The document discusses several social theories that have influenced perspectives on education, including functionalism, interpretivism, Marxism, and post-modernism. It argues that traditional theories have structured education in ways that limit students' opportunities and identities based on social class and culture. A post-modern perspective seeks to uncover these limitations and allow students to freely discover their personal identities and potentials beyond societal stereotypes.

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2. Social Theorists have explored and presented concepts
based on the structure of our societies. Key factors
which contributed to the structure of society are
economical, political and social transmissions. Societies
existed in compliance with preconceived social rules of
society. Today, Post-Modern Theorists consider it
pertinent to become more aware of the underlying
factors that mold our state of being. Educators are
uncovering the hidden curriculum that limits
opportunities and experiences of those from various
cultural groups. Diversity has not only been recognized
and an important factor within our education systems
but is also important in the self identification of the
individual.
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3. This presentation summarizes theories and suggests the
most compatible approach to education based on the
educator’s pedagogical situation. Such theories are:
1. Functionalism (deMarrais and LeCompte, 1999)
2. Interpretivism (Vygotsky, 1978)
3. Marxism (Gutek, 1997)
4. Post-Moderism (Pai & Adler, 2001)
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4. In the traditional functionalist view of social transmission, each elder generation
passes on to each succeeding generation the rules, customs, and appropriate
behaviors for operating in the society. There are both negative and positive
aspects of this theory such as:
1. Based on the a society’s economic and political order, education
maintains a social equilibrium with regards to acquiring knowledge,
molding citizens and workers, and preparing students for the workplace.
2. The negative aspect of these theories is that functionalism rejects the
concept of conflict and change.
3. Today, change in inevitable and based on the functionalism theory,
education does not prepare our society to adapt to change.
4. Society prepares our children to go through life conforming to their place
in the family, workplace and in the community.
5. Structures are set in place for supporting existence.
(deMarrais and LeCompte, 1999)
*Functionalism

5. Interprtivism is also referred to as the social construction
of meaning. This indicates that:
1. Students respond to their surroundings based on their
background knowledge and employ their current
experiences to reconstruct a new reality.
2. From the cognitive science viewpoint, cooperative
learning involves modeling, coaching, and scaffolding.
3. Cooperative learners cognitively rehearse and
restructure information to retain it in memory and
incorporate it into existing cognitive structures.
4. Building on past experiences may affect the student in a
positive or in a negative manner based on the
background knowledge that is being transmitted.
(Vygotsky, 1978)
*Interpretivism

6. Marx made explicit the relationship between social class
and economic power and demonstrated how it creates a
hierarchy of classes within a society. The reflection is such:
1. Education systems are based on the socioeconomic class
within society .
2. Marx believed that those within a specific socioeconomic
class are educated based on the perceived levels of
society regarding that class therefore, working-class
children will grow up to be working-class citizens rather
than working professionals.
3. Schools do not assist students in achieving higher goals
with greater rewards .
4. Therefore, the social rules of society limit our students
to a life style that has been predetermined.
(Gutek, 1997)
*Marxism

7. Post-modernism takes all underlying theories into
consideration and uncovers pre-existing concepts of
society.
1. Postmodernists further argue that it is necessary to
examine or deconstruct meanings that we tend to take
for granted.
2. The purpose of education in the post-modern sense is for
students to discover their personal identity and their
personal place within society based on their personal
understanding of their status and culture
3. Post-modernism encourages the acceptance of diversity
and attempts to unveil the hidden curriculum within our
educational institutions.
(Pai & Adler, 2001)
*Post-Moderism

8. The social stratification within our society limits the possible
higher levels of achievements of our students. Recognition
of the underlying values and beliefs that have been
established and identifying conscious and unconscious
notions allows us to free our students into a paradigm where
they can create, develop and explore paths that were once
not accessible. Education is to free the student rather that to
limit them to a predetermined existence.
(Dewey, 1997; Freire, 1973)
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9. Society is structured based on the preconceived
notion of social, economical and political status.
Educators today need to identify pre-existing
expectations and limitations that have been placed on
our students. Our children should be able to free
themselves into exploring opportunities to discover
their personal identity based on their personal
culture. In return, students will be able to go beyond
stereotypes that have been established within our
society which limits them from reaching higher levels
of achievement.
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10. deMarrais, K. B., & LeCompte, M. D. (1999). The way schools work: A sociological analysis of
education (3rd ed.). New York.
Dewey, J. (1997). Experience and education. New York: Touchstone Books. (Original Work
published 1959).
Freire, P. (1973). Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York:
Seabury.
Gutek, G. L. (1997). Philosophical and ideological perspectives on education (2nd ed.). New
York.
Vygotsky, L.S. (1978). Mind and society: The development of higher order thinking processes.
Cambridge, MA: Harvard University Press.
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