest and involvement in the community. Teachers play a crucial role in preparing students to
do this.

There are two key aspects of teaching for social justice through the practice of democracy
in action. The first is addressing societal inequities through anti-oppression education. The
second is using some of the pedagogical tools to teach social justice - in this case, democracy in
action, situated ethics, and inventing games.

UNDERSTANDING SOCIETAL INEQUITIES

As Young pointed out (1990), the democratic process breaks down when unfairness and an
imbalance of power occur. Let's consider the nature of power in relation to the games
curriculum.

 Power over or coercive power. This is the power structure in hierarchies. The school
administration, which controls the curriculum, is supported by the school board, local
government, and the law. Sometimes the culture of the school reinforces practices that seem to
go without saying. These might include the disciplinary mastery approach to teaching sport, or
inequitable practices such as dodge ball.
 Power from within or empowerment. As educators, we seek to empower our students through
active creative experiences such as singing, writing, solving problems, making art, and dancing.
Through inventing games, we offer active creative experiences in the ethical domain, as we
 encourage students to speak up, listen, negotiate, and make decisions that will enhance the
effectiveness of the group.
 Collective power. Collective power is the power people gain when they act in concert. In the
inventing games process, students begin to understand that they are part of a community they can
trust. They come to accept that they sometimes need to set aside their own interests in favor of
common goals. They learn when to take care of themselves and when to take care of others.

3. In what ways and to what degree are American (and other) educational
systems just or unjust?

Fifty years ago, the Kerner Commission issued a seminal report on racial division and
disparities in the United States. With this blog, the Learning Policy Institute (LPI) is launching a
new series, Education and the Path to Equity, to commemorate the release of the Kerner Report
and to examine issues of education and equity 5 decades after that release.

In 1967, in response to widespread civil unrest, President Lyndon Johnson appointed the
National Advisory Commission on Civil Disorders (also known as the Kerner Commission) to
examine racial division and disparities in the United States. In 1968, the Kerner Commission
issued a report concluding that the nation was “moving toward two societies, one black, one
white-separate and unequal.” Without major social changes, the Commission warned, the U.S.
faced a “system of apartheid” in its major cities. Today, 50 years after the report was issued, that
prediction characterizes most of our large urban areas, where intensifying segregation and
concentrated poverty have collided with disparities in school funding to reinforce educational
inequality, locking millions of students of color from low-income families out of today’s
knowledge-based economy

4. How is educational and social justice enacted?

The notion of social justice pedagogy has become pertinent in education, especially in
urban communities that have a history of being oppressed through schooling. To practice social
justice teaching and learning practices is to truly see students for who they are and where they
come from. But what does it mean to see students? Seeing students requires teachers to recognize
them as valuable contributors to the classroom space, as opposed to social, cultural, and
academic burdens on the so-called master in the room—the teacher.

A social justice education is centered in democracy and the freedom to exercise one's full
humanity. Conceptions of equity and democracy have always been practically and theoretically
connected to the field of education, which is often perceived as the greatest human equalizer.
Although there is some truth to this, it is important to understand that the notion of meritocracy is
flawed, especially when you come from economically marginalized communities. If you work
hard and get straight. As in school, it does not automatically mean that you will attain social
mobility. This is the very nature of capitalism: Somebody wins, and many people lose. This is
particularly true if you are from a poor or working-class community.
5. What is the relationship between justice, education, and peace?

Peace education- is the process of acquiring the values, the knowledge and developing
the attitudes, skills, and behaviors to live in harmony with oneself, with
others, and with the natural environment.
Justice and Peace: human rights and justice as factors of peace
The prevention and management of conflict and post-conflict situations
is at the very heart of our work.
Our analysis is based upon the social realities experienced every day by
people in both the North and the South. It is founded upon a study of
international conflicts and challenges, carried out in close collaboration
with local actors. Our advocacy actions are aimed at the political and economic decision-makers.
They are drawn up in collaboration with an extensive and pluralistic network of civil society
associations. Our awareness activities are designed to raise citizens’ awareness and to encourage
them to become agents of peace and justice.

6. What is the impact of our knowledge of justice and foundations on

educational theory, policy, and practice?

 Understand the difference between personal stereotypes and systemic discrimination.

 Explore how privilege impacts discrimination and justice.
 The principle or ideal of just dealing or right action.
 Be more effective citizen on the society.
 POWER

1.What is the nature of power?

Power is an inescapable feature of human social life and structure. This paper addresses
the nature of power. The standard theory is that power is the capacity for influence and that
influence is based on the control of resources valued or desired by others.

In any social system, it is a fact that some give orders whist others obey. The ability to
command obedience is defined as power.

2.What is the current and historical distribution of power in American

society?
I only got one of author’s work which is the Distribution Of Power In American Society
by Talcott Parsons.

Reference: https://www.cambridge.org/core/journals/world-politics/article/distribution-of-power-
in-american-society
3.How should power be distributed in a democratic society?
Political power – the power to tax, enforce and write law – must be distributed across
individuals. Each area of power may be distributed differently. There are two main actors: the
government itself and the people who are governed. Within the government the same division
exists as well. In Canada, the provinces are governed by the federal government and federal
courts. There are two main ways of distributing power within a country. Power is either
distributed bottom-up or top-down.

If power is distributed bottom up within the area of taxation then taxes are collected by
local municipal governments. Individuals do not pay any tax to any higher government. The
local government is in turn taxed by the provincial (or state) government, and they in turn are
taxed by the federal government. By distributing taxation this way, it is impossible for the
federal government to control lower tiers of government by directly controlling the money
supply. If each tier of government controls voting by sending representatives to higher tiers of
government, then they will tend to vote to decrease taxes on themselves. At the lowest level of
government, the voice of the individual is much louder than it would be at a higher tier of
government. Therefore, such governments would not raise taxes as easily as a higher tier of
government would.

If power is distributed top-down, then the decisions at the top determine what the bottom is
allowed to do. In Canada, the federal government determines (through the constitution,
legislation and regulation) the powers of lower tiers of government. The provincial government
in turn determines the powers of the lowest tier of government. Such an arrangement of power is
top-down. It is exactly the same distribution of power found in dictatorships and monarchies.

4.What implications does a particular distribution of power have on education

and other social institutions?
In social science and politics, power is the capacity of an individual to influence the
conduct (behavior) of others. The term "authority" is often used for power that is perceived as
legitimate by the social structure.

Classroom Power Relations is organized in two parts. The first part provides descriptions
of "typical" or "sample" days in the classrooms of three elementary school teachers--a whole-
language teacher of a semirural first grade, an "authoritarian" teacher of an urban fifth grade, and
a suburban fifth-grade teacher who "shares control" with her students. Make provides contextual
information about each school district, community, school, and their inhabitants, creating a
snapshot of each classroom in which she observed. The second part offers a discussion of three
themes across the classrooms: their organization of time and space, teachers' use of politeness
and indirect discourse, and how classroom knowledge is defined. Another chapter specifically
explores students' contributions to classroom power relations. In the final chapter, Make
discusses some implications for teachers, teacher educators, and educational researchers. She
appends an annotated bibliography.

In this book, Gallas describes how she helps her students "reflect upon and take
responsibility for their actions" and courageously subjects her own practice to this same
reflection and scrutiny.
 While Gallas reflects on and critiques her own practice, there are three important aspects
of this book that I find problematic. First, the portraits of her students seem a bit too neat and
polished. I am left wondering how she can know her students so well. She reveals questions and
behaviors that remain outside of her understanding in her narrative, but in the end, she always
seems to have an airtight explanation of a child's personality or way of being in her classroom.
Similarly, while it is helpful to the reader to understand how and why she labels certain students
"bad boys" or "silent girls," I am uncertain that this strategy ultimately helps teachers to break
the habit of stereotyping students. She begins to make her labels more three- dimensional and
complicated, but ultimately they are still the bad boys and silent girls who parenthetically, and as
a result of her teaching and in the course of her storytelling, become boys and girls with complex
dimensions.

Secondly, her treatment of race remains on the level of Black and White. As an Asian
American who was once a "silent girl," I was particularly sensitive to the fact that she names and
labels her Japanese students as such, but seemingly does not explore the racial dynamics for
these students. For example, she explains that her Japanese students have an excuse for being
silent, but then does not elaborate on this belief. Is she suggesting that their language skills give
them an excuse for remaining silent? Their culture? What is her responsibility in light of their
silence and social experimentation? Is her responsibility to foreign nationals different than to
U.S. citizens? I find this information relevant and important to a study of power and identity. In
addition, she makes claims to knowledge and understanding of Philip, the Chinese American
student in her class, that are not nearly as substantiated as her discussions of the experiences of
her White or African American students. Her conclusion that Philip "did not have a complete
understanding of the rules he was breaking or the implications of his act" (p. 107) is based on
two sentences she quotes him as saying. Not understanding the meaning of "the `n' word" does
not also mean not understanding the meaning of racism in general or "nigger" in particular.

Finally, Gallas focuses on the dynamic classroom social process divorced from her
academic curricular objectives. This separation of process from content has two important
implications. The first is the more common and obvious: classroom behavior and disciplinary
issues are a separate concern for teachers, and while important, they still occupy second-class
seats to more important academic curricular issues. The second implication is less obvious but
equally important. By focusing on peer social dynamics, Gallas investigates her own power only
peripherally. Her power is taken for granted.

5.Is there are a relationship between school and classroom power dynamics and
those of the larger society?
Yes.

6.How is power exercised in society and in educational institutions?

Power is exercised by states -- through military and police, through agencies and
bureaucracies, through legislation; it is exercised by corporations and other large private
organizations; and it is exercised by social movements and other groups within society
7.What is the relationship between power and justice?
The relationship between Power and Justice is similar to the relationship between Money
and Happiness, in that it is not a direct relationship, but a complimentary one. Sufficient Power
possessed by a group inclined to enforce justice fairly makes for a more just system.

Power possessed by a group inclined to enforce justice in a discriminate, haphazard, or

other unjust manner will make a system less just. Similarly, a group with Power may choose to
deliberately counter society's efforts at achieving and maintaining Justice, which may also make
that system less just.

Power is an actuality, whereas Justice is an idea/concept/goal that can be actualized only

through the deliberate actions of persons who choose to act toward that actualization.

8.What is the source(s) of power?

The source(s )of power are:

Legitimate Power

Legitimate power is also known as positional power. As these names suggest, legitimate
power is the power that a person in the organization holds because of his/her position and that is
considered to be legitimate. A manager who leads a team has certain responsibilities and also the
right to delegate tasks/her to his subordinates as well as review their work and give feedback.

Expert Power

Again, as the name suggests, expert power is that kind of power which an employee has
due to the knowledge and expertise that he/she possesses. Knowledge is wealth in today’s world
and is highly sought after by organizations. Nice specializations and extensive research work is
highly valuable to businesses which are increasingly becoming complicated and specialized.
Expert power also acts as a stepping stone for employees to gain legitimate power. A good and
acceptable display of expert power will lead to promotions and make an employee indispensable
for the company. The promotions will result in legitimate or positional power. Ex. Medico-Legal
experts.

Coercive Power

Coercive power is the power that a person has which he/she uses to coerce or threaten
other employees. Coercive power is used to enforce strict deadlines and punishable actions in the
workplace and scare employees.

Salary cut, leave cut or even terminations are certain threats that are used by bosses to get
the work done by their employees. Bosses need to be strict with their employees and are justified
in expecting professionalism and timely completion of work. Coercive power, if used optimally
can improve the performance of employees and make them challenge themselves constantly.
Referent power

Referent power is power that is a resultant of the personality of a person. The

relationships that a person develops with co-workers and the charisma with which a person is
able to present himself/herself to others results in a certain level of respect and approachability
towards that person. Referent power can also be a result of closely knowing senior people in the
organization or those who are at a position of leadership and authority of any kind.

Reward Power

Reward power arises out of the authority that a person has to recognize and reward
people. Ways to do this can be by salary hikes, bonuses, paid leave, company sponsored vacation
or even promotions. Employees who possess reward power can influence the performance of
employees considerably.

10.What is the relationship between power and wealth?

Some have said that Wealth is Power. But it is equally well-known that Power brings
Wealth. So what is the relationship between these two objects of desire? Which brings which?
Which is the chicken and which is the egg?

To fully understand the dynamics between Wealth and Power, we need to first define
what is meant by the words 'Wealth' and 'Power'.

When we speak of Wealth, the images that come to mind are big houses, big cars, gold
bars plush offices, golf resorts and European ski holidays. And in our modern times, Wealth is
represented by Money; cash in our pockets and numbers in our bank accounts.

In short, Wealth is the ability to buy stuff; the ability to obtain what our hearts desire from the
market place (both legitimate markets and black markets).
Anything that others put up for sale, we can have if we can pay the price in money. The
whole concept of an economy is an attempt to regulate and systemize decision-making with
regards to what gets produced and created by humanity.
But note that there is a limitation to what Wealth can beget. It only buys things at the
market place. You can't buy things that people are not willing to sell or are not able to sell.
Before we conclude on Wealth, let's look at what 'Power' is. Power can be defined as the
ability to turn our intentions into reality, transforming the intangible ideas born in our minds into
solid truth. To manifest our intentions, we need to be able to control and influence our environs.
This ability to control our environs is called 'Power'. As such, physical power is the ability
to move and shape physical objects, social power is the power to win over friends and allies, and
formal authority is the ability to tell people what to do; backed by military force or the rule of
law.
When we combine the definitions of Wealth and Power, we get the correct perspective to
view these two subjects.
The truth is, Wealth is ONE TYPE of Power. Wealth is the power to get others to do the
necessary work to produce goods and services that we want. With wealth, we can buy the
organized labor of others, trading our money for their work, within the confines of the
marketplace.
Wealth itself can also be traded for other types of power. You can use wealth to influence
those in positions of authority, through both legitimate lobbying and corruption.
 KNOWLEDGE

1. What is the nature of knowledge?

The Nature of Knowledge. - to perceive or understand clearly and with certainty; to have
in the mind or memory as the result of experience, learning, or information; to understand and be
able to use; to have personal experience of; to feel certain."

2. What does it mean to know something?

To know something means to understand something. Interesting thing is that
knowing something or understanding something fully is an illusion that our mind creates because
you can always find deeper questions and new information that you didn't know.

3. What is the difference between belief and knowledge?

The Wikipedia on "Descriptive Knowledge" says this: "The difference between
knowledge and beliefs is as follows:. A belief is an internal thought or memory which exists in
one's mind. Most people accept that for a belief to be knowledge it must be, at least, true and
justified."

4. Is there a relationship between knowledge and power?

Knowledge can be defined as “facts, information, and skills acquired by a person through
experience or education; the theoretical or practical understanding of a subject.”

Power can be defined as “the capacity or ability to direct or influence the behavior of
others or the course of events.”

The relationship between the two may be subtle (e.g. “I know that when my opponent in
poker is bluffing he always smiles nervously.”) or overt (e.g. “I counted. You have no bullets left
and now you will die.”) Knowledge can impact the assumption power (e.g. “I was able to thwart
his attempt to get a message to the army because his courier was in my employ.”) or help
maintain it. (e.g. I know how badly you want that bridge for your district, Congressman. If you
help me on the spending bill, I’ll see the bridge is included in the next appropriations bill.”)

The truth is that knowledge is important but not absolutely critical to gaining power
(think of Claudius who was elected emperor of Rome precisely because he was thought to be a
dullard or Theodore Roosevelt who was selected as Vice President because the leadership of his
own party wanted to get him away from the levers of power he had as governor of NY).
However, few people maintain power without mastery of at least some of the complexities of the
shifting currents of influence within the organization or government.

It is impossible to say which is more important or where one begins and the other ends.
Generally speaking, the relationship between knowledge and power can generally been as
intertwined: knowledge is what to do and when to do it to gain or maintain power.
5. Are there various ways of knowing and forms of knowledge?
All knowledge comes from somewhere. The Ways of Knowing are w hat they sound like,
the methods through which knowledge becomes apparent t to us. In the IB there are
eight different ways of knowing: Language, Sense perception, Emotion, Reason, Imagination,
Faith, Intuition and Memory.

6.Is knowledge socially and culturally constructed?

Social constructionism questions what is defined by humans and society to be reality. ...
Strong social constructs rely on the human perspective and knowledge that does not just exist,
but is rather constructed by society.

7. What knowledge is most valuable?

Knowledge is power: why knowledge is more valuable than money. The most
valuable thing in the world is knowledge.

8. In what ways does knowledge define teaching and learning?

Content knowledge generally refers to the facts, concepts, theories, and principles that are
taught and learned in specific academic courses, rather than to related skill such as reading,
writing, or researching that students also learn in school.

9. Do race, gender, and ethnicity influence what and how we know?

YES, Culture, race, and ethnicity are complex and multifaceted concepts that can impact
people's lives and identities in many different ways. This lesson provides an overview of the
ways these factors influence individual and group development.
 CULTURE

1. What is culture?
Culture is the characteristics and knowledge of a particular group of people,
encompassing language, religion, cuisine, social habits, music and arts.

2. Is reality culturally constructed?

The theory centres on the notion that meanings are developed in coordination with others
rather than separately within each individual. Social constructionism questions what is defined
by humans and society to be reality. Another example of a social construction is the concept of
self/ self-identity.

3. What is the relationship between power, knowledge, and culture?

Power itself is an integral element of culture; therefore, culture and power are
inextricably related to one another difficult to separate it out. Powers achieved through culture,
retained through culture and maintained through culture and even transfer power to others
through culture. For example - political power, spiritual power, knowledge power, money and
wealth power, authority all are transferred through culturally established values. Political power
in democracy achieved and managed through democracy people’s mandate then only it is valid.
Similarly, knowledge power of any branch of knowledge can be achieved through culturally
established educational institutions then only it will be recognized and professionally valued.

In absence of state few centuries before this political power was achieved through battle
and war and that was valid that time, even colonization by Europe to many countries was also
done in search of power, and over 300–400 years it was valid, and colonizers captured many
parts of the world and also they completely either extinct their (colonized countries) culture or
altered their culture.

And the colonized countries have accepted the culture of colonizer countries. Power is
part of culture and there is deep interconnected plus integrated relationship with culture. Power is
always validated/ legalized or established through existing culture. For example in many middle
east countries there is no democracy so the existing mode of power is validated/justified and
accepted by the culture and the subject of the countries are integrated with that mode of power
established by their culture.

4. Do schools reflect the culture of the society within which they are situated?
The School and Society: Being Three Lectures (1899) was John Dewey's first published
work of length on education. A highly influential publication in its own right, it would also lay
the foundation for his later work. In the lectures included in the initial publication, Dewey
proposes a psychological, social, and political framework for progressive education. Notably,
this includes collaborative practical experimentation as the central element of school work. He
argues that the progressive approach is both an inevitable product of the Industrial Revolution
and a natural fit with the psychology of children. A final chapter details some of the experiments
done at the University of Chicago Laboratory Schools.
5. What constitutes a just response to cultural diversity?
Diversity refers to the attributes that people use to confirm themselves with respect to others,
“That person is different from me.” These attributes include demographic factors (such as race, gender,
and age) as well as values and cultural norms. Cultural diversity can be seen as analogous to biodiversity.

6. What is the nature of multicultural education?

Multicultural Education: Goals and Dimensions. Multicultural education is an idea,
an educational reform movement, and a process (Banks, 1997). As an idea, multicultural
education seeks to create equal educational opportunities for all students, including those from
different racial, ethnic, and social-class groups.

7. Is justice culturally relative?

YES, Relative Justice: Cultural Diversity, Free Will, and Moral Responsibility. ... (It
should be noted that Sommers is not a met skeptic about morality in general, only moral
responsibility.)

8. Is there a cultural mismatch between the school and the student’s home life?
YES, Cultural mismatch between school and home. Teachers observed pupils in their
home/community environment in their organization and instruction of their. Top student for
Math’s, top student for everything I mean, but when you go back home say, townships for
instance, so they don't know what type of life we live.
 IDEOLOGY

1. What is the nature of ideology?

While society is now more ideologically diverse, the idea of ideology as an abstraction of
thought overlaid on reality remains relevant. These assumptions form the shared precepts which
allow a particular belief system to be defined as an ideology. It is the nature of ideology to claim
privileged access to truth.

2. Do all societies have an ideology?

Ideology is a system of concepts and views which serves to make sense of the world while
obscuring the social interests that are expressed therein and by its completeness and relative
internal consistency tends to form a closed system and maintain itself in the face of
contradictory or inconsistent experience.

3. Is justice defined by ideology?

Ideologies are ideas whose purpose is not epistemic, but political. Thus an ideology exists
to confirm a certain political viewpoint, serve the interests of certain people, or to perform a
functional role in relation to social, economic, political and legal institutions.

4. What is the relationship between power and ideology?

According to Henry Lennon, political animal, researcher, fantasy enthusiast, dog lover
Depends on your background; these terms have competing meanings by those known to
have used them (e.g. post-structuralisms, postmodernists). To have a fully adequate answer you
need to discern what perspective these terms are being used, and more specifically from which
author.

For me, discourse is the medium of meaning and communication (it is the resources that
comprise our social actions). Power mediates all relationships between objects and people for
better or worse (in a Foucauldian tradition). Ideology is a recognizable (although contestable)
grouping of familiar themes, values and practices for constructing the world, penetrating society
in such a way that they comprise residue arguments used in and about the place, so while some
may be 'dominant', they are in constant conflict between others when invoked by society
members.

So, to bring them together with a crude example: discourse is everywhere (everything we
say and do), some of which are connected to form particular meaningful power relationships
(e.g. consumer-business-workers) which can be interpreted as representing broader ideological
positions (capitalism). In practice the world is much more complex as not only are these terms
contested, but interpreting patterns within them are also notoriously time-consuming, for we are
well-versed in taking our surroundings for granted.
5. Do schools promote ideological hegemony – a dominant ideology?
In Marxist philosophy, the term dominant ideology denotes the attitudes, beliefs, values,
and morals shared by the majority of the people in a given society. As a mechanism of social
control, the dominant ideology frames how the majority of the population thinks about the nature
of society, their place in society, and their connection to a social class.

6. What is the relationship between knowledge and ideology?

In other words, a theory of dis- course is fundamentally incomplete without a detailed
theory of its relationships with knowledge. For many types of discourse (some theorists might
even maintain for all kinds of discourse) the same is true for the relationships between discourse
and ideology.

7. Does ideology drive politics?

Yes, political ideology is a coherent set of views on politics and the role of the
government. Consistency over a wide range of issues is the hallmark of a politic.

8. Is the curriculum shaped by the dominant ideology?

According to this an ideology that combines all and provides relevance to the
developmental needs of the people; is an instrument of society development ideology that is
appropriate and sensitive to the peculiar needs of the people, therefore these ideologies might
resolve the imbalances in societies (Giroux and McLaren 1989).

Ordinarily, the mention of ideology takes everyone’s mind to capitalism or socialism, with much
of the British and European media and political agenda focused on ‘migration’ and the removal
of citizenship from the national curriculum, little attention has been given to ‘multicultural
education’ in comparison. For many in the United Kingdom (UK), multicultural and citizenship
may seem unproblematic; it is rarely reported outside the educational sphere and recently attracts
limited political attention.

9. Does ideology justify a particular distribution of power and wealth in society?

Yes

10. What role does schooling play in this distribution?

Schools serve a number of functions in our society beyond just transmitting academic ...
Psychology · Transportation and Distribution · Visual and Performing Arts .... But they also
serve other functions in our society as well.
11. What is the relationship between ideology and religion?
Religion usually describes the belief in a superhuman controlling power involving a God
or gods; it entails a system of faith and worship as well as, like ideology, an underlying set of
values, myths, ideas, attitudes, beliefs and doctrine that shape the behavioral approach to
political, economic, social, cultural and/or ecological activities of an individual or organization.

12. Is there a relationship between American democracy and imperialism?

The theoretical or historical reconstructions of the idea of democracy by Western scholars

trace its “formal origins” back to Athens in the so-called cradle of civilization. However, Isakhan
and Stockwell (2011Isakhan, B. and Stockwell, S. 2011. The Secret History of
Democracy, London: Palgrave Macmillan.) among others (Frank, 1998
Frank, A. 1998. Reorient: Global economy in the Asian Age, Berkeley: University of California
Press.; Gresh, 2011Gresh, A. 2011. “Reorienting [and Deconstructing] History,” In Critical
Development Studies Handbook, Edited by: Veltmeyer, H. 27–32. London: Pluto, have
established democratic practices in various societies in the Orient that preceded Athens and
Rome. Needless to say, the connection between imperialism and democracy in this “secret
history” has yet to be made by historians.

The libertarian Scott Trask (2004 Trask, H. 2004 “William Graham Sumner: Against
Democracy, Plutocracy and Imperialism,” Journal of Libertarian Studies” 1) cites Sumner as a
“first-rate diagnostician of the vices and flaws endemic to modern democracy,” allowing him to
see “with remarkable prevision how it would develop into the twentieth century.” However, to
put this judgment in perspective we might note that according to Sumner democracy has been
“realized” in only three kinds of social organizations, namely “amongst slave-owners, enjoying
leisure and recognizing amongst themselves the equality of all freemen” (such as in ancient
Sparta, classical Athens, and the former slave states of the United States); “primitive agricultural
townships” (such as in colonial New England); and “Caesarean empires” (such as imperial Rome
and Napoleonic France).

In the nineteenth century, the imperial project of the American democratic republic did
not need this ideological cover. It was enough to appeal to the “manifest destiny” of the “nation.”

Democracy in its liberal or bourgeois form is usually understood in terms of principles

such as electoral participation and legislative representation, but it would be well into the
twentieth century before the working class managed to achieve a minimal measure of direct
representation in this form of democracy; normally, and certainly in the USA and Canada, both
having a “first across the post” electoral system, a large part of the electorate has no political
representation.
 SOCIETY

1. What is the nature of society?

Society may be visualized as the behavior of human beings and the consequent problems
of relationships and adjustments that arise. According to Renter, “Society is an abstract term that
connotes the complex of interrelations that exist between and among the members of the group.
In this way, society exists wherever there are good or bad, proper or improper relationships
between human beings. These social relationships are not evident, they do not have any concrete
from, and hence society is abstract.

2. What is the relationship between social structures and forces and social
institutions?
Social structure in sociology, the distinctive, stable arrangement of institutions whereby
human beings in a society interact and live together. Social structure is often treated
together with the concept of social change, which deals with the forces that change the social
structure and the organization of society.

3. What is the relationship between power and social structure?

The relationship between power and position in a social structure, few researchers have
explored this issue empirically. This paper develops a quantitative measure of an individual's
structural capacity for "brokerage" in a social network to test hypotheses about the effect of
structural position on power in community elites. Data on two community elites are used to show
that position in a social network has an effect on perceived influence independent of other
influence resources, and power derived from structure and power derived from resources
undermine rather than enhance each other. Moreover, this relationship between power and
structural position is dependent on the degree of fractionalization and opposition in the elite.

4. What is the nature of the school-society interface?

Community is a part of the society and education is the counterpart of both. School is the social
institute where consciously designed learning experiences are provided with the objectives of achieving
social aim at large, over a period of time.

5. Does schooling reflect the nature of the society’s structures?

Yes, because to this the School and Society: Being Three Lectures (1899) was John
Dewey's first published work of length on education. A highly influential publication in its own
right, it would also lay the foundation for his later work. In the lectures included in the initial
publication, Dewey proposes a psychological, social, and political framework for progressive
education. Notably, this includes collaborative practical experimentation as the central element
of school work. He argues that the progressive approach is both an inevitable product of the
Industrial Revolution and a natural fit with the psychology of children. A final chapter details
some of the experiments done at the University of Chicago Laboratory Schools.

6. What is the nature of the “good” society?

A lot of things make a good society. But good sometimes isn’t enough for an institution
such as a society, because a society is the most important part of the human race. They are the
building blocks of every environment. A healthy society creates a healthy environment and a
healthy environment makes a healthy person.

7. Are schools social institutions?

Yes, because it is one of the five major social institutions in large societies including
family, religion, politics, and economics.

8. What is the relationship between dominant social institutions (government,

economy, media, military-industrial complex, etc.) and educational institutions?
A social institution may be defined as an organizational system which functions to satisfy
basic social needs by providing an ordered framework linking the individual to the larger culture.
According to Wikipedia encyclopedia,

“Social organization or social institution, is a group of social positions, connected by social

relations, performing a social role. It can be also defined in a narrow sense as any institution in
a society that works to socialize the groups or people in it. Common examples
include education, governments, families, economic systems, religions, and any people or groups
that you have social interaction with. It is a major sphere of social life organized to meet some
human needs.”

Social organizations can take many forms, depending on the social context. For example,
for family context the corresponding social organization is the extended family. In the business
context a social organization may be an enterprise, company, corporation, etc. In the educational
context, it may be a school, university, etc. In the political context it may be
a government, political party, etc. Commonly, experts officially recognize these fivemajor social
institutions that have been evident in some way in
every civilization in history: government, religion, education, economy, and family. To give a
simple example: productive institutions are dependent on educational institutions for a skilled
workforce, educational institutions are dependent on the government for their funding,
and government institutions, in turn, rely on productive institutions to create wealth to
finance government spending. Sociologist call this institutional interdependence
9. In what ways are powers, knowledge, and ideology institutionalized?
According to this essay of Richard Harvey Brown from the University of Maryland which is the
MODERN SCIENCE: Institutional of knowledge and rational of power is explores the relationship of
scientific knowledge to political and economic power. By comparing intellectual production to economic
production, the author identifies three preconditions for a knowledge discourse to achieve monopoly
domination or hegemony in its market sector or cognitive domain.

First, the knowledge discourse must be perceived as specialized; that is, as a unique product or
service. Second, it must be clemently represented as useful to dominant groups. Finally, it must achieve
institutionalization. Ethnographies of scientific discourse and practice, as well as social histories of
science, provide data relevant to this model. Such studies reveal the rhetorically constructed character
of scientific knowledge, and hence its openness to social and political influence. But these studies also
show how scientists strive to standardization; that is, they seek to render their somewhat ad hoc
activities in the laboratory into replicable and reputable public accounts. The norms and techniques of
this locally created standardization emerged historically, mainly in the form of objectivity and numeracy.

These standards in turn serve politically to demarcate legitimate scientists from amateurs and
quacks, thereby satisfying the first precondition of the model-that to be successful a knowledge
discourse must be perceived as specialized. Cognitive boundaries enabled social boundaries-chiefly the
marking of distinctions between disciplines and the organization of their practitioners into professional
guilds. Through the creation and enforcement of such distinctions, product identification, market
allocation, and oligopolization were secured.

These processes also required investment capital to sustain intellectual production. Thus, to
institutionalize their disciplines and themselves in research universities and specialized scientific-
administrative centers, practitioners sought to demonstrate their utility to potential clients and patrons.
Along the way, the disciplines became more instrumentally oriented, their concepts, methods, and
topics shaped to conform to the requirements of professionalization and institutionalization. The very
language of science also changed in accordance with its new emphases. The close institutionalized
affinity of cognitive, political, and economic interests was largely established in the late nineteenth and
early twentieth centuries. The new, institutionalized, scientific knowledge and the new, rationalized,
statistic and corporate power had become mutually authorizing, an interaction that continues in
changing forms to this day.
 REFERRENCES:
1. https://www.cambridge.org/core/journals/world-politics/article/distribution-of- power-in-
American-society
2. http://andrewchua1902.blogspot.com/2008/10/relationship-between-wealth-and-
power.html
3. https://blog.clickmeeting.com/power-sources
4. http://www3.sympatico.ca/saburns/pg0306.htm
5. andrewchua1902.blogspot.com/2008/10/relationship-between-wealth-and-power.html
6. https://philosophy.stackexchange.com/questions/1295/what-is-the-difference-between-
knowledge-and-belief
7. https://www.quora.com/How-would-you-describe-the-relationship-between-knowledge-
and-power

8. https://www.lanternaeducation.com/ib-blog/theory-of-knowledge-ib-guide-part-4/
9. https://en.wikipedia.org/wiki/Social_constructionism
10. https://www.listenmoneymatters.com/knowledge-is-power/
11. https://www.edglossary.org/content-knowledge/

12. https://www.livescience.com

13. https://en.wikipedia.org/wiki/Social_constructionism

14. Sanjay Mishra, A Social Observer (2015-present)

15. https://en.wikipedia.org/wiki/The_School_and_Society
16. https://en.wikipedia.org/wiki/Cultural_diversity
17. https://education.uw.edu/cme/view
18. wiredspace.wits.ac.za/bitstream/handle/10539/1811/07Chapter7.pdf?sequence...y
19. https://fiddlingwhileitburns.wordpress.com/essays/the-nature-of-ideology/
20. https://www.thoughtco.com/ideology-definition-3026356
21. https://plato.stanford.edu/entries/law-ideology/
22. https://www.quora.com/What-is-the-relationship-between-discourse-power-and-ideology
23. https://en.wikipedia.org/wiki/Dominant_ideology
24. https://www.cliffsnotes.com/study-guides/american-government/.../political-ideology
25. www.discourses.org/OldArticles/Discourse,%20Knowledge%20and%20Ideology.pdf
26. https://www.google.com/search?ei=k9vnXLWeFYbm-
Ab55aOIAg&q=Does+ideology+drive+politics%3F&oq=Does+ideology+drive
27. https://www.ukessays.com/essays/politics/the-dominant-ideologies-shaping-educational-
policies-politics-essay.php
28. https://study.com/.../functions-of-school-socialization-cultural-innovation-integration-l...
29. http://www.ipsnews.net/2016/07/the-psychology-of-ideology-and-religion/
30. https://www.tandfonline.com/doi/abs/10.1080/00472336.2012.668353?journalCode=rjoc20
31. http://www.yourarticlelibrary.com/essay/essay-on-society-the-meaning-and-nature-of-
society-803-words/8500
32. Roger V. Gould, Social Forces, Vol. 68, No. 2 (Dec., 1989), pp. 531-552
33. Published by: Oxford University Press DOI: 10.2307/2579259
34. https://www.jstor.org/stable/2579259
35. https://www.quora.com/What-makes-a-good-society
36. https://prezi.com/dd4z6qrqs4sp/school-as-a-social-institution/
37. https://www.academia.edu/7991458/SOCIAL_INSTITUTIONS
 CENTRAL PHILIPPINES STATE UNIVERSITY
Moises Padilla Campus Moises Padilla, Negros Occidental

The following questions constitute broad categories of inquiry that frame the inquiry-based model of
graduate education in the field of Educational Theory and Social Foundations. Please answer legibly. Be
precise and concise.

 SOCIAL JUSTICE
1. What is the nature of social justice?
2. What constitutes educational and social justice in a democracy?
3. In what ways and to what degree are American (and other) educational systems just or unjust?
4. How is educational and social justice enacted?
5. What is the relationship between justice, education, and peace?
6. What is the impact of our knowledge of justice and foundations on educational theory, policy, and
practice?

 POWER
1. What is the nature of power?
2. What is the current and historical distribution of power in American society?
3. How should power be distributed in a democratic society?
4. What implications does a particular distribution of power have on education and other social
institutions?
5. What are the power dynamics in schools and classrooms?
6. Is there are a relationship between school and classroom power dynamics and those of the larger
society?
7. How is power exercised in society and in educational institutions?
8. What is the relationship between power and justice?
9. What is the source(s) of power?
10. What is the relationship between power and wealth?

 KNOWLEDGE
1. What is the nature of knowledge?
2. What does it mean to know something?
3. What is the difference between belief and knowledge?
4. Is there a relationship between knowledge and power?
5. Are there various ways of knowing and forms of knowledge?
6. Is knowledge socially and culturally constructed?
7. What knowledge is most valuable?
8. In what ways does knowledge define teaching and learning?
9. Do race, gender, and ethnicity influence what and how we know?

 CULTURE
1. What is culture?
2. Is reality culturally constructed?
3. What is the relationship between power, knowledge, and culture?
4. Do schools reflect the culture of the society within which they are situated?
5. What constitutes a just response to cultural diversity?
6. What is the nature of multicultural education?
7. Is justice culturally relative?
8. Is there a cultural mismatch between the school and the student’s home life?
 IDEOLOGY
1. What is the nature of ideology?
2. Do all societies have an ideology?
3. Is justice defined by ideology?
4. What is the relationship between power and ideology?
5. Do schools promote ideological hegemony – a dominant ideology?
6. What is the relationship between knowledge and ideology?
7. Does ideology drive politics?
8. Is the curriculum shaped by the dominant ideology?
9. Does ideology justify a particular distribution of power and wealth in society?
10. What role does schooling play in this distribution?
11. What is the relationship between ideology and religion?
12. Is there a relationship between American democracy and imperialism?

 SOCIETY
1. What is the nature of society?
2. What is the relationship between social structures and forces and social institutions?
3. What is the relationship between power and social structure?
4. What is the nature of the school-society interface?
5. Does schooling reflect the nature of the society’s structures?
6. What is the nature of the “good” society?
7. Are schools social institutions?
8. What is the relationship between dominant social institutions (government, economy, media,
military-industrial complex, etc.) and educational institutions?
9. In what ways are power, knowledge, and ideology institutionalized?

Sources:
http://www.utoledo.edu/education/depts/efl/programs/GradFoundations/TSOC_Doc_Program.html
Prepared by: ROSMAR BAÑAS PINAGA, LPT, MAED Professor Website: http://rpinaga.weebly.com G-
mail: rosmarpinaga30@gmail.com Yahoo mail: pinaga_rosmar@yahoo.com

Prepared by:

MARIA LOURDES V. CATAGUE