The document discusses the sociological functions of education and its impact on society, emphasizing how education promotes socialization, integration, placement, and innovation while also addressing issues of inequality and social interaction within educational systems. It outlines four pillars of education: learning to know, learning to do, learning to live together, and learning to be, each contributing to personal and community development. The text highlights the importance of education in fostering critical thinking, social responsibility, and the active participation of individuals as global citizens.

1. SOCIOLOGICAL
FUNCTIONS

2. Sociology
The scientific
study of human
social behavior.

3. While theories guide research
and policy formulation in the
sociology of education, they
also provide logical
explanations for why things
happen the way they do.
These theories help sociologist
understand educational
systems.

4. What is the main function of
sociology?
The role of the Sociologist it to
research the way society is
organized around power
structures, group and individuals
Sociology can study society with a
wide variety of focuses.

5. Theoretical
Perspective

6. Functionalism
 Education serves several function for society.
 These includes (a) socialization.(b) social
integration, (c) social placement and (d) social and
cultural innovation.
 Latent functions include child care, the
establishment of peer relationship and lowering
unemployment by keeping high school students out
of the full-time labor force.
 Problems in the educational institution harm society
because all these functions cannot be completely
fulfilled.

7. Structural-functionalism
Is a perspective in sociology that
sees society as a complex system
whose parts work together to
promote solidarity and stability.
It asserts that our lives are guided
by social structures, which are
relatively stable patterns of social
behavior.

8. Conflict Theory
 Education promotes social inequality through
the use of tracking and standardized testing and
the impact of its “hidden curriculum.” Schools
differ widely in their funding and learning
conditions and this type of inequality leads to
learning disparities that reinforce social
inequality.

9. Symbolic Interactionism
 This perspective focuses on social interaction in
the classroom, on the playground, and in other
school venues.
 Specific research finds that interaction in schools
affects the developments of gender roles and that
teachers’ expectations of pupils’ Intellectual
abilities affect how much pupils learn.
 Certain educational problems have their basis in
social interaction and expectations.

10. Social
Dimensions
of Education

11. Is an introduction to social science
(economic, socio-cultural, political,
geographical and environmental
processes)
theory and research as they relate to
education and to the understanding of the
four pillars of learning which are
fundamental in the students critical and
logical decision- making process as active
members in society and as global citizens.

12. Goes far beyond interpersonal
relationship and developing the
social skills which will support
students throughout their lives,

13. Education itself supports
the social system

14. Education advocates consensus in
social thought and cooperation
Education encourage people to
examine the places where a
society may need improvements

15. The School- Community
Relationship
Reducing –Social Inequality
Supporting The Diversity Of
Learners
Teaching Social
Responsibility

16. Four Pillars of
Educations

17. Education is at the heart of both
personal and community
developments; its mission is to
enable each of us, without
exception, to develop all our talents
to the full and realize our creative
potential, including responsibility
for our own lives and achievement
of personal aims
Jacques Delors (Delors,1996, p

18. Learning to know
 Implies learning how to learn by
developing one’s Concentration,
Memory skills and ability to think.
 Involves the development of knowledge
and skills that are needed to function in
the world.

19. Learning to know helps individual to:
 Develop values and skills for respecting
and searching for knowledge and
wisdom
 Learn to learn
 Acquire a taste for learning throughout
life
 Develop critical thinking
 Acquire tools for understanding the
world

20. Learning to Do
 It describes putting knowledge and learning
into practice innovatively through:
1.Skill development
2. Practical know-how
3.Development of competence
4. Life skills
5. Personal qualities
6. Aptitudes
7. Attitudes

21. Learning to Live together
Learning to live
together in peace
and peace is a
dynamic, holistic
and lifelong
process through
which(the shared
values) are
internalized and
practiced.
The process begins
with the
development of
inner peace in the
minds and heart of
individual engaged
in the search for
truth, knowledge
and understanding

22. It involves the
development of social
skills and values and
an appreciation of the
diversity of the World.

23. Education should adopt two
complementary approaches. From
early childhood:
It should focus on the discovery of
other people in the first stage of
education.
In the second stage of education
and in lifelong education, it should
encourage involvement in common
projects

24.  Learning to live appropriately with others is
important in our everyday lives- from life in
the school, family and community to the
special problems of adolescent relationship.
 Learning to live together in the wider society
requires awareness of and respect for human
rights and the responsibilities of local,
national and global citizenship.
 Learning to live together as responsible
citizens can help reduce tensions due to ethic
or other divisions and social disparities
which contribute to the instability or civil
conflict seen in many nations today.

25. Learning to Be
The all-around development of
the whole person, to fulfill
his/her highest potential, and
be able to think, decide and act
independently the source of
creativity, innovation and
entrepreneurship.

26. The aim of development is the
complete fulfillment of man, in all
the richness of his personality, the
complexity of his forms of
expression and his various
commitment- as individual,
member of a family and of a
community, citizen and producer,
inventor of techniques and
creative dreamer.

27. It involves activities that
foster personal
development(body, mind
and spirit) and contribute to
creativity, personal
discovery and an
appreciation of the inherent
value provided by these

28. All people should receive in
their childhood and youth an
education that equips them to
develop their own independent,
critical way of thinking and
judgment so that they can make
up their own minds on the best
courses of action in the different
circumstances in their lives.

29.  Learning to know, that is acquiring the
instrument of understanding:
 Learning to do, so as to be able to act
creatively in one’s environment;
 Learning to live together, so as to
participate in and cooperate with other
people in all human activities; and
 Learning to be, so as to better one’s
personality and to act with ever greater
autonomy, judgment and personal
responsibility.

30. The pillar of education emphasis on
The development of a complete
person
To resolve and manage conflicts for
peace
Prepare the pupils for further
learning
To develop competency in adapting