SOCIOLOGICAL PERSPECTTIVES ON EDUCATION

1. SOCIOLOGICAL
PERSPECTIVES ON
EDUCATION

3. POINTS FOR REFLECTION
 A TEACHER CANNOT SEPARATE HIMSELF/HERSELF FROM THE
COMMUNITY OF WHICH S/HE IS A PART. S/HE TOGETHER WITH HIS/HER
TEACHING PROFESSION HAS A SOCIAL DIMENSION.
EDUCATION HAS MEANING AND FUNCTION TO THE EXTENT THAT IT IS
RELEVANT TO THE SOCIETY WITHIN WHICH IT EXISTS.
THE TEACHING PROFESSION HAS FUNCTION ONLY TO THE EXTENT THAT
IT IS ABLE TO FULFILL THE NEEDS OF THE SOCIETY AND CONTRIBUTE TO
THE DEVELOPMENT OF PEOPLE IN THE SOCIETY.

4. Describes society as with two faces –
consensus and conflict and that sociological
theory should be divided into two parts –
consensus theory and conflict theory.

5. Consensus is defined as the widespread agreement among all
members of a particular society. Consensus Theories view
shared norms and values as fundamental to society. It is the
people’ shared norms and values that ensure the order, peace
and stability in the society. Consensus theories focus on social
order based on tacit or implied agreements. Any change that
happens in a society is slow, gradual, and orderly.

6. While, conflict is a disagreement or clash between
opposing ideas, principles or people that may be covert or
overt. Conflict theories emphasize the dominance of some
social groups over others. Social order is the result of the
dominance and manipulation of the strong groups over
the weak.

8. KARL MARX ARGUED THAT SOCIETY IS CHARACTERIZED BY
CLASS CONFLICTS OR THE CONFLICT BETWEEN THE
BOURGEOISIE (THE RICH OWNERS OF PRODUCTION) AND
THE PROLETARIAT (THE POOR WORKERS OR WORKING
CLASS). FROM THIS CLASS STRUGGLE OR CLASS
CONFLICT, INTERPRETERS OF THE THEORY POSIT THAT
SOCIAL CHANGE MAY EMERGE FROM THIS CONFLICT.

9. Using the lens of Conflict Theory and identify issues and concerns
resulting from conflicts;
What knowledge, skills, values and attitudes must be integrated
in school curriculum or program to address those concerns?
Using the lens of Consensus Theory, identify the shared beliefs and
values of people that provide stability and order in society and
therefore must be strengthened in schools.

10. STRUCTURAL FUNCTIONALISM
STRUCTURAL FUNCTIONALISM STATES THAT
SOCIETY IS MADE UP OF VARIOUS INSTITUTIONS
THAT WORK TOGETHER IN COOPERATION.
INSTITUTIONS ARE VIEWED AS ACTION SYSTEMS.

11. TALCOTT PARSONS’ STRUCTURAL
FUNCTIONALISM INCLUDES 4 FUNCTIONAL
IMPERATIVES FOR ALL ACTION SYSTEMS.
THOSE IMPERATIVES ARE:
ADAPTATION. A SYSTEM MUST COPE
WITH EXTERNAL SITUATIONAL
EXIGENCIES. IT MUST ADAPT TO ITS
ENVIRONMENT AND ADAPT
ENVIRONMENT TO ITS NEEDS.

12. TALCOTT PARSONS’ STRUCTURAL
FUNCTIONALISM INCLUDES 4 FUNCTIONAL
IMPERATIVES FOR ALL ACTION SYSTEMS.
THOSE IMPERATIVES ARE:
GOAL ATTAINMENT. A SYSTEM MUST
DEFINE AND ACHIEVE ITS PRIMARY
GOALS.

13. TALCOTT PARSONS’ STRUCTURAL
FUNCTIONALISM INCLUDES 4 FUNCTIONAL
IMPERATIVES FOR ALL ACTION SYSTEMS.
THOSE IMPERATIVES ARE:
INTEGRATION. A SYSTEM MUST REGULATE
THE INTERRELATIONSHIP OF ITS COMPONENT
PARTS. IT MUST ALSO MANAGE THE
RELATIONSHIP AMONG THE OTHER 3
FUNCTIONAL IMPERATIVES (ADAPTATION,
GOAL ATTAINMENT, AND LATENCY).

14. TALCOTT PARSONS’ STRUCTURAL
FUNCTIONALISM INCLUDES 4 FUNCTIONAL
IMPERATIVES FOR ALL ACTION SYSTEMS.
THOSE IMPERATIVES ARE:
LATENCY OR PATTERN MAINTENANCE. A
SYSTEM MUST FURNISH, MAINTAIN AND
RENEW BOTH THE MOTIVATION OF
INDIVIDUALS AND THE CULTURAL PATTERNS
THAT CREATE AND SUSTAIN THE
MOTIVATION.

16. ACTION SYSTEM IS THE BEHAVIORAL ORGANISM THAT HANDLES THE
ADAPTATION FUNCTION BY ADJUSTING TO AND TRANSFORMING THE
EXTERNAL WORLD.
PERSONALITY SYSTEM PERFORMS THE GOAL-ATTAINMENT FUNCTION
BY DEFINING SYSTEM GOALS AND MOBILIZING RESOURCES TO ATTAIN
THEM.
SOCIAL SYSTEM COPES WITH THE INTEGRATION FUNCTION BY
CONTROLLING ITS COMPONENT PARTS.
CULTURAL SYSTEM PERFORMS THE LATENCY FUNCTION BY
PROVIDING ACTORS WITH THE NORMS AND VALUES THAT MOTIVATE
THEM FOR ACTION.