RELATIONSHIP BETWEEN SOCIETY AND EDUCATION

Society may be viewed as a system of interrelated mutually dependent

parts which cooperate (more or less) to preserve a recognisable whole
and to satisfy some purpose or goal. Social system refers to the orderly
arrangement of parts of society and plurality of individuals interacting
with each other. Social system presupposes a social structure consisting
of different parts which are interrelated in such a way as to perform its
functions.
To perform its functions every society sets up various institutions. Five
major complexes of institutions are identified: familial institutions,
religious institutions, educational institutions, economic institutions and
political institutions. These institutions form sub-systems within social
system or larger society.
Education as a Sub-System:
Education is a sub-system of the society. It is related to other sub-
systems. Various institutions or sub-systems are a social system because
they are interrelated. Education as a sub-system performs certain
functions for the society as whole. There are also functional relations
between education and other sub-systems. For example, Education
trains the individuals in skills that are required by economy. Similarly
education is conditioned by the economic institutions. The effectiveness
of organised activities of a society depends on the interaction and inter
relationships of these institutions which constitute the whole. Now we
will examine the role of education for the society and the relationship
between education and other sub-system of society in terms of
functionalist perspective. The functionalist view of education tends to
focus on the positive contributions made by education to the
maintenance of social system.
Functional Relationships between Education and other Sub-Systems:
What are the functional relationships between education and other sub-
systems of society. Many functionalists have argued that there is
functional relationship between different sub-systems. For example
there is a functional relationship between education and economic
system. Skills and values learned in education are directly related to the
way in which the economy and the occupational structure operate.
Education trains the individuals in skills that are required by the
economy. Similarly, education is also influenced by economy.
Throughout the twentieth century, the rapid expansion of the tertiary
occupation in industrial societies has produced an increasing demand for
clerical, technical’, professional and managerial skills. Education reflects
these changes in the economy.
Social Origins and Orientation of Students and Teachers:
Education is a social concern. It is a social process. Its objective is to
develop and awaken in the child those physical, intellectual and moral
states which are acquired of the individual by his society as a whole and
the milieu for which he is specially destined. It is the significant means of
socialisation. The function of education is to socialise the young by
imparting to them norms and values, culture and heritage, and to
provide them with skills and placement. This is traditionally, the
accepted role of education.
In the West, for long, literacy was not considered essential for all. It
remained confined to the priests, ruling classes and to commercial class.
The education imparted was literary and religious. The valuation of
education was not very high. In the Indian social milieu, education has
been traditionally given significant importance.
The need for emphasising the equality of opportunity in education arise
due to number of reasons. Some of these reasons are enumerated below:
(a) It is needed because it is through the education to all the people in a
democracy; the success of democratic institutions is assured.
(b) The equality of educational opportunities will ensure rapid
development of a nation.
(c) A closer link between the manpower needs of a society and the
availability of a skilled personnel will develop.
(d) People with specialised talents for specialised jobs in a large number
will be available and the society will be benefited.
Democracy and Education
Schools should be viewed not only as institutions that impart certain
knowledge and skills to students, but also as environments that socialize
them. Socializing students to achieve just what "aims" is the subject of
current debates among educators, politicians, and business leaders alike.
This debate can be understood as a conflict among three points of view:
1.) that education is an extension of market forces that helps to prepare
students for employment opportunities; 2.) that schools should not
socialize but should be limited to providing basic academic skills and
knowledge; and 3.) that education is a democratizing force that helps to
prepare students to participate actively in all aspects of democratic life.
It is an admitted fact that there is an intimate relationship between
democracy and education. In a democracy, education is given primacy,
for it is pre-requisite for the survival and success of the former. Similarly,
education fosters a democratic temper in the minds of people.
Democratic values like liberty, equality, fraternity justice, dignity of
individual, co-operation, sharing of responsibility etc. are applied to
education to make it more effective, meaningful, relevant and useful.
Democracy in order to be a reality and a way of life has to be introduced
from the very beginning of education and its values need to be practiced
in educational institutions. Before a thorough discussion on the
inalienable relationship between the two-democracy and education, it is
essential to unfold the meaning of democracy.
Socially, it connotes absence of all distractions based on class, caste,
creed, birth, religion, language or possession of money. Everyone is
guaranteed fundamental rights, and equality of opportunities is given for
the fullest development of personality.
Thus, it is social justice which is central to the understanding of
democracy. Dignity of individual is accorded a primacy in it. In other
words, there exists a paramount faith in the worth of the common man.
There is no domination of any individual or group over another.
There prevails a sense of co-operation, fellow-felineness, fraternity,
liberty, responsibility, understanding and justice. Therefore, democracy
has been construed as a way of life, a way of doing things and a way of
seeing and knowing. John Dewey says, “A democracy is more than a
form of government, it is primarily a mode of associated living, of
conjoint communicated experiences”.
Democracy is a way of life where problems are solved through argument,
discussion, deliberation, persuasion and transaction of views instead of
dictation, coercion, violence, distrust and conflict. It is an order of social
relationships among individuals dedicated to the promotion of the
individual’s well being keeping personal interests in abeyance.
It is an order in which every individual gets limitless opportunities to
blossom according to his/her potentialities and in which power and
responsibilities are shared on a mutual basis without any confrontation
and conflict.
According to Prof. Seeley, “Democracy is a form of government in
which everyone has a share.” Therefore in the business of government
everybody is equally an actor or player. The will of people is well
recognized and given primacy.
Educational Implications:
There is an inseparable connection between democracy and education.
Democracy cannot be thought of in segregation from the spectrum of
education. It has been admitted on all hands that the sinew of democracy
depends upon the character and intelligence of all its citizens.
John Dewey, the votary of democratic education spells out
succinctly, “The devotion of democracy to education is a familiar fact. A
government resting upon popular suffrage cannot be successful unless
those who govern and obey their governors are educated”.
Further, Bernard Shaw mentions the value of education in a democracy.
“Democracy implies election of the corrupt few by the ignorant many.
Therefore, education is the major means to enrich the strengths and
overcome the weaknesses of the people. It is also a means for the
widespread diffusion of democratic values”. Radhakrishnan commission
(1948-49) said, “Education is the great instrument of social
emancipation, by which democracy establishes, maintains and protects
the spirit of equality among its members”.
It is crystal clear that democracy can function properly only if all its
citizens are properly educated. Democracy should provide aims to
education and thus, principles of democracy should reflect in the aims,
curriculum, methods of teaching, administration and organisation,
discipline, the school, the teacher etc.
Aims of Democratic Education:

Education in a democracy is meant not for a microscopic minority but

for a macroscopic majority. It should be broad-based embracing all the
ingredients of philosophy, psychology, sociology, biology etc.
The main aim of education in a democracy is to produce democratic
citizens who can not only understand objectively the plethora of social,
political, economic and cultural problems but also form their own
independent judgement on these complicated problems.
It must inculcate in them the spirit of tolerance and ignite the courage of
convictions. It must aim at creating in them a passion for social justice
and social service. It must equip in them with the power of judgement,
scientific thinking and weighing the right and the wrong.
Education aims at enabling the pupils to be social minded human beings
capable of managing their own affairs and living with others adequately.
It enables them to realize their hidden potentialities fully, for a fully
developed person can contribute his/her bit to the success of democracy.
Prof. K.G. Saiyidain viewed that education must be so oriented that it
will develop the basic qualities of character which are essential for the
functioning of democratic life. These qualities are passion for social
justice a quickening of social conscience, tolerance of intellectual and
cultural differences in others, a systematic of the critical intelligence in
students, cultivation of a love for work and a deep love for the country.
The Secondary Education Commission (1952-53) have spelt out the
following aims of democratic education:
(i) Democratic Citizenship:
In orders to foster democratic citizenship, education should aim at the
following:
(a) Clear Thinking:
Education should aim at developing capacity for clear thinking which
entails power of discrimination of truth from falsehood.
(b) Clearness in Speech and Writing:
It is needed for free discussion, persuasion and better exchange of ideas
among people.
(c) Art of Living with the Community:
Education should aim at nourishing the art of living with the community
which requires the qualities like discipline, co-operation, social
sensitiveness and tolerance.
(d) Sense of True Patriotism:
It takes three things which are:
(i) A sincere appreciation of the social and cultural achievements of one’s
country,
(ii) a readiness to recognize its weaknesses frankly, (iii) a
resolve to serve it to the best of one’s ability and
(iv) to subordinate one’s interests to the broader national interests.
(e) Development of Sense of World Citizenship:
Education seeks to develop in children a sense of universal brotherhood
of man and develops an awareness in them that they are not the citizen
of one’s own country rather citizens of the world. All are members of a
global world just like one family.
(ii) Improvement of Vocational Efficiency:
The second aim of our educational system is the improvement of
vocational efficiency which includes creation of right attitude to work,
promotion of technical skills and efficiency.
(iii) Development of Personality:
The third aim is the development of personality which includes
discovering of hidden talents, cultivating rich interests in art, literature
and culture necessary for self-expression and assigning a place of honour
to the subjects like art, craft, music, dance and hobbies in the
curriculum.
(iv) Training in Leadership:
A democracy cannot run smoothly without efficient and effective
leadership. Therefore, it is one of the important aims of democratic
education that it should train an army of people who will be able to
assume the responsibility of leadership in social, political, economic,
industrial or cultural fields. Besides, they are required to acquire skills in
the art of leading and following others and to discharge their duties
efficiently.
Curriculum:
Since democratic education absolutely favours maximum individual
development, curriculum in a democracy should be flexible so that it can
cater to the diverse tastes and temperaments, aptitudes and abilities,
needs and interests of the pupils.
It seeks to stimulate thought and creative abilities of children. It should
be broad-based which includes totality of experiences that a pupil
receives through manifold activities undertaken inside the school and
beyond it.
Further, it is essential that democratic curriculum should take into
account the local conditions and environmental demands. Social element
is greatly emphasised in it. In other words, curriculum should be
tempered with social outlook and temper. There should be a provision
for including vocational skills in democratic curriculum. Above all,
curriculum should be constructed on the basis of the principle of
integration.
It should not be separated into fragmented parts. It should be
differentiated at a later stage to suit to the diverse interests, attitudes,
aptitudes and abilities of the pupils. Moreover, it should be flexible and
dynamic to suit to the changing reeds and times.
Different subjects are prescribed for democratic curriculum which is as
under:
(i) Natural Sciences as physics, chemistry and biology for clear
understanding of physical environment.
(ii) Social sciences as history, political science, civics, geography,
economics, sociology, anthropology etc. for understanding society, social
forces and social milieu.
(iii) Study of art, language, ethics, philosophy, religion for training the
emotions of pupils and acquainting them with the aims, ideals and
values of human life.
(iv) Vocational subject including craft to enable children to be self-reliant
by becoming vocationally efficient.
Besides, hygiene, agriculture, mother tongue, native industries, practical
mathematics and other languages should find a niche in the democratic
curriculum.
Classroom practices
All teachers can do this in their own classrooms by considering the
first three democratising classroom practices:
 Integrating democratic competences in subject areas. On some
occasions, schools have a dedicated subject area on citizenship
education, political education or civics. Indeed, whilst some
countries have a relatively minimal provision for citizenship
education in the curriculum, in other countries, citizenship
education is present across all compulsory levels. On other
occasions, the promotion of democracy is directly considered
within other subject areas such as social studies, social science,
history or geography. This is the case, for instance, in many other
countries such as Norway, Spain or Portugal. Research suggests
that formal learning about citizenship might facilitate that students
embrace a democratic culture. You can harbour learning activities
that teach the values, attitudes, skills, and knowledge and critical
understanding that learners need to be able to contribute to a
democratic culture. This can be done in specialist subjects but also
more widely. For instance, in mathematics, teachers may convey
the historical significance of contributions from different
civilisations. In language and literature, teachers can select texts
that tackle social and political issues such as race and gender
discrimination. We will see other possibilities later in this course.
 Considering the teaching and assessment methods you use in
your classroom. Some teaching and assessment practices (e.g.
cooperative learning, peer-assessment) are much better placed
than others (e.g. traditional ‘master classes’, tests) to promote
democracy and facilitate that children and young people learn
democratic competences. We will explore these methods further
later in the course.
 Addressing the hidden curriculum. Research has largely shown
that, in schools, children and young people learn not only from
what they are directly taught but also from the way they are
‘treated’. The hidden curriculum can be defined as the messages we
learn from our educational experiences that are not directly
explicit in the contents we learn (or the official curriculum). The
hidden curriculum includes issues such as adults being more
important than children or Western knowledge being more valid
 than others. Students who experience an open classroom climate
where they are listened to and feel valued are more likely to
embrace democratic perspectives. In contrast, no matter the
explicit curriculum, teachers or schools who discriminate against
their students or who take authoritarian stances are not promoting
democracy. Teachers are role models. It is not only about
educating about democracy – democracy needs to be practised.
How students can participate in democratic processes in schools

 Making contributions to the day-to-day activities of the class

and school
 Taking responsibility for their actions, by making rules together
and supporting them
 Participating in decision-making processes of the school life,
relating it with the democratic processes such as councils,
parliaments, government and voting.
 Showing understanding of how changes are affected in the
school and the society as a whole.
 Evaluating the effectiveness of different ways in which change
can be brought and implemented at different stages in life.
 Participating effectively in school and community-based
activities.

Therefore it is vital that students are provided with structured

opportunities to explore actively on aspects, issues and events through
school and community involvement. Activities such as role play, case
studies and critical discussions that are challenging and lives relevant to
their and growth can be used to facilitate this process. Students should
be given the opportunity to learn from their bad decisions and mistakes.
“Failure is instructive. The person, who really thinks, learns quite as
much from his failures as from his successes.” ― John Dewey  . It is
difficult to conceive of students as active citizens if their experience of
learning in citizenship education has been predominantly passive.
Secularism and Education

Secularism is an important feature of Indian society. India has a

democratic, secular social structure. George Jacob Holyoake coined the
term secularism in the nineteenth century. This word comes from the
Latin word seculum, which means “present time” or “related to time or
period” and used it in the context of social and ethical value or system.
Thus secularism came to be known as a social and ethical system. It
primarily emphasize on natural and cultural improvements of human
beings. Secularism can be defined as, “a system of doctrines and
practices that rejects any form of religious faith and worship”. Indian
concept of secularism requires that there shall be no state religion and
the state shall treat all religion equally. In the words of great Mahatma
Gandhi, “My veneration for other faiths is the same as for any one faith”.
We believe in Sarvadharmasamabhavana, equal place for all faiths and
creeds.
Educational Implication
According to Brubacher secularism has “no religious point of view while
it has a theory of moral education”. Brubacher has also observed, “If the
secularist has any religion at all it is likely that scientific doctrine
constitutes the presuppositions of that religion, and that scientist are its
high priests”.
Many positive steps have been taken to promote secularism in the
country. It is laid down in the constitution that religious minorities are
free to establish their educational institutions from grant.
Secularism is a philosophy of moral education. Secular behavior springs
in the school from the influence of school through the conduct and
behavior of teachers themselves and life in the school community as a
whole.
All the activities and programs of school must strive for the inculcation
of values of love, truth and tolerance.
Need of Secular Education in India
 India is a multi religious and culturally varied society
 Fanaticism, communalism and regionalism are on the increase
 Equality, liberty, fraternity, national outlook and international
understanding need to be propagated
 We need secular education due to erosion of values, narrow
mindedness, selfishness etc.
 To train the youth to be a good citizen
 To inculcate in the youth social, moral and cultural values
 To strengthen secularism and human relationship in India
 To fulfil the requirements of democratic India.
Characteristic of Secular School
Secular education is identified because of the following characteristics:
a. Moral outlook: Secular schools result in development of moral
outlook . It is the foundation of development of character and
moral development. It inculcates in students humanity,
truthfulness, tolerance, honesty, courtesy, sympathy, spirit of
service and sacrifice which form a noble character of a man and
develop his personality.
b. Development of wider vision: Secular education make a man
dynamic and enlightened. It develops in him wider vision toward
life, and he takes interest in social service by sacrificing his social
motives.
c. Pluralistic outlook: Secular education leads to the emergence of a
heathy pluralist outlook which fosters the growth of science, art,
philosophy and even religion. A pluralist outlook is very essence of
democracy.
d. Democratic Values: Secular education helps man in developing
democratic values liberty, equality, fraternity and co-operative
living. True secularism stresses the dignity of the individual and
the sacredness of human personality.
e. Cultural development: Secular education helps in fostering
scientific spirit. It releases the individual from the bonds of blind
faith. Scientific spirit implies a spirit of free enquiry, a spirit of
looking at things objectively and rationally, freedom from an
obsession with the past, and a more humble attitude towards one’s
own history and achievements.
f. Synthesis of spiritual and material: Secular education glorifies
material needs and promotes reverence for earthy life, without
rejecting spiritual values. Secularism is based on fundamental
human values.
g. Humanitarianism: Secular education leads to humanitarianism. It
stands for peace, goodwill and understanding. It helps in fostering
the brotherhood of a man and the unity of the world. Absence of
Secular Education causes exploitation, corruption, disaster,
selfishness, aggression and hatred, chaos and disorder. Betterment
of society depend upon secular-based education.
Education for Secularism in India
ecularism's Meaning: Secularism is an important feature of
Indian society. India
has a democratic, secular social structure. George Jaques
coined the term
secularism in the nineteenth century. This word comes from
the Latin word
saecularis, which means "related to a time or period"
ecularism's Meaning: Secularism is an important feature of
Indian society. India
has a democratic, secular social structure. George Jaques
coined the term
secularism in the nineteenth century. This word comes from
the Latin word
saecularis, which means "related to a time or period"
ecularism's Meaning: Secularism is an important feature of
Indian society. India
has a democratic, secular social structure. George Jaques
coined the term
secularism in the nineteenth century. This word comes from
the Latin word
saecularis, which means "related to a time or period
Indian present educational system promotes secular attitudes and values
through it broad based aims, curriculum, enlightened teachers and
appropriate activities, progressivism, rationality, freedom from bigotry
and equal respect for all religion. The following traits characterize
education for secularism in India.
 Secular aims
 Democratic organization of educational institutions
 Multiple curriculum
 Science teaching
 Enlightened teacher
The present Indian educational system is trying to create a social climate
in the country, in which secular values are sought to be promoted
effectively and enthusiastically.
Constitutional provisions regarding imparting of religious and secular education:

1. Article 28(1) states that no religious instructions shall be

provided in any educational institutions wholly maintained
out of state funds.
2. No persons attending any educational institutions recognized
by the state or receiving aid out of state fund shall be required
to take part in any religious instructions without his consent
in the case of a minor, consent of his guardian is needed
Reason for Secular Education
 Secular Education develop a moral outlook
 Secular education helps in the development liberal attitudes and
values
 It develops wider vision
 It develops an attitude of appreciation and understanding of others
point of view
 It develops democratic values and humanistic outlook
 Secular education synthesis materialism and spiritualism
 Secular education serves as an antidote to religious fanaticism and
hatred
In multi religious country like India, the spirit of secularism is to be
developed in order to maintain the unity and integrity of the nation.
Education should play a positive role in preparing people for a secular
society and a purposeful life. We hope secularism will develop into a
stronger force leading to the social unity of India when institutionalized
religions gradually lose their coercive hold on the young generation.
How to promote secularism through school program?
 Celebrate important events
 Youth festivals
 Conduct integration camp
 Arrange seminar, talks about world peace, communal harmony
 Discourses on religious values by religious leaders
 Include information related to secularism
 Teach lessons about great saints who sacrifice their life for the
cause of national or social well being
Significant Points emerged regarding secular perspective
Some of the specific points which emerged regarding secular perspective
from literature review, school observations and interaction with teachers
can be understood as below:
 There should not be any established state religion.
 There should be one law for all and its application should not be
governed on the basis of religion.
  Individuals should neither be disadvantaged nor discriminated
because of their religion or belief, or perspective.
 Freedom of expression cannot be restricted because of religious
practices
 The state, cannot expresses religious beliefs or preferences.
 The state cannot be included in, fund or promote religious
activities or practices.
 No religion or person can be given any privilege over other religion
or person.
 The state should not intervene in the setting up or
functioning/running of any institution related to any religion.
Impact of Secular Education
 Secular education develops in the child the spirit of love, tolerance,
discipline, cooperation, equality, sympathy and fraternity.
 Education is free from specific religion.
 Education become an active independent process in which the
teacher is free from developing the broad mindedness among the
children.
 It develop moral and spiritual qualities among the students in an
unbiased form on the basis of secularism.
 It is helpful to develop the national and international integration.
 It helps to reduce the risks of communalism, sectarianism,
provincialism, traditionalism and language controversies.
Hindrance for Secular Education
 Educational institutions are related to religions
 Use of religion as a political tool
 Lack of tolerance
 Narrow outlook
 Lack of secular attitude among teachers
 Feeling of religious superiority
 Negligence of secular celebrations
 Negligence of group activities

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