A theory is a systematic explanation about the relationship between issues and thus a sociological

theory is a system of explanation between social issues.

Social theories provide sociologist with the basis or foundation upon which inquiry and research are

based.

Social theories view society from different perspectives

Micro-perspective/Symbolic Interactionism

Macro-perspective/Structural Functionalism

At the micro-perspective, social theories focus on how social elements at the micro-level or individuals

within society and how they interact within that society e.g. Symbolic Interactionism.

At the Macro-perspective, social theories view society from the point of view of a whole ‘wholistic view’

e.g. Structural functionalism.

2. Structural - Functionalism

Structure is the skeleton, framework, the anatomy, the physical outlook. Function – the operational

aspect of air, object, its role.

The theories were developed by Herbert Spencer, Talcott Parsons, Emile Durkheim, and Robert Merton.

It is a sociological theory that explains why the society functions the way it does by emphasizing on the

relationship between the various social institutions that make the society e.g government, law,

education, religion e.t.c

structural functionalism is an analogy between social systems and organic systems. Claim that society

like an organism is composed of a set of interrelated parts which work in harmony to produce to

produce a stable social system. The nature of social institutions is understood in terms of the functions

of each of them plays in enhancing smooth running of society.

Persons believes that education instills values of competition ,equality and individualism. In a

meritocracy everyone is given equality of opportunity. Achievements and rewards are based on effort

and ability -achieved status. Persons is supported in these views by Duncan and Blau who believe that a

modern economy depends for its prosperity on using human capital – its workers and skills. A

meritocratic education system does this the best

Davis and Moore examined role allocation. They believe that education selects talented individuals and

allocates them to the most important roles in society. They also believe that education sifts and sorts

according to ability.

Durkheim views education as an entity creating social solidarity, community and cooperation. Education

transmits culture, shared beliefs and values. Education in his view crated a sufficient amount of

homogeneity for society to survive through instilling a sense of social solidarity in the individual. He also

argued that in order to become attached to society, children must feel like they are intimately

connected and committed to the society. He believed that teaching history in particular accomplished

this.

He also urged that schools in complex societies teach how people can cooperate with people who are

neither their kin nor friends in a way that neither the family or friendship can.
Schultz another functionalist considered education to be an investment that people made in themselves

in order to gain access to higher paying and higher status jobs.

According to structural functionalism any change in f unction of a structure is a response to a nedd

arising in the wider society. This structure will be called upon to re-adjust and perform a new function.

Relevance to education

Education should be geared towards ensuring social continuity and stability by perpetuating common

social norms and values.

Education has to serve the needs of the society- human resource and development through skills

development, transmission of culture, socialization, e.t.c

Education has to serve the function of manpower training.

Education should enhance teamwork that enhances productivity.

3. Marxist and Neo-Marxist

Theories of Karl Marx, Max Weber, Frank Parkin, Walter Rodney, Andre Gunder Frank

These theories fall within the conflict and evolutionary perspective.

Karl Marx argued that social life is determined by the economic base. That the economy

determines the kind of relationships that develop in society. Society is in a constant state of conflict over

scarce economic resources and power. This conflict is between classes. Society changes over time from

one stage to another and using the dialect method (developed by a German philosopher Hegel) – Each
stage contains within itself contradictions or the seeds of its own destructions. This conflict is what

accounts for social change.

Change is cyclic, taking place in three stages

(i) Thesis – the idea

(ii) Antithesis

(iii) Synthesis

(Dialectics)

Contradictions at Thesis stage struggles between different classes. The struggles lead to some opposition

to the thesis hence Antithesis stage. As contradictions and struggles continue some understanding is

arrived at and hence synthesis stage. Synthesis is more advanced than the first two – expected to serve

the society better. However it also becomes a thesis and the cycle begins again.

Change in society is influenced by economic change or change in productive relationship change

is inevitable, continuous and sometimes violent; because the powerful groups economic or political are

not willing to give up their power/ influence/ prestige.

Max Weber argued that some psychological factors may be responsible for social change. He put up a

hypothesis of religion – the religion we believe in may encourage or discourage change. – He wrote a

book entitled “Protestant Ethic and the Rise of Capitalism.” – In the book he claimed to have discovered

the relationship between religion and economic development in Europe – the countries in Europe that

espoused Protestantism were more liberal politically and economically thus why they were ahead of

others in industrialization e.g. Germany and Britain. In Germany – Martin Luther – protested against

Catholic Church. England – Church of England – Against the teachings of Catholics.

France and Italy – Catholic based – less industrialized.

According to Karl Marx education was seen as an ideological state apparatus used by the ruling

class to control knowledge i.e. the government may decide what you learn and how you learn it.

Whatever that was taught was determined by the interests of the ruling class and under this

system Education enhances inequality in society rather than reducing it. Education used to serve as a

tool of cultural domination of the poor by the rich.

Karl Marx says that however Education should raise the level of awareness of the

underprivileged and the exploited masses. Education should be for liberation and the development of a

critical mind. Education should improve the welfare of all in the society; and be a tool for social equality

for all.

4. Symbolic Interaction.

Theory developed by George Herbert Mead (1934) and Charles Horton Cooley (1909)

Human interaction takes place through the use of symbols e.g. language gestures: e.t.c. These

symbols have meaning attached to them and they are culturally accepted. As human beings interact in

society, they tend to attach meanings to other people’s actions.

Symbolic interaction therefore refers to a process where two or more people relate, taking each other

into account by use of symbols. The basic assumption of this theory:

Human societies are interactive concerns

The meaning of symbols is also determined by culture and the acquisition of the symbols is through

socialization

Human action is not instinctive. It is a process.

Interpretation

Stimulus

Response

Assumptions

Human societies are interactive concerns.

Man is an active participant in social life .

Human behavior is cultural origin and the acquisition of symbols is through socialization.

Human action is not instinctive it’s a process.

Relevance

Language used

Interaction patterns found in school e.g. pupil/pupil, teacher/pupil, teacher/teacher

Medium of interaction

Development of attitudes.