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UNIT 3 : Social Science Theories and Implications to Education

 

1.0 Intended Learning Outcomes

a) Explain social science theories and their implications to education, and

b) Discuss how teachers, students, administrators and other personnel could

contribute in affecting positive social change in the society.

 
1.1. Introduction

Social theory by definition is used to make distinctions

and generalizations among different types of societies, and to
analyse modernity as it has emerged in the past few centuries.
Social theory as it recognized today emerged in the 20 th
century as a distinct discipline and was largely equated with
an attitude of critical thinking and the desire for knowledge.

Sociologist today employ three primary theoretical

perspectives: the functionalist perspective, the conflict
perspective and the symbolic interactionist perspective. These
perspective offer sociologists theoretical paradigms for
explaining how society influences people, and how people
influence society. Each perspective uniquely conceptualizes
society, social forces, and human behaviour.
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1.2 Topics/Discussion (with Assessment/Activities)

Activity
Try to analyse the lyrics of the given song then answer the following
questions;
Dem Bones
(Refer to https://www.youtube.com/watch?v=for the melody)

Dem bones, dem bones, dem dry bones,

Dem bones, dem bones, dem dry bones,
Dem bones, dem bones, dem dry bones,
Now shake dem skeleton bones!

The toe bone’s connected to the toe bone,

The foot bone’s connected to the ankle bone,
The ankle bone’s connected to the leg bone,
Now shake dem skeleton bones!

The leg bone’s connected to the knee bone,

The knee bone’s connected to the thigh bone,
The thigh bone’s connected to the hip bone,
Now shake dem skeleton bones!

Dem bones, dem bones, dem dry bones,

Dem bones, dem bones, dem dry bones,
Dem bones, dem bones, dem dry bones,
Now shake dem skeleton bones!

The hip bone’s connected to the back bone

The back bone’s connected to the neck bone,
The neck bone’s connected to the head bone,
Now shake dem skeleton bones!

The finger bone’s connected to the hand bone,

The hand bone’s connected to the arm bone,
The arm bone’s connected to the shoulder bone,
Now shake dem skeleton bones!

Dem bones, dem bones gonna walk around

Dem bones, dem bones, gonna walk around
Dem bones, dem bones, gonna walk around
Now shake dem skeleton bones!
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Let’s Analyze the Song

1. According to the song what are connected?

2. What do you expect if these bones are connected? Does malfunctioning of one
bone affect the other bone?

1.2.1. Three Social Theories

1. Structural-functional theory
Herbert Spencer, the proponent of structural-functional views society
as “a system of interconnected parts each with a unique function. The parts
have to work together for stability and balance of society”. Society is
compared to the human body with different but interrelated parts performing
different functions. Just as the human body has many parts, society has
different but interrelated components such as the family, the state, the school,
the Church, mass media, economics. These must coordinate and collaborate
for society to function well. If one part of the human body does not function
well, the whole body is affected. In the same way, when one component of the
society does not do its part, society will not function well. The overall health
of the organism (society) depends upon the health of each structure.
This is exactly the message of the song, Dem Bone. The bones are
interconnected. Each has a unique function.
The functionalist theory of education focuses on how education serves
the need of society through the development of skills encouraging social
cohesion. The role of schools is to prepare students for participation in the
institutions of society. Education is concerned with transmission of core
values for social control. Education is concerned with socializing people by
bringing together people from different backgrounds. The functionalist theory
is focused on social stability and solidarity. Functionalist see education as a
beneficial contribution to an ordered society.
Functionalism does not encourage people to take an active role in
changing their social environment., even when such change may benefit
them. Instead, functionalism sees active social change as undesirable because
the various parts of society will compensate naturally for any problem that
may
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arise. For example, schools can compensate for the lack of time and the lack of
parental advice from home.

Purposes of Schooling according to Functionalists

The purpose of schooling according to the functionalist theory, as cited by

Prieto,et.al,2019, are:

 Intellectual purposes- acquisition of cognitive skills, inquiry skills

 Political purposes- educate future citizens; promote patriotism,
promote assimilation of immigrants; ensure order, public civility and
conformity to laws
 Economic purposes- prepare students for later work roles; select and
train the labor force needed by society
 Social purposes- promote a sense of social and moral responsibility;
serve as a site for the solution or resolution of social problems;
supplement the efforts of other institutions of socialization such as the
family and the church

2. Conflict Theory
According to this theory, there are always two opposing sides in a
conflict situation. People take sides between maintaining the status quo and
introducing change then arrive at an agreement. Conflict theory welcomes
conflict for that is the way to the establishment of a new society. Conflict
theories find potential conflict between any groups where inequality exists:
racial, gender, religious, political, economic, and so on. Conflict theorists note
that unequal groups usually have conflicting values and agendas, causing
them to compete against one another. Thus constant competition between
group forms the basis for the ever-changing nature of society.
The factory workers want change- better working conditions, higher
salaries. The factory owners naturally are opposed to such. The resolution of
the conflict, however, leads to a compromise, a change in the way the factory
is managed where both workers and owners are happy.

 How Proponents of Conflict Theory Regard Education

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According to the conflict theory, education is not truly a social benefit
or opportunity as seen by the functionalists. Rather, education is a
powerful means of maintaining power structures and creating a docile

work force for capitalism. The purpose of education is to maintain

social inequality and to preserve the power of those who dominate
society and teach those in the working class to accept their position as
a lower class worker society. Conflict theorists call this the “hidden
curriculum”. The “hidden” curriculum socializes young people into
obedience and conformity for them to be developed as docile workers.
Functionalist disagree strongly. They assert that if schools teach
adherence to policies, obedience to rules, respect for persons including
authorities, punctuality and honesty, civil right it is because they are
the very principles dear to a democratic way of life. It is not because
they want to make the workers remain docile, unquestioning and
subservient forever while those in power remain in power.

3. The Symbolic Interactionist Theory Perspective

Three tenets of symbolic interactionist theory, as cited by Prieto, et.,al :
1) An individual’s action depends on meaning. We act based on the meaning
we give to symbols. Symbols can be actions, objects or words. If a student
understands that teacher believes in one’s ability the teacher tries its best
prove that one is able. If a teacher does otherwise, a student tends to behave
in accordance with teacher’s poor perception.
2) Different people may give different meanings to the same thing. When
teachers are strict, some students see it as an expression of care. Others may
rebel because they perceive teacher’s behaviour as limiting their moves and
desires. A businessman may look at a tree and start estimating how much
money he can get if he has the tree cut down for lumber. A philosopher or a
poet may look at it with the thought, “they also serve who only stand and
wait” like John Milton’s from his poem “On his Blindness”.
3) Meanings change as individuals interact with one another. A negative
meaning that you used to associate with hospital when you went to a hospital
which looked more as a hotel than the usual hospital you know is changed.

4) After you have thought well, your first impression of teaching as boring is
changed to teaching is exciting.
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 Implications to Teaching
Let us continue to teach for meaning. Let us promote and create
opportunities for genuine interaction among our students, teachers,

between students and teachers. Interaction does not only mean

dealing with warm bodies. Interaction includes reading, listening,
viewing. Other people’s views and meanings are conveyed in what
they have written, in speeches and lectures they have delivered.

Let us use positive symbols- in the form of gestures, words, actions

and appearances-to express our trust, belief in our students’ abilities,
an affirmation of their being. In fact, our belief in our students also has
positive effect in us. We find ourselves more prepared in class, more
caring, truly professional.

The symbolic interactionist perspective, also known as symbolic

interactionism, directs sociologists to consider the symbols and
details of everyday life, what these symbols mean, and how people
interact with each other.

As the term implies, symbolic interactionist theory states that people

interact with one another through symbols. Language is a
predominant symbol among people. According to the symbolic
interactionist perspective, people attach meanings to symbols and
then they act according to their subjective interpretation of these
symbols. Verbal conversations, in which spoken words serve as the
predominant symbols, make these subjective interpretation especially
evident. The words have a certain meaning for the “sender” and,
during effective communication, they hopefully have the same
meaning for the “receiver.” In other terms, words are not “static”
things; they require intention and interpretation. Conversation is an
interaction of symbols between individuals who constantly interpret
the world around them. To ensure mutual understanding, the sender
of the symbol and the

receiver of the symbol must give the same meaning to the symbol or
run the risk of misunderstanding.
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 Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects the macro level of
social interpretation- the “big picture.” In other words, symbolic
interactionist may miss the larger issues of society by focusing too
closely on the “trees” or by restricting themselves to small or
individual interactions.

Symbolic interactionism traces its origins to Max Weber’s assertion

that individuals act according to their interpretation of the meaning of
their world. However, it was the American philosopher George H.
Mead (1863-1931) who introduced this perspective to American
sociology in the 1920’s.

1.3 References
 
Bilbao, Purita P., et.al. (2015), The Teaching Profession,
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Quezon City, Metro Manila: Lorimar Publishing, Inc

Prieto, Nelia G., et.al. (2019), The Teacher and the Community, School Culture and
Organizational Leadership, 10-B Boston Street, Brgy. Kaunlaran, Cubao Quezon
City: LORIMAR Publishing Inc.

Pawilen, Greg T. ,et. al.,(2019), The School and the Community, School Culture, and
Organizational Leadership, Sampaloc, Manila: Rex Book Store, Inc.

Vega, Violeta A., et al,(2015), Social Dimensions of Education

Quezon City, Metro Manila: Lorimar Publishing, Inc

1.4 Acknowledgment
 
The images, tables, figures and information contained in this module were
taken from the references cited above.
 

DISCLAIMER:

This module is not for commercial, and this is only for educational purposes.
Some technical terminologies and phrases were not changed, but the author of this
module ensures that all the in-text citations are in the reference section. Even photos
or figures are with in-text citations to abide by the intellectual property law.