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COMMUNITY ENGAGEMENT (8606)

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Sociology is the science of society with various areas of specialization. Research in this
discipline is mostly based on experience or experiments rather than theories.
There is a popular misunderstanding that research is confined to science and technology. Even
students who pursue studies in humanities are often not aware of the rich facilities for research
in their chosen discipline. We have several institutions that offer opportunities for research in
social sciences.
Aristotle the legendary Greek philosopher said, “Man is by nature a social animal; an
individual who is unsocial naturally and not accidentally is either beneath our notice or more
than human. Society is something that precedes the individual.”
Man cannot live alone. He must satisfy certain natural basic needs in order to survive. He has
to enter into relationships with his fellowmen for living a life. No man can break the shackles
of mutual dependence. This begins perhaps between the embryo and the mother and continues
till his last breath. The need of the embryo may be more physical than mental, but the mother's
need is the other way round.
Sociology is the science of society. John Stuart Mill proposed the word ethology. Herbert
Spencer developed his systematic study of society and adopted the word sociology. Auguste
Comete (1798-1857), a French positivist thinker, considered the founding father of sociology,
defines it as the science of social phenomena “subject to natural and invariable laws, the
discovery of which is the object of investigation.” Sociology has been variously defined as
the science of social institutions, science of social relationships, science of social phenomena,
study of systems of social action and of their inter-relations, and so on.
No matter what definition we accept, sociology uses diverse tools of investigation and
systematic analysis focusing on social activities at the micro and macro levels. The techniques
employed may be quantitative, qualitative, or both. The ultimate objective of such studies is
often the application of principles for ensuring welfare of the people. Stratification of society,
race, class, caste, religion, gender, culture, language, conventions, norms, deviance
(behaviour that violates social norms), crime and punishment, health, poverty, family
structure, and social mobility are some of the concerns of sociology.
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There are different areas of specialization and research in sociology such as social change,
social stratification, social movements, inter-ethnic relations, sociology of education,
backward classes, caste system, race relations, poverty alleviation, clinical sociology,
sociology of communication, sociology of deviance, juvenile delinquency, industrial
sociology, social psychology, sociology of law, sociology of health, environmental sociology,
military sociology, sociology of migration, spouse abuse, child abuse, disability and society,
drug addiction, alcoholism and family life, gender inequalities, law and governance, identity
crises, politics and society, international social policy, and demography.
Approaches
Research in this discipline is mostly based on experience or experiments rather than theories.
In other words, the studies are based on empirical data. These may check and confirm the
related theories. We may have an informed guess on possible relationships. There has to be
extensive gathering of data, backed up by painstaking observation.
There can be elaborate surveys using written questionnaires or a series of verbal interviews.
Studies of relevant records or statistics prepared by government departments or reliable
private agencies can also be used in certain cases. Experiments followed by statistical analysis
of data are necessary to gauge the extent of social changes and to establish correlations.
Measures for social corrections can be evolved from the findings of such studies and
evaluation. The validity and reliability of the findings will naturally depend on faithful
gathering of data. Unlike in physical science research, there may be unethical attempts from
vested interests to influence the manipulation of data and to project distorted conclusions.
True researchers have to be wary of this pitfall that may discredit their dedicated efforts to
arrive at the truth.
Social work
Sociology and social work are different, though there are areas of overlap. They are distinct
fields in their own right. We have seen different definitions of sociology. Social work is
concerned with alleviation of problems of individuals in society. A sociologist will be
interested not only in the plight of a poor man but also in how poverty affects society as a
whole. Social work has a focus on helping individuals, groups, or communities. It may also
try to bring about a change in policies aimed at the welfare of society.
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Social work will involve the applications of various disciplines such as sociology, economics,
psychology, education, public health, development, criminology, and so on. A scholar once
succinctly put the difference thus: “A sociologist asks, ‘Why are these people poor?,' while
the social worker asks, ‘What can I do about this poverty right now?.”
Man is a social animal and that, he loves to live in society with other human beings, is a general
conception about his basic behavioural pattern. Almost all sociological thinkers agree that there is
a very close relation between the individual and the society. Whether any particular individual
could have been nurtured under conditions in which there did not exist any society is a different
question; but the fact remains that without a social environment, be it his home, his community or
his state, no stability would be brought to his status as an individual.
One would almost conclude from the foregoing statement that the individual is a product of society.
Instantly, other thinkers would raise a hue and cry that the truth is just the contrary, that is, the
society is the product of an individual and another.
As McIver says, it may be pointless to enter into the controversy as to whether the individual came
before the society, or the society came before the individual. We would like rather to concentrate
our attention on the causes of the growth of the society and the role of the individual in it.
Quite naturally, therefore, man wanted to escape from the condition and a relation was
consequently built up between human beings in the form of a social contract. The contract not only
established a relation between them, but each individual suffered in himself a demolition of
irresponsibility and brutish behaviour.
When in the eighteenth century, Rousseau took up the concept of social contract and made certain
departures from Hobbesian thought on the point as also from Althusius’s though, the latter
regarded society as a product of a contract naturally made between human beings. Rousseau’s state
of nature was a free world in which unlimited human bliss did not at first motivate man to think in
terms of a contract.
Gradually, when population increased and the concept of personal property was gaining
recognition, in order to protect himself, man voluntarily made the social contract. Individual will
was then, for collective good, made subject to collective will. John Locke, too, believed that the
pre-contract state of society was the state of nature in which peace and harmony prevailed and
every man was born free.
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The social contract theories were from time to time enunciated for the purpose of justifying either
a new ruler’s course of action after the overthrow of a legitimate one, or to encourage the popular
mass in rising up in arms against the establishment. In that sense, the theory is basically a political
thought and, as McIver quite righty points out, the theory is not based on any analysis of historical
facts.
Besides that, the theory separates the individual from the society and would almost make the
assumption of the existence of the individual before the society. Sociologists do not agree that man
could ever have lived without a social consciousness.
The ‘Organismic theory’ of society is another attempt at establishing the origin of man’s social
behaviour. Spencer holds that society can be likened to a physical organism that exhibits the same
kind of unity that an individual organism shows, and it is subject to similar laws of development,
maturity and decay.
The limbs and organs would be the different associations and institutions. Like Spencer and the
Bluntschli, even some thinkers of this century like Oswald Spengler (in The Decline of the West)
subscribe to the organismic theory, though with certain modifications. Some modify the theory in
order to explain the analogy only so far as the organic processes of birth, youth, maturity, old age
and death are concerned.
Spengler, finds an organic cycle in societies that pass from birth to death. To these thinkers, the
individual is a mere manifestation of organism that is society, and his entire life and will must be
subjected to it.
Spencer, however, explains his theory by allowing the individual more of independent attributes;
he thinks that though the individual and the society are one, each has his own set of actions and
individuals collectively execute their functions in the interest of the society. Just as a biological
organism cannot function healthily if any part of it is weak or strained, a society too depends on
the harmonized activities of all individuals.
Sociologists in general do not find the organismic theory as entirely satisfactory, since a
comparison between an organic cell and a human individual is stretched too far. An individual has
a self; he can think for himself independently of society, which process is unthinkable in the case
of a mere cell. Besides that, the organismic theory stresses the importance of social unity to such
an extent that individual qualities are underscored or even obliterated.
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If one would speak of the interests of a society, even in terms of social unity, one cannot but refer
to such interests as are felt by every individual in such society. Therefore, the organismic theory
is best understood as long as it recognizes the fact of reliance of the individual upon the society,
and it would be wrong to stretch the comparison any further than that.

Social institutions are usually conceived of as the basic focuses of social organization, common to
all societies and dealing with some of the basic universal problems of ordered social life. Three
basic aspects of institutions are emphasized. First, the patterns of behavior which are regulated by
institutions ( “institutionalized") deal with some perennial, basic problems of any society. Second,
institutions involve the regulation of behavior of individuals in society according to some definite,
continuous, and organized patterns. Finally, these patterns involve a definite normative ordering
and regulation; that is, regulation is upheld by norms and by sanctions which are legitimized by
these norms. These elements of institutions have been emphasized, in varied fashion, by most of
the existing definitions (see, for instance, Gouldner & Gouldneh 1963). Therefore, it is tentatively
suggested that institutions or patterns of institutionalization can be defined here as regulative
principles which organize most of the activities of individuals in a society into definite
organizational patterns from the point of view of some of the perennial, basic problems of any
society or ordered social life. It is the basic “points of view” discussed above which have delineated
the major institutional spheres or activities in all societies. Again, in the literature there seems to
be a relatively high degree of consensus as to the nature of these spheres. There is the sphere
of family and kinship, which focuses on the regulation of the procreative and biological relations
between individuals in a society and on the initial socialization of the new members of each
generation. The sphere of education extends from the family and kin relationships and deals with
the socialization of the young into adults and the differential transmission of the cultural heritage
of a society from generation to generation. The sphere of economics regulates the production,
distribution, and consumption of goods and services within any society. The political sphere deals
with the control of the use of force within a society and the maintenance of internal and external
peace of the boundaries of the society, as well as control of the mobilization of resources for the
implementation of various goals and the articulation and setting up of certain goals for the
collectivity. The sphere of cultural institutions deals with the provision of conditions which
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facilitate the creation and conservation of cultural (religious, scientific, artistic) artifacts and with
their differential distribution among the various groups of a society. Last, there is the sphere
of stratification, which regulates the differential distribution of positions, rewards, and resources
and the access to them by the various individuals and groups within a society.

Institutional principles
Institutions are very close to, but not identical with, groups or roles that are organized around
special societal goals or functions. Thus, not only are the principles of political regulation effective
with regard to those groups whose major function is some kind of political activity—be it
administration or mobilization of power—but they also regulate various aspects of groups whose
predominant goal or function is economic, cultural, or educational. Similarly, principles of
economic regulation also organize various aspects of groups or roles that are predominantly
cultural or political. The same applies to any institutional sphere with regard to any other group or
role within the society.
Institutional units and resources
However, there exist in each society definite groups and roles which deal predominantly with one
of the major institutional problem areas. These groups tend to have some structural “core”
characteristics, which are explainable in terms of their major institutional function or placement.
Thus, for instance, small kinship-structured domestic groups with reproductive, sex-regulating,
and socialization functions (which are not necessarily any particular type of the nuclear family)
seem to constitute the basic units of the familial institutional sphere (see Levy & Fallers 1959).
Similarly, each such institutional sphere has its own specific resources, such as labor, commodities,
or money in the economic sphere or support and identification in The political sphere (Parsons &
Smelser 1956; Parsons 1964).
Explanation of institutionalized behavior
Although the basic institutions can be found in one form or another in every society, societies vary
greatly in the concrete regulative principles upheld by any such institutions. They vary especially
in the more specific “partial” institutional crystallizations, such as various ritual ceremonies or
bodies of customs, on the one hand, and bodies of folkloristic traditions or styles of art, on the
other. These concrete institutional principles and structures may vary in the extent of their
universality; that is, the extent to which they can be found within a wide range of societies, the
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extent to which they are spread within any given society, and the extent to which they are
institutionalized.

The existence of institutions, both as regulative patterns and as basic institutional spheres (but not
necessarily of any specific type of institutional principle or organization), has been considered as
given in the very nature of society. Institutions constitute a part of the basic definition of society
and are concomitant with the very existence of ordered social life (Parsons 1964).

Thus, institutionalized behavior can be seen as the most general evolutionary universal in the
history of human society. It constitutes one of the basic emergent qualities of human, as distinct
from prehumen, society. However, there are few adequate explanations of the ways in which these
patterns of normatively regulated behavior first arose.

Functionalist explanations

The emergence of institutions in the history of human society, the presumed universality of some
structural forms (for example, the incest taboo) as well as variations in the different concrete
institutional forms in various societies (for example, the development of a market economy as
compared with a barter economy) have been explained in several ways. One rather common
explanation is in terms of the needs of individuals and of societies ( “societal needs") and of their
interrelations. Thus, institutions (both institutions in general and varying concrete institutional
patterns in particular) are explained as providing for such presumed needs and assuring the survival
of the society and the adequate functioning of individuals within it.

Communication skills can be defined as the transmission of a message that Communication skills
can be defined as the transmission of a message that involves the shared understanding between
the contexts in which the communication takes place. In addition, teacher communication skills
are important for a teacher in delivery of education to students. Communication skills involve
listening and speaking as well as reading and writing. For effective teaching a teacher need to be
highly skilled in all these areas. Teacher with good communication always make the things easier
and understandable (Freddie Silver). Effective communication skills are really important for a
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teacher in transmitting of education, classroom management and interaction with students in the
class. Teacher has to teach the students having different thinking approaches. To teach in
accordance with the ability and capability of the students a teacher need to adopt such skills of
communication which motivate the students toward their learning process. Good communication
skills of teacher are the basic need of academics success of students, and professional success of
life. Teacher communicates more instructions orally in classroom to students. Teacher with poor
communication skills may cause failure of students to learn and promote their academics. Student
need to understand that what is right, and what is wrong while it totally depend upon the
communication skills of teachers which he adopt in class-room. Good communications minimize
the potential of unkind feeling during the process of teaching. For learning the learner must be
attentive toward their teacher during the lecture. Teacher communicate in clear and understandable
manner. Communication is a dynamic process which need of mind and courage to face the other
and convey his/her massage in effective way. Communication process is successful when we
deliver the massage in clear and understandable way. Effective communication need to convey
and accept his/her massage in all kind of situation and circumstances. No one can teach effectively
until having these basics skills of teaching. Different research revolves that there is significant co-
relation between communication skills and supervisor perception of job performance.
Furthermore, Student’s character building and academic background totally depends upon the
professional attitude of teachers. If teachers adopt positive professional attitude towards the
students in their academic and as well as their social achievements, then students can easily
promote their academic level. Teacher has the responsibility to teach and practically prepare
students for the purpose that they can cope with all type of situations. It also comes under the
responsibilities of teacher to behave as role model to the students. Communication means the
process which one adopts while sharing his / her views with others. For a teacher it is necessary to
have good communication skills for the good learning of the students. Teachers need good
communication skills for facilitating the students and achieving good professional goals.
Effectiveness of teaching is not dependent on technicality but on the method adopted by the teacher
while teaching to the students. Teachers need clear communication for the good understanding of
students and avoiding the problems for students while learning from their lecture. It is also needed
by the teachers to understand first himself before teaching to students. Good communication is not
only needed for the effective teaching profession but it is also very important for the effectiveness
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of every concern to our life. Performance of teachers in classroom totally depends upon the
communication skills. if the teacher has good communication skills then he can easily convey his
/her massage or deliver the lecture in an understandable manner.
Effective teachers look for every available opportunity to increase student learning. The classroom
environment is a teaching resource that should not be ignored. Students and teachers spend the
majority of their day in school classrooms, and it’s your responsibility to foster an environment
and atmosphere that enhance learning. Developing a classroom environment conducive to learning
is a process that entails staging the physical space, getting the students to cooperate, creating a
communal environment, and finally maintaining a positive classroom climate and culture.
Physical Space
To create a classroom environment conducive to learning, you must first focus on the physical
space. Use every possible area of the room to create an atmosphere that encourages participation
and learning. The physical space includes the layout and arrangement of the desks or tables, the
placement of computers and equipment, and items on the bulletin boards and walls.
In modern classrooms the tables and desks are usually not fixed, allowing for various seating
arrangements. Take time to draw up a seating plan based on how you expect to conduct your
lessons. If you’ll give a lot of instruction, it’s ideal to have any students who have difficulties
closer to you so that they have greater access to the lesson. If you’ll require your students to take
part in collaborative activities, you can arrange the classroom so that you have maximum visibility
of all groups, which may then be clustered around the classroom as appropriate. You may be
required to make individual seating changes based on disruptive behavior, keeping students who
are more likely to be disruptive closer to you and rewarding them by allowing them to move if
they learn to conduct themselves more appropriately. You could also allow students to be clustered
around focus areas for activities, moving back to a more traditional seating arrangement when they
have completed the activity. Always try to accommodate the physical size of students by procuring
an adequately sized desk for them.
Next, consider the furniture and equipment you must fit into your classroom. Where are the
electrical outlets? Which pieces of equipment may need to be plugged into them? Where is the
chalkboard or projector screen? Will students need a clear view of them? Where should you place
your desk to allow maximum observation and encourage good behavior? Finally, students with
special needs often require extra attention. For instance, a student with visual impairment or
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behavior problems may need to be placed in the action zone, the area in the front and the middle
of the class.
After arranging the room with the optimal furniture placement, you must assume responsibility for
the organization of the entire classroom. Where will the students keep their supplies? What
resources will you need daily access to? Supplies, bins, shelves, and cabinets should be carefully
organized and easily accessible. The wall space and interest centers will suit a well-organized and
efficient classroom and will optimize students’ learning potential. Find creative ways for students
to explore and learn in their environment, and set up learning centers throughout the class.
Learning centers are creatively staged learning areas that allow students to participate in activities
related to the curriculum. Teachers will prepare an activity at each center. Activities are typically
hands-on and are fun for the students. Learning centers may include a computer center, a science
center, a reading corner, or an interactive bulletin board.
Another dimension of the physical classroom is the wall space. Wall space should be pleasing to
the eye, with special attention to student morale and learning. One way of accomplishing this is an
organized display of student work. Displaying student work not only boosts morale but also fosters
ownership of the classroom.
Bulletin boards make the room look neat and attractive and are a source of learning by highlighting
key facts or by allowing student interaction. Interactive bulletin boards are bulletin boards that
allow students to participate in an activity that reinforces the class’s objectives. Bulletin boards
can also be electronic, which can easily be set up for any subject area. These may be used
differently from traditional “on-the-wall” bulletin boards, but allow multiple students to access
any problems you post on the board and discuss or propose answers among themselves before you
intervene with the correct answer. Establish ground rules to ensure the use of bulletin boards is
effective.
Getting Students to Cooperate
One of the most challenging aspects of maintaining a neat and organized environment that is
conducive to learning is getting the students to cooperate. To begin, you should clearly define the
rules and routines for transitions between activities and classes. Practice the transitions with the
class, and correct undesirable behaviors. Decrease the amount of unstructured time by having
materials prepared and readily available.
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After you’ve established the ground rules, you’re responsible for making appropriate demands,
giving clear signals, and being consistent. You’ll also learn to anticipate problems and correct them
as a means of preventing disorder. You must have a plan for every minute of the day and have a
goal of keeping students busy.
Creating a Communal Atmosphere
A communal atmosphere is a feeling established by instilling a sense of community among the
students. Another way to express this is creating a learning community. After establishing the
rules, routines, and transitions, your next objective will be to transition the classroom into a
communal atmosphere, focusing on relationships and taking a personal interest in each contributor
to the community.
Your care, as the teacher, extends to every aspect of the learning environment, including
curriculum, instruction, assessment, and society. If students are aware that you care, they will be
more willing to make an effort to please you. As a teacher, you need to lead your students by
example. Displaying a caring attitude toward each student will encourage them to treat each other
with the same attitude. Dealing with conflict in a caring and understanding manner will have the
same effect. You need to encourage all learners to treat each other with respect and care, because
this promotes a positive learning environment and can improve collaboration among students.
Classroom Climate and Culture
After establishing a classroom community, the final step in creating a positive atmosphere
conducive to learning is to develop a positive classroom climate and culture. A classroom’s climate
and culture are the atmosphere and quality of life in a classroom. Your role as teacher is that of the
primary contributor to the climate and culture. Your interaction with the students, disciplinary
measures, mannerisms, support, encouragement, cooperation, and focus on individual students all
contribute to an atmosphere conducive to learning.
Although they are complex and multifaceted, classrooms with a climate and culture conducive to
learning share similar characteristics. The teacher is caring and supportive. The lessons are well
organized, progress smoothly, and are free from interruptions. The content is challenging without
being frustrating, and activities are relevant and interest students. Open, warm relationships among
students are encouraged, and cooperation and respect are expected. Stress and anxiety levels are
low, and there is limited conflict.
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The more I searched, the themes for successful school transformation emerged:
 Community/business school partnerships
 Parental collaboration
 Curriculum connected to real world experiences
 Student voice
 Cross generation learning
 Locals designing solutions to local problems
Whole Community Engagement Is Key
To lift up and raise our schools to a place that suits all 21st century learners, help needs
to come from many parts of the community. The leading roles should be alternated
according to the need and focus of the particular aspect of the transformation project.
If we respect each other and acknowledge our unique contribution, we can move forward
quickly in a positive environment where we can all be teachers and learners.
I'm approaching this post from an inclusive, design-focused view, and I put to you ideas
that target and engage the four main players I believe can make all the difference in
transforming our schools and curriculum today: students, parents, seniors/grandparents
and local businesses.
Step 1: Expand Your Vision of School to Include Community
Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community
should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and
ethical challenges, thought provoking videos, "graffiti walls," brainstorming spaces,
and play areas."
There are so many opportunities for experiential learning to happen out in the
community surrounding the school. We just need to find ways to connect core
curriculum beyond the classroom by attracting the right people and asking the right
questions.
Step 2: Reach Out to All Stakeholders
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One of the best ways to connect and create an authentic bond is to go to the people who
matter most, and meet them on their own turf. A series of community walks are a great
way to start.
Get your teachers, some local businesses on board and go and knock on people's doors,
visit local businesses and senior homes and talk with them. Try the same approach with
groups of students. This time let the students communicate what they hope and wish for
their school and encourage them to ask for mentoring and support.
Share your dreams for enhanced community-school partnerships, ask people what
matters to them, ask them how they might help, and show them your passion. Deliver
them an open invitation to reconnect, collaborate and share their experience, skills and
time to make a difference.
Step 3: Create a Community Resource Map
A visual representation of your community and the various skills people have to offer
is a super way to understand what community resources are available. If you build one,
also point out the materials people can supply at cost or for free, the time they can invest
in projects, and how they can connect to curriculum, and classroom activities. Include
the networks they can utilize to raise awareness of the needs of local children and
families, and always promote and foster resource-sharing and collaboration.
Use libraries to advocate for school-community partnerships and student learning.
Libraries are important hubs and can provide meaningful connection points outside the
school gates.
A community resource map can come in the form of a hand-drawn map (use a graphic
facilitator), Google Map, Mind Map or even a spreadsheet with some visual outputs.
Step 4: Connect with Curriculum
Much of what we learn as children and adults happens outside the classroom through
real world experiences and from our peers, mentors or on the job.
How might we connect today's core curriculum with the real world? That is an important
question that is in urgent need of answers. Kids today are asking far to often for
relevance in what they are learning. "Why am I learning this? I'll never use this!" is a
response far too often heard form the mouths of young people today.
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Let's find ways to work with local businesses and subject matter experts to connect core
curriculum to the outside world and design engaging learning experiences in and out of
the classroom. Check out Chapter 4 "Asking the Experts" from Kathleen Cushman's
wonderful book Fires in the Mind: What Kids Can Tell Us About Motivation and
Mastery.
Please consider using project-based learning. Try using a matching technique to match
students with subject matter experts, businesses and community o rganisations. Here is
a great book on the subject by Suzie Boss. Reinventing Project-Based Learning: Your
Field Guide to Real-World Projects in the Digital Age.
Let's not forget the largely untapped wealth of experience and knowledge that resides
with retires, grandparents and millions of socially isolated senior citizens in aged care
facilities.
Step 5: A Design Challenge for the Community
Here is an example of a community challenge to reinvent the school experience. I
created the Reinventing School Challenge earlier this year to encourage discussion,
empower youth, teachers and communities to design and facilitate change locally.
Reinventing school can mean lots of things such as redesigning classrooms, creating a
community garden, creating an open and shared learning space, designing a course,
changing the way students participate in decision making, you name it!
References:

1. https://www.thehindu.com/features/education/research/man-as-a-social
animal/article2988145.ece
2. https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.2420070105
3. https://www.encyclopedia.com/social-sciences-and-law/sociology-and-social-
reform/sociology-general-terms-and-concepts/social-institutions