For Education

1. SOCIAL DIMENSIONS OF EDUCATION
alvin sario, ph.d.

2. MAIN OBJECTIVES CONTENT
Develop a broader understanding of social conditions related to the
educational system based on sociological perspectives
Apply the different theoretical perspectives of sociology in analyzing
the current problems and issues of society
Situate the learning process in the present socio-cultural context
Address the needs of future learners with different cultural
backgrounds and characteristics

3. MODULES CONTENT
INTRODUCTION TO SOCIAL DIMENSIONS 1 Sociological Perspectives
The Social Self
Four Pillars of Learning (UNESCO)
INTERCULTURAL COMMUNICATION 2 Importance of Intercultural Communication
Language in Intercultural Communication
Socio-Cultural Change
SOCIAL INSTITUTIONS 3 Family
School
Religion
Economic Institutions
Government as Institution
GENDER AND DEVELOPMENT 4 Theories
Gender Stereotyping
Gender, Education, and Development
GLOBALIZATION AND EDUCATION 5 Globalization
Global Education
Education for Sustainable Development

4. MODULE 1
INTRODUCTION TO SOCIAL DIMENSIONS OF SELF
OBJECTIVES
Describe in detail the different sociological theories
Analyze particular social conditions in the field of education
based on sociological perspectives
Explain the importance of the social self
Identify possible teaching strategies and techniques to
implement the Four Pillars of Learning (UNESCO)

5. SOCIOLOGICAL PERSPECTIVES
CONSENSUS THEORIES
1 Shared norms and values as fundamental to society
2 Focus on social order based on tacit agreements
3 Social change as occurring in a slow and orderly fashion
4 Social order and stability and social regulation form the base of emphasis
5 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

6. STRUCTURAL FUNCTIONALISM (Talcott Parsons)
FOUR FUNCTIONAL IMPERATIVES
(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 other three functional
imperatives (AGL)
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

7. AGIL SCHEME TO BE USED AT ALL LEVELS IN
THEORETICAL SYSTEM
STRUCTURE OF THE GENERAL ACTION SYSTEM
Cultural System
(Performs the latency function by
providing actors with norms and values
that motivate them for action)
Social System
(copes with the integration function by
controlling its component parts))
Action System
(handles the adaptation function by
adjusting to and transforming the
external world)
Personality System
(performs the goal-attainment fuction
by defining system goals and mobilizing
resources to attain them)

8. ASSUMPTIONS
1 Systems have the property of order and interdependence of parts
2 Systems tend toward self-maintaining order, or equilibrium
3 The system may be static or involved in an ordered process of change
4 The nature of one part of the system has an impact on the form that the other parts can take
5 Systems maintain boundaries with their environments
6 Allocation and integration are two fundamental processes necessary for a given state of equilibrium of a system
7 Systems tend toward self-maintenance involving the maintenance of the:
relationships of parts to the whole
control of environmental variations
control of tendencies to change the system from within

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

10. FUNCTIONAL REQUISITES OF A SOCIAL SYSTEM
1 Social system must be structured so that they operate compatibly with other systems
2 To survive, the social system must have the requisites from other systems
3 The system must meet a significant proportion of the results of its actions
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

11. KEY PRINCIPLES OF FUNCTIONALIST PERSPECTIVE
1 Interdependency Every part of society is dependent to some extent on
other parts of society
2 Functions of Social Structure and Culture Each part of the social system exists because it serves
some function
3 Consensus To have certain basic values that nearly everyone in the
society agrees upon
4 Equilibrium Society has achieved a form that is best adapted to its
situation

12. Addresses the question of social organization and how it is maintained
To identify the structures of society and how they function
(Durkheim and Spencer)
Component Parts of the Social Structure:
Families, Neighbors, Associations, schools, Churches, Banks, Countries, etc.

13. STRUCTURAL FUNCTIONALISM
1 Puts emphasis on social order and social stability; not in conflict
2 Society is made up of different institutions or organizations that work together in cooperation
orderly relationship
social order
social stability
3 Maintenance of society is extracted from the internal rules, norms, values, and regulations of
various ordered institutions
4 Schooling performs an important function in the development and maintenance of a modern,
democratic society, especially with regard to equality of opportunity for all citizens
5 Schools provide citizens with the knowledge and dispositions to participate actively in civic life
6 Schools provide students with the skills and dispositions to work in such a society
7 Schools teach students how to learn so they may adapt to new work roles and requirements

14. CONFLICT THEORIES
1 Emphasize the dominance of some social groups by others
2 See social order as based on manipulation and control by dominant groups
3 Social change as occurring rapidly and in a disorderly fashion as subordinate groups overthrow
dominant groups
4 Focus on differential distribution of political and social power
5 How schools contribute to the unequal distribution of people into jobs in society so that more
powerful members of society maintain the best positions and the less powerful groups are
allocated to lower ranks in society
6 Emergence of conflict and what causes conflict within a particular human society
7 Emerged out of the sociology of conflict, crisis, and social change

15. SYMBOLIC INTERACTIONISM
(George Herbert Mead)
1 Views the self as socially constructed in relation to social forces and structures and the
product of ongoing negotiations of meanings: the social self is an active product of human
agency rather than deterministic product of social structure
2 Human beings unlike lower animals, are endowed with a capacity for thought
3 The capacity for thought is shaped by social interaction
4 In social interaction, people learn the meanings and the symbols that allow them to exercise
their distinctively capacity for human thought
5 Meanings and symbols allow people to carry on distinctively human action and interaction
6 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
7 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
8 the intertwined patterns of action and interaction make up groups and societies

16. THREE BASIC PREMISES OF SOCIAL INTERACTIONISM
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, sounds (or words), gestures, facial expressions, and body
postures we use in dealing with others acquire symbolic meanings that are shared by people
who belong to the same culture

17. CHARLES H. COOLEY’S THE LOOKING GLASS SELF
“We see ourselves as others see us.’
WE COME TO DEVELOP A SELF-IMAGE ON THE
BASIS OF THE MESSAGES WE GET FROM OTHERS,
AS WE UNDERSTAND THEM

18. EDUCATION FOR GROWTH AND TRANSFORMATION
FOUR PILLARS OF LEARNING (UNESCO)
‘LIFELONG LEARNING FRAMEWORK’
LEARNING TO KNOW
LEARNING TO DO
LEARNING TO LIVE TOGETHER
LEARNING TO BE

19. PILLAR 1 MEANING IMPLICATION
LEARNING TO KNOW Development of One’s Concentration,
Memory Skills, and Ability to Think
Reading with comprehension
Listening
Observing
Asking Questions
Data Gathering
Note taking
Accessing, Processing,
Selecting Information
Development of the faculties of
memory, imagination, reasoning,
problem solving, and the ability to think
in a coherent and critical way
Development of knowledge and skills
that are needed to function in the world
Learning to Lean (Autonomous
Learning)

20. PILLAR 2 MEANING IMPLICATION
LEARNING TO DO Acquisition of skills that would enable
individuals to effectively participate in
the global economy and society
Lifelong continuum of KSA
New knowledge and skills
Upgrade knowledge and skills
Equitable access to learning
Values education
Global citizenship
Democracy
Application of what learners have
learned into practice 9from school to
world of work)
Development of competence, life skills,
personal qualities, aptitudes, and
attitudes
A mix of competence, skill, attitudes,
teamwork, initiative

21. PILLAR 2 MEANING IMPLICATION
LEARNING TO LIVE
TOGETHER
Development of social skills and values
such as respect and concern for others,
social and interpersonal skills, and
appreciation of the diversity among
people
Understanding of other
people
Appreciation of
interdependence
Safe and accepting learning
environment for learning
Career skills
Empathy and respect for
others
Active Citizenship
Global Identity
Appreciation of Diversity
Dynamic, holistic, lifelong process
through which mutual respect,
understanding, caring and sharing,
compassion, social responsibility,
solidarity, acceptance, and tolerance of
diversity among individuals and groups
towards a just, free, peaceful, and
democratic society
Developing, broadening, or changing
perceptions of an attitude toward
ourselves and others

22. PILLAR 2 MEANING IMPLICATION
LEARNING TO BE Towards a Scientific Humanism Holistic and Integrated
Approach to educating the
human person as an individual
and as a member of society
and focuses on the full
development of the
dimensions and capacities of
the human person
Creativity
Towards Social Commitment
Towards the Complete Man

23. MODULE 2
INTERCULTURAL COMMUNICATION
OBJECTIVES
Demonstrate elements and dynamics of intercultural
communication
Identify ways and means of evaluating social changes that are
beneficial to people and culture
Explain multicultural education as an innovative response to
changes in educational system

24. EFFECTIVE COMMUNICATION
BETWEEN PEOPLE OF DIFFERENT
CULTURAL BACKGROUNDS
1 Cultural perceptions and symbol systems distinct
2 How people from cultures behave and communicate
3 Different in respect of knowledge and linguistic forms

25. ELEMENTS OF INTERCULTURAL COMMUNICATION
PERCEPTIONS Beliefs, Values, Attitudes, Worldviews
VERBAL PROCESSES The Ways In Which Cultures Employ Symbols
To Portray Things And Experiences
NONVERBAL PROCESSES Shared Thoughts And Feelings Of Bodily
Behavior, Time And Space
CONTEXTUAL ELEMENTS Business, Education, Healthcare, Tourism,
Personal Relationships

26. WHY STUDY INTERCULTURAL COMMUNICATION?
1 Increases Self-awareness
2 Demographic Changes
3 Workplace And Economic Globalization
4 Creative Problem Solving
5 Global And Intrapersonal Peace

27. SUCCESSFUL COMMUNICATION:
A PREREQUISITE OF EFFECTIVE TRANSFER OF
KNOWLEDGE IN SCHOOLS

28. COMMUNICATION
A Useful Source Of Intercultural Knowledge
And Mutual Enrichment
Between Culturally Diverse Students
If Managed Proactively By The Teacher
PARALANGUAGE
Gestures | Glances | Slight Changes in the
Tone of Voice

29. LANGUAGE
A SYSTEM OF VERBAL AND WRITTEN SYSMBOLS WITH RULES ABOUT HOW THOSE SYMBOLS CAN
BE STRUNG TOGETHER TO CONVEY MORE COMPLEX MEANINGS
FOUR AREAS OF LANGUAGE
PHONOLOGY
SYNTACTICS
SEMANTICS
PRAGMATICS

30. THE STRUCTURE OF A LANGUAGE DETERMINES
THE WAY IN WHICH SPEAKERS OF THAT LANGUAGE
VIEW THE WORLD

31. LANGUAGE ACTUALLY DETERMINES THE
POSSIBILITIES FOR A CULTURE’S NORMS, BELIEFS,
AND VALUES
LANGUAGE DETERMINES THOUGHT AND THEREFORE CULTURE
LINGUISTIC-RELATIVITY HYPOTHESIS, EDWARD SAPIR

32. CULTURE
The set of distinctive spiritual, material,
intellectual, and emotional features of society or
social group, and that it encompasses, in addition
to art and literature, lifestyles, ways of living
together, value systems, traditions, and beliefs

33. CHARACTERISTICS OF CULTURE
1 Culture is learned
2 Culture is shared by a group of people
3 Culture is cumulative
4 Cultures change
5 Culture is dynamic
6 Culture is ideational
7 Culture is diverse
8 Culture gives a range of permissible behavior patterns

34. COMPONENTS OF CULTURE
COMMUNICATION COGNITIVE BEHAVIORAL MATERIAL
Language Ideas Norms Tools
Medicines
Symbols Knowledge Mores Books
Beliefs Laws Transportation
Values Folkways Technologies
Accounts Rituals

35. TRANSMISSION OF CULTURE
ENCULTURATION Process of learning culture of one’s group
ACCULTURATION Process of learning some new traits from another culture
ASSIMILATION A Process in which an individual entirely loses any awareness of his
previous group identity and takes on the culture and attitudes of
another group

36. IMPORTANCE OF CULTURE
1 Culture helps the individual fulfill his potential as a human being
2 Through the development of culture, man can overcome his physical disadvantages
and allows us to provide ourselves with basic human needs
3 Culture provides rules of proper conduct for living in a society
4 Culture provides the individual his concepts of family, nation, and class

37. MODULE 3
SOCIAL INSTITUTIONS
OBJECTIVES
Identify the different social institutions
Describe the characteristics and functions of the different social
institutions
Show the interrelationships among the social institutions and
their contribution to educational development of the citizens

38. WHAT IS A SOCIAL INSTITUTION?
1
Social structures and mechanisms of social order
and cooperation that govern the behavior of its
members
4
Any institution in a society that works to
socialize the groups of people in it
2
Performs five essential tasks:
--Procreation
--Teaching new members
--Producing, Distributing, and Consuming
goods and services
--Preserving order
--Providing and maintaining a sense of purpose
5
A major sphere of social life organized to
meet some human needs
3
A group of social positions connected by social
relations, performing a social role

39. CHARACTERISTICS OF SOCIAL INSTITUTIONS
1 Institutions are purposive
2 Institutions are relatively permanent in their content
3 Institutions are structured
4 Institutions are unified structure
5 Institutions are necessarily value-laden
An institution is a relatively permanent structure of social patterns, roles,
and relations that people enact in certain sanctioned and unified ways for
the purpose of satisfying basic social needs

40. FUNCTIONS OF SOCIAL INSTITUTIONS
1 Institutions simplify social behavior for the individual person
2 Institutions provide ready-made forms of social relations and social roles for the individual
3 Institutions act as agencies of coordination and stability for the total culture
4 Institutions tend to control behavior
Family | Education | Religion | Economics | Government

41. FAMILY AS A CONCEPT
Smallest social institution
Basic unit of (Philippine) society
Basic agent of socialization

42. FUNCTIONS OF THE FAMILY
Reproduction of the race and rearing of the young
Cultural transmission or enculturation
Socialization of the child
Providing affection and sense of security
Providing the environment for personality development and the growth
of self-concept in relation to others
Providing social status

43. CHARACTERISTICS OF EFFECTIVE FAMILY-SCHOOL PARTNERSHIP
1 Sharing of power, responsibility of ownership with each party having
different roles
2 A degree of mutuality, that begins with the process of listening to each
other and that incorporates responsive dialogue and give and take on
both sides
3 Shared aims and goals based on a common understanding of the
educational needs of children
4 Commitment to joint action, in which parents, students, and teachers
work together

44. EDUCATION
1 Transmission of Knowledge
2 The need for many types of instruction which require specialized educational agencies (i.e.
school, college, university)
3 Develop good interpersonal relationships
4 Develop a national loyalty
5 Prepare students to adjust to society or equipping them to change

45. FUNCTIONS OF SCHOOLS
1 To move young people in the mainstream of society
2 As a place for the contemplation of reality
3 Purposes: Intellectual, Political, Social, Economic
4 Functions: Technical/Economic, Human/Social, Political, Cultural, Educational
5 Manifest Functions: Social Control, Social Placement, Transmitting Culture, Promoting Social
and Political Integration, Agent of Change
6 Latent Functions: Restricting Some Activities, Matchmaking and Production of Social
Networks, Creation of Generation Gap
7 Conservation, Instruction, Research, Social Service Functions

46. RELIGION
Any set of coherent answers to the dilemmas of human existence that makes the world meaningful
How human beings express their feelings about ultimate concerns (sickness/death)
A system of beliefs and practices that express devotion to the supernatural and foster deep
feelings of spirituality
To meet the spiritual needs of individuals
A system of beliefs and rituals that serves to bind people together through shared worship
thereby creating a social group
A set of beliefs and practices that pertain to a sacred or supernatural realm that guides human
behavior and gives meaning to life among a community of believers

47. RELIGION
Travers and Rebore (1990)
A belief about the meaning of life
A commitment by the individual and the group to this belief
A system of moral practices resulting from a commitment to this belief
A recognition by the proponents of this belief that is supreme or absolute

48. CHARACTERISTICS OF RELIGION
Belief in a deity or in a power beyond the individual
A doctrine of salvation
A code of conduct the use of sacred stories
Religious rituals

49. FUNCTIONS OF RELIGION
Religion serves as a means of social control
Religion exerts a great influence upon personality development
Religion allays fear of the unknown
Religion explains events or situations which are beyond the comprehension of man
Religion gives man comfort, strength, and hope in times of crisis and despair
Religion preserves and transmits knowledge, skills, spiritual and cultural values and practices
Religion serves as an instrument of change
Religion promotes closeness, love, cooperation, friendliness, and helpfulness
Religion alleviates sufferings from major calamities
Religion provides hope for a blissful life after death.

50. ECONOMICS
Any institution that is a player in an economy
A social science that involves itself in the study and analysis of production, distribution, and
consumption of goods and services
Categories: Manufacturers, Distributors, Consumers
Microeconomics vs. Macroeconomics

51. GOVERNMENT
An institution entrusted with making and enforcing the rules of society as well as regulating
relations with other societies
That 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, or which are imposed upon the
people for that society by those who possess the power or authority of prescribing them

52. FUNCTIONS OF GOVERNMENT
Preservation of order and provision for the protection of persons and property from violence
Settlement of the legal relations, between husband and wife and parents and children
Regulation of the holding, transmission, and interchange of property, and determination of its
liabilities for the debt or for crime
Determination of contractual rights between individuals
Definition and punishment for cries
Administration of justice in civil cases
Administration of political duties, privileges, and relations of citizens
Dealings of the State with the international affairs and interests

53. MODULE 4
GENDER AND DEVELOPMENT
OBJECTIVES
Discuss theories of gender and development
Describe conditions involving gender issues and problems
Show significant gains that have been made in gender
education and advocacy

54. THEORIES OF GENDER DEVELOPMENT
Social Learning Theory Parents, as the distributors of reinforcement, reinforce
appropriate gender role behaviors
Cognitive-Developmental Theory Children engage in symbolic thinking by about two years of
age and with this ability children acquire their gender
identity and then they begin the process of acquiring
gender-appropriate behavior
Gender Schema Theory A schema, as a mental blueprint for organizing information,
helps a child to develop gender identity and formulate
appropriate gender role; children develop an integrated
schema or picture of what gender is and should be
GENDER IS A SOCIAL CONSTRUCT SPECIFYING THE SOCIALLY AND CULTURALLY PRESCRIBED
ROLES THAT MEN AND WOMEN ARE TO FOLLOW

55. PSYCHOLOGY OF SEXUAL BEHAVIOR

56. Gender Stereotyping
The beliefs humans hold about the characteristics associated with males and females
Gender Equality
Women and men have the same entitlements to all aspects of human development, same level
of respect, same opportunities to make choices, and same level of power to shape the
outcomes of these choices
Gender and Education

57. MODULE 5
GLOBALIZATION AND EDUCATION
OBJECTIVES
Define Globalization and its Characteristics
Describe how socio-cultural, environmental, economic,
political, and equity issues affect globalization
Discuss the impact of globalization on the process and progress
of education

58. GLOBALIZATION
Closer integration of countries and peoples of the world which has been brought about by the
enormous reduction of costs of transportation and communication and the breaking down of
artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.
Travel, Language, Values, Trade, Labor and Financial Flows, Communication, and Technology
Education System as the Core of the Globalization Process
--Mega-universities
--University Networks
--Virtual Universities

59. CHARACTERISTICS OF GLOBALIZATION LINKED TO EDUCATION
In Educational Terms
Educational agenda the privilege particular policies for teacher training, curriculum, instruction,
assessment and standards, and evaluation
In Economic Terms
Internationalized advertising and consumption patterns
In Political terms
Loss of nation-state sovereignty, erosion of national autonomy
In Cultural Terms
Tension in cultural homogeneity

60. CORE VALUES AND COMPETENCIES FOR GLOBAL EDUCATION
Peace and Non-Violence|Social Justice and Human Rights|Cultural Integrity|Ecological
Balance|Economic Well-being and Equity|Democratic Participation
Self-Worth and self-Affirmation, Affirmation of Others, Non-Violent Conflict Resolution, Critical
Thinking, Effective Communication Skills