Sociological-Perspectives-on-Society-and-Education.pdf

Philippine Normal University - Visayas The National Center for Teacher Education Center for Environment and Green Technology Education Cadiz City, Negros Occidental Sociological a...

Philippine Normal University - Visayas The National Center for Teacher Education Center for Environment and Green Technology Education Cadiz City, Negros Occidental Sociological and Philosophical Perspectives on Society and Education The sociological and philosophical perspectives on society and education provide important frameworks for understanding the relationship between individuals and their social environment. Sociologically, education is viewed as a mechanism for socialization, promoting societal norms, values, and the transmission of culture. It serves to prepare individuals for participation in the community and workforce, shaping their identities and social roles. Philosophically, education is often seen as a means to cultivate critical thinking and moral reasoning, enabling individuals to question existing societal structures and contribute to social change. Different philosophical theories, such as pragmatism and existentialism, emphasize the importance of personal experience in the learning process, suggesting that education should be tailored to the needs and contexts of learners. Together, these perspectives highlight the dual role of education in both reflecting and shaping societal dynamics. Understanding Sociological Perspectives on Education: Functionalism, Conflict, and Symbolic Interactionism Education is a core component of society that shapes individuals and communities. Sociologists analyze education through various Social theoretical lenses, each providing distinct insights into how education functions within society. Structuralist-Functional Theory Herbert Spencer, views society as “a system of interconnected parts each with a unique function. The parts have to work together for stability and balance of society”. Society is compared to the human body with different but interrelated parts performing different functions. Functionalism is a sociological perspective that views society as a complex system whose parts work together to promote stability and social order The functionalist theory of education focuses on how education serves the need of society through the development if skills encouraging social cohesion. The role of schools is to prepare students for participation in the institutions of society. Education is concerned with the transmission of core values for social control. Education is concerned with socializing people by bringing together people from different backgrounds. It is focused on social stability and solidarity. Functionalists see education as a beneficial contribution to an ordered society. From this viewpoint, education serves several vital functions in society. 1. Socialization: One primary function of education is socialization. Schools teach students the norms, values, and customs of their society. For instance, in the United States, public schools often emphasize values such as democracy, equality, and respect for diversity. Through activities like group projects and discussions, students learn to interact cooperatively with peers, preparing them for citizenship. 2. Social Integration: Education fosters social integration by bringing together individuals from diverse backgrounds. In multicultural education settings, students learn about different cultures, which can reduce prejudice and promote understanding. For example, programs that celebrate cultural heritage days encourage students to share their backgrounds, fostering a sense of community and belonging.  3. Social Placement: Education also plays a crucial role in sorting individuals into roles within the workforce. The educational system is designed to identify students' skills and abilities, guiding them toward careers that match their strengths. For example, standardized tests and academic tracking systems help educators determine which students may excel in advanced courses, while others may be directed toward vocational training. 4. Innovation and Change: Education is essential for fostering innovation and adapting to societal changes. Universities often serve as research hubs that contribute to technological advancements and social progress. For instance, many universities collaborate with industries to develop new technologies, such as renewable energy solutions, which address contemporary environmental challenges. Functionalism does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Instead, functionalism sees active social change as undesirable because of various parts of society will compensate naturally for any problems that may arise. For example, schools can compensate for the lack of time and the lack of parental advice from home. Questions to ponder What is a structural- functionalist view on education? Elaborate Why is society and the human body compared? How are they similar? How does functionalist foster innovation and change if they do not encourage people to take active role in changing their social environment? Cite how schools at present are working on the realization of these four purposes of education? Conflict Theory Conflict Theory, rooted in the works of Karl Marx, views education as a mechanism that perpetuates social inequality and maintains the power of dominant groups over marginalized ones. According to this theory, there are always two opposing sides in a conflict situation. People take sides between maintaining the status quo and introducing change then arrive at an agreement. Conflict theory welcomes conflict for that is the way to the establishment of a new society. Conflict theorists find potential conflict between any groups where inequality exists: racial, gender, religious, political, economic and so on. Conflict theorist note that unequal groups usually have conflicting values and agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever-changing nature of society. For the conflict theorists, education is not truly a social benefit or opportunity as seen by the functionalists. Rather education is a powerful means of maintaining power structures and creating a docile work force for capitalism. The purpose of education is to maintain social inequality and to preserve the power of those who dominate society and teach those in the working class to accept their position as a lower-class worker of the society. Conflict theorists call this the “hidden curriculum”- which socializes young people into obedience and conformity for them to be developed as docile workers. This perspective highlights how education can reinforce existing social hierarchies. 1. Reproduction of Social Class: Conflict theorists argue that education reproduces social class inequalities. For example, students from affluent backgrounds often attend well-funded schools with access to advanced placement courses, extracurricular activities, and experienced teachers. In contrast, students from lower-income families may attend underfunded schools with fewer resources, resulting in disparities in educational outcomes and future opportunities. 2. Cultural Capital: Pierre Bourdieu introduced the concept of cultural capital, which refers to the non- financial social assets that promote social mobility. Students from privileged backgrounds often possess cultural capital, such as familiarity with the dominant culture's norms and values, which gives them an advantage in educational settings. For instance, these students might have parents who can afford to provide tutoring or extracurricular enrichment, increasing their chances of academic success. 3. Hidden Curriculum: The hidden curriculum refers to the implicit lessons taught in schools that reinforce societal norms and expectations. For example, schools often emphasize obedience, punctuality, and competition, reflecting the values of the capitalist economy. This hidden curriculum can disadvantage students who do not conform to these expectations, perpetuating inequality and limiting their opportunities. 4. Resistance and Empowerment: Despite the inequalities present in the educational system, some students and groups resist dominant narratives. For instance, movements advocating for educational equity, such as the Black Lives Matter movement in education, challenge systemic racism and push for curriculum changes that reflect diverse histories and perspectives. Questions to ponder What is a conflict view on education? Elaborate Why is education promoting inequality? Cite 3 examples or situations. Adherents to conflict theory claim that schools teach loyalty so that those in power remain in power and those below will forever be at the bottom. Do you agree? Why or why not? If conflict theorists view education as a way to maintain status quo, are they in favor to educate students or not? Symbolic Interactionism George H. Mead introduced this perspective in American sociology in the 1920’s. However, its origins were from Max Weber’s assertion that individuals act according to their interpretation of the meaning of their world. The three tenets of this theory are: 1. An individual’s action depends on meaning. We act based on the meanings we give to symbols. Symbols can be actions, objects or words. If student understands that teachers believe in his ability, he tries to prove that indeed he is able. If the teachers do otherwise, a student tends to behave in accordance with teachers’ poor perception. 2. Different people may give different meanings to the same thing. When teachers are strict, some students see it as an expression of care. Others may rebel because they perceive teachers’ behavior as limiting their moves or desires.  3. Meanings change as individuals interact with one another. A negative experience from hospitals may be associated to all hospital but could be change once you have another good experience in another hospital. Symbolic Interactionism focuses on the daily interactions and meanings that individuals attach to their experiences within educational settings. This perspective emphasizes how personal experiences shape one's educational journey. 1. Student-Teacher Interactions: The quality of interactions between students and teachers can significantly affect educational outcomes. For example, a teacher who fosters a supportive and encouraging classroom environment may boost students' self-esteem and motivation. Conversely, negative interactions, such as labeling a student as "trouble" or "slow," can lead to self-fulfilling prophecies, where students internalize these labels and perform accordingly. 2. Peer Relationships: Peer interactions also play a crucial role in shaping educational experiences. Friendships and social groups influence academic performance and engagement. For instance, students who associate with academically motivated peers are more likely to excel in their studies, while those who engage in disruptive behaviors may struggle. 3. Identity Formation: Education is a critical space for identity development. Students navigate their identities in relation to their peers, teachers, and the broader educational environment. For instance, students may adopt identities based on their academic achievements, interests, or social groups, which can influence their aspirations and sense of belonging within the school community. 4. Cultural Narratives: The meanings that students attach to their educational experiences are often shaped by cultural narratives. For example, students from immigrant backgrounds may face pressures to succeed academically to honor their family's sacrifices, which can lead to both motivation and stress. Understanding these narratives can provide insights into the diverse experiences within the educational system. Implication to teaching Let us continue to teach for meaning. Let us promote and create opportunities for genuine interaction among our students, teachers, between students and teachers. Interaction include reading, listening, viewing. Other people’s views and meanings are conveyed in what they have written, in speeches and lectures they delivered. Teachers use positive symbols in the form of gestures, words, actions and appearances to express our trust, belief in our students’ abilities and affirmation of their well-being. The theory directs sociologist to consider the symbols and details of everyday life, what these symbols mean and how people interact with each other. Symbols must be understood by others in the way they were intended to be by communicating properly. Questions to ponder What is an interactionist view on education? Elaborate Individual’s act based on meaning. This meaning is based on individuals’ experiences. Meanings change. Give three implications of these symbolic interactionist’s thoughts to education. Elaborate on the meaning of this quotation: “Words are a source of misunderstanding” A criticism of symbolic interactionist in education is by missing the “forest” by focusing too closely on the “trees”. What is this statements implication to education?