Group 3

GROUP 3
ED304 THE TEACHER & THE COMMUNITY,

SCHOOL CULTURE & ORGANIZATION
(T-TH 5:30-7:00 PM)
PRAYER
REPORTERS:
AIZA D. BULAT-AG ANELISA C. BALDOZA

ONLINE CLASSROOM
RULES
 Keep your camera on.
 Mute your mic unless it's your turn to speak.
 Stay focused, pay attention and be an active participants.
 If you get disconnected, try to log in again.
OEHRITES
THEORIES
OCNLIFTC
CONFLICT
NOCNESUSS
CONSENSUS
TRUTUCRALS
STRUCTURAL
ONTIACERNTI
INTERACTION
POST MODERN
PHILOSOPHIES
SOCIAL DIMENSIONS OF
EDUCATION
(Sociological Perspective)
Sociology of Education
• The sociology of education is the study of how social
institutions and individual experiences affects education and
it's outcome.
• It is relatively a new branch and two great sociologists Emile
Durkheim and Max Weber the father of sociology in
education. Emile Durkheim's work on moral education as a
basis for social solidarity is considered the beginning of
sociology in education.
Sociologists see education as one
of the major institutions that
constitutes society.
SOCIAL DIMENSIONS OF EDUCATION
The social dimensions of education goes far beyond interpersonal

relationships and developing the social skills which will support
students throughout their lives. Education itself supports the social
system; it supports its citizens' collective ideals and goals.
According to some sociologists; society has two faces; the face of

consensus and the face of conflict.
KARL MARX
EMILE DURKHEIM
MAX WEBER
KARL MARX
“Marx class theory rest on the
premise that "The history of all
hitherto existing society is the history
of class struggles.”
EMILE DURKHEIM
Durkheim discusses how
modern society is held
together by a division of
labor that makes individuals
dependent upon one another
because they specialized in
different types of work.
MAX WEBER
Max Weber believed that it was
social actions that should be the
focus of study in sociology. To
Weber, a "social action" was an
action carried out by an
individual to which an individual
attached a meaning. Therefore,
an action that a person does not
think about cannot be a social
action.
CONSENSUS THEORY
 Shared norms and values as fundamental to society.
 Focus on social order based on tacit agreements.
 Social change occurs in slow and orderly fashion.
 Is a general or widespread agreement among all members of a particular society.
 Examine value integration in society.
 Absence of conflict is seen the equilibrium sets on a general or widespread agreement
among all members of a particular society
 Consensus theory is concerned with the maintenance or continuation of social order in
society, in relation to accepted norms, values, rules and regulations as widely accepted or
collectively by the society or within a particular society itself.
CONFLICT THEORY
 Conflict theory - first developed by Karl Marx.
 Conflict is a clash between ideas, principles and people.
 Conflict Theories Emphasize the dominance of some social groups.
 Dee social order as manipulation and control by dominant groups.
 Social change occurs rapidly and in a disorderly fashion.
 Focuses on the heterogeneous nature of society & the differential distribution of political
& social power.
 Conflict theorists are interested in how society’s institutions – the family, government,
religion, education, and the media – may help to maintain the privileges of some groups
and keep others in a subservient position .
Similarities between Concensus and Conflict
theory both are:
Faces of society
Society depends on existence
prerequisites for each other
What is the impact of conflict theory
in the Philippine education system ?
Schools contribute to the unequal distribution of
people into jobs in society. Powerful members –
best positions Less powerful groups ( minority,
ethnic, racial, women) – lowest rank.
What is the role of education in
assuming the conflict theory?
Education plays in maintaining the prestige,
power, and economic and social position of
the dominant group in society.
STRUCTURAL
FUNCTIONALISM
 Structural Functionalism believes that: A society is capable of bringing unity and
happiness to its citizens.
 Stability is achieved when a society’s social institutions meet the needs of the
citizens. - Institutions/structures are interdependent and work together to meet the
needs of individuals. Examples of social institutions: the family, religion, schools,
etc.
Parsons’ structural functionalism has four
1. functional
Adaptation imperatives
– a system also
must cope with known
external as AGIL
situational scheme.
exigencies. It must adapt to
its environment and adapt environment to its needs.
2. Goal attainment- a system must define and achieve its primary goals.
3. Integration- a system must regulate the interrelationship of its component parts. It
must also manage the relationship among the other three functional
imperatives(A,G,L).
4. 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.
Functional requisite of social system
1. Social system must be structured so that they operate compatibly with other systems.
2. To survive, the social system must have requisite from other systems.
3. 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 sutficiently disruptive, it must be controlled.
7. Finally, a social system requires a language.
Functionalist view on
education
The functionalist theory of education focuses on how education
serves the need of society through the development of skills
encouraging social cohesion.
Role of schools
 To prepare students for participation in the institutions of society.
 Transmission of core values for social control.
 Is concerned with socializing with socializing people by bringing together people
from different backgrounds.
INTERACTIONIST THEORY
 Is the relation of school and society are critiques and extensions of the functionalist and
conflict perspectives.
 Interactionist theories are critiques and extensions of the functionalist and conflict
perspectives.
 This level of analysis helps us to understand education in the "big picture".
 Interactionist theories attempt to make "the commonplace strange" by turning on their
heads everyday taken - for - granted behaviors and interactions between students and
students and between students and teachers.
BASIC FORMS OF SOCIAL
INTERACTION
SYMBOLIC INTERACTION
• Which require mental processes.
NON-SYMBOLIC INTERACTION
• Which does not involved thinking.
SYMBOLIC
INTERACTIONISM
• Symbolic Interaction Theory analyses society by addressing the subjective meanings
that people impose on objects, events and behaviours.
• Has its own origin in the social psychology of early twentieth century sociologists you
George Herbert Mead and Charles Horton Cooley.
• This school of thought known as symbolic interactionism, views the self as socially
constructed in relation to social forces and structures and the product of on going
negotiations of meanings.
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
allow 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 intertwined patterns of action and interaction make up groups and

societies.
GEORGE HERBERT MEAD
ACCORDING TO MEAD:
1. People act towards the things they encounter on
the basis of what those things mean to them.
2. We learn things by observing how other people
respond to them that through social interaction.
3. The result of ongoing interaction we use in
dealing with others acquire symbolic meanings
that are shared by the people who belong to the
same culture.
HERBERT BLUMER
ACCORDING TO BLUMER:
Objects are seen simply out there in the real world and
its significance is the way that they are defined by
actors. Different objects have different meanings for
individuals. He classified in into 3 types:
1. Physical Objects- chair, tree
2.Social Objects- student, mother
3. Abstract Objects- ideas or a moral principles
CHARLES HORTON
COOLEY
ACCORDING TO COOLEY:
Symbolic interaction is the 'looking glass self
or so called self mirroring'.
"We see ourselves as others see us". We
develop a self image on the basis of the
messages we get from others, as we
understand them.
INTERACTIONIST VIEW ON
SOCIETY
 On going process of interaction based on symbolic communication.
 Life is essentially a product of interaction with the people individuals
meet and work.
 Society is a network of interlocking roles manifested in the exercise of
one's position and status.
 Social order is constructed through shared meaning, which is developed
through day to day interaction.
REFERENCE:
https://www.slideshare.net/frezzy18/introduction-to-the-
social-dimension-of-education-gamilla-vinson-sabelo
THANK YOU!

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GROUP 3

ED304 THE TEACHER & THE COMMUNITY,

AIZA D. BULAT-AG ANELISA C. BALDOZA

The social dimensions of education goes far beyond interpersonal

According to some sociologists; society has two faces; the face of

6. People are able to make these modifications and alterations because, in

7. The intertwined patterns of action and interaction make up groups and

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