FINAL EXAMINATION (UNIT EARNER)

Name: MADRIAGA, MALAYKA MAE L.

Course Code: EDUC 112 (SOCIAL DIMENSIONS OF
EDUCATION)
Instructor: MA’AM MINDA B. KUBARON

A. Social Science Theories of Education

1. Mention the different Social Science theories of Education and how each affect the function of the
school.

 The functionalist theory

The functionalist theory focuses on the ways that universal education serves the needs of society.
Functionalists first see education in its manifest role: conveying basic knowledge and skills to the
next generation. Durkheim (the founder of functionalist theory) identified the latent role of
education as one of socializing people into society's mainstream. This “moral education,” as he
called it, helped form a more‐cohesive social structure by bringing together people from diverse
backgrounds, which echoes the historical concern of “Americanizing” immigrants.

 The conflict theory

Conflict theory sees the purpose of education as maintaining social inequality and preserving the
power of those who dominate society. Conflict theorists examine the same functions of education
as functionalists. Functionalists see education as a beneficial contribution to an ordered society;
however, conflict theorists see the educational system as perpetuating the status quo by dulling
the lower classes into being obedient workers.

Both functionalists and conflict theorists agree that the educational system practices sorting, but
they disagree about how it enacts that sorting. Functionalists claim that schools sort based upon
merit; conflict theorists argue that schools sort along distinct class and ethnic lines. According to
conflict theorists, schools train those in the working classes to accept their position as a lower‐
class member of society. Conflict theorists call this role of education the “hidden curriculum.”

Conflict theorists see education not as a social benefit or opportunity, but as a powerful means of
maintaining power structures and creating a docile work force for capitalism.

 The symbolic interactionist theory

Symbolic interactionists limit their analysis of education to what they directly observe happening
in the classroom. They focus on how teacher expectations influence student performance,
perceptions, and attitudes.

While symbolic‐interactionist sociologists can document this process, they have yet to define the
exact process of how teachers form their expectations or how students may communicate subtle
messages to teachers about intelligence, skill, and so forth.
2. Explain the “looking-glass self” concept of Charles Cooley.

The Looking-Glass Self

The looking-glass self describes the process wherein individuals base their sense of self on how
they believe others view them. Using social interaction as a type of “mirror,” people use the
judgments they receive from others to measure their own worth, values, and behavior. According
to Self, Symbols, & Society, Cooley’s theory is notable because it suggests that self-concept is built
not in solitude, but rather within social settings. In this way, society and individuals are not
separate, but rather two complementary aspects of the same phenomenon.

According to Society in Focus, the process of discovering the looking-glass self occurs in three
steps:
 An individual in a social situation imagines how they appear to others.
 That individual imagines others’ judgment of that appearance.
 The individual develops feelings about and responds to those perceived judgments.
B. The Four Pillars of Education

1. Identify the Four Pillars Of Education

 Learning to Know

Learning to Know involves the acquisition and development of knowledge and skills that are
needed to function in the world. Examples of skills under this pillar of learning include
literacy, numeracy, and critical thinking.

 Learning to Live Together

Learning to Live Together involves the development of social skills and values such as
respect and concern for others, social and inter-personal skills and an appreciation of the
diversity among people. These skills would enable individuals and societies to live in peace
and harmony.

 Learning to Do

Learning to Do involves the acquisition of skills that would enable individuals to effectively
participate in the global economy and society. These skills are often linked to occupational
success, such as vocational and technical skills, apprenticeships, and leadership and
management competencies.

 Learning to Be

Learning to Be involves activities that promote holistic personal development (body, mind
and spirit), for an all-round ‘complete person.’ These include cultivating one’s self analytical
and socials skills, creativity, personal discovery and an appreciation of the inherent value
provided by these pursuits. An example under this pillar is a teacher who participates in
training workshops that will enhance his/her knowledge and skills in the teaching learning
process.

2. Discuss all the implications of each of the four pillars of education.

Teachers will be able to understand their changing role in the light of the Four Pillars, giving
them a new direction and vision. Also, will help them in identifying appropriate teaching
learning strategies for realizing the goals related to the Four Pillars of Education.
Appropriate transactional strategies in relation to the Four Pillars of Education need to be
identified and used by the teachers so that the desired objectives are achieved.
C. Language and Culture

1. Define language.

A language is a structured system of communication used by humans consisting of speech

(spoken language) and gestures (sign language). Most languages have a visual or graphical
representation encoded into symbols, or a writing system composed of glyphs to inscribe the
original sound or gesture and its meaning.

2. Discuss the four divisions of language.

There are four divisional themes within the Centre for Language Communication Sciences
Research:

Adult Assessment and Intervention of Language and Speech Disorders

Development Assessment and Intervention Research in Speech and Language

Speech, Phonology and Linguistics

Gesture, Deafness and Sign Language

The division carries out cutting edge research into all aspects of speech and language
disorder, including identification, therapy interventions and the impacts on quality of life.
Research into deafness and sign language is a further theme, with investigations of atypical
signers, and signers with acquired language impairment.

3. What is culture?

Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes,
meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe,
and material objects and possessions acquired by a group of people in the course of generations
through individual and group striving.

Culture is the systems of knowledge shared by a relatively large group of people.

Culture is communication, communication is culture.

4. Discuss the behavioral components of culture.

BEHAVIORAL COMPONENT

Norms

Norms are rules and expectations by which a society guides the behavior of its members. Norms
are standards that define the obligatory and expected behaviors of people in various situations.

Types of Norms

 Mores - They are customary behavior patterns or folkways which have taken on a moralistic
value.
 Laws - are the mores deemed so vital to dominant interests that they become translated into
legal formations that even nonmembers of society are required to obey.

 Folkways - These are behavior patterns of society which are organized and repetitive. Folkways
are commonly known as customs.

 Rituals - These are highly scripted ceremonies or strips of interaction that follow a specific
sequence of actions.

5. Give the relationship of language and culture.

Language and culture are intertwined. A particular language usually points out to a specific group
of people. When you interact with another language, it means that you are also interacting with
the culture that speaks the language. You cannot understand one's culture without accessing its
language directly.
D. Peace Education

1. What is Peace Education?

 Peace education promotes the knowledge, skills and attitudes to help people prevent
conflict occurring, resolve conflicts peacefully, or create conditions for peace.

Peace education activities promote the knowledge, skills and attitudes that will help
people either to prevent the occurrence of conflict, resolve conflicts peacefully, or create
social conditions conducive to peace.

2. Discuss the importance of peace education as an Ethical Imperative.

 Educating for peace is an ethical imperative considering the negation of life and well-
being caused by all forms of violence. The ethical system of a major world faith tradition,
humanitarian ethics and even primal and indigenous spirituality have articulated
principles that striving for peace.

3. Distinguish positive peace from negative peace.

 Negative peace, as defined by Galtung (2000), is the absence of war or direct or physical
violence, whereas positive peace is a long-term process aimed at achieving the absence
of indirect or structural violence.

4. What concepts of human rights can a teacher impart to the learners?

 The teachers relate to administrators, parents, community members, to teachers, other

staff and students. In relationship with students, teachers are clearly super ordinate. The
recognition of the power of the teacher is the predominant feature of the relationship
between the teacher and the student. The teacher plays the roles of diagnostician &
prognostician of student behaviour, planner, initiator & supervisor of classroom learning
activities, evaluator, model, counsellor & guide, disciplinarian, machine operator and
clerk2 9.

5. Why is ecological concern a part of peace education?

 Ecology of Education is one of the trends of human ecology with its own history.
Educational ecology as an interdisciplinary trend of research offers a wide range of
research opportunities in the field of education. There exist the following
conceptual approaches of research in the field of educational ecology: the
interdisciplinary approach, the ecological approach, the humanistic approach, which
complementary supplement each other, ensuring the holistic approach, first of all,
systems approach, in the educational research. Ecology of Education as a research
trend has a scientifically substantiated philosophical-methodological basis.
E. Social Institutions

1. Mention the 5 Social Institutions and discuss the functions of each.

Five major social institutions

A. The Family

The basic unit of the family is the wife-husband pair and their children. When the married pair
and their childrenform an independent household living apart from other kin, we call them
anuclear family. When they live withother kin, such as parents or siblings, we refer to them as
anextended family.

B. Education

The educational institution is the social structure concerned with the formal transmission of
knowledge. It is oneof our most enduring and familiar institutions. Education is a form of
socialization that involves systematic,formal transmission of skills, knowledge, and other aspects
of culture. Like all institutions, schools areorganized around cultural ideas such as a belief in the
accuracy of grades, values of punctuality, and competition,and norms.

C. Political Institution

Political organization is a part of the total organization concerned with the preservation of the
social order withina specified territory by duly authorized machinery. The state is the institution
whereby order is well achieved.

D. Economic Institution

Economic organization involves production, distribution, and consumption of goods and services.
People are ledto produce goods and services because of need and use. They produce goods
because they are culturallydesirable or indigenous to the group. In spite of the controversies
regarding economic behavior, two salientfeatures remain outstanding: (1) the universality of the
process of production, distribution, and consumption;and (2) the organization of products.

E. Religion

Religion is founds in every known society. It gives individual believers an explanation for life, a
guide forethical behavior, and an explanation for human problems that cannot be answered by
reason alone.
F. Reflection

1. What do you say about the use of computers in education?

Gaining basic knowledge as well as skills to operate computers to perform better jobs. Computer
education is all about extending to its various branches of study in different fields & sectors.

Computer, along with internet facility is the most powerful device that children can use to learn
new skills & abilities in education.

Computer plays a significant role in each n every field of life. They help us in several ways. For
example, they find applications in medicine, industrial process, aviation industry, making bills in
various big shops & malls, creating presentation slides in application software for making notes
& delivering lectures in colleges, universities and a lot more. In short, not only in just one, but the
Computer plays an all-rounded role in the field of education of students.

Computer revolutionizes the way of study while making education smoother and quicker. It also
connects us to different sources, which show us different ways to understand a particular topic
or idea. In general, a computer has helped the education world and also has changed the way we
work & learn.