Sociological foundations

1. SOCIOLOGICAL
FOUNDATIONS OF
EDUCATION
Discussion by:
JADE SAMSON N. SANCHEZ
MA. LOURDES SARAD
AYN SANMILLAN
MARVIN SEMINIAN
SHIENA JOY OMALLAO

2. • Have you ever wondered why societies
function differently?
• Why do certain social inequalities persist?
How do society influence the educational
landscapes?
Questions to Ponder:

3. • The sociology of education contributes
significantly to the formulation of
educational policies. By studying how
social factors affect learning outcomes,
policymakers can design interventions that
target specific issues, leading to
improvements in overall educational
quality.
How do Sociologists impact the field of
education?

4. • Social theory, - refers to explanations, arguments,
hypotheses, and speculations about the nature of
humans and human social life. With its interdisciplinary
tapestry — drawing threads from sociology,
anthropology, political science, psychology, and
philosophy — social theory forges a profound
understanding of the patterns and bewildering
interactions that pervade our social fabric.
• It seeks to understand various social phenomena,
including power relationships, gender, religion, race,
social change, and cultural rebellion.

5. Auguste Comte
Auguste Comte Perspective towards Education:
• Positive Philosophy – advocate for a scientific approach to
education.
• Hierarchy of Science – proposed sociology as the highest
science.
• Role of Education – instill moral and social values for stability.

6. Claude Saint-Simon
Claude Saint-Simon Contributions to the field of Education:
• Social Reformist Ideas – education should be accessible to all
societal levels.
• Industrial Society – education prepares individuals for roles
supporting development.
• Authority of Knowledge – knowledge must be controlled by
experts for effective education.

7. Thomas Hobbes
Thomas Hobbes Views:
• Social Contract – education is crucial for teaching societal
roles.
• Human Nature – self-interested nature discipline education.
• Role of the State – a strong state regulates education for social
order.

8. Comparative Analysis
Comparative analysis highlights the role of education and differing
methodologies among Comte, Saint-Simon and Hobbes.
• Common Ground – all three thinkers recognized the essential in
promoting social cohesion and stability in society.
• Divergent Views – their approaches differ in methodology; Comte
focuses on empirical science, Saint-Simon on social reform, and
Hobbes on state authority.
• Influence on Modern Education – their theories continue to shape
modern educational policies and the structures of educational
systems worldwide.

9. Education Roles in Society
• Socialization Function – education socializes
individuals into societal norms.
• Skill Development – it provides necessary skills
for economic participation.
• Civic Responsibility – education fosters citizens
contributing to democracy.

10. Policy Implications
• Equity in Education – contemporary policies aim
equitable access.
• Educational Standards – Standardize curricula
focus on STEM subjects.
• State Involvement – government regulations
ensures consistency and fairness.

11. John Locke
1.Tabula Rasa Concept
• Mind is a blank slate; knowledge comes from experiences.
2.Role of Empirical Learning
• True understanding is formed through interaction, not
memorization.
3.Influence of Society on Learning
• Societal institutions shape knowledge and values.

12. John Locke
• Locke viewed education as a vital preparation
for individuals to engage in society. He believed
that education equips people with the skills
necessary for civic involvement and responsible
citizenship. This aligns education with societal
functioning, suggesting that a well-informed
populace is essential for societal progress.

13. John Locke
• Locke's theories significantly influenced
contemporary educational practices, emphasizing
experiential learning and moral education. His views
laid groundwork for constructivist approaches in
education, where learners actively participate in their
learning processes. This shift towards experiential
learning reflects Locke’s beliefs about the role of the
environment in education.

14. Giambattista Vico
• Giambattista Vico is often credited with the
invention of the philosophy of history.
Specifically, he was the first to take seriously the
possibility that people had fundamentally
different schema of thought in different historical
eras.

15. Giambattista Vico
• emphasized history and culture in education.
• challenged rationalism and linked past to
present.
• must incorporate moral and cultural values.

16. Giambattista Vico
• Vico emphasized that education is not an
isolated process but inherently linked to societal
structures. This sociological perspective prompts
educators to evaluate how power dynamics
impact access to knowledge and resources
within educational contexts.

17. Giambattista Vico
• Vico's philosophical insights remain pertinent as
modern educators confront challenges related to
globalization and technology.
• His emphasis on critical awareness can inspire
pedagogical strategies that empower learners to
question societal norms and injustices.
• His ideas align with contemporary practices
emphasizing the development of the whole child,
ensuring students are socially responsible.

18. George Hegel
• George Wilhelm Friedrich Hegel (1770-1831) is
one of the greatest systematic thinkers in the
history of Western philosophy.
• For Hegel, the state plays a significant role in
shaping education to align with national values
and goals. He asserts that education should
serve the interests of the state, promoting civic
duty and loyalty among citizens.

19. George Hegel
Education as Cultural Transmission
• Primary Means of Transmission- Education passes
values, traditions, and knowledge.
• Curriculum Reflects Society-Should include moral
and ethical education.
• Stimulates Critical Thinking- Encourages the critique
and refinement of culture.

20. George Hegel
• Hegel’s ideas emphasize the importance of
fostering critical thinking and ethical
development in today’s educational systems.
• Modern education should aspire to cultivate not
only knowledgeable individuals but also morally
conscious citizens capable of contributing to
societal progress.

21. Karl Marx
• He was a revolutionary, sociologist,
historian, and economist. He co-wrote
The Communist Manifesto (with
Friedrich Engels), and he was the author of
Das Kapital, which together formed the
basis of Marxism. Marx was born in Prussia
in 1818 and lived in Paris, Brussels,
London, and elsewhere in Europe.

22. Karl Marx
• Marxism views social reality as a dynamic process
characterized by the unity of opposites and the
necessity of conflict for change and the legitimization of
the social order. Marxism is the philosophy of class
struggle.
• Marx believed that the economy functioned based on
class divisions between a wealthy ruling class who who
invests their money in return for profit, and a poor
working class who is paid a wage.

23. Karl Marx
• Marx was a critic of capitalism, to be a
capitalist means to increase your capital
while accumulating and hoarding more and
more wealth, while the workers don't get to
have any of this wealth, in Marx's own words
"those who work, acquire nothing, and those
who acquire anything do not work".

24. Karl Marx
• The Marxist approach to education is broadly
constructivist, and emphasises activity, collaboration and
critique, rather than passive absorption of knowledge,
emulation of elders and conformism; it is student-centred
rather than teacher centred, but recognises that
education cannot transcend the problems and capabilities
of the society in which it is located.

25. Karl Marx
• Marx views education as a means to perpetuate class systems
within capitalist societies. He believed that education serves to
align society's thinking with the interests of the ruling class.
• They believed education under capitalist conditions reinforced
class distinctions and was a tool for maintaining the status quo.
• Education plays a pivotal role in shaping society through its
institutions and the propagation of ideology. It is seen as an
influential tool in the hands of the ruling class to maintain their
position in social relations.

26. Emile Durkheim
• French sociologist who rose to prominence in the late
19th
and early 20th
centuries. Along with Karl Marx and Max
Weber, he is credited as being one of the principal founders
of modern sociology.
• Chief among his claims is that society is a sui generis reality,
or a reality unique to itself and irreducible to its composing
parts. It is created when individual consciences interact and
fuse together to create a synthetic reality that is completely
new and greater than the sum of its parts.

27. Emile Durkheim
• He developed a new methodology, which focuses on what
Durkheim calls “social facts,” or elements of collective life
that exist independently of and are able to exert an
influence on the individual. Using this method, he published
influential works on a number of topics. He is most well
known as the author of On the Division of Social Labor, The
Rules of Sociological Method, Suicide, and The Elementary
Forms of Religious Life.

28. Contributions to the field of Education:
He believed that schools were one of the few
institutions uniquely poised to assist with the
transition from traditional society, based on
mechanical (face to face) solidarity, to modern
society, which was much larger in scale and
based on organic (more abstract) solidarity.

29. George Herbert Mead
• Born on February 27, 1863 in South Hadley,
Massachusetts.
• Influential philosophy professor at the
University of Chicago
• Father of Symbolic Interactionism

30. George Herbert Mead
•He posits that the “self” develops through social
interactions and is not present at birth, emerging
through preparatory, play and games, ultimately forming
the “I” and “me”.
The self has two parts:
The “I” is the creative/unsocialized self
The “Me” is the conventional/socialized self

31. Stages of Development of the Self:
• Preparatory (Imitation)
• Play (Role-Playing)
• Games (Understanding Multiple Roles)

32. Ernest Burgees
• Born in 1886 in the United States
• Canadian-American urban Sociologist
• Known for his research into the family as
a social unit.

33. The Concentric Zone Model

34. Social Disorganization
• Definition and Theoretical Background
 Social Disorganization refers to a breakdown in
the social fabric that leads to instability and a lack
of shared values within a community.
• Components of Social Disorganization
(residential instability, family disruption, and
economic deprivation)
• Impact on Schools

35. Solutions to Social Disorganization in
Education
• Strengthening Community Ties
• Enhancing Educational Resources
• Policy Advocacy for Equity

36. Talcot Parsons
• Born on December13, 1902, in Colorado
• He is American Sociologist

37. Structural Functionalism
rooted in sociology, focuses on how various components of
society work together to maintain stability and social order.
Talcott Parsons, a leading figure in this theory, emphasized
the significance of social structures and their functions in
shaping individual behavior.
 from a structural functionalist perspective, education,
viewed through Parsons’ AGIL framework, serves to maintain
social stability by socializing students, achieving societal
goals, integrating individuals, and transmitting cultural values
and norms across generation.

38. AGIL Framework
Adaptation (A) - The ability of a system to adapt to its
environment and changing circumstances.
Goal Attainment (G) - The ability of a system to achieve
its objectives and goals.
Integration (I) - The ability of a system to coordinate its
different parts and maintain internal harmony.
Latency (L) - The ability of a system to maintain its
internal structure and patterns.

39. Vilfredo Preto
• Vilfredo Pareto was an Italian economist and
sociologist, known for his work on income
distribution and social stratification, laying the
groundwork for modern sociology.
• His concepts of social dynamics and the
circulation of elites provide insights into how
societal structures impact educational systems.

40. Vilfredo Preto
Pareto's Sociological Theory
• Social Stability and Change: Pareto's theory focuses on the balance
between social stability and change, illustrating how education can maintain
societal order while facilitating progression.
• Circulation of Elites: He posited that education plays a critical role in the
circulation of elites, determining how individuals ascend within societal
hierarchies based on merit.
• Two Types of Individuals: Pareto classified individuals into 'lions' (active,
dynamic) and 'foxes' (cunning, strategic), highlighting different educational
needs and approaches within society.

41. Vilfredo Preto
Implications for Educational Policy
• Equitable Access to Education: Policies should focus on
providing equitable access to education to minimize
disparities and enhance social integration.
• Curriculum Relevance: Educational curricula must remain
relevant to societal needs, balancing traditional knowledge
with contemporary skills.
• Encouragement of Lifelong Learning: Promoting lifelong
learning initiatives can empower individuals to adapt and
thrive in dynamic environments.

42. William Du Bois
Du Bois's Educational Philosophy
• Importance of Education: Du Bois believed education is a crucial
tool for achieving social and racial equality, encouraging individuals to
pursue knowledge and personal growth.
• The Talented Tenth: He proposed the concept of the "Talented
Tenth," advocating that the top ten percent of educated African
Americans should lead the community in advocacy and upliftment.
• Liberal Arts Education: Du Bois emphasized a liberal arts education,
arguing that it fosters critical thinking and prepares individuals to
address societal issues effectively.

43. William Du Bois
The Role of Higher Education
• Access to Higher Education: Du Bois advocated for increased
access to higher education for African Americans, emphasizing
its importance in leadership and community advancement.
• Critical Thinking Skills: He argued that higher education
cultivates critical thinking skills essential for engaging in social
justice movements and challenging the status quo.
• Cultural Relevance: Du Bois stressed the need for higher
education to address the cultural and historical contexts of
African American experiences

44. William Du Bois
Impact of Du Bois on Modern Education
• Influence on Educational Equity: Du Bois’s ideas have influenced
contemporary discussions on educational equity and access for
marginalized groups.
• Civics Education: His emphasis on social responsibility in education
has led to a greater focus on civics education and community
engagement in schools.
• Legacy of Advocacy: Du Bois’s work continues to inspire educators
and activists who seek to address systemic inequalities in education
and society at large.

45. "Education is simply the
soul of a society as it
passes from one
generation to another“
-G.K. Chesterton
Thank You!