SPRING

2022

Course Code: 8606

Student Name: M.Farhan

Student ID: 0000237611
Program Name:B.ed (1.5
years)
Semester : 1st
Assignment No : 01
Spring 2022

ALLAMA IQBAL OPEN UNIVERSITY

ISLAMABAD
 Q. 1

a) Define the concept of social structure.

Answer:

Social structure is sometimes defined simply as patterned social relations—those regular and
repetitive aspects of the interactions between the members of a given social entity. Even on this
descriptive level, the concept is highly abstract: it selects only certain elements from ongoing
social activities.

social structure, in sociology, the distinctive, stable arrangement of institutions

whereby human beings in a society interact and live together. Social structure is often treated
together with the concept of social change, which deals with the forces that change the social
structure and the organization of society.

Although it is generally agreed that the term social structure refers to regularities in social life,
its application is inconsistent. For example, the term is sometimes wrongly applied when other
concepts such as custom, tradition, role, or norm would be more accurate.

Studies of social structure attempt to explain such matters as integration and trends in
inequality. In the study of these phenomena, sociologists analyze organizations, social
categories (such as age groups), or rates (such as of crime or birth). This approach, sometimes
called formal sociology, does not refer directly to individual behaviour or interpersonal
interaction. Therefore, the study of social structure is not considered a behavioral science; at
this level, the analysis is too abstract. It is a step removed from the consideration of
concrete human behaviour, even though the phenomena studied in social structure result from
humans responding to each other and to their environments. Those who study social structure
do, however, follow an empirical (observational) approach to research, methodology, and
epistemology.

Social structure is sometimes defined simply as patterned social relations—those regular and
repetitive aspects of the interactions between the members of a given social entity. Even on this
descriptive level, the concept is highly abstract: it selects only certain elements from ongoing
social activities. The larger the social entity considered, the more abstract the concept tends to
be. For this reason, the social structure of a small group is generally more closely related to the
daily activities of its individual members than is the social structure of a larger society. In the
study of larger social groups, the problem of selection is acute: much depends on what is
included as components of the social structure. Various theories offer different solutions to this
problem of determining the primary characteristics of a social group.

Before these different theoretical views can be discussed, however, some remarks must be made
on the general aspects of the social structure of any society. Social life is structured along the
dimensions of time and space. Specific social activities take place at specific times, and time is
divided into periods that are connected with the rhythms of social life—the routines of the day,
the month, and the year. Specific social activities are also organized at specific places;
particular places, for instance, are designated for such activities as working, worshiping, eating,
and sleeping. Territorial boundaries delineate these places and are defined by rules
of property that determine the use and possession of scarce goods. Additionally, in any society
there is a more or less regular division of labour. Yet another universal structural characteristic
of human societies is the regulation of violence. All violence is a potentially disruptive force; at
the same time, it is a means of coercion and coordination of activities. Human beings have
formed political units, such as nations, within which the use of violence is strictly regulated and
which, at the same time, are organized for the use of violence against outside groups.

Furthermore, in any society there are arrangements within the structure for sexual reproduction
and the care and education of the young. These arrangements take the form partly
of kinship and marriage relations. Finally, systems of symbolic communication, particularly
language, structure the interactions between the members of any society.
The biological connotations of the term structure are evident in the work of British
philosopher Herbert Spencer. He and other social theorists of the 19th and early 20th centuries
conceived of society as an organism comprising interdependent parts that form a structure
similar to the anatomy of a living body. Although social scientists since Spencer and Marx have
disagreed on the concept of social structure, their definitions share common elements. In the
most general way, social structure is identified by those features of a social entity (a society or a
group within a society) that persist over time, are interrelated, and influence both the
functioning of the entity as a whole and the activities of its individual members.

Tabasco sauce was first distributed in discarded cologne bottles; the narrow opening on top was
perfect for a liquid meant to be sprinkled rather than poured.

Structure and social organization

The term structure has been applied to human societies since the 19th century. Before that time,
its use was more common in other fields such as construction or biology.

Karl Marx used construction as a metaphor when he spoke of “the economic structure [Struktur]
of society, the real basis on which is erected a legal and political superstructure [Überbau] and
to which definite forms of social consciousness correspond.” Thus, according to Marx, the basic
structure of society is economic, or material, and this structure influences the rest of social life,
which is defined as nonmaterial, spiritual, or ideological.
 b) Analyze the cultural elements of Pakistani Society.

Answer:

Pakistan’s very foundation centers around Islam, and Pakistani culture is primarily based on the
Islamic way of life.

All other cultural aspects are inspired by Islam. Pakistani culture is highlighted by its grandeur,
simplicity, firm convictions and noble deeds and ideas.

Here are 11 key traits of Pakistani culture.

1. Religious Uniformity

Pakistan came into existence to provide its people with a system based on Islam. The people, in
spite of some language differences, customs and traditions commonly follow one religion. Islam
is practiced by all Pakistanis.

2. Language

A number of languages are spoken in Pakistan. Some of them are Punjabi, Sindhi, Pushto and
Baluchi. But Urdu is spoken and understand in all parts of Pakistan. Being the official language,
it is the media of communication between all regions of Pakistan.

3. Literature and Poetry

Literature is an important aspect of our cultural life. Most of our poets reflect Islamic code and
deliver the message of love and brotherhood. A similarity of thought among poets and writers
of all regions is an important factor of our cultural life.

Sufi poets occupy an honored place. Sufis like Lal Shahbaz, Data Ganj Baksh, Shah Abdul
Lateef, Sachal Sarmast, Hazrat Sultan Bahu and Waris Shah rendered meritorious services for
the spread of Islam in the subcontinent.

4. Dress and Diet

Dress is an important manifestation of culture. Regional dresses of Pakistan have undergone

changes due to local traditions, economic conditions, and wealth. But in all provinces, people
generally wear the traditional dress by Salwar Kameez.

The food we consume and social etiquette confirms strictly with Islamic principles.

5. Mixed Culture

Pakistani culture is a mixed culture although majority of people are Muslims by birth and faith.
However there is great influence of Hindu and British culture on present Pakistani society.

6. Male Dominated Society

In Pakistani culture the male member of the family enjoys the key position. The family is
headed by a male member and in most cases, he is the sole source of income for other members
of the family.

7. Arts and Architecture

The iconoclasm of Islam has given a characteristic form and pattern in the use of elegant
designs, based on geometric figures and floral forms borrowed from nature. The Shah Jahan
Mosque, Shalimar Garden, Badshahi Mosque, Shahi Qila and many such graceful buildings are
a living proof of the splendid Mughal architecture.

8. Handicrafts
Embroidery, leather works, glazed pottery, woodwork, carpet making, metal crafts, and ivory
are the essential parts of our culture. Pakistani craftsmen are considered the best in their
craftsmanship. They are known for the high quality works which is very popular in foreign
countries.

9. Sports

Games like wrestling, hockey, cricket, football, squash etc are popular in every part of our
country. These games reflect our cultural identity.

10. Education

Pakistan’s educational system plays a vital role in the formation of culture, unity and solidarity
of the nation. Therefore, it is important that the entire curriculum from kindergarten to high
school be placed in accordance with the ideology of Pakistan.

11. Religious Festivals

Festivals play an important part of our culture. Eid al-Fitr and Eid al-Adha are our two main
religious festivals. They are celebrated with great happiness throughout the country.
 Q.2

a) Discuss the principles of group dynamics.

Answer:

We live in a society that directly or indirectly compels us to be part of certain groups that help
us socialise and influence our lifestyle. We tend to attract the groups that positively help us in
becoming good and responsible citizens. Group dynamics helps us to study the benefits of
cooperation and competition. We are involved in a group. It explains how our personal and
social lives are influenced and it explains identity development. Group dynamics also
investigates how in some situations group conflicts arise and the perils of group conflict, it
explains how we can appraise ourselves of various conflict resolution strategies, group
dynamics is important to study as it helps us to understand how we can contribute towards
making a harmonious and cohesive society.
Great leaders create teams that have strong group dynamics, such a group is capable of
understanding each other’s strengths and weaknesses and it creates a healthy environment
where people can easily interact with each other and work collaboratively and effectively. It is
the responsibility of a manager or a team leader to assemble a group that works cohesively.
Anyone who wants to establish a high functioning team should go through the group dynamics
which helps to understand the various factors that make or break teams.
Social groups have become a necessity nowadays, especially in organizations. These groups are
formed based on reciprocal relations and are bound by unity. They display common behaviours
and interests. The factors that go into the formation and success of groups are multifaceted, and
groups can be of many kinds like formula, informal, primary, secondary, voluntary, involuntary,
etc. These groups are classified on parameters like size, degree of intimacy, quality of
interaction, etc.

Meaning of Group Dynamics

First, we need to understand what constitutes a group in order to understand the significance of
group dynamics in organisational behaviour. In simple words, a group consists of individuals
coming together to work and interact with each other, all of whom have a common goal.
Successful businesses stand on teams that are driven by a particular goal. Groups exert
significant influence over an organisation. Group dynamics mainly explains the change in
behavioural patterns and attitudes that are caused by adjusting to changes in a group. Briefly
explained, group dynamics deals with everything from group structure, group formation and the
way it grows and functions.

What is Group Dynamics?

The behaviours of people who are part of a group define the group dynamics. It is the force of
interaction between the group members. The study of group dynamics involves the analysis of
factors that go into the creation and functioning of a group. It is also concerned with changes
that happen in the mindset of people as they perform and interact within the group. In other
words, group dynamics is the adjustive changes that occur in a group that are brought about by
changes in any part of the group.

Important Principles of Group Dynamics

The principles are as follows-

 Principle of Belongingness- In order for a group to function as an effective medium of

exchange, the team members of that group should possess a sense of belongingness.
Certain people who possess influence for a change and those who are changed by this
influence have to be intimately involved. This principle aids in group coordination and
therefore also helps to achieve the goals in an effective manner.

 Principle of Perception- The principle of perception is useful in creating a common

understanding of any change which needs to happen. People perceiving change in a
similar fashion, aids in bringing change within the group.

 Principle of Conformity- this is the most difficult principle to achieve in a particular

group as the individuals conform to the group if individual subparts are removed
continuously.

 Principle of Change - A certain group has to be well coordinated to bring about change
as change is unplanned in a group. This can be achieved through proper communication
and sharing information about change.

 Principle of Readjustment- change is the reason why readjustment takes place. If

changes take place in one part of the group then stress is inevitable in the other part of the
group.

 Principle of Common Motives - A common aim binds a group and is the reason for its
formation. Therefore, all the members of a group work towards the completion of a
shared goal.
  Principle of Power - this is related to the prestigious status of people in the group.an
attractive group exerts some sort of influence on the other group members.

 Continuous Process Principle - Group members need to carry out the task operation in
an uninterrupted manner.

 Goal Orientation Principle - When the members of a group are placed in an operational
hierarchy and they share a particular goal, there are high chances of successful survival of
this kind of group. The common motive principle is the basis behind the goal orientation
principle where all group members share a particular goal.

Factors Affecting Group Dynamics

As per Malcolm and Huda Knowles (author of “Introduction to Group Dynamics”), there are
four main aspects of a group that affects group dynamics:
(Image Will be Uploaded Soon)
Psychological Forces: The psychological needs of an individual center around recognition,
prestige, status, security, and belongingness. It is these factors that govern his adaptability to the
group.
Past Experience: A person is made up of his past experiences which come from past events of
his life. It includes habits, attitudes, values, perception, etc. His behavior in the group is a
product of these past experiences.
Goals and Ideology: It might happen that an individual’s goals and ideologies are not in-line
with that of the group. This may cause resistance and disagreements in the group.
Associational Forces: The actions of an individual in a group are directed by associational
forces. A few examples of such forces are geographical habitation, culture, family impact,
traditions, customs, religion, etc.

Important principles of group dynamics can be quite repetitive in nature if the establishment of a
solid differentiation does not exist. However, here is an in-depth analysis of the important
principles of group dynamics.
Browse more Topics under Group Dynamics

 Meaning and definitions of Group Dynamics

 Classification of Group Dynamics

 Group Dynamics and Group decision making

 Stages of Group Formation

 Group Cohesiveness
Important Principles of Group Dynamics

Some of the most critical principles of group dynamics are as follows:

The Principle of Belongingness

An essential group dynamic is for the group members to have a strong sense of togetherness.
Moreover, a group will not be able to function to its fullest without the coordination and
belongingness that the members feel. It is very important for the group members to feel like they
belong to the right group.

Moreover, this feeling of belongingness is what drives the group to perform their best, in turn
boosting the group morale. Therefore, the principle of belongingness is a rather important
principle of group dynamics.

The Principle of Perception

This principle focuses on the prestige of group members and how the group members perceive this
prestige. It is very similar to the principle of status. However, this principle of group dynamic
states that the greater the prestige, the greater is the influence.In addition, the principle of
perception throws light on the importance of group perception. Moreover, this ensures
coordination, a common direction and the successful completion of the objectives.
The Principle of Conformity

This principle of conformity states the importance of the group members to conform to the general
group norms. However, this principle is one of the most essential rules which is the most difficult
to achieve.

The Principle of Change

The principle of change is one such important principles of group dynamics that state the
significance of the change. Every decision in a group is bound to change at a specific point in
time.

A well-balanced and coordinated group would not suffer from this change. Moreover, this group
dynamic principle stresses the importance of handling a change well.

The Principle of Readjustment

This principle is a result of the principle of change. Due to changes made in a group, the group
norms, the group objectives or the group member delegation, readjustment of the entire group
dynamics is crucial.

Therefore, this principle of readjustment emphasizes on the essentiality of readjusting the group
dynamics after implementing a change. The readjustment should be in sync with the achievement
of the group goal.

The Principle of Common Motives

The main purpose behind the creation of groups is to aid the process of goal achievement. The
group members have a common motive which involves the successful attainment of the pre-
determined goal. To know more about the various aspects of group decision making, click here.
The Goal Orientation

Every group is created with the aim to achieve the goal with the help of their common motive. The
primary principle of the group is that they are goal oriented and focus all their activities towards
the successful completion of the task.

The Principle of Power

Being a part of a group can let a group member believe that they have powers vested in them. One
of the more critical principles of group dynamics is the existence of power among the group
members.

The Continuous Process Principle

Last but not least, group functioning is a continuous process. This principle states that every group
so formed and every member who is a part of such a group is responsible for the continuous
functioning of the same group.

Groups adjourn only upon the completion of the task or the achievement of the goal. Until then,
the principle of the continuous process is widely applied to group dynamics.

b) What is the role of a teacher in molding the individual and group behavior
in the classroom environment?

Answer:
A teacher’s role is to make judgments about how best to help their students learn in the
environments in which they teach. They generally do so competently, thoughtfully, and with
appropriate caution, in consideration of their own values and those of their students and other
stakeholders.

Teachers serve as role model to students in school; they play a major role in inculcating their
ethical behavior. Peers at school diffuse boldness about cheating, lying, stealing, and
consideration for others. Though there are rules and regulations, the educational institutions
infuse the value education to the children in an informal way.

Teachers are aware that their decisions might not achieve the intended outcomes. They monitor
the impacts of their decisions over time, evaluate the results, and respond flexibly as necessary.

Teachers reflect on their practice to grow and improve. As they do this, their experience informs
their intuition for decision-making, and they become better at it (Berliner, 2004). In general,
teachers are thoughtful, caring, knowledgeable, and skilful individuals.

Teachers are specialists in education, in the subjects that they teach, in their teaching contexts,
and in their students, and can use their expertise and experience as well as evidence to make
informed decisions about their teaching practice. The question that is relevant to teachers is not
so much about the effectiveness of their actions, as about the potential educational value of
what they do.

Academic achievement, though central, is not the only intended purpose of education
The curriculum and mandated assessment programs reflect the purposes of education, which are
constantly discussed and debated, with a broad range of diverse views and values informing the
debate. It is a sign of a healthy democracy.

Currently, the academic knowledge, understanding, skills, and capabilities that are valued by a
society are described in mandated curriculums that teachers in all schools must follow. In
Australia we have a national curriculum that articulates what is valued at each level of
schooling from Foundation to Year 10. This necessarily describes the scope of what should be
taught in the classroom (or conversely, may demand too much, as some teachers have
complained of our curriculum).

Curriculums evolve, as they should do, and as teachers, researchers, policymakers, parents, and
students discuss what it is that they believe is necessary and desirable for students to know and
be able to do when they graduate.

Programs of assessment such as NAPLAN (Australia’s National Assessment Program of

Literacy and Numeracy, a standardised test completed by all Year 3, 5, 7, and 9 students every
year) further narrow teachers’ choices about what, but also how and when to teach particular
knowledge, understandings, skills and capabilities.

Academic learning is not the only intended outcome of education. Teachers might set additional
learning goals for individual students. These may be behavioural, social, cognitive, affective,
physical, or perhaps something else entirely. These goals are negotiated by teachers with
students, their parents, other teachers, guidance officers, support staff, administration staff, etc,
and are mediated by mandated policies and curriculums.

Education also provides students with opportunities to cooperate, collaborate, and socialise with
peers of different backgrounds, identities, and experiences, in preparation for work and life as
an adult. These opportunities may develop social, behavioural, affective, and cognitive, styles
and habits.

The questions of what the purpose of education is, and what additional learning goals are
desirable and appropriate for different students, require value judgments to be made in
consideration of students, individually and collectively, and their learning environments.
Teachers are best placed to make decisions about learning goals for their students, and how best
to achieve them, drawing on their professional and expert knowledge of individual students,
classroom dynamics, and learning environments, as well as a range of evidence about learning
and practice. Restricting the options for practice available to teachers to particular practices is
unhelpful, as a range of practices might be needed to achieve different goals for different
students. Prescriptive practice undermines the specialised knowledge and skills central to the
professional role of teachers.

Personally, I would argue that the purpose of education is to provide students with the
knowledge, understandings, skills, capabilities, and cognitive styles for making appropriate
judgments and decisions for themselves, their families, and their communities. To me, a part of
this is providing students with a safe space to explore the values of others and make decisions
about what they personally value, and showing them that it is okay to change one’s mind, or
one’s values.

How I would manage to achieve this goal, while still operating within the narrow framework of
the curriculum and mandatory assessment programs would depend on the circumstances of the
individual students I had in my class, my relationships with them, the dynamics and
relationships between them, and the environment in which we learned. Further, I would need to
be cognisant of the inconsistencies between the values demonstrated by my teaching practices
and those required for achieving “success” in the assessment program.

You might, of course, disagree! As I’ve said, ongoing discussion about what we value, and
why, what this looks like, and how we value it, is a sign of a healthy democracy. We are a
diverse society, with many values, ideas, and skills to contribute.

A teacher’s role is to make decisions about practice to help their students to achieve particular
goals. Discussions about evidence can (and should) inform teachers’ decisions. The
consequence of prescriptive practice is the reduction in scope for teachers to make decisions
regarding classroom practice and learning experiences in consideration of the specific needs,
goals, and contexts of their students in particular teaching and learning settings.
 Q.3

a) Highlight the role of education in preserving and promoting the culture of a

society

Answer:

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.

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.

T.P. Nunn has emphasized this aspect in his views on education. Our first prime minister, Pt.
J.L. Nehru viewed, “Education must help in preserving the vital elements of our heritage”.
Influence # 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”.
Influence # 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.

Influence # 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.

Influence # 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.

Influence # 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.

Influence # 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.

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.
b) Suggest possible ways in which teachers may socialize with their students in
school and classroom

Answer:

The philosopher John Dewey wrote, “Education is not a preparation for life but is life itself.”
Dewey reflected extensively on the page about the role of education in a healthy, ever-evolving
democratic society, and he believed classrooms aren’t just a place to study social change, but a
place to spark social change. Dewey wrote about these topics in the early twentieth century, at a
time when debates raged about whether teachers should be tasked with preparing students to
conform or to actively push for progress and improvement where they are necessary.

These same debates continue today with real implications for education policy. Dewey remains
one of our clearest voices on the argument that the classroom ought to be seen as an important
locus of social change. For present and future teachers, it’s one thing to appreciate Dewey’s
views on education and social change and quite another to create a classroom environment that
embodies them. So, how can teachers build real classrooms that exemplify Dewey’s ideals for
education in society?
Here are a few ideas:

1. Encourage active participation and experimentation with ideas among students.

Unfortunately, teachers and students who want to see some kind of paper-based progress often
push for a lot of memorization of dates, facts, and definitions. However, this type of learning is
not the society-shifting classroom activity of which Dewey wrote. Instead, teachers should
construct active learning opportunities, where students can be fully engaged with the material
and play with ideas without being reprimanded for going too far afield. A few ways teachers
might facilitate such a learning environment include letting students teach each other, setting up
a system for occasionally letting students ask anonymous questions, and assigning open-ended
projects in which students aren’t given the impression that they’re expected to take prescribed
steps until they get to the “right” answer.

2. Teach students how to think instead of teaching them what to think.

Starting to make strides in this area may be as simple as rethinking common assumptions about
which subjects are suitable for which students and when. For example, multiple studies suggest
that philosophical inquiry is not above the heads of elementary-aged students. A Washington
Post article on the topic describes the Philosophy for Children movement, in which a teacher
offers a poem, story, or other object and employs the Socratic method to stimulate classroom
discussion – not necessarily about the prompt, but around it. The students’ impressions and
quandaries are what take center stage, not an actual philosophical mode or text. In other words,
students are being taught how to think (and that their thoughts have weight and value and
should be pursued) rather than what to think. Evidence suggests that students respond well to
the Philosophy in the Classroom exercise, which, when performed just once a week, has been
shown to improve students’ reading levels, critical thinking skills, and emotional wellbeing.

Socrates himself said, “Education is a kindling of a flame, not a filling of a vessel.” It follows,
then, that using Socrates’ method of discourse as a teaching tool would line up well with
Dewey’s goals for the classroom.
3. Prepare students to expect the need for change and to believe in their own ability to
take positive steps for the benefit of society.

One step teachers can take to encourage students to play a part in larger societal improvement is
to create a classroom where they’re given the responsibility and authority to make some
significant decisions. If teachers have all the answers, it’s implied that students are expected to
receive knowledge, not offer solutions or improvements. But if teachers make it clear that,
especially when it comes to the big questions we all face, even those in authority don’t know it
all, then students have more room to rely on their own cognitive powers and problem-solving
skills.

Teachers might try offering lessons in, for example, how ethical decisions are made and the role
of empathy and considered argument, and then setting up situations in which students can apply
these skills in solving problems.

It’s also important to create a learning environment in which students learn to see the benefit of
a worthy failure – rather than learning to fear the possibility of doing something wrong.

4. Make classroom processes democratic to establish the idea that if we actively

participate in our communities, we can help make decisions about how they function.

Dewey noted that if we want our education systems to benefit the larger cause of a healthy
democratic society, then it’s important that we keep democracy as a central “frame of
reference” in our classrooms. Too often, he adds, we forget that participating in a democracy is
a skill that needs to be honed in our daily lives. The classroom is a good place to learn to do just
that: Consider making classrooms more democratic than authoritarian, starting at a young age.
What decisions can you put to students in the classroom? Before organizing a vote, can you
encourage those on opposing sides to clearly state their positions and try to understand and
respond to the counterarguments?

Students who spend time in classrooms with such processes will be learning more than how to
cast a vote when that opportunity is presented to them; they’ll be learning that their thoughts
and ideas count and can be applied to benefit their larger community—all while welcoming
opposing sides on an issue.

5. Facilitate discussions among teachers as a group – starting with student teachers –

about the decisions they can make to drive social change.

Dewey made it clear that he believed teachers and schools had great influence over society,
whether they were aware of that fact or not. If you think Dewey was on to something with this
point, then it most likely follows that you’d agree teachers ought to be intentional about how
they’re influencing our society. The best way to do that is to come together as a group to share
ideas, experiences, reading, and successes. As these group discussions get bigger and broader,
teachers can start to take on questions of policy—questions that should be decided with an eye
on the influence that teachers have.

If we can begin to take these steps consistently in our classrooms, then we’ll be fostering a
stronger societal fabric, building a healthier democratic process, and benefitting people far from
our schools, one classroom at a time. As lives are being lived in classrooms and societies are
being forged, certainly that’s change we can all get behind.

Q.4

a) Elaborate the process of socialization

Answer:
Socialization is a process that introduces people to social norms and customs. This process
helps individuals function well in society, and, in turn, helps society run smoothly. Family
members, teachers, religious leaders, and peers all play roles in a person's socialization.

Socialization is a process that introduces people to social norms and customs. This process
helps individuals function well in society, and, in turn, helps society run smoothly. Family
members, teachers, religious leaders, and peers all play roles in a person's socialization.

This process typically occurs in two stages: Primary socialization takes place from birth through
adolescence, and secondary socialization continues throughout one's life. Adult socialization
may occur whenever people find themselves in new circumstances, especially those in which
they interact with individuals whose norms or customs differ from theirs.

The Purpose of Socialization

During socialization, a person learns to become a member of a group, community, or society.

This process not only accustoms people to social groups but also results in such groups
sustaining themselves. For example, a new sorority member gets an insider's look at the
customs and traditions of a Greek organization. As the years pass, the member can apply the
information she's learned about the sorority when newcomers join, allowing the group to carry
on its traditions.

On a macro level, socialization ensures that we have a process through which the norms
and customs of society are transmitted. Socialization teaches people what is expected of them in
a particular group or situation; it is a form of social control.

Socialization has numerous goals for youth and adults alike. It teaches children to control their
biological impulses, such as using a toilet instead of wetting their pants or bed. The
socialization process also helps individuals develop a conscience aligned with social norms and
prepares them to perform various roles.
The Socialization Process in Three Parts

Socialization involves both social structure and interpersonal relations. It contains three key
parts: context, content and process, and results. Context, perhaps, defines socialization the
most, as it refers to culture, language, social structures and one’s rank within them. It also
includes history and the roles people and institutions played in the past. One's life context will
significantly affect the socialization process. For example, a family's economic class may have
a huge impact on how parents socialize their children.

Research has found that parents emphasize the values and behaviors most likely to help children
succeed given their station in life. Parents who expect their children to work blue-collar jobs are
more likely to emphasize conformity and respect for authority, while those who expect their
children to pursue artistic, managerial, or entrepreneurial professions are more likely to
emphasize creativity and independence.

Gender stereotypes also exert a strong influence on socialization processes. Cultural

expectations for gender roles and gendered behavior are imparted to children through color-
coded clothes and types of play. Girls usually receive toys that emphasize physical appearance
and domesticity such as dolls or dollhouses, while boys receive playthings that involve thinking
skills or call to mind traditionally male professions such as Legos, toy soldiers, or race cars.
Additionally, research has shown that girls with brothers are socialized to understand that
household labor is expected of them but not of their male siblings. Driving the message home is
that girls tend not to receive pay for doing chores, while their brothers do.

Race also plays a factor in socialization. Since White people don't disproportionately experience
police violence, they can encourage their children to know their rights and defend them when
the authorities try to violate them. In contrast, parents of color must have what's known as "the
talk" with their children, instructing them to remain calm, compliant, and safe in the presence of
law enforcement.

While context sets the stage for socialization, the content and process constitute the work of
this undertaking. How parents assign chores or tell their kids to interact with police are
examples of content and process, which are also defined by the duration of socialization, those
involved, the methods used, and the type of experience.

School is an important source of socialization for students of all ages. In class, young people
receive guidelines related to behavior, authority, schedules, tasks, and deadlines. Teaching this
content requires social interaction between educators and students. Typically, rules and
expectations are both written and spoken, and student conduct is either rewarded or penalized.
As this occurs, students learn behavioral norms suitable for school.

b) Analyze the role of media in manipulating social opinion

Answer:

The role of mass media in public opinion cannot be over emphasized. It plays a significant role
in shaping the minds of the people. It is usually considered as the 4th pillar of the society
apart from the judiciary, the executive, and the legislature. It plays a significant role in the
societal welfare by shaping and promoting a healthy democracy.

Mass media is an ideal source of information relied upon by many. It plays a critical role in
public opinion since it disseminates information and facts concerning various topics that the
people should know. If the mass media reports inaccurate information, then the people would
have wrong information regarding different issues in the society. As such, they would end up
making uninformed decisions. Media has influenced public opinion for over 500 years
(McCombs, 2011). The information is disseminated through books, magazines, newspapers,
sound recordings and the internet. The advanced technology used in the various social media
platform such as Facebook has made it easier for people to access information. The media has
also created various opinion leaders in different countries that people rely on to get their views
or facts concerning various topics affecting the society such as politics. Therefore, the media
plays a significant role in influencing the people’s decisions on different themes in the
community. Most importantly, it should be 100 percent accurate so as to disseminate the correct
information to the public. Inaccurate information may have both negative and positive effects
on public opinion.

The role of mass media in public opinion cannot be over emphasized. It plays a significant role
in shaping the minds of the people. It is usually considered as the 4th pillar of the society apart
from the judiciary, the executive, and the legislature. It plays a significant role in the societal
welfare by shaping and promoting a healthy democracy. Media is considered as the backbone of
democracy in several countries in the world. Media makes people aware of various political,
social, environmental and political issues taking place in the world McCombs, 2011). Media is
considered by many as the mirror that reflects the truth and realities about life. The media has
evolved over the years and is more active. It reminds politicians about of the unfulfilled
promises and enables the illiterate members of the society to elect the right people. This is made
possible through excessive coverage especially during elections period.

The media is very crucial in influencing public opinion. It provides people with essential
information about what is happening in the world. This depends on how such information is
communicated through the mass media. The information plays a significant role in shaping the
people’s perceptions or opinions on political and social issues affecting the members of the
society. In this way, we end up relying on such simulated reality as the facts which contain the
implicit message.
Today, people rely on different media platforms for information. There are some which have
become more popular. For instance, the internet has become more popular in the 21st century
compared to other media platforms (McCombs, 2011). It influences how people view the world.
As such, it dictates how we perceive various norms and realities. The internet has become part
and parcel of most of us. It makes people view the world as a global village since they can get
any information at the touch of a button. It tells us stories of things which are happening in the
world. In this way, people will be motivated to make informed decisions on factors that affect
their day to day activities. The media also plays a significant role in telling people what they are
supposed to do. This is evident in the print media. In this context, the media decides what the
readers should think about after reading the content. For instance, during campaign periods the
print media publishes the profiles of the aspiring candidates. After reading such information, the
electorate can be persuaded to change their opinion about the candidate whom they are
supposed to elect to various elective positions.

The media can impact the information which is reported to the public. Such information which
is disseminated to the people are accommodated into the cognitive structures of the individuals
who read or view the information. Therefore, how the media decides to report or comment on
issues impacts on the way people think.

On the other hand, the information disseminated by the press has led to communal riots. This is
usually caused by excessive coverage of sensitive issues. It is important to note that the illiterate
people are very susceptible to provocations compared to the literate. The impact of media on
public opinion is noteworthy (Lewis, 2001). However, repetition of sensitive issues or news
usually does breed into insensitivity or apathy. For instance, in the case of Sadam Hussein,
some children who tried to imitate the hanging procedure ended up losing their lives. Therefore,
the media should take utmost care of the content that they air or publish as this can significantly
impact on the public opinion. It makes people question the authority and validity of the existing
laws. It may also affect the political career of the current national leaders. This is one of the
disadvantages of media on public opinion. However, the cons of media can also not be taken
lightly. Such insensitive information which is aired on television or published in the print media
also communicates to the public the effects of engaging in criminal activities. As such, people
would be cautious before committing crimes.
The impact of media on public opinion cannot be disputed (Lewis, 2001). However, the
media has gone a step further to publish violent information to attract readers to cope with the
competition in the industry. Today, the television, the internet, and the print media are making
fast money by airing and publishing wrong content. They do not consider ethical standards of
the people they serve. The ability of the press to influence masses especially the youth affects
public opinion. People have to think about the future of social media since it no longer
publishes useful and friendly information that suits the interest of the majority of people as
before. As such, various people view the media as an agent that promotes immorality and other
social evils in the society.
A free and independent press has always influenced the public opinion in several ways (Martin,
2002). This depends on the effectiveness of journalists in selecting the right methods and tools
to use. Journalism has developed over the years especially in the democratic countries. It is
more concerned with the welfare of the people it serves. Journalists are committed to ensuring
that the basic social and ethical standards are maintained. As such, it is considered as the
backbone of public opinion in any democratic country. The media has helped to solve various
controversial issues in the society. It ensures that such information is transparent and well
refined. Therefore, it influences how the readers view the topic or the story.
 Q.5

a) Discuss the working of some major institutions of society

Answer:

The major institutions consist of family, education, economics, religion, and political sectors.
These will essentially affect everyone's life by shaping their thoughts and behaviors. Each of
these institutions serves its purpose to fulfill society's fundamental needs and specific goals for
the overall society.

ll must coincide or work harmoniously to make a society.

The institution of family is the most important and is based on the teachings of values, norms,
statuses, and roles. The family is designed to guide sexual activity, socialization, and social
relations within a sexual union (Sociology of the Family). Every family is run differently under
different circumstances and beliefs. In America, there are many different types of kinships and
many different ways each of these kinships are run. The family of procreation consists of
parents residing with their biological children. There is also the family of orientation which is
the family in which a person is born and raised in and the family of affiliation. Often times and
for many different reasons a person may be a part of the family of affiliation. For some reason
the person's biological parents and intermediate kinship is unavailable or unable to care for a
child and therefore the child goes to live with another caregiver whom is greatly respected by
the kinship. The family of affiliation is more common amongst the poor in America. It is used
to benefit many different people of the same kinship. Those members less fortunate are able to
live amongst the most fortunate of the family while both kinships are able to compile their
resources to benefit each other.

While the nuclear family is the "normal" based on American standards it only makes up about a
fourth of the families in America today. The numbers of nuclear families in America has been
on a continuous decline since the 1970's while single households tend to be on

Cited: Durkheim - The Work - Sociology of Religion. Caser . 1977. Eshleman, J. Ross.
Sociology of the Family. The Family, Ninth Edition. Allyn & Bacon: Needham Heights, 2002.
Tischler, Henry L. Introduction to Sociology, 8th Edition. Forth Worth, Texas.: The Harcourt
Press, 2002. United States Bureau of Census. Future Household Population Projections. 02
Aug. 2002. United States Department of Commerce, Bureau of Economic Analysis. Survey of
Current Business. (Washington, D.C.: US Department of Commerce). Oct. 2004.
 b) How do recreational institutions influence socialization.

Answer:

Recreational institution means an area of land containing sleeping accommodations and

facilities used for both passive and active forms of recreation, which without limiting the
generality of the foregoing, shall include, but shall not be limited to the following: children’s
camp, religious camp, institutional camp, or other like or similar camp or establishment, but
shall not include a tourist establishment.

The significance of this saying has increased manifold in today’s fast-paced and competitive
world where students are forced by both their guardians and the conglomerate of society and
situations as a whole to devote increasing hours in academic learning , whether theoretical or
practical and knowledge enhancing activities so that they can stay ahead in the rat race. Add to
that the present way of life where people mostly stay in small nuclear families and with parents
working, the viability of our own home as a place where we can have recreational time has
diminished.
What is recreation?
Recreation consists of activities or experiences carried on within leisure, usually chosen
voluntarily by the participant – either because of satisfaction, pleasure or creative enrichment
derived, or because he perceives certain personal or social values to be gained from them. It
may, also be perceived as the process of participation, or as the emotional state derived from
involvement.

Students, especially in higher education, now spend most of their time with college friends and
outside of home for various purposes and work. Hence, in the current scenario, the best place to
include recreational activities in one’s life is one’s place of education rather than at home. This
not only provides a chance to include recreations in one’s life, but also helps students to
socialize and become less dependent on one’s parents.

Before analyzing the effect of recreations in educational curriculum, it is important to know the
impacts and necessity of recreations in one’s life as a whole. Due to the intricacies in present
day society and the way of living, students nowadays are weaker than their older generations,
both physically and emotionally. This gets reflected in their physical, emotional and mental
health as well as their behavior and development which all the more calls for bestowing on
recreations the importance that it deserves. Various studies have shown the importance of
recreations on one’s life specifically in three aspects- physical health, mental health and
improving quality of life.

 Physical Health: Recreational activities, especially outdoor ones improve one’s health
like maintaining lower body fat percentages, lowering blood and cholesterol levels,
increasing muscular strength, flexibility, muscular endurance, body composition and
cardiovascular endurance. Overall it increases one’s stamina and energy level resulting in
more focus for academic activities besides also having an impact on one’s class attendance
and attention thus leading to more learning. And as we all know “health is wealth”.
 Mental Health: Mental health is essential for overall physical health. Recreational
activities help manage stress. It provides a chance to nurture oneself and provides a sense
of balance and self-esteem, which can directly reduce anxiety and depression. There is also
 an increased motivation to learn as it can serve as a laboratory for application of contents
learnt in classrooms teaching. It provides a channel for releasing tension and anxiety thus
facilitating emotional stability and resilience. Such activities help students to become more
self-reliant, emphatic and self-disciplined.
 Improved Quality of Life: People who make recreation a priority are more likely to feel
satisfied with their lives overall, according to an American Recreation Coalition Study,
2000. Recreational activities help create a balance between academic pressures with
physical and mental well-being. The effects of recreation are multifold. It enriches self-
expression, self-fulfillment ability, interpersonal skills, techniques and methods of using
leisure, physical strength, creative expression, and aesthetic sense. Such attributes have a
favorable effect on human beings who have limits in everyday life. Therefore, recreation is
allowed to be used as a tool of therapy (Lee, 2000). Physical activity-based recreation helps
participants recover from the deteriorated physical strength, caused by the lack of exercise,
and develops the latent ability to achieve self-realization. This also helps people to deal
with common day to day problems more effectively as it makes people more optimists and
with a positive outlook to life.
Coming to the point of including recreational activities in educational curriculum, it can be said
that the present generation spends less of their time in natural surroundings leading to a
weakening of senses both physiologically and psychologically. Guardians, academic institutions
as well as the government should find out every possible opportunity to include recreations in a
student’s life for an overall holistic development of mind and body. If such opportunities are
lessening in a home set up, then it should be part of the educational curriculum where a student
spends majority of his/her time. In fact, recreational activities in an educational set up will be
academically more enriching for the student in many ways:

 Students are more enthusiastic to learn in outdoor learning activities as compared to

traditional indoor setting and also more motivated. They also develop a better attitude
towards the environment and more responsible behavior
  It helps in building communication skills and team building as students have to work in
groups to solve problems. There will be more discussions of ideas and feedbacks and
helps students to resolve conflict among themselves

 It also helps in boosting memory as there is more practical experience and the
information can be soaked up wholly by the brain in a more fresh and fascinating
environment

 It also helps in moral development as students get the opportunity to undertake

leadership, question actions and regulations and accept responsibility for their own
behavior.

 Enhances peer relationships and interpersonal skills. Students can also excel in areas
other than academics where they have an interest. Recreational activities can give a
chance to discover talents other than academic excellence which can later help one in the
career and life as a whole.

Overall it can be said that, recreational activities help in overall development of a student’s
physically, mentally, and emotionally. It not only helps to gather knowledge but to use it
ethically to lead a healthy and better life. It teaches one to think with reason and live with a
more practical approach to life. It also enhances ones all round development, thus helping to
achieve success in ones endeavors.