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Social dimension of education BEED2 A


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Social dimension of education BEED2 A

  1. 1. SOCIAL DIMENSION OF EDUCATION Presented by: Bautista, Lynce Crispe, Mary Grace De la Cruz, Helen k. Mediado, Razel Mae BEED 2-A BINALBAGAN CATHOLIC COLLEGE
  2. 2. TOPICS:  Social  Dimension  Education  Historical (History)  Sociological (Sociology)  Theories of sociological dimension  Consensus  Conflict  Interaction  Socio- Cultural  Socio-Political  Socio-Economic  Socio-Psychological
  3. 3. SOCIAL refers to characteristics of living organisms as applied to population of human and other animals.
  4. 4. DIMENSION a measure of social extent, especially width, height, length.
  5. 5. EDUCATION the act or process of educating the result produced by instruction, training or study.
  6. 6. SIX DIMENSION OF EDUCATION 1.History – record of account of past events or the study and analysis of past events 2.Sociology –the study of human society and deals with the study of man kind in relation to physical, social, and cultural development of the person. 3.Cultural – is the scientific study of development of the human authors based on theological data and methods of analysis.
  7. 7. 4.Political science – is the systematic body of state and government. Political- is derived from Greek word “Polis” w/c means a city equivalent to a sovereign state and Science meaning “to know” 5.Economics – the social science concerned w/ the production, consumption and distribution of goods and services. 6.Social psychology – the branch of human psychology that deals w/ the behavior of groups and the influence of social factors on the individual.
  9. 9. Two faces Dahrendorf (1959, 1968) 1.CONSENSUs -- is a general or widespread agreement among all members of a particular society. 2.CONFLICT --- is a clash between ideas, principles and people.
  10. 10. THE PROPONENTS OF CONSENSUS AND CONFLICT SOCIOLOGICAL AND SOCIAL THEORIES ARE:  Karl Marx  Emile Durkheim  Max Weber  Talcott Parsons & Robert Merton  Louis Althusser & Ralph Dahrendorf  Herbert Mead & Herbert Blumer
  11. 11. Karl Marx Marx's class theory rests on the premise that "the history of all hitherto existing society is the history of class struggles." According to this view, ever since human society emerged from its primitive and relatively undifferentiated state it has remained fundamentally divided between classes who clash in the pursuit of class interests.
  12. 12. Emile Durkheim Durkheim discusses how modern society is held together by a division of labor that makes individuals dependent upon one another because they specialize in different types of work. Durkheim is particularly concerned about how the division of labor changes the way that individuals feel they are part of society as a whole.
  13. 13. Max Weber Max Weber believed that it was social actions that should be the focus of study in sociology. To Weber, a “social action’” was an action carried out by an individual to which an individual attached a meaning. Therefore, an action that a person does not think about cannot be a social action.
  14. 14. Talcott Parsons Robert Merton
  15. 15. CONSENSUS THEORY  Emphasizes on social order, stability and social regulation.  See shared norms and values as fundamental to society, focus on social order based on tacit agreements, and view social change as occurring in a slow and orderly fashion.
  16. 16. CONFLICT THEORY  Emphasize to dominance of some social groups by others.  (accdg. Karl Marx) Focuses on the struggle of social classes to maintain dominance and power in social systems.  (accdg. Horton and Hunt 1984) focuses on the heterogeneous nature of society and the differential distribution of political and social power.
  17. 17. The conflict model is concerned with the stresses and conflicts that emerge in society because of competitions over scarce resources. It focuses on the inequalities that are built into social structures rather than on those that emerge because of personal characteristics. Social Structures produce patterns of inequality in the distribution of scarce resources. Conflict Reorganization and Change
  18. 18. Consensus Theories Conflict theories See shared norms and values as fundamental to society Emphasize the dominance of some social groups by others Focus on social order based on tacit agreements See social order as based on manipulation and control by dominant groups View social change as occurring in a slow and orderly fashion View social change as occurring rapidly in a disorderly fashion as subordinate groups overthrow dominant groups
  19. 19. Structural Functionalism Structural Functionalism states that society is made up of various institutions that work together in cooperation. Parsons’ structural functionalism has four functional imperatives also known as AGIL scheme.
  20. 20. Structural Functionalism (AGIL) 1. Adaptation – a system must cope with external situational exigencies. It must adapt to its environment and adapt environment to its needs. 2. Goal attainment- a system must define and achieve its primary goals. 3. Integration- a system must regulate the interrelationship of its component parts. It must also manage the relationship among the other three functional imperatives (A,G,L) 4. 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.
  21. 21. 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 requisite from other systems. 3. The system must meet a significant proportion of the needs of its actors. 4. The system must elicit adequate participation from its members.
  22. 22. 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. -Talcott Parsons
  23. 23. INTERACTION THEORY  Is the relation of school and society are critiques and extensions of the functionalist and conflict perspectives.  Integrationist theories are critiques and extensions of the functionalist and conflict perspectives.
  24. 24.  Symbolic interaction theory analyses society by addressing the subjective meanings that people impose on objects, events, and behaviours.  Has its own origin in the social psychology of early twentieth century sociologist George Herbert Mead and Charles Horton Cooley.  known as symbolic interactionism, views the self as socially constructed in relation to social forces and structures and the product of on going negotiations of meanings. Symbolic Interactionism
  25. 25. PRINCIPLES OF SYMBOLIC INTERACTIONISM 1. Human beings are endowed with the capacity for thought. 2. The capacity for thought us shaped by social interaction 3. In social interaction, people learn the meanings and the symbols that allow them to exercise their distinctively human capacity for thought. 4. Meanings and symbols allow people to carry on distinctively human action and interaction.
  26. 26. 5. 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. 6. People are able to make these modifications and alterations because, in part, of their ability to interact with themselves, which allows them ton examine possible courses of action, assess their relative advantages and disadvantages, and then choose one. 7. The intertwined patterns of action and interaction make up groups and societies.
  27. 27. REFERENCES:  Social Dimensions of Education, Violeta A.Vega  Social Dimensions of Philippine Education, Dr. Adelaida Bago    Theory/1anshulq/ 