Functionalism views society as a system of interdependent parts that work together to maintain social order and meet the system's needs. Parsons argues that shared social norms and values create a value consensus that integrates individuals and ensures their behavior meets society's goals. He identifies four subsystems - adaptation, goal attainment, integration, and latency - that fulfill the system's basic functions. Functionalism has been criticized for being too deterministic and for neglecting conflict and social change.
my short report in sociology about social stratification.. :D x x x
My slides includes:
Meaning of stratification
Basic concepts of inequality
Social stratification system
Dimensions of social stratification
Methods of determining class divisions
The theories of social stratification
Four ways in which wealth can be distributed
Three types of social stratification
Classes in some countries
Conducting researches entails a tedious process! However, this ppt introduces students about the nuance of research in the field of sociology. This could also be used in some other fields!
I have forgot to put my other reference that help me in this presentation. She is Josephine Pineda Dasig that have made also a presentation about social dimension of education. Thank You so much Ma'am...
my short report in sociology about social stratification.. :D x x x
My slides includes:
Meaning of stratification
Basic concepts of inequality
Social stratification system
Dimensions of social stratification
Methods of determining class divisions
The theories of social stratification
Four ways in which wealth can be distributed
Three types of social stratification
Classes in some countries
Conducting researches entails a tedious process! However, this ppt introduces students about the nuance of research in the field of sociology. This could also be used in some other fields!
I have forgot to put my other reference that help me in this presentation. She is Josephine Pineda Dasig that have made also a presentation about social dimension of education. Thank You so much Ma'am...
SOCIOLOGICAL THEORY -Read the following guide to the three cen.docxsamuel699872
SOCIOLOGICAL THEORY -
Read the following guide to the three central theories of sociology.
Choose
one
social issue or problem that you know something and attempt to apply
each theory
to the problem.
on what aspect of the problem would your theory focus (i.e. macro structure, micro relationships)?
according to this perspective, what might be considered causal factors?
what might be considered solutions?
SOCIOLOGICAL THEORIES -- A LAYPERSON'S GUIDE
Macro Perspectives
Structural Functionalism
Functionalists view society as a stable, well-organized system in which the parts function to maintain the whole. When disequilibrium occurs, there is a tendency for balance to be restored. In general, there is consensus regarding the basic values in a society. These folks are interested in how the various parts of the social system -- its major social institutions --function to contribute to the maintenance of social order. When all members of the group perform their roles correctly, based on societal norms, the group is said to be functioning well. The main reason for the existence of social problems is that societies are always changing and having to adapt to new conditions; failure to adapt successfully leads to social problems.
society is viewed as a smoothly functioning organism
parts work together to contribute to well-being of the whole
values are the "glue" which hold society together
dysfunctions are the result of dysfunctions within a mechanism (institution) which is a result of deviance from the "norms"
social change often triggers problems -- change in values
CENTRAL QUESTION: HOW DOES A PART CONTRIBUTE TO OVERALL STABILITY?
Conflict Theory
Conflict theorists, in contrast to the functionalists, believe that conflict, especially class conflict, is the process that shapes society. Society is in a constant process of change and is marked by conflicts due to inequalities of class, race, ethnicity, gender, age, and other major divisions. The origins of social problems may be found in the way societies organize access to wealth and power. There is a great disparity in the wealth of the powerful and the powerless. Because the resources that people value are always in short supply, there is a struggle for them. Those who gain control of scarce resources (i.e. money) have an interest in keeping them for themselves and will exploit the masses in order to gain more power over them. Those who lose out have an interest in wresting control from those in power. This conflict between the "haves” and the “have-nots" provides the fuel for history. The major figure associated with this school is Karl Marx.
conflict is normal in the functioning of society
focus on the unequal divisions in society
problems are natural outcome of struggle for scarce resources
powerful want to keep control and exploit the powerless in the process
CENTRAL QUESTION: WHO BENEFITS?
Micro Perspective
Symbolic Interactionist
The interactionist pers.
Vgsfghhjkoommnbvvcxzsddghkpiyreqq I think it's social media or not I can't get over the next few weeks are reconsidering the same time was mercantilism and how historians I can do that yet I will let you know what I will do that t I will get i toh sa story nmo tom I think it's just time I get there in a few more days I
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Organic Analogy
When describing society, functionalists use an organic
analogy – they see society as similar to a biological
organism. Parsons identifies 3 similarities…
Both are self-regulating systems of inter-related
interdependent parts that fit together in fixed ways
Both have needs which must be met in order to
survive (e.g. members must be socialised and
organisms need nutrition)
The functions maintain the system ensuring its
survival (e.g. the circulatory system and the
economy)
3. How is Social Order possible?
Parsons argues social order is achieved through the
existence of a value consensus (shared norms &
values) which he believes is the glue that holds society
together. The basic function of the value consensus is
to integrate individuals into the social system thereby
directing them to ensure its needs are met.
4. How does it do this?
Parsons identifies two mechanisms within the system
which ensure individuals conform to the value
consensus…
1. Socialisation: the system socialises individuals to
do what it wants them to do. Society therefore
becomes part of an individuals personality structure
2. Social Control: conforming to the value consensus
must be rewarded but deviant acts must be
punished
As a result, an individuals behaviour is orientated
towards pursuing society’s goals and meeting its
5. ‘Building Block’ Model
Parsons model of the social system…
Individual actions governed by
norms
These norms come in clusters
called ‘status roles’
Status roles also come in clusters
known as institutions. Related
institutions are grouped into sub-
systems
Factories
Bank
s
Shops
Farm
s
These sub-systems make up the
social system
6. ‘AGIL’ Schema
Parsons identifies four basic needs of the system, all
of which are met by sub-systems…
1. Adaption: the economic system meets its members
material needs
2. Goal Attainment: the political sub-system set goals
and resources to achieve them
3. Integration: the religion, media and education sub-
system integrate to pursue shared goals
4. Latency: the kinship sub-system provides pattern
management (socialisation) and tension
management (a place to ‘let off steam’)
7. Types of Society
Traditional Society Modern Society
Ascription: status is based on
fixed characteristics
Achievement: status is based on
performance
Diffuseness: relationships are
broad with a range of purposes
Specificity: relationships are
narrow and limited to specific
purposes
Particularism: norms emphasise
treating people differently
Universalism: norms emphasise
equality
Affectivity: immediate
gratification of desires
Affective Neutrality: deferred
gratification
Collective Orientation: putting
the group’s interests first
Self orientation: individualism
8. Social Change
If there are two types of society, how do societies
change from one to the other? For Parsons, change is
a gradual, evolutionary process of increasing
complexity and structural differentiation. Referring
back to the organic analogy, organisms have evolved
from simple structures like the amoeba to highly
complex organisms like humans. This is similar in
societies. In traditional society a single institution
performs many institutions but as society develops,
this institution (namely the kinship sub-system) loses
its functions to other institutions. In addition, there is
dynamic equilibrium where a change occurs in one
part of the system and this produces compensatory
9. Internal Critiques - Merton
Indispensability: Parsons assumes that everything in
society is functionally indispensable in its existing
form. Merton argues this is an untested assumption
and he points to the possibility of ‘functional
alternatives’. For example, a single-parent family
may socialise their child just as well or better than
the nuclear family
Universal Functionalism: Parsons assumes that
everything in society performs a positive function for
society as a whole but some things may be
dysfunctional for some.
10. Internal Critiques - Merton
Functional Unity: Parsons assumes all parts of
society are tightly integrated into a ‘unity’ and that
each part is functional for all the rest. Similarly, he
assumes that change in one part will have a ‘knock
on’ effect on all other parts. In reality, instead of
functional unity, some parts may have ‘functional
autonomy’ from others. Complex modern societies
have many parts some of which may only be
distantly ‘related’ to one another.
The central point behind Merton’s criticisms is that we
cannot simply assume that society is always and
11. Manifest & Latent Functions
Merton also contributes a useful distinction between
‘manifest’ and ‘latent’ functions. He cites the example
of the Hopi Indians who, in times of drought, perform a
rain-dance with the deliberate aim of magically
producing rain. This is its manifest (intended) function.
The ritual may also have a latent (unintended) function
such as promoting a sense of social solidarity in times
of hardship.
This distinction is useful in helping to reveal the hidden
connections between social phenomena which the
actors themselves may not be aware of.
12. External Critiques
Logical Criticisms: teleology is the idea that things
exist because of their effect or function. Critics argue
logically, a cause must come before its effect.
Functionalism explains the existence of the family in
terms of something else that can only be its effect
(socialisation) since socialisation can only come after
we have families.
It is also criticised for being unscientific as it is not
possible to falsify the theory. For example,
functionalists see deviance as both dysfunctional
and functional (think back to chapter 2, topic 1).
13. External Critiques
Conflict Perspective: conflict theorists such as
Marxists criticise functionalism for its inability to
explain conflict and change which arises partly from
the organic analogy. Marxists argue society is not a
harmonious whole; it is based on exploitation and
divided into classes with conflicting interests and
unequal power. Stability is the result of the dominant
class using ideological manipulation & shared values
are a cloak concealing the interests of the dominant
class. They see functionalism as a conservative
ideology legitimating the status quo – the privileged
position of the powerful groups who would have
most to lose from any fundamental changes in
14. External Critiques
Action Perspective Criticisms: Wrong criticises
functionalist’s ‘over-socialised’ (deterministic) view of
the individual. He argues functionalists effectively
say individuals have no free will and we are puppets
whose strings are pulled by the social system. In
contrast, the action approach sees individuals as
creating society by their interactions. A related
criticism is that functionalism reifies society (they
treat is as a distinct ‘thing’ over and above
individuals, with its own needs).
15. External Critiques
Postmodernist Criticisms: postmodernists argue
functionalism assumes that society is stable and
orderly. As such, it cannot account for the diversity
and instability that exists. In the postmodernist view,
functionalism is an example of a meta-narrative that
attempts to create a model of the workings of society
as a whole. However, according to postmodernists,
such an overall theory is no longer possible due to
society being increasingly fragmented.
16. Conclusion
Functionalism seeks to answer the fundamental
question of how social order is possible – even if its
answer neglects conflict and is too deterministic. It can
also be said that Merton’s move away from Parsons’
‘grand theory’, his notion of dysfunctions, and his
distinction between manifest and latent functions, all
provide useful starting points for research. It is also
true that many of functionalism’s critics – especially
conflict theorists – end up ‘borrowing’ its basic notion
that society is a system of interdependent parts. As
Craib notes, Parsons’ theory ‘has its faults, but at