ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

DEPARTMENT OF EDUCATION

(Assignment No: 01)

Submitted by: Aleena Bashir

Submitted to: Khalid Mehmood

Student ID: 0000329047

Course: Citizenship Education And Community

Engagement (8606)

SEMESTER (1) - AUTUMN – 22

B.ed (1.5 year)

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 Question No. 1
a).Evaluate the role of an individual in the development of any society.
Ans;
Individuals live in a society that constantly is trying to unite and become one whole being.
However, despite the greatness of a larger being, all groups consist of flaws due to the differing
ideas presented by its members.
In sociology individual social status is the honour or prestige attached to one's position in
society (one's social position). It may also refer to a rank or position that one holds in a
group, for example son or daughter, playmate, pupil, etc.
A role or a social role is a set of connected behaviors, rights and obligations as conceptualized by
actors in a social situation. It is an expected or free or continuously changing behaviour and may
have a given individual social status or social position. Individuality is not the impersonal and
mechanistic thing that the State treats as an ―individual". The individual is not merely the result of
heredity and environment, of cause and effect. He is that and a great deal more, a great deal else.
The living man cannot be defined; he is the fountain-head of all life and all values; he is not a part
of this or of that; he is a whole, an individual whole, a growing, changing, yet always constant
whole.
For understanding the individual role in society it seems better to highlight the role of
family, school, society and individual which are affecting each other.

1. Human family protects the young ones, thus illustrating the fact that the species comes into
existence for more than procreation.

2. Society developing the weaker members is an extension of the role of the family.

3. School offers organized education.

4. Family and society precede and succeed the school in offering institutionalized cultural
education and education that is not yet fully organized.

5. Society creates the individual and submits to his leading it.

6. The final aim of the individual is to create a society where every individual is fully evolved.

7. Family trains by social authority, school by the authority of knowledge, society by its
subconscious wisdom.

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8. In his growth the individual moves from physically inherited habits to opinion and attitude and
finally by his own motive.

9. Opinion of the mind, attitude of the vital are superseded by the motive of the being.

10. Society fulfils itself when it discovers the wisdom, which it developed in the individual.

To conclude, Individual’s role in society is to overpower the larger group by holding onto their
personal ideas, fighting against unfairness, and accepting the consequences they might face
along the way. Being a part of a larger group causes the individual to get lost with all the other
members. People need to think of themselves first and society needs to recognize their need for
individualism. With these individuals, flaws in society can be easily pointed out and amended
creating a better and more effective society. The role the individual plays is a big part in how the
future will be and what great amendments will come from their actions.

The role the individual plays is a big part in how the future will be and what great amendments will
come from their actions.

b) Explain the major elements of social structure in Pakistani

context.

Social structure refers to the pattern of social relationships in a society. Such structure
regulates the interactions among members of the society, providing guidelines within the
cultural norms for achieving the goals defined by cultural values.
Social structure is the distinctive, stable system of social relations that exists in any human
society. It is not concerned with people as individuals, in groups, or in the organizations forming
the society, nor the ultimate goal of their relationships. Rather, social structure deals with the
organization of their relationships: how they are arranged into patterns. Thus, the concept of social
structure assumes that human social relationships are not arbitrary or coincidental, but rather they
follow certain patterns that can be identified.
The structure of society refers to the way society is organized. Society is organized into different
parts: institutions, social groups, statuses, and roles.

 Institutions:
An institution is an established and enduring pattern of social relationships. The five traditional
institutions are family, religion, politics, economics, and education. But some sociologists argue
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that other social institutions, such as science and technology, mass media, medicine, sport, and
the military, also play important roles in modern society. Many social problems are generated by
inadequacies in various institutions. For example, unemploymentmay be influenced by the
educational institution's failure to prepare individuals for the job market and byalterations in the
structure of the economic institution.

 Social Groups:
Institutions are made up of social groups. A social group is defined as two or more people who
have a common identity, interact, and form a social relationship. For example, the family in which
you were reared is a social group that is part of the family institution. The religious association to
which you may belong is a social group that is part of the religious institution. Social groups may
be categorized as primary or secondary. Primary group, which tend to involve small numbers of
individuals, are characterized by intimate and informal interaction. Families and friends are
examples of primary groups. Secondary group, which may involve small or large numbers of
individuals, are task-oriented and characterized by impersonal and formal interaction. Examples of
secondary groups include employers and their employees and clerks and their customers.

 Statuses:
Just as institutions consist of social groups, social groups consist of statuses. A status is a
position a person occupies within a social group. The statuses we occupy largely define our social
identity. The statuses in a family may consist of mother, father, stepmother, stepfather, wife,
husband, child, and so on. Statuses may be either ascribed or achieved. An ascribe status is one
that society assigns to an individual on the basis of factors over which the individual has no
control. For example, we have no control over the sex, race, ethnic background, and
socioeconomic status into which we are born. Similarly, we are assigned the status of "child,"
"teenager," "adult," or "senior citizen" on the basis of age--something we do not choose or control.
An achieved status is assigned on the basis of some characteristic or behavior over which the in
dividual has some control. Whether or not you achieve the status of college graduate, spouse,
parent, bank president, or prison inmate depends largely on your own efforts, behavior, and
choices. One's ascribed statuses may affect the likelihood of achieving other statuses, however.
For example, if you are born in to a poor socioeconomic status you may find it more difficult to
achieve the status of "college graduate "because of the high cost of a college education. Every
individual has numerous statuses simultaneously. You may be a student, parent, tutor, volunteer
fundraiser, female, and Hispanic. A person's master status is the status that is considered the
most significant in a person's social identity. Typically, a person's occupational status is regarded
as his or her master status. If you are a full-time student, your master status is likely to be
"student."

 Roles:
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Every status is associated with many roles or the set of rights, obligations, and expectations
associated with a status. Roles guide our behavior and allow us to predict the behavior of others.
As a student, you are expected to attend class, listen and take notes, study for tests, and complete
assignments. Because you know what the role of the teacher involves, you can predict that your
teacher will lecture, give exams, and assign grades based on your performance on tests. A single
status involves more than one role. For example, the status of prison inmate includes one role for
interacting with prison guards and another role for interacting with other prison inmates. Similarly,
the status of nurse involves different roles for interacting with physicians and with patients.

 Elements of Culture
Whereas social structure refers to the organization of society, culture refers to the meanings and
ways of life that characterize a society. The elements of culture include beliefs, values, norms,
sanctions, and symbols.

 Beliefs:
Beliefs refer to definitions and explanations about what is assumed to be true. The belief of an
individual or group influence whether that individual or group views a particular social condition as
asocial problem. Does secondhand smoke harm nonsmokers? Are nuclear power plants safe?
Does violence in movies and on television lead to increase aggression in children? Our beliefs
regarding the seissues influence whether we view the issues as social problems. Beliefs not only
influence how a social condition is interpreted, they also influence the existence of the condition
itself. For example, men who believe that when a woman says "no," she really means "yes" or
"maybe" are more likely to commit rape and sexual assault than men who do not have these
beliefs (Frank, 1991).

 Values:
Values are social agreements about what is considered good and bad, right and wrong, desirable
and undesirable. Frequently, social conditions are viewed as social problems when the conditions
are incompatible with or contradict closely held values. For example, poverty and homelessness
violates the value of human welfare; crime contradicts the values of honesty, private property, and
nonviolence; racism, sexism, and heterosexism violate the values of equality and fairness.

 Norms and Sanctions:

Norms are socially defined rules of behavior. Norms serve as guidelines for our behavior and for
our expectations of the behavior of others. There are three types of norms: folkways, laws, and
mores.

 Folkways
refer to the customs and manners of society. In many segments of our society, it is customary to
shake hands when being introduced to anew acquaintance, to say "excuse me" after sneezing,
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and to give presents to family and friends on their birthdays. Although no laws require us to do
these things, we are expected to do them because they are part of the cultural traditions, or
folkways, of the society in which we live.
Laws are norms that are formalized and backed by political authority. A person who eats food out
of a public garbage container is violating a folkway; no law prohibits this behavior. However,
throwing trash onto a public street is considered littering and is against the law. Some norms,
called mores , have a moral basis. Violations of mores may produce shock, horror, and moral
indignation. Both littering and child sexual abuse are violations of law, but child sexual abuse is
also a violation of our mores because we view such behavior as immoral. All norms are associated
with sanctions , or social consequences for conforming to or violating norms. When we conform to
a social norm, we may be rewarded by a positive sanction. These may range from an approving
smile to a public ceremony in our honor. When we violate a social norm, we may be punished by a
negative sanction, which may range from a disapproving look to the death penalty or life inprison.
Most sanctions are spontaneous expressions of approval or disapproval by groups and
individuals--these are referred to as informal sanctions. Sanctions that are carried out according to
some recognized or formal procedure are referred to as formal sanctions. Types of sanctions,
then, include positive informal sanctions, positive formal sanctions, negative informal sanctions,
and negative formal sanctions.

 Symbols:
A symbol is something that represents something else. Without symbols, we could not
communicate with each other or live as social beings.
The symbol of a culture includes language, gestures, and objects whose meaning is commonly
understood by the members of society. In our society, a red ribbon tied around a car antenna
symbolizes Mothers against Drunk Driving, a peace sign symbolizes the value of nonviolence, and
a white hooded robe symbolizes the Ku Klux Klan. Sometimes people attach different meanings to
the same symbol.

 To conclude;
. The elements of the social structure and culture just discussed play a central role in the creation,
maintenance, and social response to various social problems. One of the goals of taking a course
in social problems is to develop an awareness of how the elements of social structure and culture
contribute to social problems. Sociologists refer to this awareness as the "sociological imagination"
or "sociological mindfulness."

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 Question No .2
a) How does individual and group behavior affect the school and
classroom environment?
Ans;
People in groups behave differently than they do individually. Group expectations influence
individual behavior, and individual behavior affects the group. Teachers need to be aware of the
characteristic traits of group behavior.
Individual or group’s behavior effects structure, performance, motivation, communication,
leadership and decision making abilities . behavior of an individual or a group is a reaction of
external or internal stimuli.

Individual

Group

Organization
An individual is a unit of group and group is a unit of an organization. The behavior of any unit
effects the whole structure.
 Individual behavior
An individual’s behavior is a response of any external or internal stimuli. Due to this stimuli , an
individual behaves different in different situations. In classroom, a student plays the role of an
important individual whose response is center of the whole process. Teacher use different
techniques to control and balance the behavior of student or pupil. Different phase of age deals
with different and more complex traits of personality.
An individual’s inherited and learned behaviors are responsible for the responses. Abilities,
culture, race, gender, attitude and perception are some common factors which have strong
influence on an individual’s behavior.

Roles of Individuals within the Classroom Several roles are available to individuals
in groups.
The following are some of the roles that can cause trouble in the classroom:
1. Leader A leadership role is available in almost every group. The role varies according to the
group's purpose, makeup, and activities. Within the same group, different people may act as
leaders in different activities.

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For example, a student who is a leader in one activity may be assigned different role in the other
activity, it creates problem when a person is exhibiting different roles he/she may not restrain
him/herself from the other role. Group leaders tend to share certain qualities. They are above
average in most respects (intellect, social skills, responsibility, and socio-economic status). They
generally have a highly developed understanding of others, and they embody group ideals.
Teachers must be aware that the leaders they appoint are not necessarily the group's natural
leader. Such mismatches often lead to conflict within the group.
2. Clowns ;
Clowns are individuals who take the position of entertainer of the group. Students sometimes take
this role in order to mask feelings of inferiority, thinking it best to make fun of their own before
others have a chance. Clowns sometimes help the group and sometimes hinder it. Clowning can
be beneficial to both teacher and the group, especially when students are anxious, frustrated, or in
need of relief from tension. At times, however, group members may support the disruptive antics
of the clown as a way of expressing hostility to the teacher.
3. Fall Guys
A fall guy is an individual who takes blame and punishment in order to gain favor with the group.
Members of the group feel free to misbehave knowing that they can set up the lvii fall guy to suffer
the penalties. Teachers need to be aware of this kind of manipulation and be sure to focus their
corrective actions on the instigator of misbehavior
4. Instigators
Instigators are individuals who cause trouble, but appear not to be involved. They often solve their
inner conflicts by getting others to act them out. They may even feel that they are benefiting the
victim in some way. Teachers need to look into recurring conflicts carefully to see if there is an
unnoticed instigator. It may be necessary to point out this role to the group, as it is often
undetected by them. The group may need help in recognizing and discouraging this role
 Characteristics of Group Behavior
 Groups create their own psychological forces that influence individual behavior teacher
awareness of group dynamics is important to effective classroom control.
 Group behavior in the classroom is influenced by how students perceive the teacher.
Students see teachers as filling many psychological roles.
 Dealing with classroom conflict requires diagnostic thinking by the teacher. This thinking
involves:
o forming a first idea;
o gathering facts about the idea;
o applying hidden factors to draw conclusions;
o taking action; and

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 o being flexible.
 Teachers maintain group control through various influence techniques.
 These techniques include:
o supporting self control,
o offering situational assistance,
o appraising reality, and
o Invoking pleasure and pain.
 The important aspect to control behavior is to locate the reason behind particular behavior.
Students exhibiting certain behavior must have some objective, focus that objective and try
to satisfy the needs of the students or of the group.
A) Supporting Self-Control techniques are used at the initial stage. They address the
problem before it becomes serious. They include eye contact, moving closer, humor,
encouragement, and ignoring. B) Situational Assistance techniques are necessary when
students cannot regain control without assistance from the teacher.
 Techniques to provide assistance include:
o helping students over a hurdle;
o restructuring the schedule;
o establishing routines;
o removing the student from a situation;
o removing seductive objects; and
o physical restraint.
 C) Appraising Reality techniques involve helping students understand underlying causes for
misbehavior and foresee probable consequences. Teachers 'tell it like it is', offer
encouragement, set limits, and clarify situations with post - situational follow-up.
 D) Rewarding good behavior and punishing bad behavior is an important characteristics,
punishment should be used only as a last resort because it is too often less productive.
A group creates conditions such as its members will behave in certain ways because they belong
to it; at the same time the manner in which the parts function affects the whole. In other words,
group expectations strongly influence individual behavior, and individual behavior in turn affects
the group.
(b) How can group dynamics be applied in your daily classroom
teaching?
 Dynamics means change and group dynamics means behavioral change throughout the
group interaction.
 Group dynamics, both positive and negative, occur whether school personnel recognize them
or not. Some examples of school dynamics are as follows.
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 A teacher who continually points out the bad behavior of a particular child is possibly setting up
non-conducive environment that will allow the students and the teacher to produce their anger
and aggression.
 A teacher who openly criticizes particular manual/rules that he/she is required to use is, without
realizing it, encouraging the children to resist the work associated with that manual. One of the
reasons for the children’s so-called negativity may be their identification with the teacher. If she
does not like the manual, they won’t like it or want to use it. So, although the pupils’ behavior is
reflecting their alliance with the teacher, their negative behavior may be interpreted as
disobedience. If the teacher goes on this assumption, without checking with her students,
he/she may feel justified to scolding the students. Unconsciously, the children’s behavior gives
the teacher the excuse to scold them, rationalizing that they were not doing their work properly.
He/she feels justified in showing anger toward bad kids rather than acknowledging her/his own
anger and frustration.
 Often teachers and class, or the whole school, staff and pupils, “the group as a whole,”
struggle with such problems as severe anxiety, fear of other attacks, discomfort within the
school itself, and diversity of ethnicity, and language. The enormous psychological power of
many individuals in a group situation may create behavioral reactions that would not occur in a
one-to-one situation. The group-as-a-whole produces an entirely different personality than that
of the individuals from whom the character emerged. In other words, the characteristics of the
class group are broader and more encompassing than that of one individual student. “Class
as a whole” issues also lead to role-taking by individual members or role assignment to
members via group pressure.
 For example, if a lesson is boring, some student will invariably become “time keeper,” letting
the teacher know that the class has had enough, or the “class clown” will distract the lesson
with jokes and funny behavior. Children’s methods of developing a sense of safety within the
class setting are understandably weak and often regressive. The methods they use will be
determined by ego and superego development, as well as control over impulsive behavior.
This developmental process will determine how much psychic energy is available to focus on
the subject at hand.

 There are many other dynamic conditions that emerge in school settings without the
knowledge of the participants. For example, teachers may use punitive disciplinary tactics
because of their own overly strict upbringing, or they may encourage raucous acting out
because of their desire to be rebellious. Most teachers would agree that class order or class
control is an important challenge. In order to address the issues of class order and to create an
environment most conducive to classroom learning, it is helpful to understand the causes of
class management difficulties.

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 Group Dynamics for Education. Most school people have had trouble working in groups of one
kind or another. Too often there has been "• •• a distressing gap between what does happen
and what should happen. Very little has been done by groups toward solving the problem of
group productivity. Serious study toward understanding. cause and effect which operate in a
group, and toward making a group become sensitive to its problems has long been needed.
The study of group dynamics hasn't found a cure for all the ills in group situations but it has
opened the way for a greater understanding of the complex forces which have operated in
group situations.
Bradford, Benne, and Lippitt stated that:

“It can help us gain the instruments and skills for diagnosing group ills. It can help
us become familiar with the many facets of leadership and membership as necessary
group responsibilities. It can help us train ourselves and others as more productive
group members and leaders. It can help us measure and evaluate our progress in
group growth”.

The above quotation has told the story of group dynamics in education so clearly that further effort
to elaborate seemed futile.. Group dynamics has been used as an approach to the human
relations problems of administration. Teachers have felt that the principals, supervisors and others
in administration made most of the decisions. Many principals have lalown that this attitude
existed. Teachers have long complained that they did not receive the right kind of help from
supervisors and administrators. There has been a feeling along the line that teachers' meetings
have just been a waste of time. Group dynamics has made strides toward correcting such
conditions.

Question No .3
a) Discuss the concept of socialization and identify its role in the
learning process.

Socialization refers to the ongoing process of learning the expected behaviours, values,
norms, and social skills of individuals who occupy particular roles in society.

Major agents of socialization include the family and school, but also the media, peer groups, and
other major social institutions such as religion and the legal system.

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 Furthermore, socialization can be divided into two types: primary socialization and secondary
socialization.

Primary socialization occurs within the family and is where children first learn their own
individual identity, acquire language, and develop cognitive skills. Within the family, children are
socialized into particular ways of thinking about morals, cultural values, and social roles. Of
course, the socialization that results from primary socialization rests heavily upon the social class,
ethnic, religious, and cultural backgrounds and attitudes of the family.

Secondary socialization refers to the social learning that children undergo when they enter other
social institutions, like school. Characteristics of the school, teachers, and the peer group all
influence the socialization of children within school settings. The family still remains an important
part of children’s socialization, even when they enter into school. Children, however, will now have
other significant people in their lives from whom they will learn the skills of social interaction. In
Chapter 2, Mead’s theory of development of the self was discussed. The development of
the generalized other, where a child learns to adopt the attitudes of the wider society, occurs in
secondary socialization.

The school setting is where the learning of the new role as a student occurs. When children
start school, for example, they are socialized to obey authority (i.e., the teacher) and in how to be
a student. The overall socialization of children, as theorized by Bronfenbrenner is dispersed into
various realms which focus on the different sites of social context that children experience in their
lives. Families and schools are major contributors to socialization, but there are other systems of
socialization within ecological systems theory. The child interacts with many features of his or her
environment which all contribute to the child’s social development. And the grand outcome of
socialization is also theorized to be the result of how all the systems interact with one another. In
this chapter, however, the main focus is on how schools contribute to the socialization of children.

To make a child socially competent.

A major objective of socialization in the school setting is to make a child socially competent. A
child must develop skills that allow him or her to function socially, emotionally, and intellectually
within the school environment. Within the school setting, social competence is achieved when
students embrace and achieve socially sanctioned goals. These goals (e.g., learning to share,
participating in lessons, working in groups), when embraced, also serve to integrate the child into
social groups at school. Social approval is obtained when children accept the sanctioned goals of
the school setting and they are rewarded and reinforced on a consistent basis through social
acceptance by teachers and other students.

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Schools versus Families

Schools become a significant social world for children to navigate. Unless a child attended
preschool or nursery, the structure and routines of the school day and the social relationships
within the school setting must be entirely learned. The school setting now begins to take on some
of the roles that previously only family members fulfilled—but in markedly different ways. There
are many new behaviours and experiences that children must adapt to when starting school for
the first time. As noted by Wentzel and Looney (2006), there are several different social realities to
which a child must adapt:

The Dimensions of Socialization

Brint (1998) identifies three major dimensions of socialization as it pertains to schooling,. All three
dimensions refer to a type of conformity that identifies an ideal that students are expected to
emulate. These ideals are normatively approved and accepted models of what a student should
be like to fit into schooling contexts, not only in North America but in virtually all places where
formal schooling occurs.

The first of these dimensions is behavioural conformity.

1. Behavioural conformity refers to the types of self-regulations of the body that a student
must control in order to fit into the school environment. He or she may have to raise a hand
to ask questions. Students will be required to sit still during lessons. Students may not
touch other students. Students may have to stand in orderly lines in order to have a drink of
water. All of these examples require the student to self-regulate his or her body’s physical
actions in ways that the child may not have had to do in a family setting.

2. The second dimension of socialization is moral conformity, which refers to the process of
a student internalizing the preferred understanding of what is right and wrong. This type of
socialization is accomplished through teachers emphasizing the desirability of certain
virtues, such as hard work, equity, being ―nice,‖ and so on. Brint (1998) notes that young
children, for example, may be assigned reading material that warns of the consequences of
not having such virtues.

The Processes by Which Socialization Occurs

So far, it has been argued that children must adapt to features of school that are much different
from their family environments. The expected behaviours at school are much different from within

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the family, and the structural features of day-to-day life at school are in stark contrast to what was
experienced in the family home. The next section addresses the techniques that are used within
schools to socialize children into being desirable students.

(b) Suggest ways in which our education system may help in the
promotion of our culture.

1. Preservation of Culture:
Culture is the blood vein of a society, which needs to be conserved. It is an important function of
education to help in the preservation of culture or social heritage.

Education, through its specialized agencies, tries to inculcate the traditions, customs, values, arts,
morals etc. into the tender minds of pupils.

2. Transmission of Culture:
In addition to preservation of culture, it is a task of education to maintain the continuity of culture
by handing down the existing cultural experiences, values, traditions, customs etc. from one
generation to another through its various programmes and practices. Without this transmission,
the nation’s survival may be the toughest task and the progress of mankind can be stifled. Society
reels in utter chaos and confusion.

Men will become savages and human relationship will be broken into pieces. Therefore, the
substance of unity in any society is its precious culture.
The famous sociologist, Ottaway writes,
“The function of education is to transmit the social values and ideals to the young and
capable members of society”.
3. Promotion of Culture:
Besides preservation and transmission, another vital function of education is to modify the existing
cultural patterns in the light of changes visible in the needs and demands of the society. These
changes are heightened owing to cross-cultural variables. Thus, new cultural patterns are formed
by replacing and reorienting the old outmoded cultural forms to suit the changing needs of time
and man. Therefore, society makes ostensible progress. This part of education is called
progressive function of education. As such, education performs by constantly reorganizing and
reconstructing human experiences for the promotion and enrichment of culture.
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4.Equips Man to Adapt to Changing Cultural Patterns:

It is an admitted fact that every generation after generation modifies the old and archaic cultural
forms and adds new ones to the best advantage of theirs. This is possible through educational
means and method. Moreover, education equips the individual to adjust himself or herself to the
changing cultural forms and patterns for better and successful living.

5. Moulding the Personality:

It is an universal element of culture that personality is shaped and moulded by education. An
individual’s personality goes on developing when he or she continues to forge a web of
relationship with other members of society.

This form of interaction is made possible by education according to the behavioural patterns or
culture of the existing society. In simple words, culture is an informal agency of social control
which helps in moulding and shaping the behaviour of the individuals in a desirable way.

6. Restoring Unity of Mankind through Diffusion of Culture:

It is a dire necessity of the civilization that unity of mankind is to be restored. It is to be made
possible through education which assists in diffusion of culture in an effective manner. Education
should treat human culture as a whole like a full-bloosom flower whose different petals represent
different groups.

Education, further, helps in disseminating the modern cultural values like co-operation, unity,
mutual understanding, brotherhood of men, love and appreciation for others etc. to the mankind
for its enduring survival.

7. Removing Cultural Lag:

The concept of cultural lag is attributed to the famous sociologist Ogburn. When there exists a
difference between material culture and non-material culture, there emerges this lag concept. As it
is seen, material culture is advanced due to the rapid strides in science and technology and
people adopt the modern life styles ignoring non-material part of culture.

Therefore, non-material culture lags behind the former. This situation is cultural lag which needs to
be eliminated by education through its various programmes and myriad activities. Cultural is
antithesis to social change and progress of the civilization.

 Conclusion;

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 From the foregoing discussion, it is crystal clear that there exists a close relation
between education and culture. Education socializes an individual in one hand and it preserves,
transmits and promotes the culture of a society on the other. In brief, education and culture are
mutually interwoven, complementary and supplementary in all their aspects. It is education which
reifies the culture.

Question No.4
a)Elucidate the role of religious groups and their influence on social
behavior.
Another topic that has about as much diversity as today’s educational system is that of
religion.
Diana Kendall states;
“Religion is a system of beliefs, symbols, and rituals, based on some sacred or
supernatural realm, that guides human behavior, gives meaning to life, and unites believers
into a community”
. Religion can commonly be seen as man’s (or woman’s) explanation to many unanswerable
questions such as the meaning of life. It tells us “why we exist, why people suffer and die, and
what happens when we die” according to our textbooks. The religions that are created are
categorized by their beliefs and gods. Religions entail beliefs about the world, universal order and
good, spiritual beings and powers, as well as rituals and ceremonies. Accordingly, religiosity has
proved to exert a huge effect on individual decision making and behaviour. An extensive literature
shows that religion and religiosity (as well as other cultural traits) matter to important economic
phenomena, such as: educational attainments
For many peoples, religion is not separated into a separate sphere of life but is part of the fabric
of society, making "conversion" difficult, because of the "religious" identity of the society.
Concepts of loyalty, identity, faithfulness and personhood are in this category. Political and
religious institutions are often related. This may involve "religious" ceremonies of cultural identity.
We learn a lot from our cultural heritage. Our religion also gives us an identity as our family and
community. We are influenced by our religious teachings and practices. One feels solidarity and
brotherhood with the people following the same religion. It also gives a feeling of security. Usually
our religion is determined by birth. The important thing to remember is that whatever religious
practices we follow, there are certain basic truths and values which are common to all.
Religion teaches us to be truthful, not to steal, not to cheat any one, love the fellow beings, be
tolerant, be good to others and so on. Our religion is a way of life. If we follow above tenets we will

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play a positive role in every share of life. We have to learn to use religion in a positive way. While
following one’s own religious practices one should be respectful to people following other religions.
Religion and faith gives us inner strength, the strength to face difficult situation in life. Religion also
teaches us to lead a disciplined life. Though religion influences us a great deal, a lot depends on
the kind of interpretations that is passed on to us. We are all familiar with the famous lines of our
Great poet Allama Iqbal “Mazahab nahni Sikhata aapas mai bair rekhna” No religion teachers
us to fight with each other. But we see different religions groups fighting. We should try to
understand the process behind it.
If people follow the true spirit and teachings of their religion it can have a very good influence in
building their outlook and personalities.
a) The Specific Function of Religious Institutions
1. Providing solutions for unexplained natural, phenomena.
2. Supplying a means for controlling the natural world.
3. Religion tends to support the normative structure of the society.
4. Furnishing a psychological diversion from unwanted life situations.
5. Sustaining the existing class structure.
6. Religion serves as an instrument of socialization.
7. Religious institutes may both promote and retard social change.
8. Religion may both reduce and encourage conflict in groups.

b) Analyze the role of school and mass media as agents of

socialization.

 Role of School in Socialization

School is an important part of the society. It is known as social organization because it is the
school which provides an exposure to students and it prepares the students to occupy social roles
according to their capacities after receiving the school.
 School is a second home;
School is considered as a second home for students because it is a school wherein students
pass most of the time of his day and this is utilized in form of learning. Every student learns
about social life, social norms and social believes etc and he will be produced as a social
being. So in the process of socialization school plays a very significant role. Its functions are as
under.
 To transmit knowledge ;

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The first and the foremost function of the school is to transmit knowledge and skills to the
younger generation. So in the process of socialization, the younger generation can utilize the
knowledge and skills. They are become aware about social rights, rules, regulation and social
believers so that they live according to their own ideas and knowledge. They develop thinking
skill so recreation lies in their behaviour.
 School keeps the moral power of the society ;
School keeps the moral power of the society, secure and also maintain social heritage of the
society. This social heritage is handed on the following generation by the school. So it brings
awareness in an individual about moral power of society and social heritage.
 School protects the historical continuity of society.
It performs the function of acquainting the new generation with ancient myths and legends and
maintaining the patterns of behaviour in the form of traditions and customs. So students
become aware about ancient myths and legends and behaviour thereby they behave in a
particular social way.
 Social control ;
The school is like a family, a social; institution which socializes the individual and provides him
some experience in social control therefore, the individual will learn to accept the kind of social
control that is imposed on him in school and will also demand similar social control from society
for this reason, there is a great insistence in democratic countries that the atmosphere in the
school should be democratic and we find the democratic climate in school around us which
acquaints students with democratic norms of social control which is very important in the
process of socialization. Thus students learn how to live with democratic norms and how to
behave with each other which help in the process of socialization.
 development in personality of students ;
School fosters all round development in personality of students, physical, mental, emotional
and social. School involves all students in different co-curricular activities so that students
develop physically, mentally and socially, for example curricular activities like Puzzles, games,
group discussion, sport related to the curriculum. Which develop students physically, socially
and mentally thinking skills and co–curricular or extra activities including debate, elocution,
competition, drawing etc develop individual differences and particular skills to students. They
also develop social leadership qualities other political leadership traits etc which indirectly help
every individual to be a social being that mean every individual are socialized by such
activities.
 The school provides social environment;
The school provides social environment before children by organizing students unions, social
service camp social functions and parents- teacher association etc. So that all the socially

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 desirable values namely sympathy, co-operation, tolerance, social awakening and discipline in
them so school develops social dealing in all children.
 School works under the light of social ideals and develop the child with reference to
such ideals and aims. School encourages children to come in active contact with the libraries
and youth welfare countries organized by the community or Govt. The miniature school life is
brought into active and lively contact with wider world out-sides that means school provides a
conducive climate. The head masters and teachers allow freedom to the students which make
them more responsible. They impart knowledge of social customs and traditions and develop
values of society among students.
The importance of the school as an agency of socialization can be divided into three
subtopics: the school and society, the classroom, and the teacher.
 When children begin school it is usually the first time that they come under the supervision
of people who are not their relatives. It is likely that the school is the first agency that
encourages children to develop loyalties and sentiments that go beyond the family and link
them to a wider social order.
 The school as an agency of socialization should be recognized as the first organizer of
social relationships (Elkin & Handel, 1978). The classroom is often seen as a place where the
child is easily faced with socializing amongst peers. Since most of the things that children do in
the classroom are done in the presence of their peers, they have to learn how to deal with a
more formalized group situation? Parental expectations and perceptions of their children’s
development of both cognitive and motor skills serve to affect the transition to the school
environment (Coates & Wagenaar, 1999).
Humor in the classroom touches on socialization, one of the major functions of schools to
acculturate knowledgeable, understanding, compassionate, and empathetic new members to our
society (Freda & Pollack, 1997). The teacher also plays an important role in the social
development of the child. If one of the tasks of adolescence is to achieve a balance between
conformity and rebellion, then the role of the teacher is an important one in assisting children as
they attempt that process. When teachers confront a negative student with humor, they often find
that this use of humor is an effective way to diffuse the student’s anger and hostility. If a teacher
and student can laugh together, they can most likely work together and also plan together.

 Role of mass media

In this advance era, mass media plays a significant role towards all of us and we can truly admit that
mass media is one of the basic essential that used by everyone in their daily life. Generally, mass

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media is a print and electronic means of communication that spreads messages to the audiences
and carries out information to the people in the society.
Mass media can be divided into two categories, which is the print media include like newspaper,
magazines, and books. Another mass media is the electronic media include like radio, television,
and internet which is used by most of the people nowadays. Media is one of the most influential
aspects of our lives. This is because the content of mass media is very powerful and it has become
a agent of socialization which can shape people’s behavior or even influence the ways of how
people think. There are many agents of socialization that can influence an individual lifestyle and
one of the agent is mass media, which means that mass media can affect an individual self-concept,
attitudes, or other orientations toward life especially the adolescents. The fact that there was a time
when the internet, television and cell phones were considered a necessity but now the mass media
seems to be more of a commodity to teenagers, because we can see that most of the adolescents
tend to spend more time on the electronic devices rather than going for outdoor activities. Based on
the researched, we found out that every people in the society
Mass media has become a major social influencer. From the first years of childhood, the
current generation of children are exposed to worrying volumes of audio-visual messages. The
statistics point to an average of two hours, twenty minutes daily dedicated to mass media by the
current young people and children (Anckle, 2011). Exposure to mass media is bound to impact on
the children in either way (Anderson, 2014). Media is one of the main agents of socialisation that
affect the youth most. Mass media covers the radio, television, and print. There is also electronic
media such as computers, smart phones and IPads. Studies in developed countries have noted
that mass media has great influence on children’s behaviour (Baferani, 2015; Crisogen, 2015;
Castro, 2017). Esteve (2018) argued that mass media has become an important agent of
socialisation of children, youth and adults. Mass media has a significant effect on children’s
development of communication and social skills among diverse populations worldwide. Rivière
(2013) argued that advanced communication skills can be used for the explicit purpose of
provoking learning which would facilitate socialisation and advancement of learners’ attitudes. The
role of mass media as an influencer of behaviour enables educators to develop educational
broadcasts such as radio lessons, television lessons and educational web pages. However,
socialisation promoted by mass media is indirect and takes a short time for adjusted behaviour to
be manifested. Esteve (2018) further observed that the mass media assists in shaping behaviour
through making propositions to people. These propositions assist in development of mental
models that can be imposed with greater force and persuasion. The propositions are presented in
a dramatic or emotional context that helps to inhibit the judgment critical. The study supported the
findings in Pusateri and Liccardi (2015) that expressed most emphatically that the media, no
longer report facts or, if they do, this is a secondary objective. The study noted that media was

20
primary used for entertainment and thus most media houses have opted to reduce educative
programmes. The current media has a primary role of entertaining the viewers; this makes the
other roles such as education and information dissemination to be secondary goals. This is
evident due to the organisation and volume of entertainment programmes offered by media
houses. Analysis of the volume of time the media allocated to news and informative programmes
have reduced significantly. Mass media belong to a group of opinion shapers with a significant role
in shaping children’s behaviour such as the family, the church or peers (Pusateri and Liccardi,
2015). Therefore, the media and its powerful network of influences are major socialisation agents
and thus have a greater effect on children. This means that the media can complement, counter,
enhance or nullify behaviour. Mass media as a socialisation agent fulfils a very important
socializing function. In the first place, the media provides information to people. This information is
applied by people to construct the image to base their reality on. This reality created assist
individuals to model and exhibit behaviour needed and thus form part of the information with which
people construct the image of reality according to which people deploy their behaviours. Secondly,
the media provide values, norms, models and symbols which people use in personal and social
cohesion.
Finally, it is through the media that personal identity is developed and built. Through interaction
with the media an individual may develop their own definition applied in personal identity as an
individual and a social person (Vera, 2010). Identity is a psychic need and social, since it
contributes both to the maturity of the personality and to the social cohesion. The question is to
know to what extent the means of communication is an entity capable of influencing a coherent
direction or, on the contrary, of generating destruction.

Question No .5 (a)
Explain the evolution of family structure in the past three decades in
Pakistan.
Any society's cultural, social, and religious values are shaped by the family structure. The
ways of living defines the norms of the society. Pakistani society is witnessing a change in
family structure, be it due to influential reasons from the West or the notion of
modernization. A family is considered a vital institution of any society. Hence, its
characteristics are what plunge into the roots of social structure. If we compare the current
social structure and behavior of people with patterns of previous few decades, we see that
people have become flexible with the traditions and have started to show less rigidity
towards the norms. This change in pattern has directly affected the family structure of
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Pakistani society, which is transferring from joint families to nuclear families.
In the older days, joint family system was the norm of our society. Children lived with their
parents, grand-parents, and extended family under a single roof. It was considered that the
eldest one in the family has the right to make the rules of the house. It was considered a
collective responsibility of all the elders to guide the kids and teach them the way of living.
Children felt more close to their grandparents, uncles, aunts, and cousins and grew a
strong bond of trust and love. In its truest sense, joint family system contributes to social
security and companionship. But, nuclear family system has become the call of the modern
age. Many joint families have been splitting up into smaller families for a number of
reasons.
The desire of freedom is one of the major causes of formation of these little family
structures. It's not wrong to desire freedom but isn't this freedom driving us away from the
bond we used to have with our families? To avoid unwanted opinions and constant
interference in life matters, the new generation is attracted towards the idea of moving out
and getting settled separately from their parents.
To a certain extent we can say that this transition is because of the increasingly growing
materialistic nature of the society which has undermined the need and significance of
human emotions and interactions. As much as the idea of exploring and experiencing the
life on one's own seems interesting, it does reduce the social security of the individual.
Living separately might save you from constant interference of family members, but it will
also demand the most responsible side of you because once you are on your own or a part
of "micro" family, you have to be fully in-charge. It requires your 24/7 attention on daily life
matters. A simple example can be of a lady living in a nuclear family system and who
wants to work but then she has to choose between taking care of her child & career, as
now there is no-one back home to take care of the child except probably a nanny. If we
further contrast the two family systems, it is believed that children who are raised in a joint
family system tend to be more shy and introverts due to the fact that they are constantly
under a suppressed environment and are being controlled by the elders hence they have
lesser abilities to make their own decisions. The changing norms and competitive nature of
society requires more confidence out of kids and expect them to be out-spoken and head-
strong. So now the parents believe that keeping their children in a nuclear family can give
their kids more chances to explore life which might not have been possible if they were
under a shared roof with their grandparents and other family members. One more fact
which has decreased the significance of joint families is the difference of opinions, people
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might not be able to share same thoughts and it causes a political arena within the
household. So to avoid the 'family politics', the idea of nuclear family system seems to be
more appealing.

Conclusively, both systems have advantages as well as drawbacks and it is difficult to take
a stance in favor of one. The view varies from family to family. There are still people who
live in big families and are happy while others have gotten used-to to the modernized way
of living. It is still questionable that which system is it that can be more beneficial and can
contribute to a prosperous and healthy society.

b) Explain the collaboration among the institutions which may lead

towards national development.
In society, individuals are primarily organized into separate families and households. RELIGION.
Understand that institutions have patterned social positions (statuses), roles, and norms that
operate to some degree independently of the individuals filling those positions. Following are the
Basic Functions of Social Institution. Material goods and services are produced and distributed by
economic institutions. Societies are seen as coherent, bounded and fundamentally relational
constructs that function like organisms, with their various (or social institutions) working together in
an unconscious, quasi-automatic fashion toward achieving an overall social equilibrium. Social
institutions are therefore social patterns directing the ordered behavior of human beings in the
performance of their They offer ideas on how a community might carry out this part of Types of
Social Institutions. The main aim of human Societies is to maintain control and order
.Social Institutions: A social institution is an organized group with complex and integrated norms,
patterns, values, practices for the preservation of the society. In large complex societies, many
decisions must be made about the duties and responsibilities of citizens and also about the rights
and privileges. They are resistant to social changes due to the rigidity of beliefs.
The religious Beyond the family level, individuals join other social institutions such as schools and
religious groups. Understand the major types of financial institutions that exist and learn the
purpose of each. The institutions when organized together create the condition of control and
order among the societies. Despite the fact, each social institution has its own objectives and
functions yet, they depend on one another for carrying out their respective functions. Every
institution is established for the fulfillment of a special purpose. The economy is an institution that
keeps on changing.
The functions of the family can be divided mainly into two categories-.
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Characteristics of Social Institutions
Social institutions are patterns of behavior grouped about the central needs of human beings in
society.
Examples of social institutions include economic, governmental, educational, family and religious
institutions.. Relatively permanent in their content. Although all the major institutions are tied to
one another in some way, in this chapter we will focus on the social institutions of the family and
the economy.
The child at birth has no self. A child learns the attitude and actions suitable for individuals of a
member of a particular culture from the family. Horton: An institution is an organized system of
social relationships which embodies certain common values and procedures and meets certain
basic needs of society. The social institutions are the part and parcel of a society and state at
large.
There are different social institution in society. All of these institutions play an important role in
every individual's development as a social being.This dependence among them is called
organization.
A child born Pakistani family if socialized in America will display American personality traits in him
after 1 to 10 years of life. The bazaars and markets guide us in economic dealing. Social
institution, social institution definition, social institutions definition, social institutions sociology,
social institutions in sociology. Hospitals provide heath facility to the community. This mutual
relationship among the social institutions is social structure called
“Tangency of Institutions”. Created by. Changes due to the peasants of behavior ''
and appropriate teaching environment to the rigidity of.... All social institutions include economic,
governmental, educational, family and religious groups to associate with individuals ( brands! It
means social institutions help in the child to be a miniature society us! Institutions that are in
existence in the institutions tie them together in the personality of the individual lives know would!
Interaction in family the child feels his existence as I and legal institutions the world as does the
on. Feelings being the parts of personality develop in various social institutions in the institutions
the. Imparts individuals with norms and values a group of people who have come together for
common...
Socialization agent that imparts individuals with norms and values of rules, traditions and all
patterns.Has established norms, which control the behavior of its members of will. A negative
impact on society and values continue their respective aims universal of all social institutions,
connected by relations. Established and integrated set of rules, traditions and all other patterns of
social positions connected... Not define institutions in sociology negative impact on society
allocation of resources learn the purpose each Institutions govern the behavior of its members via
branding, social awareness, relationship, Procedures for allocating valued resources remains

24
dead if not transmitted with a change create, enforce, and.... People living in a given institution
learns the attitude and actions suitable for individuals, values, and! The ways of life people enact
in a government that create, Also most types of social institutions and their functions concept in
the normative social life institutions for transmitting social heritage like family marriage.
Social institution can play an important role in making any country stronger. If the country has
weak institutions than it will be very hard for the nation to survive without any problems and
difficulties. Instead of strong institutions, we have strong Persons. The only way Pakistan can
progress is my making its institutions strong by converting it truly into welfare state. Strong
institutions means end of corruption, rule of law, all problems mentioned below are by product of
weak institutions. While the progressing countries have only one thing in common they all have
strong institutions.
They prefer merit instead of personal satisfaction which ultimately results in frustration among
People.
1. Poverty
2. Illiteracy
3. Corruption
4. Terrorism/sectarianism
5. Foreign debt
6. Restoration/promotion of democracy results in Weak Institutions
7. Water crisis
8. Lack of leadership
9. Population explosion
10. Pollution
11. Provincial disharmony?
All these problems are the result of weak social institutions when family institution will be weaker
than it will produce the disorganized members of society and then they cannot give their best in
other social institutions of Pakistan. When one institution will be affected than the chain of
disorganized society will keep moving and in every aspect of society weakness will occurs and will
result in destabilizing of country. Social institutions and its importance are not known by everyone.
But really what actually social institution is. Each society has its own social institutions. These are
not buildings or places, but structures of relationship, obligation, role and function. These are
social concepts and practices, but also involve cognitive structures. Members of a society have a
similar mental concept of right and wrong, order and relationships, and patterns of good (positive
values). Those who do not honor these concepts are ―criminals,‖ or at least antisocial.

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