UNIT 3

The Teacher And

the Community
Lesson 4
4.1-4.3


SOCIAL
INTERACTION AND
ITS ELEMENTS
In this lesson, challenge yourself to:
Discuss the basics of social interaction and its
elements;
Identify the importance of various communication
modes and how they help in expressing one’s
communicative intent; and
Explain the importance of social interaction and
its role in the teaching and learning process.
 Social
Interaction
4.1
 SOCIAL INTERACTION

'any event by which one party tangibly

influences the overt actions or the state
of mind of the other'
(Sorokin, 1928)
 SOCIAL INTERACTION

‘By social interaction we mean the mutual or

reciprocal influence, resulting in the modification
of behaviour, exerted through social contact and
communication which, in turn, are established by
inter-stimulation and response.’
Gillin and Gillin (1948)
takes place in the inorganic or
organic order
core datum of sociology
reciprocal and interdependent
activity
 Social
Contact
4.2
first place of interaction
connection between persons and groups.
direct or indirect
positive or negative
Direct
- immediate presence of persons (face-to-
face) in the exchange of ideas or things.

Indirect

-case of the writer and the recipient of a

personal letter established through means
of communication (telephone, TV,
Internet)
Positive
-assimilation through tolerance,
compromise or cooperation.
Negative

-dissociative interaction, hatred,

rivalry, jealousy
Communication
4.3
 Communication

Society can only be conceived of through

communication. It has a central place in
society.
language, script, gestures,
words or symbols, etc.
plays an important role in
personality formation
used in every day in nearly
every environment
Types of Communication

1. Verbal- use of language through speaking

or sign language
2. Nonverbal- body language, gestures, and
facial expressions
Types of Communication

3. Written- act of writing, typing, or

printing symbols like letters and numbers
4. Visual- photographs, art, drawings,
sketches, charts and graphs
Communication Modes

-channel through which one

expresses his/her communicative
intent.
 Face-to-face interaction
-informal or casual conversation
between two or more people

Video
-web cameras are used so that two or
more people who cannot interact face-to-
face can communicate.
 Audio
-Transmitted sound, only the
voice of the speaker is heard.
Ordinarily, someone’s voice is
heard through the telephone

Text-based communication
-e-mail, facsimile, text
messaging, and instant
messaging.
Lesson 4
4.4-4.5
Social
Value
Social values are ideas
which help an individual to
distinguish a particular
object or behavior if its is
desirable or undesirable.
Social values include
justice, freedom,
respect, community and
responsibility.
There are time rules which
govern the action which is
known as “Norms”.

-Norms can be defined as rules

or expectations that are
socially enforced.
People are expected to behave in
accordance with the values held
by the individual which is known
as “normative behavior”.
 Normative Behavior

Defined as behavior resulting from

norm invocation, usually implemented
in the form of messages.

 Types of Values
According to Fraenkel (1976) value
may be classified in different ways:

Moral Value
Defined as the guidelines that assist
a person in deciding between right
and wrong.
Real Value

Deciding based on real worth

in terms of legal, aesthetic etc.
Market Value

Based on how much can be

paid - value in terms of
price.
Personal Value

Based on ones likes and

preferences over things of
similar nature.
Instrumental Value
Based on some standards
that help us to achieve or
acquire other values.
Attitude
Attitudes are important
determinants of behavior. It
involve some knowledge of a
situation. Subjectively, the
important factor is the
feeling or emotion. Objectively,
it is the response, or at least
the tendency to respond.
In psychology, attitude
is a psychological
construct, a mental and
emotional entity that
inheres in or
characterizes a person.
 Attitude change 
Well established attitudes tend to be
resistant to change, but others may be
more amenable. Attitudes can be
changed by a variety of ways. Some of
the ways are as follows:

 1. By obtaining new information

from other people and mass
media, resulting in changes in
cognitive component of a person's
attitudes.

 2. Attitudes may change

through direct experience.

3. Attitudes may change

through legislation.

4. Since person's attitudes are

anchored in his membership group
and reference groups, one way to
change the attitude is to modify one
or the other.

5. Attitude change differs

with reference to the
situation also.

Factors Influencing
the Development
of Attitudes

1. Maturation
It contributes to the development of
personality and function of behavioral
changes. It is also a transition from
a young child to adult regarding some
sort of skill or behavior.
2. Physical Factors
Clinical psychologists recognized that
physical health is important factor in
determining adjustment it is also
interfered that serious behavior
disturbances have followed.
3. Home Influences
It is generally accepted that
attitudes are determined largely by
social environmental and that home
influences are especially important.
4. The Social Environment
Friends, peers, and the general social
environment come to have an
increasing influence as the child grows
older has wider social contacts.
5. Government
The form of the government seems
to be an important factor in
determining attitudes both towards
government itself and towards other
things.
6. Movie Pictures
In determination of attitudes, Thurston
concluded that films definitely change
social attitudes, although only about 10
per cent of the attitudes studied seemed
to be affected by movie attendance.
7. The Teacher
Brown asked 300 graduate and
undergraduate students, according to their
judgement, the personalities of their
teachers had been the most important single
factor, the teacher's influence is important.
8. The Curriculum
Thorndike asked 155 teachers to rate
subjects and activities, it indicates that, in
the opinion of the group of teachers,
literature and the social sciences have
influence on the determination of attitudes.
9. Teaching Methods
One of the categories in Brown's study
was "manner of presentation" of subject
matter. This was judged to have a
favorable effect by 8.0 per cent of the
students and an unfavorable effect by 17.7
per cent.
Development
of Attitude

Attitudes are not mere

accidents of individual
experience. They result from
day-today living in home, in
school, and in the community.
Attitudes are formed without
direction and also by direction as
the result of careful planning.
Through initiation, emotional
experience and deliberate efforts
on the part of the individual
himself, teacher, and other, new
attitudes arise.
Lesson 5
5.1-5.2
INTRODUCTION
TO SOCIAL
THEORIES
The learners should be able to...

Discuss what social theory is and the different

theories that is found in the society.

Explain how the different social theories impact the

teaching process and the community; and

Incorporate the various social theories in

practical application and the teaching
community.
 SOCIOLOGY

Is the study of the relationship, development,

structure, and functioning of human society.

It is also the study of social problems.

 SOCIOLOGIST

Study the way society

develops and functions on
both large and small scales.
SOCIAL THEORY

Is the study of scientific ways of thinking

about life.
Encompasses ideas about how societies change
and develop.
Seek to explain social phenomena.
Is constantly evolving and should never be
considered complete.
 PARADIGM

• Philosophical and theoretical frameworks used

within a discipline. It formulates theories,
generalizations and experiments performed in
support of them.
 EMILE DURKHEIM
April 15, 1858

French sociologist

Formally established the academic

discipline of sociology and is commonly
cited as one of the principal architects
of modern social science.
Argued that parts of society are
interdependent and this interdependancy
imposes structure on the behaviour of
institutions and their members.

These interrelations between the parts

of society contributes to social unity.
 Structural
Functional Theory
STRUCTURAL FUNCTIONAL THEORY

Created by Emile Durkheim

Society is made up of a bunch of
moving parts that moves together
as one.
 MANIFEST FUNCTIONS

• Things that are put in place

intentionally in order to keep society
moving forward.
LATENT FUNCTIONS

• Unintended consequences
from manifest functions.
A.R. RADCLIFFE-BROWN

British social
anthropologist

Founding father of functionalism

associated with the branch known as
STRUCTURAL FUNCTIONALISM
A.R. RADCLIFFE-BROWN ON STRUCTURAL
FUNCTIONALISM

STRUCTURE - organized
arrangement of the parts of
society.
FUNCTION - contribution of the
parts to the maintenance of the
whole.
A.R. RADCLIFFE-BROWN ON STRUCTURAL
FUNCTIONALISM
STRUCTURE - organized
arrangement of the parts of society.

FUNCTION - contribution of the parts

to the maintenance of the whole.
A.R. RADCLIFFE-BROWN ON STRUCTURAL
FUNCTIONALISM

Believes that individuals were

replacable, transcient occupants of
social roles.

Human beings are connected by set

of social relations in the whole.
CONFLICT
THEORY
WHAT IS CONFLICT THEORY?
Focused in the competition
between social groups within
society
Macro level approach
Its roots in Karl Marx’s claim
that society is divided into
classes, and that these classes
are in conflict with each other.
 UNDERSTANDING
CONFLICT THEORY
CONFLICT THEORIES- are important because it
provides a way of understanding why societies are in
a constant state of conflict. It also helps to explain
how social change occurs, as well as provides insight
into the causes of war and other form of violence.

ORIGIN OF CONFLICT THEORY

Conflict theory is developed by Karl
Marx’s which claims that society is
divided into two classes.
BOURGEOISIE (the owner of the means of
production and the capitalist-basically the rich
people).
PROLETARIAT (the working class and the poor)
EVOLUTION OF
CONFLICT
THEORY

 Karl Marx (1818–1883), who saw

society as being made up of
individuals in different social classes
who must compete for social, material,
and political resources such as food
and housing, employment, education,
and leisure time.
 Polish-Austrian sociologist Ludwig
Gumplowicz (1838–1909) expanded on
Marx’s ideas by arguing that war and
conquest are the basis of civilizations. He
believed that cultural and ethnic conflicts
led to states being identified and defined by
a dominant group that had power over
other groups.
Max Weber was a German sociologist,
philosopher, and political economist.
His ideas influenced social theory,
social research, and the entire
discipline of sociology. Weber is best
known for his theory of social
stratification, which argues that there
are three main types of social
inequality: class, status, and power.
Conflict Theory has been developed by
these thinkers to provide a way of
understanding and resolving conflict
existing in our society. Conflict theory is
not just about economic conflict, but
about all conflict. Conflict can be
constructive as well as destructive.
Conflict theory can be used to
understand and solve social problems.

HOW CONFLICT
THEORY USE

One way in which conflict theory is often

used is to explain the origins of war and
violence. Conflict theorists believe that war
is caused by the competition between groups
for resources. They also believe that war is
a way for the ruling class to maintain
control over the working class.
Conflict theory can also be used to
understand crime and deviance. Conflict
theorists believe that crime is caused by
inequality in society. They argue that
criminals are more likely to come from lower-
class backgrounds and that the criminal
justice system is biased against the poor.
Conflict theory can also be used to explain
poverty and inequality. Conflict theorists
believe that these problems are caused by
the unequal distribution of resources in
society. They argue that the rich get richer
while the poor get poorer and that this
inequality will eventually lead to social unrest.
FOUR CONFLICT
THEORY
ASSUMPTION

 1. COMPETITION
Conflict theory believes that social change is
brought about by conflict and violence.
Competition is a by-product of scarcity in
resources, such as money, property,
commodities, and so on.
2. Revolution
According to conflict theory, revolutions
are caused by the clash between the haves
and the have-nots. The have-nots are tired
of being oppressed and exploited, and they
overthrow the ruling class in a violent
revolution.
3. Structural inequality
This inequality is created by the way society
is structured, such as the economic system,
the political system, and so on.
4. War
Conflict theory believes that war is a
natural by-product of social inequality. War
is caused by the competing interests of
different groups, and it is a way for the
ruling class to maintain control over the
working class.


CONCLUSION

conflict theory is a useful tool for

comprehending social change. It can assist us in
understanding why revolutions occur and the
role of government in society. However,
conflict theory has limits, and it should not be
regarded as the only approach.

 SYMBOLIC
INTERACTIONIST
THEORY

“Symbolic Interactionism is
the way we learn to
interpret and give meaning
to the world through our
interactions with others.”
Scott Plunkett.

WHAT IS SYMBOLIC
INTERACTIONIST?

SYMBOLIC INTERACTION- claims

that facts are based on and directed
by symbols. The foundation of this
theory is meanings.

: micro- level
: sees the society as a product of everyday interactions of
people doing thing together.
: analysis society by the descriptive meanings that people
have given to objects, events and behaviors.
: this interpretations are often called “definition of the
situation” because they just define the situations.
: this theory says how humans develop a complex set of
symbol thats gives meaning to the word in their
perspective.
: Interpretation of action.
 Scholars and Theorists who contributed towards
the idea of symbolic interactionism.
American philosopher. Sociologist and psychologist,
primarily affiliated with the university of chicago,
where he was one of several distinguished
pragmatists.
One of the founders of social psychology and the
american sociological tradition.
The two most important roots of Mead's work are
GEORGE HERBERT MEAD the philosophy of pragmatism and social behaviorism.
 Scholars and Theorists who contributed towards
the idea of symbolic interactionism.
Cooley was one of the first generation of American
sociologists, but an eccentric who differed from most of his
peers. Where as the majority of the pioneers were Social
Darwinists, Cooley was a less mechanical evolutionist: most
were aiming to make sociology a rigorous objective science,
while Cooley was more concerned with introspection and
imagination—one of the earliest of humanistic sociologists.
CHARLES HORTAN COOLEY Charles Cooley is a symbolic interactionist that developed his

idea through social interaction. One of his more famous
theories is the “Looking Glass Self.”
 Scholars and Theorists who contributed towards
the idea of symbolic interactionism.
John Dewey (1859—1952) was a psychologist,
philosopher, and educator who made contributions
to numerous topics in philosophy and psychology.
His work continues to inform modern philosophy
and educational practice today.
Dewey was an influential pragmatist, a movement
which rejected most philosophy at the time in favor
of the belief that things that work in a practical
situation are true, while those that do not are false.
JOHN DEWEY This view would go on to influence his educational

philosophy.
 Scholars and Theorists who contributed towards
the idea of symbolic interactionism.
Was an American sociologist whose main scholarly
interests were symbolic interactionism and
methods of social research. Believing that
individuals create social reality through collective
and individual action, he was an avid interpreter
and proponent of George Herbert Mead's social
psychology, which he labelled symbolic
interactionism.Blumer elaborated and developed
this line of thought in a series of articles, many of
HERBERT BLUMER
which were brought together in the book Symbolic
Interactionism.”

BLUMERS SUGGEST THAT

THERE ARE THREE CORE
PRINCIPLES OF THIS
THEORY

 MEANING
It suggests that people act and behave
towards the other people and things
based upon the meaning that they have
given them. The principle of meaning is
central to the theory of symbolic
interactionism.

LANGUAGE

The second core principle which makes the symbols and

interactions comprehensible to the mind. And which helps in
formulating assumptions. According to the theory, the naming
assigned through the language, the naming creates meanings to
everything because everything has its own name. To name a thing,
the knowledge about the thing is important and thus the name
indicates some feature or any other kind of knowledge about the
things. This knowledge is converted into names through languages.

THOUGHT

The third core principle of symbolic interactionism is thought. The

thought implies the interpretations that we have assigned to the
symbols. The basis of thought is language. It is a process of
mentally conversing about the meanings, names and symbols. The
thought includes the imagination. Which have the power to provide
an idea even about an unknown thing based on known knowledge.

THANK YOU!

"TAKE HEED THAT YOU DO NOT FALL"

2 Corinthians 10:12