Social dimensions of Education

SOCIAL DIMENSIONS OF

EDUCATION

Course OutlineUnit I: Social Science Theories of Education

a. Consensus Theoryb. Conflict Theoryc. Interaction Theory

Unit II: The Four Pillars of Education

Unit III: Intercultural Communicationa. Language and Communication

b. Cultural Dimensions of Teaching Learning Processes

Unit III: Social Institutionsa. School as an agents of Changeb. Factors Affecting School’s Conceptualization and Studies

Unit IV: Development Issues and Educationa. Gender and Developmentb. Globalization and Development

Activating Prior Knowledge

• Enumerate five (5) different kinds of social organization or institutions present in your community.

• What do you think are the functions or responsibilities of these institutions?

• How did you learn English language?• Draw a map of your community and indicate

various groups and institutions present therein.

Understanding Social Science

Introduction: The social dimension of education starts with the awareness on how social theories influence education. A number of theories attempted to explain how human behavior affects our individualization and interaction.

What is social science?is the scientific approach to studying the origin and growth, custom and tradition, group life and institutions of human society.

Some of the questions pointing to the importance of social science are:

• Origin and growth: how do we see and behave as individuals and as part of social group? How can individuals and social groups influence society?

• Custom and tradition: what is influence and value of ideas and philosophy? The issue of ideology? Is it a philosophy or a blueprint for action?

• Group life and Institutions: Does a collective past give value to our lives? Can we control our collective present?

The nature of Education

• Sociology provides educators a special perspective in studying the relationship between school and society. Schools are social organizations (Ballantine, 1989) because of the nature of education. The study of school system becomes the concern of sociologists. Sociologist study the social issues and concerns in education which impact on socialization (Bago, p.1)

The role of schoolsDr. Adelaida Bago, in her book Social

Dimensions in Philippine Education stresses two possible roles of schools:

1. To educate citizens to fit into society.2. To educate citizens to change the

society

Specific Purposes of School

1. Cognitive purposes – teaching the basic cognitive skills such as reading, writing, and speaking.

2. Political purposes- inculcation of patriotism or loyalty to the existing political order.

3. Social purposes- concerns with the socializations of citizens into their various roles in society.

4. Economic purposes - involves training and preparations of citizens for the world of work.

Social Science Theories

Consensus

Conflict

Structural Functionalist

Interaction

Consensus Theory

• Shared norms and values are fundamental to society, focus on social order based on tacit agreements, and view social change as occurring in a slow and orderly fashion.

• It emphasizes social order, stability, and social regulation.

• It examines value integration in society.– Consensus - is a general agreement among all

members of a particular society.

Conflict Theory

• Conflict is a clash between ideas, principles, and people.

• Conflict Theory focuses on the struggle of social classes to maintain dominance and power in social systems

• Emphasize the dominance of some social groups by others , see social order as based on manipulation and control by dominant groups , and view social change as occurring rapidly and in a disorderly fashion as subordinate groups overthrow dominant groups (Ritzer, 2000)

• It focuses on the heterogenous nature of society and the differential distribution of political and social power. There is a struggle between social classes and class conflicts between the powerful and less powerful groups. (Horton & Hunt, 1984)

• Assumes that social behavior is best understood in terms of conflict or tensions between competing groups.

• It grew out of the work of Karl Marx and focuses on struggle of social classes to maintain dominance and power social system

• Conflict Theorists are interested in how society’s institutions- the family, government, religion, education, and media – may help to maintain the privileges of some groups and keep others in a subservient position. Their emphasis on social change and redistribution of resources makes conflict theorists more radical and activist than functionalists (Scaefer, 2003)

• The consensus and conflict sociological theories are reflected in the works of certain dominant and other prominent social theorists such as;– Karl Marx– Emile Durkheim– Max Weber– Talcott Parsons – Robert Merton– Louis Althusser– Ralph Dahrendorf– Herbert Mead– Herbert Blumer

• The works of Marx in his early years was interpreted by some social theorists as emphasizing the role of human beings in social conflict. They explained change as emerging from the crisis between human beings and their society. They argued that Marx’s theory was a theory characterized by class conflicts or the conflict between the bourgeoisie (rich owners) and the proletariate (poor workers).

• Max Weber argues that schools teach and maintain particular (status culture) that is, groups in society with similar interests and positions in the status of hierarchy.

• Education systems may train individuals in specialities to fill needed positions or prepare “cultivated individuals” those who stand above others because of their superior knowledge and reasoning abilities. Individuals who had access to this type of education in early China were from the educated elite, thus perpetuating their family status culture (Sadovnik et al,1994).

Structural Functionalism• A dominant sociological theory for many years according to Talcott

Parsons and Robert Merton. However in the last three decades it has declined dramatically in importance (Chriss,1995)

• Parsons’ structural functionalism has four functional imperatives embodied in his AGIL scheme:– Adaptation: a system must cope with external situational exigencies.

It must adapt to its environment and adapt environment to its needs.

– Goal attainment – a system must define and achieve its primary goals.

– Integration – a system must regulate the interrelationship of its component parts. It must also manage the relationship among the other three functional imperatives (AGL).

– Latency (pattern maintenance) – a system must furnish, maintain, and renew both the motivation of individuals & the cultural patterns.

• Parsons designed the AGIL scheme to be used at all levels in this theoretical system– Action system – handles the adaptation function by adjusting

to and transforming the external world.– Personality system – performs the goal attainment function

by defining system goals and mobilizing resources to attain them.

– Social system – copes with the integration function by controlling its component parts.

– Cultural system – performs the latency function by providing actors with the norms and values that motivate them for action (Ritzer, 2000)

Structure of the General Action System

Cultural system Social system

Action system Personality system

Parsons sets of assumptions re-problem of order

• Systems have the property of order and interdependence of parts.• System tends toward self-maintaining order, or equilibrium• The system may be static or involved in an ordered process of

change• The nature of one part of the system has an impact on the form

that the order parts can take• Systems maintain boundaries with their environments• Allocation and integration are two fundamental processes

necessary for a given state of equilibrium.• Systems tend toward self-maintenance of the relationships of

parts to the whole, control of environmental variations, & control of tendencies to change the system from within.

Parsons conception of the social system

• Social system begins at the micro level with interaction between ego and alter ego, defined as the most elementary form of the social system.

• He described a social system as something which consists of a plurality of individual actors interacting with each other in a situation which has at least a physical or environmental aspect.

Functional requisites of a social system1. Social system must be structured so that they operate

compatibly with other systems.2. To survive, the social system must have the requisite from

other systems3. The system must meet a significant proportion of the needs

of its actors.4. The system must elicit adequate participation from its

members.5. It must have at least a minimum of control over potentially

disruptive behavior.6. If conflict becomes sufficiently disruptive, it must be

controlled.7. Finally, a social system requires a language in order to

survive.

Component parts of a social structure

families

associations

countries

neighborschurches

schools

banks

Key principles of the functionalist

theory

Interdependency

Functions of social structure & culture

Equilibrium

Consensus & cooperation

• Interdependency – one of the most important principles of functionalist theory is that society is made up of interdependent parts.

• Functions of structure and control– Closely related to interdependency is the idea that each part

of the social system exists because it serves some function. This principle is applied by functionalists to both social structure and culture.

• Social structure – refers to the organization of society including its institution, its social positions, and its distribution of resources.

• Culture – refers to a set of beliefs, language, rules, values, and knowledge held in common by members of a society

• Consensus and cooperation– Its key principle is that “societies have a tendency

toward consensus”; that is a certain basic values that nearly everyone in the society agrees upon.

• Equilibrium – This view holds that once a society has achieved

the form that is best adapted to its institution, it has reach a state of balance, and it will remain in that condition until it is force to change by some new condition.

Social structure provide preset patterns which evolve

to meet human needs

Maintenance of society

Stability, order, & harmony

• Structural functionalism– Puts emphasis on social order and social stability not on conflict.– It claims that society is made up of different institutions or

organizations that work together in cooperation to achieve their orderly relationship and to maintain social order and social stability.

– Parsons believed that education is a vital part of a modern society, a society that differs considerably from all previous societies. From this perspective, SCHOOLING performs an important function in the development and maintenance of modern democratic society, especially with regard to equality of opportunity for all citizens. Thus, in modern societies, education becomes the key institution in a meritocratic selection process.

INTERACTIONIST THEORY

• Are critiques and extensions of the functionalist and conflict perspectives.

• Two Basic forms of Social Interaction1. Symbolic interactionism views the self as socially constructed

in relation to social forces and social structures and the product of ongoing negotiations of meanings. Thus, the social self is an active product of human agency rather than a deterministic product of social structure. It requires mental processes.

2. Non-Symbolic Interactionism – it does not involve thinking.– The basic is a result of interaction between individuals

mediated by symbols in particular, language.

Principles of Symbolic Interactionism

• Human beings unlike lower animals are endowed with a capacity for thought.

• The capacity for thought is shaped by social interaction.

• In social interaction, people learn the meanings and the symbols that allow them to exercise their distinctively human capacity for thought.

• Meanings and symbols allow people to carry on distinctively human action & interaction

• 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.

• People are able to make this modifications and alterations because in part of their ability to interact with themselves, which allow them to examine possible courses of action, assess their relative advantages and disadvantages, and then choose one.

• The intertwined patterns of action and interaction make up groups and societies.

Mead’s approach to symbolic interaction rested on three basic premises

1. People act toward the things they encounter on the basis of what those things mean to them.

2. We learn what things are by observing how other people respond to them, that is through social interaction.

3. As a result of ongoing interaction, the sounds (or words), gestures, facial expressions, & body postures we use in dealing with others acquire symbolic meanings that are shared by people who belong to the same culture.

• The importance of thinking to symbolic interactionists is reflected in their views on objects.

• Objects are seen simply as things “out there” in the real world. What is significant is, the way they are defined by actors.

• Three types of objects: (Blumer)– Physical objects ( chair, tree)– Social objects ( mother, child)– Abstract objects ( ideas, moral principles)

• Looking- glass Self– means we see ourselves as others see

us. –This concept was developed by the

early symbolic interactionist theorist: Charles Horton Cooley.

SUMMARY:• Education is one of the major institutions that constitute society.

There are various social science theories that relate to education – consensus, conflict, structural functionalism, and interaction theories.

• Conflict theory deals with the emergence of conflict within a particular human society.

• Consensus is a concept of society in which the absence of conflict is seen as the equilibrium state of society based on a general or widespread agreement among all members of a particular society.

• Consensus and conflict theories are reflected in the works of certain dominant social theorists: Karl Marx, Emile Durkheim, Max Weber, and other social theorists.

• Structural functionalism is concerned with the functions of schooling in the maintenance of social order. It asserts that society is made up of different institutions or organizations that work together in cooperation to achieve orderly relationship and to maintain social order and social stability.

• Symbolic interactionists are interested not simply in socialization but in interactions between students and students and between students and teachers. All types of interactions refine our ability to think.

PILLARS OF EDUCATION

Introduction: • “Learning the Treasure Within”. Stresses

that each individual must be equipped to seize learning opportunities throughout life, both to broaden her/his knowledge, skills, and attitudes, and adapt to a changing, complex and interdependent world.

PILLARS OF EDUCATION

LEARNING TO KNOW

LEARNING TO DO

LEARNING TO LIVE

TOGETHER

LEARNING TO BE

1. Learning to know- – acquiring the instrument of understanding. – This implies learning how to learn by developing

one’s concentration, memory skills and ability to think.

– To learn to know, students need to develop learn-to-learn skills such as: learning to read with comprehension, listening, observing, asking questions, data gathering, note taking, and assessing, processing, & selecting information.

• The teacher’s roles are:– Facilitator– Catalyst– Monitor– Evaluator

• The process of learning to think is a lifelong one and can be enhanced by every kind of human experience.

• This implies knowledge competency.

2. Learning to do

– able to act creatively in one’s environment.

- This implies the skilful, creative and discerning application of knowledge which requires development of competence, life skills, personal qualities, aptitudes and attitudes.

3. Learning to live together

- able to participate in and cooperate with other people in all human activities.

- This implies that the teacher should help the students to develop an understanding of other people and appreciation of interdependence since we live in a closely connected world.

4. Learning to be

– able to develop one’s personality and to act with ever greater autonomy, judgment and personal responsibility.

- It describes complete fulfilment of man, in all the richness of his personality; physical, emotional, intellectual, and ethical integration of the individual into a complete man.

Determine what Pillar of Education is emphasized below

• Material development at the expense of human development points to the need to do more _____ in school;

• The specialization required of every professional teacher for him/her to be

competent is in line with which pillar of learning? • Teaching students and adults the art of dialogue is in accordance with which

pillar of learning?• Inculcating the spirit of empathy among learners fulfills which pillar of learning?• Developing an understanding of life, the world around us and other people is

the concern of which pillar of learning?

• Transforming certified skills into personal competence is the concern of which pillar of learning?

INTERCULTURAL COMMUNICATION

Introduction: • The world today is characterized by an ever growing

number of contacts resulting in communication between people with different linguistic and cultural backgrounds. This communication takes place because of contacts in the different organization that composed society. With these, constructive communication is deemed necessary to avoid misunderstandings and breakdowns.

Communication & LanguageCommunication- is far more than speech and writing.Two types of communication

1. Verbal – refers to use of language2. Non-verbal – refers to the use of gestures, facial expressions,

and other body movements. Language – is an abstract system of word meaning and

symbols for all aspects of culture. It includes speech, written characters, numerals, symbols, and gestures and expressions of non-verbal communication

Paralanguage- is the language of gestures, expressions, and postures

A man’s language is a reflection of the kind of person he is, the level of education he has attained, and an index to the behavior that may be expected from him.

Language is the key factor in the success of human race in creating and preserving culture, for without language the ability to convey ideas and traditions is impossible.

Four areas of language1. Phonology – refers to a system of sounds.2. Semantics – is a study of word meanings and word

combination.3. Grammar – refers to the structure of language through its

morphology and syntax. Morphology- is the study of the language smallest units of

meanings called morphemes – prefixes, suffixes, and root words Syntax- specifies how words are combined into sentence

4. Pragmatics – is a concerned rules for the use of appropriate language particular contexts.

Relationship Between Language and CultureLanguage is an integral part of culture and human culture

cannot exist without it.The structure of language determines the way in which

speakers of that language view the world.If culture affects the structure and content of its language,

then it follows that linguistic diversity derives in part from cultural diversity.

Edward Sapir, a linguist, acknowledge the close relationship between language and culture, maintaining that they were inextricably related so that you could not understand or appreciate the one without a knowledge of the other.

The linguistic-relativity hypothesis asserts that language determines thought and therefore culture. In reality language and culture influence each other.

Every society has a culture, no matter how simple the culture may be, and every human being is cultured in the sense of participating in some culture of others.

Culture – refers to the attitudes, values, customs, and behavior patterns that characterize social group.It is a set of learned behaviors, beliefs, attitudes,

values, and ideals that are characteristics of a particular society (Ember, 1999).

It is the learned norms, values, knowledge, artifacts, language, & symbols that are constantly communicated among people who share a common way of life (Calhoun, et al., 1994)

The sum total of symbols, ideas, forms of expressions, and material products associated with a system (Allan Johnson, 1996).

A complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society (E.B. Taylor).

An organization of phenomena that is dependent upon symbols, phenomena which includes acts(patterns of behavior), objects (tools and things made), ideas (beliefs and knowledge), and sentiments (attitudes and values) - Leslie A. White.

Hofstede (1997) states that culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols constituting the distinctive achievement of human groups, including their embodiments in artifacts.

Characteristics of CultureCulture is learnedCulture is shared by group of peopleCulture is cumulativeCulture is dynamicCulture is ideationalCulture is diverseCulture changesCulture gives us a range of permissible behavior

patterns

Components of CultureCommunication

Language- medium of communicationSymbols- the backbone of symbolic interaction.

CognitiveIdeas- mental representationsKnowledge- storehouse where we accumulate representations,

information, facts, assumptionsBeliefs- accept a propositions, statement, description of facts as true.Values- a defined standards of desirability, goodness, & beauty which

serve as guideline for social being.Accounts- refers to how people use common language to explain, justify,

rationalize, excuse, or legitimize our behavior to themselves and others.

Material- this refers to physical objects of culture such Tools Medicines Books Transportation technologies

Behavioral ( refering to how we act) Norms- rules & expectations by which a society guides the behavior of its

members. Mores- are customary behavior patterns or folkways which have taken taken a

moralistic value. Laws- formalized norms enacted by people who are vested with government

power & enforced by political & legal authorities designated by the government. Folkways- are behavior patterns of society which are organized & repetitive. Rituals – are highly scripted ceremonies or strips of interaction that follow a

specific sequence of actions

How is culture transmitted?Enculturation – the process of learning culure of

one’s group.Acculturation – the process of learning some new

traits from another cultureAssimilation – the process wherein an individual

entirely loses any awareness of his/her previous group identity and takes on the culture and attitudes of another group.

Importance and Functions of CultureCulture helps the individual fulfil his potential as

human being.Culture helps man overcome his physical

disadvantages and allows him to provide himself with fire, clothing, food, and shelter.

Culture provides rules of proper conduct for living in a society.

Culture also provides the individual his concepts of family, nation, and class.

CULTURAL RELATIVISM

Practices considered immoral or taboo to a certain group of people but are accepted by other groups with different cultural orientation.

Stresses that in a particular setting certain traits are right because they work in that setting while other traits are wrong because they clash painfully with parts of the culture (Hunt et al., 1998)

The meaning of the behavior is related to the culture.

• Cultural relativism is an approach to the question of the nature and role of values in culture.(Rosado,2003)

• In anthropology, it is a key methodological concept which is universally accepted within the discipline.

• According to Glazer(1996), cultural relativism is an anthropological approach which posits that all cultures are of equal value and need to be studied in a neutral point of view. This indicates that every culture determines its own ethical judgments to regulate the proper behavior of its members.

GROUP ACTIVITY

• In a group of ten, share your practices, customs, values, and way of life. Then, think of a unique presentation that will show cultural relativism. You are given 10 minutes for planning and 3 minutes presentation.

MULTICULTURALISM

• According to Harrison (1984), it is a theory about the foundations of a culture rather than a practice which subsumes cultural ideas.

• it is a policy that emphasizes the unique characteristics of different cultures, especially as they relate to one another in receiving nations.

• Multiculturalism as one model of democratic policy response to culture and ethnic diversity is of interest to UNESCO, in so far as it corresponds to the ideal of a culture of peace, based on respect of diversity, as well as universally shared values and norms.

Referents of Multiculturalism and its related adjective multicultural

1. Demographic – descriptive refers to the existence of linguistically, culturally, and ethnically diverse segments in the population of society or state.

2. Ideological- normative constitutes a specific focus towards the management and organization of governmental responses to ethnic diversity

3. Programmatic-political refers to the specific policies developed to respond and manage ethnic diversity.

MULTICULTURAL EDUCATION

• It is an emerging discipline whose aim is to create equal educational opportunities from diverse racial, ethnic, social class and cultural groups. ( Banks and Banks, 1995)

• Its goal is to transform the school so that male and female students, exceptional students, and students from diverse cultural, social-class, racial, and ethnic groups experience an equal opportunity to learn.(James Banks, 2001)

Approaches to Multicultural Education

1. Contributions approach – the ethnic heroes , holidays and food become a special focus on a particular day, recognizing the contributions of various groups.

2. Additive approach – special units and topics about various groups are added to, but do not fundamentally alter the curriculum

3. Transformation – curriculum is changed, so that students see the world from the different perspective of various groups.

4. Social Action – students make decisions about their world and become directly involved in social actions

DIMENSIONS OF MULTICULTURAL EDUCATION

1. Content Integration • it deals with the extent to which

teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations and issues within their subject discipline.

2. Knowledge Construction Process It describes how teachers help students

to understand, investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it.

3. Prejudice ReductionIt describes lessons and activities

used by teachers to help students develop positive attitudes toward different racial, ethnic, and cultural groups.

4. Equity PedagogyIt exists when teachers modify their

teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social class groups.

5. Empowering School Culture and Social Structure

The culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status.

Important reminder:

To implement multicultural education effectively, teachers and administrators must attend to each of the five dimensions of multicultural education.

THE GROWTH OF STUDENT SUBCULTURE

Subculture refers to cultural patterns that set apart

some segment of a society’s population. It can be based on age, ethnicity, residence, sexual preference, occupation and many other factors.

Functions of Subcultures

1. Permit specialized activity2. Identity in mass media3. Cultural adaptation and change

Cultural Dimensions of Learning, Teaching, & Educational Processes

• As our nation continues to change, teachers as well as the students interact with others from quite different background from their own in the classroom.

• The manner in which we respond to others who seem different can have a serous impact on success in school, work, and harmonious relationships with others.

Cultural Differences imply the transmission of ideas from

generation to generation by significant members of the older generation (parents, teachers, religious leaders, etc.)

• Any discussion of social-cultural influences on development stress that cultures differ in their views of acceptable child-rearing practices.

• Children from different cultures are interacting with each other, thus presenting parents and educators with unique opportunities for further understanding across cultures.

What is a Culturally-Responsive Teaching?

• Culturally responsive teaching acknowledges cultural diversity in classrooms and accommodates this diversity in instruction.

• To work effectively with students from different cultures, teachers must understand those cultures.

SOCIAL INSTITUTIONS

What is Social institutions? A group of social positions, connected

by social relations, performing a social role.

Any institution in a society that works to socialize the groups of people in it.

Characteristics of an institution (Palispis,1996)

1. Institutions are purposive2. Institutions are permanent in their content3. Institutions are structured4. Institutions are a unified structure5. Institutions are necessarily value-laden

Functions of Institutions1. Institutions simplify social behavior for the

individual person2. Institutions provide ready-made forms of social

relations and social roles for the individual3. Institutions also act as agencies of

coordination and stability for the total culture4. Institutions tend to control behavior

5 Major Social Institutions1. Family

– It is the smallest social institution with the unique function of producing and rearing the young.

– It is also the basic unit of Philippine society and the educational system where the child begins to learn the ABC.

– It is also the basic agent of socialization because it is here where the individual develops values, behaviors, and ways of life through interaction with members of the family (Vega, 2004)

Characteristics of the Filipino Family1. The family is closely knit and has strong family ties.2. The family is usually an extended one and

therefore big. Kinship ties are extended to include the “compadre” or sponsors. They are regarded as relatives and closer ties are formed.

3. A much higher regard is attributed to the Filipino woman especially with the changing roles and functions of the family.

Functions of the Family1. Reproduction of the race and rearing of the young.2. Cultural transmission or Enculturation3. Socialization of the child4. Providing affection and a sense of security5. Providing the environment of personality

development & growth of self-concept in relation to others

6. Providing social status

Kinds of Family Patterns (Sociologists)

Membership Marriage Residence Authority Descent

NuclearExtended

Monogamypolygamy

NeolocalMatrilocalPatrilocal

PatriarchalMatriarchalEqualitarian

BilinealPatrilinealMatrilineal

• Conjugal/nuclear family- consisting of husband, wife, and children.

• Consanguine/extended family – consist of married couple, their parents, siblings, grandparents, uncles, aunts, and cousins.

• Monogamy- single marriage• Polygamy- plural marriage

– polyandry –one woman is married to two or more men at the same time.

– Polygamy – one man is married to two or more women at the same time.

– Cenogamy – two or more men mate with two or more women in group marrige

• Patrilocal – a newly married couple lives with the parents of the husband.

• Matrilocal – a newly married couple lives with the parents of wife.

• Neolocal – a newly married couple maintains a separate household and live by themselves

• Patriarchal – the father is considered as head and plays a dominant role.

• Matriarchal – the mother is the head and makes the major decisions

• Equalitarian- both the father ad mother share in making decisions and are equal in authority

• Patrilineal – the descent is recognized through the father’s line.

• Matrilineal – the descent is recognized through the mother’s line.

• Bilineal – the descent is recognized through both the father’s and mother’s line.

2. Education• an established organization having an identifiable

structure and a set of functions meant to preserve and extend social order.

• Its basic purpose is the transmission of knowledge to move young people in the mainstream of society.

• Teachers see to it that children are developed in all aspects physically, emotionally, socially, and academically.

• Intellectual purpose teach basic cognitive skills such as reading, writing, and mathematics. To transmit specific knowledge Help students acquire higher-order-thinking skills

• Political purpose– Inculcate allegiance to the existing political order– Prepare students who will participate in the political order– Teach children the basic laws of society– Helps assimilate diverse cultural groups into a common political order

• Social purpose– Socialize children into the various roles, behavior, and values of the society

• Economic purpose– Prepare students for their later occupational roles and to select, train, and

allocate individuals into the division of labor.

Multiple Functions of School• Technical/Economic – contributions of schools to the technical or

economic development and needs of the individual, the institution, the local community, the society, and the international community.

• Human/Social- contribution of schools to human development and social relationships at different levels of the society.

• Political- contribution of schools to the political development at different levels of society.

• Cultural- contribution of schools to the cultural transmission and development at different levels of society.

• Education – contribution of schools to the development and maintenance of education at the different levels of society.

Manifest functions of school1. Social control2. Socialization3. Social placement4. Transmitting culture5. Promoting social and political integration6. Agent of change

Manifest functions are defined as the open and intended goals or consequences of activities within an organization or institution.

Latent functions of school1. Restricting some activities 2. Matchmaking and production of social

network3. Creation of generation gap

– Latent function is defined as the hidden, unstated and sometimes unintended consequences of activities within an organization or institution.

Other functions of school as stated by Calderon (1998)

1. Conservation function2. Instructional function3. Research function4. Social service function

3. Religion• is a socially defined patterns of beliefs

concerning the ultimate meaning of life. It assumes the existence of the supernatural.

• A system of beliefs and rituals that serves to bind people together through shared worship, thereby creating a social group.

Characteristics of Religion1. Belief in deity or in a power beyond the

individual2. A doctrine (accepted teaching) of salvation3. A code of conduct4. The use of sacred stories5. Religious Rituals (acts and ceremonies)

Functions of Religion (calderon,1998)1. Religion serves as a means of social control.2. Exerts great influence upon personality development.3. Allays fear of the unknown.4. Explains events or situations which are beyond the comprehension of

man5. Gives man comfort, strength, and hope in times of crisis and despair.6. Preserves and transmits knowledge, skills, spiritual and cultural values

and practices.7. Serves as an instrument of change.8. Promotes closeness, love, cooperation, friendliness and helpfulness.9. Alleviates sufferings from major calamities10. Provides hope for a blissful life after death.

Elements of Religion1. Sacred and Profane-

– Sacred refers to phenomena that are regarded as extraordinary, transcendent, and outside the everyday course of events- that is supernatural.

– Profane refers to all phenomena that are not sacred.

2. Legitimation of Norms– Religious sanctions and beliefs reinforce the legitimacy of many rules and norms in

the community.

3. Rituals– Formal patterns of activity that express symbolically a set of shared meanings, in

the case of rituals such as baptism or communion, the shared meanings are sacred.

4. Religious CommunityEstablishes a code of behavior for the members who belong and who does not.

4. Economic • Is centered on the task of making a living, the

most absorbing interest of man.• Microeconomics – concerned with the specific

economic units of parts that makes an economic system and the relationship between those parts.

• Macroeconomics – concerned with the economy as a whole, or large segments of it.

What are the basic economic problems?

1. What goods and services to produce and how much?

2. How to produce goods and services?3. For whom are the goods and services?

5. Government • an institution which resolves conflicts that are

public in nature and involve more than a few people . It can be city, provincial, national, or even international.

• An institution by which an independent society makes and carries out those rules of action which are necessary to enable men to live in a social state.( the Supreme Court of the Philippines)

Three branches of government1. Executive- proposes and enforces rules and

laws.2. Legislative- makes rules and laws3. Judicial- adjudicates rules and laws

A government is aimed at maintaining good social order where the people enjoy the political and economic blessings of life in an atmosphere of justice, freedom and equality.

Functions of government1. The constituent functions contributes to the very bonds

of society and are therefore compulsory– Keeping an order and providing for the protection of persons

and property fro violence and robbery– Fixing of the legal relations between husband and wife, and

between parents and children.– The regulation of the holding, transmission, and interchange of

property, and the determination of its liabilities for debt and for crime.

– The determination of contractual rights between individuals.– Definition and punishment of crimes

– The administration of justice and civil cases– The administration of political duties, privileges,

and relations of citizens – The dealings of the state with foreign growers, the

preservation of the state from external danger.2. Ministrant functions are those undertaken to

advance the general interest of society, such as public works, public charity, and regulation of trade and industry. This function is optional.

SUMMARY

In any human society are social structures and social mechanisms of social order and cooperation that govern the behavior of its members. These are called social institutions & according to functional theorists perform five essential tasks namely:

1. Replacing members or procreation2. Teaching new members3. Producing, distributing, and consuming goods and

services4. Preserving order5. Providing and maintaining a sense of purpose

GENDER AND DEVELOPMENT

GENDER – is one of the universal dimensions on which status differences are based. It also shapes the lives of all people in all societies. It influences all aspects of our lives, the schooling we receive, the social roles we play, and the power and authority we command. Population process- where women and men live, how they bear and rear children, and how they die- are shaped by gender as well (Riley,1997)

THEORIES OF GENDER AND DEVELOPMENT

1. SOCIAL LEARNING THEORY– Parents are distributors of reinforcement. They need to reinforce

appropriate gender role behaviors. It emphasizes good relationship.

2. COGNITIVE DEVELOPMENTAL THEORY– Derives from Kohlberg’s speculations about gender development.

Piaget’s work shows that children engage in symbolic thinking by about 2 years of age.

3. SCHEMA THEORY– A SCHEMA is a mental blueprint/picture for organizing information,

and children develop and formulate an appropriate gender.

GENDER STEREOTYPING– Defined as the beliefs humans hold about the

characteristics associated with males and females

GENDER EQUALITY– Explains the same entitlements to all aspects of

human development, including economic, social, cultural, civil and political rights, the same level of respect, the same opportunities to make choices, and the same level of power to shape the outcomes of these choices.

GENDER INEQUALITY– Men and women are situated in society not only differently but also

unequally.– Women get less of material resources, social status, power, and

opportunities for self-actualization than men who share their social location

– Inequality results from the organization of society, not from any significant biological or personality differences between men and women.

– Women are situationally less empowered than men to realize the need they share with men for self actualization.

– All inequality theories assume that both men and women will respond fairly easily and naturally to more egalitarian social structures and situations

GENDER AND POWER– Gender refers to the different ways men and women play in

society, and to the relative power they yield. – Power is a basic fabric of society and is possessed in varying

degrees by social actors in diverse social categories. Power becomes abusive and exploitative only when independence and individuality of one person or group of people becomes dominant that freedom for the other is compromised.

– Max Weber defined power as potentially coercive but also considered ways in which power can be achieved through justice.

DETERMINANTS OF POWER1. Status Resources2. Experience3. Self-confidence

GENDER AND EDUCATION

• Investing in education is seen as one of the fundamental ways in which nation states and their citizens can move toward long-term development goals and improve both social and economic standards of living.

• Women education is seen as providing the key to securing intergenerational transfer of knowledge, and providing the substance of providing the substance of long-term gender equality and social change.

SUMMARY:

• Research has shown that gender inequality tends to slow down economic growth and make the rise from poverty more difficult.

• Half of the world’s population is female.• Women have always had lower status than men but the

extent of the gap between the sexes varies across culture and time.

• Gender equality accelerates overall economic growth, strengthens democratic governance and reduces poverty and insecurity. Equality between women and men is a worthy goal that is central to progress in human development.

GLOBALIZATION & EDUCATION

• Globalization refers to an increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world.

• Education systems constitute the core of the globalization process.

• Global education extends students’ awareness of the world in which they live by opening them to the diverse heritage of human thoughts, actions and creativity.

• Globalization links individuals and institutions across the world with unprecedented interconnection.

CORE VALUES AND COMPETENCIES FOR GLOBAL EDUCATION

1. Peace and non-violence 2. Social justice and human rights3. Economic well-being and equity4. Cultural integrity5. Ecological balance 6. Democratic participation

CORE SKILLS AND COMPETENCIES1. Self-worth and self-affirmation2. The affirmation of others including cultural &

racial differences 3. Critical thinking 4. Effective communication skills5. Non-violent conflict resolution & mediation6. Imagination7. Effective organizing

Socio-cultural issues on globalization• Massive migration• Managing differences• Global changes in culture

Economic Issues on globalization– Globalization brings about opportunities for

education particularly in the ways that new technologies can be put to work to improve both the quantity and quality of education worldwide.

– Illiteracy anywhere creates economic and political risks everywhere.

Political issues on Globalization– Constraint on national/state policy making posed

by external demands from transnational institutions.

– Economic coordination and exchange have become increasingly well-regulated economic activity.

– there has also been a growing internationalization of global conflict, crime, terrorism, & environmental issues.

Role of education in understanding globalization– Education creates a capacity to mitigate the

disparities in the world today that are potentially destabilizing both from an economic and a political point of view. (Bloom 2002)

– Education shapes the cognitive skills, interpersonal sensibilities and cultural sophistication of children and youth whose lives will be both engage in local context s and responsive to larger transitional processes.

Education and its impact on globalization– Education will need rethinking and restructuring if

schooling is to best prepare the children and the youth of the world to engage globalization’s new challenges, opportunities, and costs.

– Globalization influence all sectors of development.– It also casts its shadow on the system of education – Needed reforms within the educational system

Needed reforms in education1. Content :

• curriculum up-gradation• Productivity orientation

2. The fall out of globalization • Internationalization of education• Finance-related issues• Privatization of secondary and higher education

Education for globalization nurtures higher order cognitive and interpersonal skills required for problem finding, problem solving, articulating arguments and employing verifiable facts.

SUMMARY:• Education systems can be seen as the core of the globalization

process.• The forces of globalization are affecting youth, families, and

education systems worldwide.• All social systems are predicated on the need to impart values,

morals, skills, and competencies to the next generation.• The lives and experiences of the youth are linked to economic

realities, social processes, technological and media innovation. • These global transformation requires the youth to develop new skills.• Education system needs rethinking and restructuring if schooling is

to best prepare the youth to engage in globalization’s challenges, opportunities and costs.

Education in the New MilieuSTUDENT

A shift from A shift to

Possibly waiting for the teacher to give directions and information

Always being in the role of the learner

Always following given procedures

Viewing the teacher as the one who has all the answers

Actively searching for needed information and learning experiences , determining what is needed, and seeking ways to attain itParticipating at times as the expert/knowledge providerDesiring to explore, discover, and create unique solutions to learning problemsViewing the teacher as a resource, model, and helper who encourage exploration and attempts to find unique solutions to problems

TEACHERA shift from A shift to

Always being viewed as the content expert and source for all of the answersBeing viewed as the primary source of information who continually directs it to students

Always asking the questions and controlling the focus of student learning

Directing students to preset step by step exercises so that all achieves similar conclusions

Participating at times as one who may not know it all but desires to learnBeing viewed as a support, collaborator and coach for students as they learn to gather and evaluate information for themselvesActively coaching students to develop and pose their own questions and explore their own alternative ways of finding answersActively encouraging individuals to use their personal knowledge and skills to create unique solutions to problems

THANKS FOR LISTENING

GOD BLESS EVERYONE