Prof Ed 106 123 Social Systems PDF

A social system can be defined as a complex, interconnected network of individuals, groups, or organizations that interact and function together within a shared environment. According to a study by Crenshaw (1984) and Myers (1986), a social system encompasses various aspects of human life, including...

A social system can be defined as a complex, interconnected network of individuals, groups, or organizations that interact and function together within a shared environment. According to a study by Crenshaw (1984) and Myers (1986), a social system encompasses various aspects of human life, including family structures, social groups or affiliations, support systems, institutions, and the larger global ecosystem. Within a social system, individuals exist as part of larger groupings and are influenced by a range of interconnected social networks and interdependencies. These relationships and institutions form the basis for social interactions, power dynamics, and the distribution of resources within a society. Social system theories are frameworks that seek to understand and explain the structures, dynamics, and interactions within social systems, and explain the complex social dynamics and structures within a society. These theories are based on the understanding that social systems are composed of interdependent parts and that their behavior is governed by certain rules and patterns of interaction. The following are the two (2) prominent theories related to the concept of social systems. One prominent theory that informs social system theories is general systems theory, which posits universal principles applicable to various types of systems, including biological organisms and social groups. General systems theory highlights the interconnectedness of different subsystems within a system and how changes in one subsystem can impact other subsystems (Kovačić et al., 2023). Another influential social system theory is Talcott Parsons\' Cybernetics Theory, which emphasizes the interdependence and linkages between different social subsystems. Furthermore, Parsons argues that human behavior should be seen as structured behavior within the context of a comprehensive social system. Acquire New Knowledge 1: General Elements of a Social System The concept of a social system emphasizes the interconnectivity and interdependence between individuals, groups, and institutions within a shared environment. In the definition of a social system, it is highlighted that individuals exist as part of larger groupings and are influenced by interconnected social networks and interdependencies. Therefore, it is imperative that we understand the elements that characterize these systems based on the known theories (Salume et al., 2019). Structural elements. These refer to the hierarchical organization and arrangement of social systems. Structural elements include the different levels and subsystems within a social system, as well as the relationships and interactions between them. Process elements. These refer to the ongoing processes and interactions within a social system. Process elements encompass the actions, communication, and dynamics that take place within a social system. Boundary elements. These refer to the boundaries and borders that define and distinguish a social system from its external environment. Boundary elements determine what is included and excluded from the social system, contributing to its identity and coherence. Functional elements. These refer to the functions and roles fulfilled by different parts of a social system. Functional elements contribute to the overall functioning and stability of the social system by performing specific tasks or fulfilling certain purposes. Feedback and adaptation elements. These refer to the mechanisms and processes that enable a social system to receive feedback from its environment and make necessary adaptations or changes. These elements allow a social system to maintain its stability and adapt to external changes. The school can be seen as a microcosm of society, functioning as a complex social system (Chifamba et al., 2022). In this social system, various components such as students, teachers, administrators, and support staff work together to achieve the goals of education and maintain stability within the school community. In this part of the module, we will be examining the specific elements of the school as a social system. These include school culture, hierarchical structure, feedback loops, politics, individuals, environment, outcomes, and the technical core. The school as a social system is possible through the interconnectedness of its various components and their regular interactions. These interactions create a unique school culture that influences the behaviors, attitudes, and values of individuals within the system. School culture plays a significant role in shaping the social system of a school. It includes factors such as social grouping, friendship, norms, beliefs, and stakeholders\' interactions. School culture is formed through ongoing communication and shared beliefs within the school community. This culture is reinforced through the observance of professional ethics, personnel management, and the establishment of working relationships based on objectivity, meritocracy, and cohesiveness. The hierarchical structure within the school system also contributes to its functionality as a social system. The hierarchical structure assigns different roles and statuses to individuals, allowing for the effective distribution of tasks and responsibilities. Teachers, for example, hold the role of educators and are responsible for imparting knowledge and skills to students. At the same time, administrators have the role of overseeing the overall functioning of the school and ensuring its smooth operation. Additionally, support staff contribute to the social system by providing essential services and support, such as maintaining the physical environment or assisting with administrative tasks. Despite the hierarchical structure, the school as a social system also allows for fluidity and flexibility. Individuals within the system have the ability to collaborate, communicate, and make decisions collectively. This can be done through the internal and external feedback loops present in the school system. Through these feedback channels, individuals are informed on the bureaucratic structures and how the organization views certain behaviors. This collaborative approach is essential for the school to adapt to changes in the environment and effectively respond to the needs of its stakeholders. As educational institutions are not isolated entities but are deeply embedded in the social and political environments, politics play a crucial role in shaping the policies and practices within schools. Political decisions regarding curriculum, funding, and educational reforms can have a profound impact on the functioning and outcomes of schools. Individuals are also key units in any social system. Individuals are considered the basic unit or element of a social system as they actively engage in social interactions and contribute to the functioning of the system (Boulding, 1956; Lundvall, 1992; Luhmann, 1984). Regardless of position, people bring with them their individual needs, beliefs, and a cognitive understanding of the job. Thus, the individual students and their socialization agents, such as family, peers, and community, influence the dynamics and culture within schools. The environment in which schools operate also plays a significant role in shaping their functioning. The physical environment, including the school building and facilities, can impact student well-being and learning outcomes. In addition, the social and cultural environment of the broader community in which the school is situated can influence student outcomes. For instance, a supportive community with strong social networks and resources can contribute to positive educational outcomes for students, while a disadvantaged community with limited resources and social capital may hinder student success. The outcomes of a school are influenced by a combination of organizational processes and individual efforts. These outcomes include academic achievement, student behavior, and overall well-being. When students achieve high academic outcomes, it reflects positively on both the individual student and the school as a whole. High academic outcomes indicate that the school is effectively delivering education, providing quality instruction, and supporting student learning. This, in turn, enhances the reputation of the school and fosters a positive perception within the community. Additionally, positive social and behavioral outcomes contribute to the overall functioning of the school as a social system. When students display positive social skills, develop healthy relationships with peers and teachers, and exhibit appropriate behavior, it creates a conducive and harmonious learning environment. This positive social climate promotes better collaboration, engagement, and participation among students and teachers, leading to enhanced learning outcomes. The technical core of a school, which refers to the processes and systems involved in instruction and learning, also plays a significant role in shaping the social system of a school. It encompasses the curriculum, teaching methods, assessment practices, and the use of technology in education. The technical core impacts schools by influencing the teaching and learning strategies employed, the resources available to support these strategies, and the overall effectiveness of instructional practices. Furthermore, the technical core also intersects with the other elements of the social system. For example, the technical core intersects with politics when decisions about curriculum and instructional methods are influenced by political agendas. Moreover, the technical core interacts with the individual students and their socialization agents as it shapes their learning experiences and outcomes. A learning community focuses specifically on the shared activities and exchange of knowledge within a group of individuals who come together for the purpose of learning. One of the defining characteristics of a learning community is that it is centered around a shared activity or interest. Wenger describes a learning community as a group of people who engage in a shared activity and continuously evolve as newcomers learn the beliefs, values, and practices of the group. Within a learning community, learning is seen as the engine of practice, with practice being the history of that learning. Below is an excerpt from the article of Zurich University of Teacher Education -- International Projects in Education (PH Zurich-IPE) regarding the elements of a learning community. School as a Learning Community Retrieved from https://www.living-democracy.com/principals/teaching/awareness/school-as-a-learning-community/Links to an external site. "As far as teaching is concerned, a learning community depends on two basic elements: Connecting teaching to learning and creating a culture of collaboration for that purpose. Let's take a common example: A teacher teaches a lesson to his/her best. Some of the students have mastered what was taught, some have questions, and others need more help and attention. Here two diverse needs arise: the teacher needs to follow the curriculum requirements and move to the next issue, while some of the students need more time to understand the subject lesson that has just been taught. There is not enough time for either of them. A learning community creates a wider range of possibilities to overcome such a dilemma in that all teachers care about every single learner's individual needs. As there is a right to education, the school is obliged to offer equal learning opportunities, and teaching designed must to help all learners to achieve their learning goals. Therefore, is not enough for learners to be taught, but it must be ensured that they learn. No matter how simple it sounds, it is a difficult shift from traditional teaching habits. It means that there must be a research of practices that can ensure the equality of learning opportunities, no matter how different the teacher or the learner's characteristics may be. The outcomes of this research must be studied to deliver suitable indicators to describe the necessary steps and their evaluation. For teachers to act as a learning community, they must be bound together by a culture of collaboration. If every single learner's achievement is a common goal, then every teacher can contribute to it from a different perspective, offered either by the different subject that he/she teaches, or by the various teaching methods and strategies that teachers use. It follows that the teachers' collaboration cannot be limited to by the traditional issues about school program, activities or discipline, but it has to focus on caring for every single learner's needs. This requires working together, discussing and analyzing teaching practices, and collaborative decisions to bring about improvements in professional, scientific, pedagogical or didactical issues. This kind of collaboration requires, and encourages the development of, co-operation skills that citizens also need in democratic participation, e.g. 'identifying and setting group goals" and "sharing relevant and useful knowledge, experience or expertise with the group and persuading other group members to do so'."   A **Community of Practice** is characterized by individuals who are actively engaged in a specific field or profession, seeking to enhance their skills and knowledge through collective learning and exchange within a supportive and inclusive environment. This concept is particularly relevant in the Philippine education system, where professionals face unique challenges and opportunities that require collaborative efforts and continuous improvement. This paradigm shift in the concept of community of practice has led to the emergence of communities of practice in many educational institutions in the Philippines. These communities provide a platform for professionals to connect, share resources, and learn from each other\'s experiences, ultimately leading to the advancement of their respective fields and the overall improvement of practices and outcomes in the Philippines. The Learning Action Cell was a directive of the Department of Education through DepEd Order no. 35, s.2016, with the title "The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning\". Accordingly, this policy aims to "aid teachers in the construction of new knowledge about instruction as well as in revising traditional beliefs and assumptions about education, community, teaching, and learning (Little 2003) to suit the present needs of learners. Affirmative bases for this policy are also drawn from the learnings of many interventions in education such as the Program for Decentralized Education (PRODED), Third Elementary Education Project (TEEP), Secondary Education Development and Improvement Project (SEDIP) as well as empirical studies on similar professional development programs that demonstrate that teachers' participation in professional development activities have a positive impact on teachers' beliefs and practices, students' learning, and the implementation of educational reforms (UNESCO ISO 2006)." Specifically, here are the objectives of this policy: To improve the teaching-learning process that will lead to improved learning among the students; To nurture successful teachers; To enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and To foster a professional collaborative spirit among school heads, teachers, and the community as a whole. Picture1.png Topics covered in LAC emphasizes on some of the key features of the K-to-12 Basic Education Program. Some of these topics include learner diversity and student inclusion, content and pedagogy, assessment and reporting, 21st-century skills and ICT integration in instruction and assessment, and curriculum contextualization, localization, and indigenization. Additionally, community linkages and emerging concerns can also be discussed during these sessions.