The Nature and Scope of Sociology of Education PDF

THE NATURE AND SCOPE OF SOCIOLOGY OF EDUCATION It is of paramount importance to define sociology before defining sociology of education. This is because sociology is related to sociology of education. Sociology as a field of discipline is generic and umbrella in nature as it deals with the totalit...

THE NATURE AND SCOPE OF SOCIOLOGY OF EDUCATION It is of paramount importance to define sociology before defining sociology of education. This is because sociology is related to sociology of education. Sociology as a field of discipline is generic and umbrella in nature as it deals with the totality of human interactions and examination. It is a systematic study of social behaviours and human groups. The word ‘Socious’ means Associate of Companian. Society is web of social relationship stated by MacIver. It is a complex and changing system of society. Many sociologists give different meanings to society. A society is a network of inter-personal relationship. In 1839 Auguste Comte, a Frenchman, coined the term sociology, from the Latin socius (companion or associate) and the Greek term logia (study of speech). Comte believed sociology could unify other sciences and improve society. According to Comte the traditional method of Sociology is Positivism. The subject of education which studies these institutions etc. is called Educational Sociology. In short, Educational Sociology is that branch of Sociology that determines different parts of education while studying the whole educational activity so that the individual may become a good social being. In the words of Brown:“ Educational Sociology is the study of the interaction of the individual and his cultural environment including other individuals, social group and pattern of behaviour” Giddens (1991) reports that Auguste Comte was the first man to come up with the term sociology, which means “the study of society”. A society is where a group of people live as a community. A society could be a village, a school, a rest house, a college or a university. Auguste Comte elaborates that “sociology is a study of social order or stability and change or progress of the society and its social systems or institutions”. Comte looks at interaction and interdependent among social institutions and society. He referred to institutions which exist such as education, economic, political, cultural and legal Anderson and Taylor (2009) explain that another sociologist Emile Durkheim looked at sociology as the “study of social facts which must be regarded as things, and that these social facts have influence on individuals”. To Durkheim, these facts are external to any particular biological individual. Social facts could be things a human being encounters throughout his life and could also be external forces. External forces are things which influence an individual such as school, the church, peers and many others. Generally, sociology is a “study of society or a scientific study of human interactions” sociology is the branch of science that studies behavior in groups. Sociologists are most interested in knowing how these people interact with each other. They want to know how groups influence individuals and how the individuals influence the group. Sociologists have discovered that human beings do not know themselves until they are in groups. Importance of Sociology It assists in the analysis and clarification of different types of relationships within the society which produce such social institutions and associations which the behaviour of individuals are organised and controlled. Sociology exposes members of the society to how authority and power are derived within society and why certain values, customs, beliefs and practices are up-held. Sociology also attempts to establish the links between the different sub- systems in the society. It studies the relationship, between the political systems or the relationship between the educational system and the political system. Sociology intimates individuals with the changes within the society and the effects of such changes on human existence. Through sociology, it is revealed that the society is dynamic and transitory. Sociology examines human background and various forms of orientation within the society. This will assist in tolerating and accommodating others with differences in cultural background and orientation.  Sociology sets it upon itself to identify various human needs in the society and explains how those needs are met and satisfied. Sociology teaches people to only aspire to meet and satisfy those necessities of life that will assist in living decent and meaningful life. It explains the danger in daring, aggressive and unwholesome approach to satisfy one’s needs. Concept of Education Education is a social institution that prepares young people for entry into society and is thus a form of socialization. This includes teaching formal knowledge such as reading, writing, and arithmetic, as well as teaching other things such as morals, values, and ethics. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and social status. Education is perceived as a place where children can develop according to their unique needs and potential. It is also perceived as one of the best means of achieving greater social equality. Many would say that the purpose of education should be to develop every individual to their full potential and give them a chance to achieve as much in life as their natural abilities allow (Schofield, 1999). What is Sociology of Education? Emile Durkheim (1858-1917) who is regarded as the ‘father’ of sociology of education clearly defines sociology of education as “a systematic study of education from the sociological perspective”. This definition of sociology of education is suitable because it speaks much of what goes on in education system. It clearly states that it is important to know sociology before knowing what sociology of education is. This is because sociology is related to sociology of education. Sociology of Education may be defined as the scientific analysis of the social processes and social patterns involved in the educational system.  The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. The central insight of the sociology of education is that schools are socially embedded institutions that are crucially shaped by their social environment and crucially shape it. It is concerned with the relationships, activities and reactions of the teachers and students in the classroom. It emphasizes sociological problems in the realm of education Giddens (1991) explains that sociology of education stresses upon the social importance of education. The social importance of education is widely recognised today, especially in modern industrialised societies. In such societies education has become one of the means of acquiring social and technical skills. Education has become to be not only a way of training people to work in different fields but also a qualification for jobs in certain fields. It fits people for increasingly specialised roles Scope of Sociology of Education The scope of sociology of education is vast. It is concerned with such general concepts such as society itself, culture, community, class, environment, socialization, internalization, accommodation, assimilation, cultural lag, sub-culture, status, role and so forth. It is further involved in cases of education and social class, state, and cultural change, selection, and the organization of learning, streaming, curriculum and so forth. It deals with analysis of educational situations in various geographical and ethnological contexts. Eg. Educational situations in rural, urban and tribal areas, in different parts of the country/world, with the background of different races, cultures etc. It helps us to understand the effectiveness of different educational methods in teaching students with different kinds of intelligences.  It studies the effect of economy upon the type of education provided to the students. It helps us to understand the effect of various social agencies like family, school on the students. It studies the relationship between social class, culture, language, parental education, occupation and the achievement of the students. It studies the role and structure of school, peer group on the personality of the students. It provides an understanding of the problems such as racism, communalism, gender discrimination etc. It studies the role of schools in socialization of the students. It suggests ways to develop national integration, international understanding, the spirit of scientific temper, globalization among the students. It promotes research studies related to planning, organization and application of various theories in education. All these are the concerns of education and sociology as inseparable discipline focusing on the problems of the society. Durkheim’s Ideas of Sociology of Education Durkheim’s view of education was that the duty of education was make responsible and reliable citizens out of school children. This in turn would make society in which members shared common goals and supported the culture’s moral standards. He saw education as crucial to the integration of society, believing that the state should control education, and in that way, train children to support the system Sociologists of education have generally agreed that Emile Durkheim is the ‘father of sociology of education. He was the first man to come up with the idea that education should be studied from the sociological perspective. Durkheim saw education as a 'social thing'. He observed that society can survive only if there exists among its members a sufficient degree of homogeneity and education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. For him education was a means of organizing the individual self and the social self, the I and We. Some of the issues he addressed were: Durkheim’s sociology of education had four explicit areas of interest, the areas which should be concerns of sociologists of education. To him, sociology of education was: A cross cultural and comparative studies of different types educational systems. An analysis of the relationships between education on one hand, and social institutions, society and social and cultural change on the other. A study of social facts/phenomena of education and their social functions. A study of the school and classroom and social systems – the structure and the process of these systems. TERMS used in Sociology of Education Agency and Structure What is more important in explaining social life—individuals or the social structures around them? This is the question at the heart of the debate between agency and structure. Agency refers to the individual’s ability to act and make independent choices, while structure refers to aspects of the social landscape that appear to limit or influence the choices made by individuals. So, which one takes primacy—individual autonomy or socialization? Of course, this question is not easily resolved and it is central to theoretical approaches in sociology. Some theorists emphasize the importance of individual experience, therefore favouring agency. Those theorists who favour agency are associated with microsociological explanations of social phenomena. Other theorists view society as a large functional organism. These are macrosociologists, who see the social world as a series of structures with varying degrees of harmony. The agency–structure debate in social theory isn’t simply about which is more important; it also considers what it is that ties the individual to society. Society is more than a collection of individuals—there is something larger at work that makes those individuals a “society.” The structural functionalists and Marxists (i.e., macro theorists) emphasize how social structures determine social life and maintain that individual actions can be reinterpreted as the outcomes of structural forces. In other words, it may seem that individuals made decisions to act in certain ways (e.g., get a specific job or take a specific course) and these theorists would argue that the larger forces of society and structure constrain an individual’s choices in such a way that these are the only decisions that can be made. Symbolic interactionists and phenomenologists are microsociological theorists who focus on the subjective meanings of social life and how these meanings are responsible for creating individuals’ social worlds. Difference Between Micro and Macro Sociology Micro-Sociology and Macro-Sociology are the two parts of Sociology. Sociology is the systematic study of human society, its structures, dynamics, and the intricate web of relationships that bind individuals together in various social contexts. At its core, sociology seeks to unravel the complexities of human behavior, both at the individual and collective levels, while exploring the underlying social forces and institutions that shape our lives. It delves into topics such as culture, social norms, inequality, power, and social change, aiming to uncover patterns, trends, and insights that help us better understand and navigate the ever-evolving tapestry of human existence. What is Micro Sociology? Micro sociology is a subfield of sociology that focuses on the study of small- scale social interactions and the ways in which individuals and small groups shape society through their everyday actions. Unlike macro sociology, which examines large-scale social structures and institutions, micro sociology zooms in on the nuances of face-to-face interactions, communication, and social behaviors within specific social contexts. Here are a few key concepts and examples to illustrate micro sociology: Symbolic Interactionism: Symbolic interactionism is a foundational theory in micro sociology. It suggests that individuals construct  meaning and reality through the use of symbols and shared interpretations. People create and interpret symbols (such as words, gestures, or facial expressions) in their interactions with others. For example, a smile can symbolize friendliness or approval in one context but convey sarcasm in another. Role Theory: Micro sociologists often study how individuals enact various roles in their interactions. A role is a set of expectations and behaviors associated with a particular social position or status. For instance, the role of a teacher in a classroom includes instructing students, maintaining order, and assessing performance. Dramaturgical Theory: Erving Goffman’s dramaturgical theory compares social interactions to a theatrical performance. In this view, individuals are actors, and social situations are stages. People use “front-stage” behaviors and props to present a certain image or identity to others, while “backstage” behaviors reveal more authentic aspects of themselves. For instance, a job interview is a front-stage performance where a candidate presents their best qualities, while their nervousness or true feelings may be backstage. Face-to-Face Interaction: Micro sociology often involves the analysis of face-to-face interactions in specific settings. For example, a sociologist might observe and analyze the interactions between customers and cashiers at a grocery store checkout line to understand how social norms, nonverbal cues, and power dynamics come into play during this everyday interaction. Ethnomethodology: This approach focuses on how people make sense of their social world through everyday reasoning. Ethnomethodologists study the unspoken rules and methods people use to navigate social situations. For example, they might examine how individuals maintain social order in a crowded elevator by following unwritten norms about personal space and eye contact Conversation Analysis: This technique involves the detailed analysis of spoken discourse in conversations. Sociologists who study conversation analyze turn-taking, interruptions, pauses, and other aspects of verbal communication to uncover patterns and structures in dialogue. Small Groups: Micro sociology also explores the dynamics within small groups, such as families, peer groups, or work teams. Researchers might investigate how group members communicate, make decisions, and establish hierarchies. For instance, a study of a family dinner table  conversation could reveal how family roles and communication patterns influence mealtime interactions. What is Macro Sociology? Macro sociology is a subfield of sociology that focuses on the study of large- scale social structures, institutions, and patterns that shape society as a whole. It examines how these overarching elements influence and impact the lives of individuals and groups. Here are some key concepts and examples to help explain macro sociology: Social Institutions: Macro sociology explores major social institutions like education, government, religion, and the economy. These institutions have a significant impact on society as they provide the framework for how individuals interact and organize their lives. For example, the education system shapes the knowledge and skills of the workforce, which, in turn, affects economic productivity and social mobility. Social Stratification: This concept refers to the hierarchical arrangement of individuals or groups in society based on factors such as wealth, income, education, and social class. Macro sociologists study how social stratification affects access to resources and opportunities. For instance, research might examine how income inequality impacts various aspects of life, including health outcomes and political participation. Social Change: Macro sociology investigates processes of social change on a broad scale. This can involve examining historical transformations or contemporary trends that reshape society. One example is the study of the Industrial Revolution, which dramatically altered economic and social structures in many countries. Globalization: Macro sociology explores the globalization of societies and economies. It examines how international trade, communication, and migration affect cultures, economies, and political systems. For instance, globalization has led to the spread of global brands and cultural products, impacting local traditions and identities. Political Systems: The analysis of political systems is a key aspect of macro sociology. Researchers study governance structures, political ideologies, and the distribution of power within a society. For example, an examination of the political system in a democracy might explore how elections, parties, and interest groups influence policy decisions.  Demography and Population Studies: Macro sociology includes the study of population trends, including birth rates, death rates, and migration patterns. Demographic research can provide insights into the aging population, population growth, and its consequences for social welfare programs and healthcare systems. Social Movements: Macro sociology examines the emergence and impact of social movements, such as civil rights movements, feminist movements, or environmental movements. It analyzes how these movements mobilize people and advocate for social change on a large scale. Cultural Analysis: While micro sociology focuses on individual interactions, macro sociology investigates broader cultural trends and patterns. Researchers may analyze cultural phenomena like the spread of pop culture, the influence of media on public opinion, or shifts in cultural values over time. Urbanization: Macro sociologists study urbanization processes, including the growth of cities and their impact on society. This can involve exploring issues like urban sprawl, housing disparities, and the challenges of managing large urban populations. Structural Functionalism Structural functionalism is a body of theories that understand the world as a large system of interrelated parts that all work together. Emile Durkheim and Talcott Parsons are two major theorists in this area. Émile Durkheim French sociologist Émile Durkheim (1858–1917) is best known for his theory of moral regulation. He was also the first sociologist of education. Durkheim was interested in explaining why the rise of individualism in society did not result in widespread social breakdown. Durkheim wrote during a time when individualism was replacing the authority of the Catholic church in France and the collectivist social bond built on religious homogeneity. Societies no longer had singular dominant religions that bonded them together, or even dominant ethnicities. How was society being held together? Durkheim’s answer was that social life was possible because of the trust that existed among members of society. For society to function, there must exist an unwritten moral code that people follow. This moral framework is at the core of Durkheim’s theory of society. Durkheim argues that inequality in society cannot solely be explained by ownership and property. This implies that there are other factors that contribute to social inequality, such as social class, education, and cultural capital. Durkheim's perspective highlights the importance of considering various dimensions of inequality beyond economic factors alone. Because of this belief in the importance of a shared moral code, Durkheim considered it the role of education in society to instill society’s morals in the minds (and actions) of young people. His writings on the subject stress this point very much, as reflected in such titles as Moral Education (1925).1 He argued that it is only through education that a given society can forge a commitment to an underlying set of common beliefs and values, as well as create a strong sense of community or nationhood. This moral education prepares us to be productive members of society by socializing and integrating us, whereby we not only understand but also value common morals. We become autonomous adults but we are guided in our acts by the moral codes that have become firmly ingrained in our beings. Durkheim’s belief that society is held together by a common set of values and morals is at the heart of structural functionalism because it emphasizes how the various parts of a social system work together. Society functions because shared norms and morals create a sense of trust that leads to general social cohesion. Schools are integral to this process because they instill the correct moral codes into children so that they can develop into productive adults that contribute to society. What Is Conflict Theory? Conflict theory, as associated with Karl Marx, is a social theory that posits that society is in a state of perpetual conflict because of competition for limited resources. Conflict theory also known as Theory of Capitalist. Conflict theory holds that social order is maintained by domination and power, rather than by consensus and conformity. According to conflict theory, those with wealth and power try to hold on to it by any means possible, chiefly by suppressing the poor and powerless. A basic premise of conflict theory is that individualcs and groups within society will work to try to maximize their own wealth and power. KEY TAKEAWAYS Conflict theory focuses on competition among groups within society over limited resources. Marxist conflict theory sees society as divided along lines of economic class between the proletarian working class and the bourgeois ruling class. Conflict theory views social and economic institutions as tools in the struggle among groups or classes, used to maintain inequality and the dominance of the ruling class. Later versions of conflict theory look at other dimensions of conflict among capitalist factions and among various social, religious, and other types of groups. Understanding Conflict Theory Philosophers and sociologists have long sought to use conflict theories to explain a wide range of phenomena, including wars, revolutions, poverty, discrimination, and domestic violence. Marx’s version of conflict theory focused on the conflict between two primary classes. Each class consists of a group of people bound by mutual interests and a certain degree of property ownership. Marx theorized about the bourgeoisie, a group that represented members of society who hold the majority of the wealth and means. The proletariat is the other group, comprised of those considered working-class or poor. With the rise of capitalism, Marx theorized that the bourgeoisie, a minority within the population, would use their influence to oppress the proletariat, the majority class. This way of thinking is tied to a common image associated with conflict theory-based models of society.2 Adherents to this philosophy tend to believe in a pyramid arrangement in terms of how goods and services are distributed in society. At the top of the pyramid is a small group of elites that dictate terms and conditions to the larger portion of society because they have an outsized amount of control over resources and power. Uneven distribution within society was predicted to be maintained through ideological coercion; the bourgeoisie would force acceptance of the current conditions by the proletariat. Conflict theory assumes that the elite will set up systems of laws, traditions, and other societal structures in order to further support their own dominance while preventing others from joining their ranks. Marx theorized that, as the working class and poor were subjected to worsening conditions, a collective consciousness would raise more awareness about inequality, and this would potentially result in revolt. What Are Some Common Criticisms of Conflict Theory? One common criticism of conflict theory is that it fails to capture the way in which economic interactions can mutually benefit the different classes involved. For example, conflict theory describes the relationship between employers and employees as one of conflict, in which the employers wish to pay as little as possible for the employees' labor, while the employees wish to maximize their wages. In practice, however, employees and employers often have a harmonious relationship. Moreover, institutions such as pension plans and stock-based compensation can further blur the boundary between workers and corporations by giving workers an additional stake in the success of their employer. Culture Culture is not solely a personal viewpoint activity. While individuals may have their own unique cultural experiences and perspectives, culture is also a shared and collective phenomenon that is shaped by a group or community. It encompasses shared beliefs, values, customs, traditions, and behaviors that are passed down from generation to generation within a particular group. Therefore, one cannot simply claim "this is my culture" without acknowledging the collective nature of culture. Culture encompasses various aspects of society and influences almost every aspect of human behavior. Sociology, as a discipline, focuses on studying and understanding society, including its culture. Since culture is a fundamental component of society, it is necessary to understand and analyze culture in order to comprehend the dynamics and functioning of a society. Culture is symbolic" means that different groups of people have certain objects or symbols that hold meaning and significance to them. These symbols may not be understood or recognized by individuals outside of that particular culture. Education plays a crucial role in passing on the culture and values of society to the younger generation. Through education, individuals learn about their cultural heritage, traditions, and societal norms, which helps them understand and appreciate their own culture. Moreover, education also instills moral values, ethics, and social responsibilities, shaping individuals into responsible citizens who contribute positively to society. Conflict theory does not see culture as norms, values, and beliefs. Instead, conflict theory views culture as a tool used by the dominant group to maintain their power and control over society. According to conflict theory, culture is a source of inequality and conflict, as it perpetuates the interests of the ruling class while marginalizing and oppressing other social groups. Max Weber actually argues that the culture of a society is not solely determined by the ruling class, but rather that different social groups and classes within a society can have their own distinct cultures. He emphasizes the role of power and social stratification in shaping culture, but does not claim that the ruling class determines the culture of the entire society. Race/ ethnicity/ religion/class Race and ethnicity are not social constructs of racism, but rather social constructs that have been used to perpetuate racism. Racism is the belief that one race is superior to others, and it is this belief that has led to the creation and perpetuation of race and ethnicity as social constructs. Marx saw religion as a tool used by the ruling class to maintain their power and control over the working class. He argued that religion was used to pacify and distract the working class from their exploitation and to justify the social and economic inequalities in society. Therefore, Marx did not see religion as being established for the good and welfare of the working class. Marx's contribution to sociology included the concept of class and an analysis of the origins of social inequality. He argued that society is divided into different classes based on their relationship to the means of production, with the bourgeoisie owning the means of production and the proletariat being the working class. Marx's explanation of social inequality emphasized the exploitation of the working class by the bourgeoisie, leading to unequal distribution of wealth and power. Durkheim argues that inequality in society cannot solely be explained by ownership and property. This implies that there are other factors that contribute to social inequality, such as social class, education, and cultural capital. Durkheim's perspective highlights the importance of considering various dimensions of inequality beyond economic factors alone. Stratification stratification refers to the division of society into different social classes or groups based on factors such as wealth, occupation, and social status. These different groups occupy different positions within the social hierarchy, with some having more power, resources, and privileges than others. This hierarchical structure is a characteristic feature of stratified societies, where individuals' opportunities and life chances are influenced by their position within the social order. Symbolic interactionist A symbolic interactionist focuses on how individuals interpret and give meaning to their social interactions and experiences. They are interested in understanding how people define and understand their family experience, as they believe that meanings and definitions of family can vary among individuals and groups. By studying this, symbolic interactionists can gain insights into how individuals construct their identities and relationships within the family context Labelling Labelling refers to the public's perception of a person based on various factors such as income level, housing location, and appearance. This means that individuals are often judged and categorized by others based on these aspects. Functionalism Functionalism teaches that the family role depends on the functions or tasks that need to be performed within the family, rather than on the relationship of individual members. According to functionalism, each family member has a specific role to fulfill in order to maintain the stability and harmony of the family unit. This perspective emphasizes the importance of social order and the interdependence of family members in fulfilling their respective roles. One of the earliest proponents of functionalism was French sociologist Emile Durkheim (1858 to 1917). Durkheim was curious as to what makes a society functional and stable. Later theorists, like Robert Merton, built upon this theory. Structural functionalists According to their perspective, crime is more likely to be committed by individuals who have access to limited legitimate means of opportunity. They believe that when individuals are unable to achieve their goals through legal means, they may turn to criminal activities as an alternative. Deviance Deviance is not solely a biological issue. It is a complex concept that involves both biological and social factors. While biological factors such as genetics and brain chemistry can contribute to deviant behavior, social factors such as cultural norms, socialization, and peer influence also play a significant role. Deviance is ultimately a socially contested issue as societies define and label certain behaviors as deviant based on their norms and values. Deviant behavior refers to any action that goes against accepted norms and does not necessarily constitute illegal behavior, whereas illegal behavior refers to action that is expressly prohibited by the law. Conformity behavior refers to the tendency for individuals to align their attitudes, beliefs, and behaviors with those of the people around them. It involves changing behavior to fit in with a specific social group or to be perceived as "normal" by that group. (moral behaviour) Conforming to a group involves changing your behavior to align with other people’s behaviors, beliefs, and attitudes. People often conform to blend in with others in their social group. It is a type of social influence that compels people to behave in ways seen as “normal” for that specific group. Education Computers is a critical component of modern education. Computers provide access to a wealth of information and resources that can enhance learning. They also offer opportunities for students to develop valuable digital skills, which are increasingly important in today's job market. Students from low-income families often face barriers to accessing these resources, which can exacerbate educational inequalities. Human capital theory posits that individuals' skills, education, and experiences enhance their productivity and economic value in the labor market. This theory emphasizes that investment in education and training is crucial for both individuals and societies, as it leads to economic growth and improved living standards. Education must have a good understanding of the social forces because education is influenced by social forces.