Social Dimensions of Education

Compiled by: Dr. Joven R Elvira

The Four Pillars of Education:

1. Learning to know.
2. Learning to do.
3. Learning to live together, &
4. Learning to be .
 Summary
> The four pillars of education stressed in the
report of the internrtional Commission on Education
for the 21st century are learning to know, lerning
to do, learning to live together, and learning to be.
> These pillars are crucial to peace and mutual
understanding by emphasizing the value of
education as a manifestation of the spirit of unity.
This stems from the will to live together as active
members of a global village and contrubute to
attainment of a culture of peace.
 The universal aim of education

1. Towards a scientific humanism.

2. Creativity.
3. Towards social commitment.
4. Towards the complete man.
 What is intercultural Communication?
It refers to:
1. Effective communication between people of
different cultural background.
2. Communication between people whose cultural
perceptions and symbols are distinct enough to
alter the communication event.
3. How people behave and communicate and
perceive the world around them.
4. Interaction between members of different groups.
 Elements of Intercultural Communication

 There are four elements of inter-cultural

communication. They are:
 1. Perceptions: beliefs, values, attitudes, world,
views, social organizations.
 2. Verbal processes: the ways in which cultures
employ symbols to portray things and experiences.
 3. Nonverbal processes: shared thoughts and
feelings of bodily behavior, time and space.
 4. Contextual elements: business, education, and
health care, tourism & personal relationship.
 Why do we study intercultural
Communication?

Reasons:
1. Increases self awareness.
2. Demographic Changes.
3. Work place and globalization.
4. Creative problem solving.
5. Global and intrapersonal peace.
Importance of Intercultural Communication
in Education
 Education relies on effective interaction
between teachers and students.
 Pre-requisites for effective transfer of
knowledge.
 Communication is more than speech and
writings.
 Auxiliary communication as paralanguage. It
is part of the redundancy in com.
 Four Areas of the Study of Language

1. Phonology.
2. Semantics
3. Grammar
4. Pragmatics.
 Language & Culture
• What is semantics=
> The branch of linguistics and logic concerned with
meaning. There are a number of branches and
subbranches of semantics, including formal
semantics, which studies the logical aspects of
meaning, such as sense, reference, implication, and
logical form, lexical semantics, which studies word
meanings and word relations, and conceptual
semantics, which studies the cognitive structure of
meaning
 Language
 Phonology
• The branch of linguistics that deals with
systems of sounds (including or excluding
phonetics), especially in a particular language.

• The system of relationships among the speech

sounds that constitute the fundamental
components of a language.
 Language
 Grammar:

In linguistics, grammar is the set of structural

rules governing the composition of clauses,
phrases, and words in any given natural
language. The term refers also to the study of
such rules.
UNIVERSAL AIMS OF EDUCATION

1. Towards a scientific Humanism.

2. Creativity.
3. Towards Social Commitment.
4. Towards the complete man.
 Chapter 3- Intercultural Communication

What is intercultural Perceptions?

1. Refers to effective communication between
people.
2. Refers to communication of people whose cultural
perception is distinct enough to alter
communication.
3. Study on how different people in different country
behave through language.
4. The interaction between members of different
group.
Elements of Intercultural Communication

1. Perception. (interpretation of sensory

information)
2. Verbal Processes.
3. Non-verbal processes.
4. Contextual elements. (statement of an idea)
 Why do we study Intercultural
Communication

1. Increases self awareness.

2. Demographic changes.
3. Work place and economic globalization.
4. Creative Problem Solving.
5. Global and Intrapersonal Peace. (Internal use
of language).
 Culture

1. What is Culture-
Are set of learned behaviors, beliefs, attitudes,
values, and ideals that are characteristics of a
particular society or population.
 Characteristics of Culture
1. Culture is learned.
2. Culture is shared by different people.
3. Culture is cumulative.
4. Cultures change.
5. Culture is dynamic.
6. Culture is ideational.( Involving ideas or concept)
7. Culture is diverse.
8. Culture gives us a range of permissible behavior
patterns.
 Behavioral Component- NORMS
1. Norms are expectations by which a society
guides the behavior of its members.

Types of NORMS:
2. MORES-
3. Laws
4. Folk ways
5. Rituals.
 How is Culture Transmitted?

1. Enculturation.( process by which people learn the

requirements of their surrounding culture and acquire
values & behavior)
2. Acculturation.( process of adopting the cultural traits
or social pattern of another group).
3. Assimilation- (integration)
 Summary
> Through out the world, human beings use
thousands of language to communicate with
one another. Some of these are spoken in
many countries and enjoy international status,
while others are used in a country or region or
even in a single village. Some languages have
expanded over the countries. But there are also
many that have become extinct.
 Ch 4- PEACE EDUCATION: A
TRANSFORMATIVE RESPONSE
 The greatest resource for building a culture of peace
are the people themselves.

• Holistics understanding of peace:

1. There is absence of death.
2. Absence of destruction.
3. No physical violence.
4. No structural violence. (structural violence is the way by
which social arrangements are constructed )
5. No suppression via its social, political and economic
system.
 Peace Between Humans & the Earth &
Beyond
1. Harmony with nature.
2. Harmony with others
a. Global peace.
b. Intergroup/social peace.
c. Interpersonal peace.
3. Harmony with self:
a. Personal peace.
b. Self respect.
c. Inner resources.
d. Love, hope. And many others.
Peace Eduction as Transformative Education

1. It cultivates the knowledge, skills, attitudes and

values of people.
2. It seeks this transformation by building
awareness and understanding, developing
concern.
3. It will enable people to create a conditions and
systems that will actualize non violence peace.
4. It actualizes environmental care and other
peace values.
The peaceable Teaching-Learning Process.

1. Cognitive Phase
a. Being aware, understanding.
2. Active Phase
a. Taking practical action.
3. Affective Phase
a. Being concerned, responding Valuing.
 SCHEMA OF
ATTITUDE/KNOWLEDGE/SKILLS
• These are all for PEACE EDUCATION:
ATTITUDES/VALUES
1. SELF RESPECT 7. GLOBAL CONCERN
2. RESPECT FOR OTHERS. 8. ECOLOGICAL
3. GENDER EQUALITY. 9. OPENNESS
4. RESPECT FOR LIFE. 10.JUSTICE
5. COMPASSION. 11.SOCIAL RESPONSE
Peace theme 1: Upholding Human Dignity

1. What is human dignity- is the center of value

system, and it is the fundamental innate
worth of human being.
2. The Education that seeks to uphold human
dignity is referred to as Human Rights
Education.
3. In peace education- the central concern is
promotion of human dignity.
 Peace theme 2: challenging prejudice
And building tolerance:
 According to Gordon Allport (1958) asserts that
human have propensity towards PREJUDICE.
 What is prejudice- negative feeling or attitude
towards a person or a group even if it lacks basis.
 Stereotype- refers to the negative opinion about
a person or group based on incomplete
knowledge.
 Cont.
 Discrimination- negative action towards
members of specific social group that may be
manifested in avoidance, aversion or even
violence.
 Building tolerance and respect for diversity
has become an imperative in a world where
tolerance for differences has become a
justification for violence.
 Types of prejudice:
1. Racism- the belief that his/her own cultural
heritage is superior than the other. Hence
there is lack of respect. (ex. White American
Vs. Brown Americans).
2. Sexism-- an attitude/action or prejudice that
women are just object of sex.
3. Heterosexism- Negative attitude towards
lesbian and gay.
 Cont.
 Classism- distancing from and perceiving the
poor as the other.
 Linguicism- negative attitudes which members
of dominant language group hold against non-
dominant language group.
 Ageism- Negative attitude against young or
older men/women.
 Religious intolerance- prejudice against those
who are followers of religion other than his own.
Theme 3: Promoting Non Violence
 Why Non-Violence?
1. It is both ethical and moral choice.
2. Destructions is not the Law of Humans
(Ghandi, 1935)
3. Non-violence is a practical choice . Tools and
effects of violence are costly.
4. Non violence works. The classic example is
initiated by Mohandas Ghandi, Martin Luther
& Cory Aquino of the famous people power
revolution.
 Peace Theme 4: Challenging the War
System
Kinds of War:
1. International war.
2. Civil or internal war.
3. Political and Ideological conflict
 Possible Causes of War:
1. Territorial dispute (China vs. Asean States)
2. Lack of tolerance between countries or groups.
3. Power Struggle/Ideological
4. Decolonialism (Colonialism)
5. Competition of resources.
 Effects of WAR

1. Massive death.
2. Commitment of atrocities.
3. Cause people to flee their homes.
4. Weapons to proliferate.
5. War hold back development.
6. Disrupts children
 What is Structural Violence:

> Is the highly uneven distribution of wealth and

resources and even opportunities is a situation
of violence known as STRUCTURAL VIOLENCE.
 Causes of Poverty:
1. War and other armed conflicts.
2. Political system created by political elite.
3. Inequitable distribution of wealth and resiurces.
4. Environmental Condition.
5. Lack of opportunities for employment.
6. Lack of education.
7. Corruption/ over spending/greed
8. Drugs proliferation
Peace Theme 6: Resolving & Transforming
Conflicts

1. Avoidance.
2. Aggression.
3. Accommodation
4. Compromise.
5. Collaboration.
 characteristics of a Peaceful Classroom

1. Affirmation.
2. Cooperation
3. Communication
4. Appreciation for diversity.
5. Appropriate expression of feelings.
6. Peaceful conflict resolution.
 What is a peaceful classroom
1. Declare your classroom as a zone of peace.
2. As teacher, let this peace begin with you.
3. Affirm your student.
4. Express feeling appropriately.
5. Encourage respect and acceptance.
6. Employ more cooperative than competitive
activities.
7. Teach students how to resolve conflict peacefully.
8. Practice communication skills of students.
 Attributes of a Peace Educator
 Teachers have the power to affect the lives of
children and youth.
1. The teacher of peace is a responsible person.
2. She/he is motivated by service and is actively
involved in the community.
3. She/he is a life long learner.
4. She/he is a seeker of mutually enhancing
relationships.
5. She/he is a gender sensitive and alert to any
gender bias in self or students.
Attributes of a Peace Educator (cont)
6. A teacher of peace has the capacity to care.
7. She/he is an inquirer.
8. He/she is a reflective learner.
9. A teacher of peace has the skills of
communication and conflict resolution.
10.She/he practices cooperative learning,
discourages competition.
11.Advocate of alternative possibilities.
Teaching –learning Approaches & Strategies
in Peace

1. Holistic education.
2. Participatory education.
3. Cooperative learning.
4. Experiential learning.
5. Humanist Education.
 Chapter V- Cultural Changes
 What is multiculturalism?- is a policy that
emphasizes the unique characteristics of
different cultures, especially as they relate to
one another in receiving nations.
 Or group of cultures existing within one
society largely to the arrival of immigrants.
 It is a progressive approach- for transforming
education that addresses current shortcoming
in the curriculum making.
 What is Multicultural Education?
 IS an emerging discipline whose aim is to
create equal educational opportunities from
diverse racial, ethnic, social class ad cultural
groups.

 Or it is a tool for instituting students with

pride and confidence.
 Multicultural Education Approaches:
1. Level 4: Social Action Approach- Students makes
decision about their world and become directly
involved in social action.
2. Level 3: Transformation Approach- curriculum is
changed, so that students see the world from
different perspective of various groups.
3. Level 2: Additive- Special units and topics about
various groups are added to, but not
4. Level 1: Contributions- Heroes, holidays, and food
become a special focus on a particular day,
recognizing the contributions of groups.
 Five dimensions of multicultural education:

1. Content integration- it deals with the extent

to which teachers use examples and content
from variety of cultures.
2. Knowledge Construction process- It describes
how teachers help students to understand,
investigate and determine how biases other
perspective influence ones knowledge.
3. Prejudice reduction- it describes lessons and
activities used by teachers to help students
develop positive attitudes.
What is culturally responsive teaching?

1. To work with students from different

cultures, teachers must understand those
cultures.. To work effectively with students.
2. Culturally responsive teaching acknowledges
cultural diversity in classrooms and
accommodates this diversity in instructions.
 chapter 6- Social Institutions
 What is a social institutions:
-These are social structures and mechanism of
society, such as: DepEd, DOH & Others.
 Functions of SI.
1. Purposive- each of them has the satisfaction of
social needs.
2. Permanent in their content.
3. Structured.
4. They function as a unit.
5. Institutions are value laden
 Major Social Institutions
1. Family- smallest social institution with unique
function of producing and rearing the young.
 Characteristics of filipino Family:
a. Strong family ties.
b. Extended one.
c. To include compadre and comadre.
d. Equality of roles between man and woman.
 Functions of the Family:

1. Reproduction of the race and rearing of the

young.
2. Cultural transmission and or enculturation.
3. Socialization of the child.
4. Providing affection and sense of security.
5. Personality development.
6. Providing social status.
 Kinds of Family Pattern
1. Membership: 4. Decent
a. Nuclear a. bilineal
b. Extended b. patrilineal
2. Residence: c. matrilineal
a. Neolocal
b. Matrilocal
c. Patrilocal
3. Authority:
a. Patriarchal
b. Matriarchal
c. equalitarian
 Family classification:

• 1. or nuclear family- primary or elementary

family.
• 2. Consuaguine or extended family- it consists
of married couple, their parents, siblings,
grandparents, uncles, aunts and cousins.
 Types of Marriage

1. Polyandry - where one woman is married to

two or more men.
2. Polygamy- where one man is married to two
or more woman.
3. Cenogamy- where two or more men mate
with two or more women in group marriage.
 Family School Partnership
1. Collaborative partnership designed primarily
to produce positive educational and social
effects on the child.
2. Sharing of power, responsibility, ownership
with each party having different roles.
3. Degree of mutuality - listening and hearing
each others view.
4. Commitment to joint action.
 Manifest functions of schools:

1. Social control.
2. Socialization.
3. Social placement.
4. Transmitting culture.
5. Promoting social and political integration.
6. Agent of change.
 Chapter 7- Gender Development
 Theories of Gender Development:
1. Social learning theory.
2. Cognitive Development theory.
3. Schema Theory.
 What is Gender Stereotyping:
= is defined as the belief humans hold about the
characteristics associated with males and
females.
 Gender Equality
 = Between women and men is a worthy goal that
is central to progress in human development.
 = Gender Power is refers to to the different ways
men and women play in society, and to the
relative power they wield.
 Determinant of power:
1. Status/resources.
2. Experience
3. Self-confidence.