GROUP I

INTRODUCTION TO THE SOCIAL DIMENSIONS

OF EDUCATION
OBJECTIVES:
• DIFFERENTIATE THE VARIOUS SOCIAL SCIENCE THEORIES.
• EXPLAIN THE RELATIONSHIP OF THE VARIOUS SOCIAL
THEORIES. THE CONFLICT, CONCENSUS, -- FUNCTIONALISM,
INTERACTIONAL THEORIES -- AND EDUCATIONAL SYSTEM.
• DISCUSS HOW THE VARIOUS SOCIAL THEORIES AFFECT THE
FUNCTIONS OF SCHOOL.
INTRODUCTION:
• SOCIOLOGISTS SEE EDUCATION AS ONE OF THE MAJOR
INSTITUTIONS THAT CONSTITUTES SOCIETY.
SOCIAL SCIENCE THEORIES GUIDE RESEARCH AND POLICY
FORMULATION WHILE IMPROVING LOGICAL EXPLANATIONS
FOR WHY THINGS HAPPEN THE WAY DAY DO.
CONCENSUS AND CONFLICT THEORIES
CONCENSUS

 A GENERAL OR A WIDESPREAD
AGREEMENT AMONG ALL MEMBERS OF
A PARTICULAR SOCIETY.
CONFLICT

 A CLASH BETWEEN IDEAS,

PRINCIPLES, AND PEOPLE.
CONCENSUS THEORY

EMPHASIZES ON SOCIAL
ORDER, STABILITY AND
SOCIAL REGULATION.
CONFLICT THEORY
FOCUSES ON THE
STRUGLES OF
SOCIAL CLASSES TO
MAINTAIN
DOMINANCE AND
POWER AND SOCIAL
SYSTEM.
DAHRENDORF

 SOCIETY CANNOT EXIST WITHOUT BOTH

CONFLICT AND CONCENSUS. WHICH ARE
PREREQUISITES OF EACH OTHER. THUS CANNOT
HAVE CONFLICT UNLESS THERE ARE SOME PRIOR
CONCENSUS.
HORTON AND HUNT (1984)

CONFLICT THEORY

 FOCUSES ON THE HETEROGENEOUS NATURE OF SOCIETY AND DIFFENTIAL

DISTRIBUTION OF POLITICAL AND SOCIAL POWER.

 SEES SOCIETY AS A DYNAMIC ENTITY CONSTANTLY UNDERGOING CHANGE AS A

RESULT OF COMPETITION OVER SCARCE RESOURCES

 A STRUGLES BETWEEN SOCIAL CLASSES AND CLASS CONFLICTS BETWEEN THE

POWERFUL AND LESS POWERFUL GROUPS OCCUR.

 GROUPS WHICH HAVE VESTED INTERESTS AND POWER WORK FOR RULES AND
LAWS, PARTICULARLY THOSE THAT SERVE THEIR OWN INTEREST, TO BE PASSED
TO EXCLUSION OF OTHER.
 THE CONFLICT
PERSPECTIVE ASSUMES
THAT SOCIAL BEHAVIOR IS
BEST UNDERSTOOD IN
TERMS OF CONFLICT OR
TENSIONS BETWEEN
COMPETING GROUPS. SUCH
AS CONFLICT NEED NOT TO
BE VIOLENT ; IT CAN TAKE
THE FORM OF…..
LABOR NEGOTIATIONS
PARTY POLITICS
COMPETITION BETWEEN
RELEGIOUS
KARL MARX

 CONFLICT THEORY GREW

OUT OF THE WORK OF KARL
MARX AND FOCUSES ON THE
STRUGGLE OF SOCIAL
CLASSES TO MAINTAIN
DOMINANCE AND POWER IN
SOCIAL SYSTEM.
LOUIS ALTHUSSER RALF DHARENDORF
STRUCTURAL FUNCTIONALISM
PARSONS ‘ STRUCTURAL FUNCTIONALISM

 A - ADAPTATION

 G - GOAL ATTAINMENT

 I - INTEGRATION

 L - LATENCY
ADAPTATION

A SYSTEM MUST COPE WITH EXTERNAL

SITUATIONAL EXIGENCIES. IT MUST ADAPT TO
IT’S ENVIRONMENT AND ADAPT ENVIRONMENT
TO IT’S NEEDS.

EX : RICE FIELDS CONVERTING TO BANANA

PLANTATION BECAUSE OF IT’S DEMAND.
GOAL ATTAINMENT

 A SYSTEM MUST DEFINE AND ACHIEVE IT’S

PRIMARY GOALS
INTEGRATION

 A SYSTEM MUST REGULATE THE

INTERRALATIONSHIP OF IT’S COMPONENT PARTS.
LATENCY (PATTERN MAINTENANCE)

 A SYSTEM MUST FURNISH, MAINTAIN, AND

RENEW BOTH THE MOTIVATION OF
INDIVIDUALS AND THE CULTURAL PATTERNS
THAT CREATE AND SUSTAIN THE MOTIVATION.
STRUCTURE OF THE GENERAL ACTION SYSTEM
FUNCTIONAL REQUISITES OF A SOCIAL SYSTEM
KEY PRINCIPLES OF THE FUNCTIONALIST PERSPECTIVE
 INTERPENDENCY

SOCIETY IS MADE UP OF INTERPEDENT

PARTS.
EVERY PART OF SOCIETY IS DEPENDENT TO
SOME EXENT ON OTHER PARTS OF SOCIETY.
 FUNCTIONS OF SOCIAL STRUCTURE AND
CULTURE

EACH PART OF THE SOCIAL SYSTEM EXISTS BECAUSE IT

SERVES SOME FUNCTION

SOCIAL STRUCTURE – ORGANIZATION OF SOCIETY,

INCLUDING INSTITUTIONS, SOCIAL POSITIONS AND
SISTRIBUTION OF RESOURCES.

CULTURE - SET OF BELIELFS, LANGUAGE, RULES, VALUES, AND

KNOWLEDGE HELS IN COMMON BY MEMBERS OF SOCIETY.
 CONCENSUS AND COOPERATION

SOCIETIES HAVE A TEDENCY TOWARDS CONCENSUS, THAT IS

TO HAVE CERTAIN BASIC VALUES THAT NEARLY EVERYONE
IN THE SOCIETY AGREES UPON.

COOPERATION – INABILITY TO COOPERATE WILL PARALYZE

THE SOCIETY AND PEOPLE WILL DEVOTE MORE AND MORE
EFFORT TO FIGHT ING ONE ANOTHER RATHER THAN
GETTING ANYTHING DONE.
 EQUILIBRIUM

THE CHARACTERISTIC OF THE SOCIETY WHEN IT HAS

ACHIEVED THE FORM THAT IS BEST ADAPTED TO IT’S
SITUATION.

ONCE A SOCIETY HAS ACHIEVED THE FORM THAT IS BEST

ADAPTED TO IT’S SITUATION, IT HAS REACHED A STATE
OF BALANCE OR EQUILIBRIUM, AND IT WILL REMAIN IN
THAT CONDITION UNTIL IT IS FORCED TO CHANGE BY
SOME NEW CONDITION.
THE COMPONENT PARTS OF A SOCIAL
STRUCTURE

o FAMILIES
o NEIGHBORS
o ASSOCIATIONS
o SCHOOLS
o CHURCHES
o BANKS
o COUNTRIES
 INTERACTIONIST THEORIES

IS THE REALATION OF THE SCHOOL AND SOCIETY

ARE CRITIQUES AND EXTENSIONS OF THE
FUNCTIONALIST AND CONFLICT PERSPECTIVE.
 SYMBOLIC INTERACTIONISM

VIEWS THE SELF AS SOCIALLY CONSTRUCTED IN

REALATION TO SOCIAL FORCES AND SOCIAL
STRUCTURES.
 PROPONENTS OF INTERACTION THEORY

HERBERT BLUMER GEORGE HERBERT MEAD CHARLES HORTON COOLEY

SOCIAL INTERACTIONISM
SYMBOLIC INTERACTIONISM
 PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. HUMAN BEINGS ARE ENDOWED WITH THE CAPACITY FOR THOUGHT.

2. THE CAPACITY FOR THOUGHT US SHAPED BY SOCIAL INTERACTION.

3. IN SOCIAL INTERACTION, PEOPLE LEARN THE MEANINGS AND THE

SYMBOLS THAT ALLOWS THEM TO EXERCISE THEIR DISTINCTIVELY
HUMAN CAPACITY FOR THOUGHT.

4. MEANINGS AND SYMBOLS ALLOW PEOPLE TO CARRY ON

DISTINCTIVELY HUMAN ACTION AND INTERACTION.
5. PEOPLE ARE ABLE TO MODIFY OR ALTER MEANINGS AND SYMBOLS
THAT THEY USE IN ACTION AND INTERACTION ON THE BASIS OF THEIR
INTERPRETATION OF THE SITUATION.

6. PEOPLE ARE ABLE TO MAKE THESE MODIFICATIONS AND

ALTERATIONS BECAUSE, IN PART OF THEIR ABILITY TO INTERACT WITH
THEMSELVES, WHICH ALLOWS THEM TO EXAMINE POSSIBLE COURSES
OF ACTION, ASSESS THEIR RELATIVE ADVANTAGES AND
DISADVANTAGES, AND THEN CHOOSE ONE.

7. THE INTERWINED PATTERNS OF ACTION AND THE INTERACTION

MAKE UP GROUPS AND SOCIETY.
THANKYOU!!!

 Lorie Mae Emboltorio

 Cris John Tagulabong
 Izza Mabeza