This document discusses the social bases of education and how society, culture, modernity, industrialization, and democracy influence education. It explains that education and society are interrelated and impact each other. As societies modernized through industrialization, education helped facilitate social mobility. Democratic values like equality and rights also shaped education. The document explores how culture and individual autonomy impact education systems. It discusses the concepts of equity, equality, and social justice in education, focusing on providing equal opportunities and outcomes for all students.

1. Knowledge and Curriculum
 UNIT-2:
 Social Bases of Education
By
Arthy R
Assistant Professor
Thiagarajar College of Preceptors
Madurai

2. SOCIAL BASES OF EDUCATION
 influence of society, culture and modernity
on education…
 industrialization and democracy on
education…
 social justice and dignity…

3. INTRODUCTION
 The study of social institutions and individual
experiences affect education and its outcome.
 Education is concerned with all forms of
education.
 Formal and informal education systems of modern
industrial societies.
 After the advancement and engagement of human
capital (work force) in industrialization America and
Europe gave rise to the social mobility.

4. INFLUENCE OF SOCIETY ON
EDUCATION
 Society and education are two inseparable
elements in our world.
 It has always been in talks how education
influences the society.
 The things taught and what is learnt
through schooling affects the kind of person
and consequently influences the society as a
whole.

5. Social Mobility
 easier to move up to the upper strata of
society gaining technical skills, knowledge.
 People who were farmer earlier became
worker in factories.
 In that period social mobility was at top
gear.
 Education promotes social mobility and
undermines the class stratification.

6. Education
 It gained interest and lot of sociological
studies done on the subject.
 Statistical and field research across
numerous societies showed a persistent link
between an individual's social class and
achievement.
 Suggested that education could only achieve
limited social mobility.

7. Society and Education
 society is an extended social group having a
distinctive cultural and economic
organization.
 The building blocks of society are human
beings.
 People who interact creates the pattern of
relationships between individuals.

8. Society and Education
 characterizes the society according to the
systems of customs, values, and laws.
 of the concrete sources from which one get
information and knowledge.
 It affects the society.

9. Effective role
 Preservation and transmission of our social,
moral and cultural value.
 Awakening of Social feelings.
 Political development of society.
 Economic development of society.
 Social control.
 Social changes and reforms.
 Socialization of a child.

10. Education and Society
 Education must not merely inculcate
secularism, realism and liberality in the
educated.
 provide the ability to distinguish the right
from the wrong.
 The young -unity in all diversity.
 The absence of such a unity will have
disastrous consequences in the form of
personality and social disorganization.

11. Creation of Character
 The first is the creation of character - an
adolescent the determination to be guided by his
own opinion.
 old and traditional values be explained to the
younger generation in the interest of continuity
with the older generation.
 his should not preclude consideration of new
values which can lead to progress and
development.

12. Education
 Education fulfill the needs of society only if it
adopts
 a comprehensive and dynamic curriculum
 a dynamic methodology of teaching
 dynamic philosophy of education.

13. INFLUENCE OF CULTURE ON
EDUCATION
 Culture - is used to indicate social charm and
intellectual superiority.
 even some sociologists believe cultured
individuals to be the leaders of society.
 According to Sorokin and Maclver, culture implies
man’s moral, spiritual and intellectual
achievements.

14. Culture
 In the words of Bogardus, “culture is composed of
integrated customs, traditions and current patterns of
human group. Culture is the stock in trade of group. It
is an antecedent complex of value into which every
individual is born. It is a medium within which
individuals develop and mature.”

15. Influences of education in the
culture of a country.
 Preservation of Culture
 Transmission of Culture
 Development of Culture
 Continuity of Culture
 Development of personality
 Removing Cultural Lag

16. INFLUENCE OF MODERNITY ON
EDUCATION
 Modernity:
 modernity is associated with the sweeping changes
that took place in the society and particularly in
the fields of art and literature, between the late
1950s and the beginning of Second World War.
 the term ‘postmodern’ is increasingly used to
describe changes since the Second World War.

17. Modernity
 modernity is explained in terms of history, it is said
that the world first experienced
 renaissance
 enlightenment
 and thereafter modernity and post modernity.
 As a matter of fact, there is much disagreement on
the precise dates of the beginning and end of
modernity.

18. Modernization through Education
 Education is the most important instrument of
modernization:
 change in the system of attitudes, beliefs and values and
institutional complex, to enhance the acceptability of
modern technology and its organizational and
operational framework.
 Growth of the infrastructure essential to the adaptation
to technology of foreign origin to specific national needs.
 Laying the foundations of institutions and organizations
which could, in time, assume responsibility for
independent innovation and technological growth to the
country’s needs and problems.

19. The Means of Modernization
 Industrialization
 Urbanization
 Secularization
 Rise of new social classes:
- based upon economic and political rather than caste
considerations.
- economic considerations are non-hereditary.
- Money and power

20. The Means of Modernization
 Social change: seen in diverse fields.
 changed our ideas and concepts about various
social matters
 youth moment has brought about revolutionary
change in the thinking and aspirations of youth.
 a particular attention is being paid to encourage
youth movements at the university level
 encourages the national integration and also shows
the basis for the building up of the future.

21. The Means of Modernization
 Westernization: seen in the form of a movement
towards westernization of the society - in all fields.
 Social, Economic, Political, Cultural, Religious and
Educational spheres.
 synthesis of western and Indian values. The
westernization leads to modernization.
 dress, life style and town planning etc.
 in the technical and scientific spheres.
 This has given rise to cultural flag.

22. The Means of Modernization
 Democratization: progressively democratized.
 Everybody is equal before law and enjoys rights and
privileges.
 The compulsory primary education is aiming at
universal literacy.
 All political parties are wedded to the values of
equality, liberty and freedom.
 differing viewpoints regarding the means to attain
these values but there is no dispute about their
validity and acceptance as the ultimate goals of
political endeavor.

23. INFLUENCE OF INDUSTRIALIZATION
 Industrialization
 Previously the people used to spin cloths through
spindles and live in traditional ways
 use their old patterns of occupation and places of
residence.
 When the industrialization of a country takes places, the
people give up their traditional rural and agricultural
economy.
 Its place is taken over by industrialization. New factories
and mills continue to grow daily and use latest
techniques.

24. INFLUENCE OF DEMOCRACY
 Democracy
 Abraham Lincoln defined democracy
 as a government of the people, by the people and for the
people.
 The ideals of democracy are liberty, equality and
fraternity.
 Democracy aims to establish political, economic and
social equality.

25. DEMOCRACY
 gives every individual the constitutional right
to express his own opinion,
 to associate with any group,
 to indulge in any legitimate action.
 The final objective of democracy is not merely
successful government but the creation of an
ideal society in which people have the greatest
chance of evolving brotherhood.

26. DEMOCRACY
 Democracy seeks to create an environment
which is conducive to the highest and most
beneficial development of the human
personality.
 Democratic education begins with the
premise that everyone is unique, so each
learns in a different way.

27. DEMOCRACY
 By supporting the individual development of
each young person within a caring community.
 democratic education helps young people
learn about themselves, engage with the world
around them.
 become positive and contributing members of
society.

28. The influence of democracy on
education
 Provision of Equal Opportunities and
Recognition of Individual Differences
 Universal and Compulsory Education
 Provision of Adult Education
 Free Education
 Child Centered Education
 Methods of Teaching
 Social Activities

29. The influence of democracy on
education
 Importance of Individual Attention
 Student Unions
 School Administration
 Respect of Teacher’s Personality
 Intelligence Tests
 Physical Health of Children
 Co-operation between all Agencies of Education
 School

30. INFLUENCE OF INDIVIDUAL
AUTONOMY AND REASON ON
EDUCATION
 autonomous ‘having its own laws’.
 individuals’ or groups’ ability and capacity to self-
rule, and the governance and/or constraints, which
limit such a capacity.
 School autonomy
 Teachers’ autonomy
 engage with different educational traditions
 Autonomy means for educators, learners, managers
and administrators in different national contexts.

31. INFLUENCE OF INDIVIDUAL AUTONOMY
AND REASON ON EDUCATION
 In education, the concept of autonomy
 professional independence in schools, particularly
the degree to which teachers can make autonomous
decisions about what they teach to students and how
they teach it.
 Local-governance autonomy
 School autonomy
 Teacher autonomy
 Parent autonomy

32. Understanding education in relation to
modern values: equity and equality,
individual opportunity
 Education and values
 According to Reid, ”Education is part of life,
and clearly our questions about values and
education are inseparable from questions of
values in life. Values are embodied in
educational practice”.
 education develops a sense of
discrimination between good and bad.

33. Education and values
 This discrimination is based on values and
these value are tested in school.
 W.H.Kilpatrick, ”The teacher must have an
essential part of his professional equipment,
which is here called map of values”.
 “Aims are an end in themselves and values are
product.” Values of education are the same as
of life. These educational values are individual
as well as social.

34. Equity
 two dimensions essential to equity in education.
 Fairness – defined making sure that personal and
social circumstances – for example gender, socio-
economic status or ethnic origin – should not be an
obstacle to achieving educational potential.
 Inclusion – defined as ensuring a basic minimum
standard of education for all – for example that
everyone should be able to read, write and do simple
arithmetic.

35. Equality
 every individual has an equal opportunity to make
the most of their lives and talents, and believing
that no one should have poorer life chances because
of where, what or whom they were born, what they
believe, or whether they have a disability.
 Equality recognizes that historically, certain groups
of people with particular characteristics e.g. race,
disability, sex and sexuality, have experienced
discrimination.

36. Equity vs. Equality
 When we say equity, we refer to the qualities of
justness, fairness, impartiality and even handedness.
 When we talk about equality, we are talking about
equal sharing and exact division.
 If women demand they should be treated in the same
way as men that would not be possible – equality
would not be possible – because women and men are
different, and cannot be treated in exactly the same
way.

37. Equity vs. Equality
 If they demanded equity in how the world treats
them, it would be a genuine demand
 because now they are demanding that they be
given the same rights as men have as human
beings.
 It is equity that is desirable, not sameness.

38. Equity in Education
 equity in education have focused on inputs into
education such as physical and human resources or
the funding required to provide such resources.
 Some see educational equity as meaning equal
educational resources or inputs for all students
 students are different in terms of what they need to
reach any particular level of achievement.
 Some students will achieve at much lower levels at a
given input level than others because they come from
a disadvantaged social environment or because they
have special educational needs.

39. Equity in Education
 It is educational outcomes rather than inputs which
are the ultimate focus of education policy goals.
 Inputs to education are a means to an end, namely,
the education outcomes expected for all children in
modern society.
 Because the needs of students differ, equity in
education is likely to require unequal resources
applied to different students to obtain expected
outcomes. To give priority to equity in education
inputs for students is to pursue a goal of inequity in
education outcomes.

40. Equity in Education
 The Review committee’s definition of equity clearly
sees it in terms of education outcomes.
 clear direction for education policy and school
funding.
 equity in education should comprise a dual objective:
 All children should receive an adequate education;
and
 Children from different social groups should achieve
similar average results.

41. Equality in education
 advocated goal of equality of opportunity.
 The quality of education received by each child
should not be dependent on the level of wealth and
education of his or her family.
 Its core belief is that everyone should have an equal
opportunity to succeed and have access to the highest
status occupations and positions of power and
influence. It is the role of the education system to
identify these talented people.

42. Equality in education
 equal opportunity to fulfill their potential. In this
sense, equality of opportunity means equal
chances to become unequal.
 the concept equality of opportunity in education
as inherently flawed and fundamentally unjust.
 These inequalities may be legitimised as the
natural order of things.

43. Equality in Education
 the right of all children to have a successful
education to a higher level
 the opportunity to succeed in life.
 It should be seen as the equality of opportunity to
participate fully in adult society or equality of
opportunity in future prospects.

44. Understanding Social Justice and Dignity with
special reference to Ambedkar
 “Social justice” - incorporate concepts of
 basic rights
 the realisation of human potential
 social benefit
 a healthy planet
 an equitable distribution of resources
 equal opportunities and obligations
 security, and freedom from discrimination.

45. Social Justice
 Economic justice
 the equitable distribution of world’s natural and
intellectual wealth so that everyone is able to gain a fair
share.
 equal rights for all, regardless of gender, race, class,
ethnicity, citizenship, religion, age or sexual orientation.
 equal rights for women and girls in workplace, home and
public life.
 economic justice – which means governments must take
active steps to alleviate poverty and redress past
injustices.

46. Dignity
 One of the key themes of the writings of Dr.
B.R. Ambedkar was the attainment of Social
Justice and establishment of a just society, a
casteless society.
 Ambedkar was convinced that a good social
order or society has to go through two tests
namely ‘the test of justice’ and the ‘test of
utility’.

47. Social justice
 Social justice rightly understood is a specific
habit of justice that is “social” in two senses.
 First, the skills it requires are those of
inspiring, working with, and organizing
others to accomplish together a work of
justice.
 elementary skills of civil society, through
which free citizens exercise self–
government by doing for themselves (that is,
without turning to government) what needs
to be done.

48. Social Justice
 The second characteristic of “social justice
rightly understood” is that it aims at the
good of the society, not at the good of one
agent only.
 Citizens may join together to start a school
or build a bridge.
 ideologically neutral. It is as open to people
on the left as on the right or in the centre.
 Liberate mankind

49. Social Justice
 The concept of social justice is closely linked with
human rights as envisaged by the United Nations in
its 1948 declaration and fundamental rights as
provided in the Constitution of India but they are
not synonymous.
 equality, liberty and dignity
 Ambedkar believed in the maxim, “Tell the slave that
he is a slave and he will revolt against”.

50. Social Justice
 The road to social justice in the opinion of
Ambedkar was to be led by education.
 Social injustice not only economic but also
cultural.
 Democracy was an essential ingredient of
Ambedkar’s vision of Social Justice.
 He argued, therefore, not only for self-
government but also for a good government.

51. Government
 Ambedkar’s vision of social justice also includes a strong
faith in the separation of the government’s power and of
the allocation of functions to various departments.
 the State exists only to prevent injustice, tyranny and
oppression.
 He wants that no State should violate the fundamental
rights of man.
 He is opposed to all kinds of discrimination in
administration.
 He holds that society can do nothing without some
organized power.
 He stresses the need of constitutional morality and some
conventions for the practical success of a constitution.

52. Government and Law
 Social peace and justice among different groups of
people.
 ‘All citizens are equal before the law and possess
equal civic rights.
 His attitude toward social justice was humanistic
as well as nationalistic.
 He says, ‘We must have a Government in which
men in power knowing where obedience will end
and resistance will begin, will not be afraid to
amend the social and economic code of life which
the dictates of justice and expediency so urgently
call for.

53. Social base of Education
 The social base of education, as a sub-discipline of
both education and sociology, has contributed
much to the understanding of educational
processes.
 the sociology of education uniquely focuses
attention on the social context of educational
structures and processes
 its contribution will continue to be invaluable for
understanding and reforming educational
systems, particularly as they change to
accommodate new social needs and new
technologies.