R.

G DE CASTRO COLLEGES
Zone3 Bulan Sorsogon

PROF-ED 13
COMPILATION

Submitted by :
Arjay b.GLEE
BEED 401

Submitted to :
Ms.Rosie Gracela
Instructor
MODULE 1
Introduction to the social dimension of education

“Education is one of the major institutions that constitute society. There are various social
science theories that relate to education – consensus, conflicts, structural functionalist and
interaction theories.

Conflict theory
 Deals with the emergence of conflict within a particular human society or a clash
between ideas, principles, and people.
 Shared norms and values as fundamental to society.
 Focus on social order based on tacit agreements
 Social change occurs in slow and orderly fashion.
 Conflict theory deals with the emergence of conflict within a particular human society
 Examine conflicts of interests and coercion that holds society together.
 Can be COVERT or OVERT.
 Focus on the heterogeneous nature of society and the differential distribution of
political and social power – Horton and Hunt (1984)

Consensus theory
 is a concept of society in which the absence of conflict is seen as the equilibrium state of
society based on a general or widespread agreement among all members of a particular
society.
 Examine value integration in society.
 It emphasize the dominance of some social groups.
 See social orders as manipulation and control by some dominant groups
 Social changes occurs rapidly I a disorderly fashion.

What is the impact of conflict theory in the Philippine education system?

 Schools contribute to the unequal distribution of people into jobs in society.
 Powerful members – best positions
 Less powerful groups (minority, ethnic, racial, women) – lowest rank.
What is the role of education in assuming the conflict theory?
 Education plays in maintaining the prestige, power, and economic and social position of
the dominant group kin society.

What causes conflict within a particular human society?

How do people or an organization settle a conflict?

 Conflicts need not be violent, it can take the form of labor negotiations, party politics,
competition between groups.
Conflict theorists are interested in hoe society’s institutions – the family, government,
religion, education, and the media – may help to maintain the privileges of some groups and
keep others in a subservient position.

Consensus theory is concerned with the maintenance of continuation of social orders in

society, in relation to accepted or collectively by the society or within a particular society
itself.

The conflict model is concerned with the stresses and conflicts that emerge in society
because of competition over scarce resources. It focuses on the inequalities that are built
into social structure rather than on those that emerge because of personal characteristics.
 The Conflict Model

The consensus and conflict theories are reflected in the works of certain dominant social
theorists such as Karl Marx, Emile Durkheim, Max Weber and other social theorists.
Structural functionalism is concerned with the function of schooling in the maintenance of
social order. It provides that society is made up of different institutions that work together in
cooperation to achieve orderly relationship and to maintain social order and social stability.

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 Statement – a system must define and achieve its primary goal.
Social structures produce pattern of inequality in the distribution of scarce resources.
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.

Structure of the General Action System (Ritzer 2000)

Cultural System (Function Latency)
Providing actors with the norms and values
that motivate them for action.

Social System (Integration function)

Controlling its component parts

Action system (Adaptation function)

Adjusting to and transforming to the external
world.

Personality system (Goal Attainment)

Defining system goals and mobilizing
resources to attain them.
Function requisites of a social system
1. Social system must be structures so that they operate compatibly with other system.
2. To survive, the social system must have requisites 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.
5. It must have at least a minimum of control over potentially disruptive behaviour.
6. If conflicts becomes sufficiently disruptive, it must be controlled.
7. Finally, a social system requires a language in order to survive.

Interaction Theory – is the relation of school and society are critiques and extensions of the
functionalist and conflict perspective.
Interactionist theories are critiques and extensions of the functionalist and conflict
perspectives.

This level analysis helps us to understand education in the “big picture”.

Interactionist theories attempt to make the “commonplace strange” by turning on their heads
everyday taken-for-granted behaviours and interactions between students and students and
students and teachers.

Symbolic Interactionism
 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.
 This school of thought, 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.
Principles of Symbolic Interactionism
 Human beings are endowed with the capacity for thought.
 The capacity for thought is shaped by social interaction.
 In social interaction, people learn the meanings and the symbols that allow them to
exercise their distinctively human capacity for thought.
 Meanings and symbols allow people to carry on distinctively human action and
interaction.
 People are able to modify or alter meanings and symbols that they use in action and
interaction on the basis of their action and interpretation of the situation.
 People are able to make these modifications and alterations because, in part, of their
ability to interact with themselves, which allows them to examine possible courses of
action, assess their relative advantages and disadvantages and then choose one.
 The intertwined patterns 0f action and interaction make up groups and societies.
Socio-Cultural Functions
 The regularization of common tasks and activities of collective life; this functions gives
rise to routines, norms, public behaviour and standard operating procedures.
 The atonement and instilment in the social members of the customary laws and values
guide and direct the members towards enlightenment, ennoblement, and perfectibility.
 The veneration of all that are beneficent to the human race and society through the
collective acts of celebration, recognition and commemoration of the people.
Socio-Economic Function
 Promotion of self-sufficiency for the populace by both the government and the private
sector.
 Strengthening the agricultural and industrial economies of the country.
 Intervention of government in anti-social business practices.
 Balancing people’s needs with the country’s export business.

Socio-Political Function
Political governance, legislation, arbitration, social service, social assistance, security
and protection, punitive sanctions, implementation of social justice through laws, and social
development.

SUMMARY:
Education is one of the major institutions that constitute society. There are various
social science theories that relate tro education – consensus, conflict, structural functionalist,
and interaction theories.
Conflict theory deals with the emergence of conflict within a particular human society
while consensus is a concept of society in which the absence of conflict is seen as the
equilibrium state of society based on a general or widespread agreement among all members
of a particular society. The consensus and conflict theories are reflected in the works of
certain dominant social theorists such as Karl Marx, Emile Durkheim, Max Weber, and other
social theorists.
Structural functionalism is concerned with the functions of schooling in the
maintenance of social order. It provides that society is made up of different institutions or
organizations that work together in cooperation to achieve orderly relationship and maintain
social order and social stability.
Symbolic interactionists are interested not simply in socialization but in interactions
between the students and students and students and teachers. All types of interactions refine
our ability to think.
 MODULE 2

THE FOUR PILLARS OF EDUCATION

Introduction:
“Learning the treasure within”, the report of the International Commission on Education
for the Twenty-First Century, chaired by Jacques Delors, and published by UNESCO in 1996
provides new insights into education for the 21 st . Century. It stresses that each individual
must
be equipped to seize learning opportunities throughout life, both to broaden his/her
knowledge, skills and attitudes, and adopt to a changing , complex, and interdependent world.
This is referred to as “lifelong learning.”
What are the four pillars of education?

“Learning to know implies learning how to learn by developing one’s concentration, memory
skills, and ability to think.
If, as a teacher, you have been helping students to develop their skills that would make them
independent learners, you are doing well on the first pillar of education because you have
prepared them for life in the knowledge society in which we all live now.
A truly educated person nowadays needs a general education and the opportunity to study a
small number of subjects in depth.
Learning to do represents the skillful, creative and discerning application of knowledge. One
must learn how to think creatively, critically and how to deeply understand the information
that
is presented.
Learning to live together in peace and harmony requires that quality of relationship at all
levels
is committed to peace, human rights, democracy and social justice in an ecology sustainable
environment.

The Four Pillars of Education

LEARNING TO
KNOW

LEARNING TO DO LEARNONG TO LIVE

TOGETHER

LEARNING TO BE

MODULE 3

INTERCULTURAL COMMUNICATION
“Language is an abstract system of word meaning and symbols for all aspects of culture. It
includes speech, written characters, numerals, symbols, and gestures and expressions of
verbal
and non-verbal communication. Paralanguage is the language of gestures, expressions and
postures.
Language is the key factor in the success of the human race in creating and preserving culture,
for without language the ability to convey ideas and traditions is impossible.
Phonology refers to a system of sounds.
Semantics is a study of word meanings and word combinations.
Grammar refers to the structure of language through its morphology ans syntax.
Pragmatics is concerned rules for the use of appropriate language of a particular contexts.
Culture refers to the attitudes, values, customs, and behaviour patterns that characterize a
social group.
Culture is learned, shared by a group of people, cumulative, dynamic, ideational and diverse.
Culture changes, gives us a range of permissible behaviour patterns.
Values refer to a defined standards of: desirability, goodness, and beauty which serve as broad
guideline for social being.
Norms are rules and expectations by which a society guides the behaviour of its members.
Mores are customary behaviour patterns or folkways which have taken a moralistic value.
Laws are formalized norms, enacted by people who are vested with government power and
enforced by political and legal authorities designated by the government.
Folkways are behavior patterns of society which are organized and repetitive
Rituals are highly scripted ceremonies or strips of interactions that follow a specific sequence
of
actions.
Throughout the world, human beings used thousands of language yo communicate with
one another. Some of these are spoken in many countries and enjoy international status, while
others are used in country or region or even in a single village. Some languages have expanded

over the centuries, but there are also many that have become extinct. With the globalization
of
communications, a trend in the number of languages in the world has recently been observed.
We are still far, however, from a situation where anyone would speak the same language.
Every society has a culture, no matter how simple the culture may be, and every human
being is cultured, in the sense of participating in some culture or other. As our cultures
continues to change, we all will interact with others from quite different backgrounds from our
own, especially in the classroom.
An understanding of the culture, its elements and characteristics, its organization, and
how it is transmitted will provide us with a better appreciation of the different cultures of
people with whom they may relate now and in the future.

“The central point in cultural relativism is that in particular setting certain traits are right
because they work in that setting while other traits are wrong because they clash painfully
aith
parts of the culture. –Hunt et., 1998”.
MODULE 4

PEACE EDUCATION: A TRANSFORMATIVE RESPONSE TO MAJOR SOCIETAL CHALLENGES

“The greatest resource for building a culture of peace are the people themselves.”
“It is not possible to provide for human survival if nature’s capacity is impaired.”
Educating for peace is an ethical imperative considering the negation life and well-being
caused by all forms of violence.
Education for tolerance aims to counter influences that leads to fear, discrimination and
exclusion of others.
The highly uneven distribution of wealth and resources is situation of violence known as
structural violence.

Characteristics of a peaceable classroom:

 Affirmation
 Cooperation
 Communication
 Appreciation for diversity
 Appropriate expressions of feelings
 Peaceful conflict resolution
Teachers have the power to affect the lives of children and youth.
Peace education is an important educational response in the light of major social
problems that we currently face. It seeks changes in the society’s ethos, values and structures
which in turn, should eventually lead us to a world that is non-violent, just and sustainable.
Peace education is considered transformative education not because of its purpose and
content but also because of the teaching-learning process it upholds. The knowledge, skills,
and
value – orientations that are cultivated are meant to inspire personal and social action towards
a peaceable society.

Activities:
I – Discuss:
1. Why is there a need for peace education?
2. In what way is peace education practical and ethical?
3. Describe a peace educator and a peaceable classroom. List down the attributes of each.
II – encircle the letter that corresponds to the best answer to the statement.
1. There are many definition of peace, but according to Johan Galtung peace is defined as
______.
a. Absence of violence in all its forms
b. Absence of war
c. Absence of conflict
d. Equal distribution of resources
2. The presence of just and non-exploitative relationship as well as human and ecological
well-being refers to ________________________________.
a. Peace c. positive peace
b. Negative peace d. world peace
3. Participating in tree planting activities or cleanliness and beautification activities in the
community is a response to this level of peace.
a. Personal peace c. Peace with the environment
b. Peace with the supreme neing d. Global peace
4. Peace education Is concerned with ___________________________.
a. Promotion of peace c. absence of violence
b. Promotion of human dignity and well-being d. all of the above
5. Negative actions toward members of a specific social group that may be manifested in
avoidance, aversion, or even violence is termed as ________________________.
a. Stereotyping c. discrimination
b. Prejudice d. tolerance
6. One characteristics that least describes a peaceable classroom is
___________________.
a. Expression of feelings c. open communication
b. Affirmation d. competitive spirit
7. The act of respecting, accepting and appreciating the rich diversity of cultures and
various forms of human expression refers to ___________________________.
a. Tolerance c. values formation
b. Respect d. prejudice
8. The most horrible effect of war is _________________________.

a. Destruction of property C. massive death

b. People fleeing their home d. proliferation of weapon
9. Structural violence is reflected in conditions like __________________________.
I. Great gulf between the rich and the poor
II. Highly uneven distribution of wealth and resources
III. Presence of hunger and poverty
a. I only c. II and III only
b. III only d. I, II, and III

10. When a neutral party attempts to bring about peaceful settlement or compromise
between persons or groups through objective intervention the process is called
_________________.
a. Mediation c. collaborative problem solving
b. Conflict resolution d. conflict transformation
III - Research on the peace efforts of the Philippines government, schools and civil society
organization and pass it next meeting. (hand written or type written.)
 MODULE 5

CULTURAL CHANGES

Whenever two or more people come together with a shared purpose, they form a
culture with its own written and unwritten rules for behaviour. Each cultural environment
provides a set of standards to which we must adapt. Our behavioural patterns change
dramatically from one cultural context to another. We are expected to behave according to the
standards of the group. We may choose not to behave in accordance with our cultures, but we
must be prepared for the consequences.
Changes in culture that are initiated by a group need cultural support from the members
of the group, or else they will not last long.
Multiculturalism – is the policy that emphasizes the unique characteristics of different
cultures especially as they relate to one another in receiving nations.

Four approaches to a related goals according to James Bank:

1. Contributions approach – the ethnic heroes and holidays are included in the curriculum.
2. Additive approach – a unit or course is incorporated (for example, a unit of women in
history), but no substantial change is made to curriculum as a whole.
3. Transformation approach – the entire Eurocentric nature of the curriculum is changed.
Students are taught to view events and issues from different diverse ethnic and cultural
perspective.
4. Social approach – it goes beyond the transformation approach. Students not only learn
to view issues from multiple perspectives but also become directly involved in solving
related problems. Rather than political passivity, the typical by-product of many
curricular programs, this approach promotes decision-making and social action in order
to achieve multicultural goals and a more vibrant democracy (Sadker and Sadker, 2003).

Multicultural education is a progressive approach for transforming education

that holistically critiques and addresses current shortcomings, failings, and
discriminatory practices in education.

Five dimensions of multicultural education:

 Content integration
 Knowledge construction process
 Prejudice reduction
 Equity pedagogy

 Empowering school culture and social structure

Subculture: refers to cultural patterns that set apart some segment of society’s population. It
can be based in age, ethnicity, residence, sexual preference, occupation, and many other
factors.

TWO BASIC LEVELS OF AN INDIVIDUAL’s PLACE IN SOCIETY:

 In terms of a general sense of culture – what it means to people, for example, to be

English, French, American, and so forth.
 In terms of a specific sense of subcultures – that is, the various groups we belong to
involve particular sets of norms that apply only when we participate in this groups.
Functions of subcultures:”
 Permit specialized activity
 Identity in mass society
 Cultural adaptation and change
Cultural differences imply the transmission of ideas from generation to generation by
significant members of the older generation (parents, trachers, religious leaders, and other
stakholders).

What is a Culturally Responsive Teaching?

Cultural responsive teaching acknowledges cultural diversity in classrooms and
accommodates this diversity in instructions.
“There are cultural changes that influence the behaviour anf ways of life of people in the
different countries throughout the world such as: multiculturalism and student subcultures”.
“Teachers are in the best position to understand and recognize that students have
diverse cultural backgrounds and can adapt their instructions to meet these diverse learning
needs.

Activities:
I – explain:

 Cultural change and its effect/s on the life of the people.

 What is subculture? Is it advantageous or disadvantageous to the progress of
society?
 How can teacher meet the diverse needs of an increasingly multicultural
student?

II – Choose the best answer.

1. The theory about the foundations of a culture rather than the practice which consumes
cultural ideas is __________________________________.
a. Transformational culture c. subculture
b. Theoretical culturalism d. multiculturalism
2. Which is a progressive approach for transforming education that holistically critiques
current short-coming, failings and discriminatory practices on education?
a. Multicultural education c. disciplinary education
b. Peace education d. values education
3. Teachers use examples and content from a variety of cultures and groups to illustrate
key concepts, generalizations, and issues within their subject area or disciplines. Which
is describes?
a. Demo teaching c. subject focus
b. Content integration d. cultural changes
4. Which exists when teachers modify their teaching in ways that will facilitate the
academic achievement of student from diverse racial, cultural, and social class groups?
a. School culture and social culture c. prejudice reduction
b. Equity pedagogy d. content integration
5. Which can be based in the variety of factors, including religion, race ethnicity, age, and
sexual orientation?
a. Culture c. culture identification
b. Multiculturalism d. subculture

SOCIAL INSTITUTIONS

Is a group of social positions, connected by social relations, performing a social role. Or,
in a narrow sense, as any institution in a society that works to socialize the groups of people in
it.

CHARACTERISTICS AND FUNCRIONS OF AN INSTITUTION:

1. Institutions are purposive – each of them has the satisfaction of social needs as nits own
goal or objective.
2. They are relatively permanent in their content – the pattern roles and relations that
people enact in a particular culture become traditional and enduring.
3. Institutions are structures – the components tend to band together, and reinforce one
another. This is because social roles and social relations are in themselves structured
combinations of behaviour patterns.
4. Institutions are a unified structure – they function as a unit. They are dependent on one
another.
5. Institutions are necessarily value-laden – their repeated uniformities, patterns, and
trends become codes od conduct.
Various Functions of an Institution:
1. Institutions simplify its behaviour for the individual person.
2. Institutions, therefore, provide ready-made forms od social relations and social roles for
individual.
3. Institutions also act a agencies of coordination and stability for the total culture.
4. Institutions tend to control behaviour.
Five major Social Institutions:

The Family, Education, Religion, Economics, and Government.

A. The Family – the smallest social institution with unique function of producing and
rearing the young. “The family is the toughest institution we have. Kt is, in fact, the
institution to which we owe our humanity” Margaret Mead.
Functions of the family:
 Reproduction of the race and rearing of the young – this is a unique function which
cannot be done by any other institution.

 Cultural transmission or enculturation – the culture of the family is acquired from

the father and the mother.
 Socialization of the child – it is in the family where the child learns his roles and
status.
 Providing affection and a sense od security.
 Providing the environment for personality development and the growth of sel-
concept in relation to others.
 Providing social status.
Kinds of family patterns: (according to sociologists)
Membership Residence Authority Descent
Nuclear Neolocal Patriarchal Bilinial
extended Matrilocal Matriarchal Patrilineal
Patrilocal equaletarian Matrilineal

Classification/Types of Family according to Structure:

a. Conjugal or nuclear family – this is the primary or elementary family consisting of

husband, wife, and children,. And
b. Consanguine or extended Family – it consists of married couple, their parents, siblings,
grandparents, uncles, aunts, and cousins.

B. Education – the basic purpose of this is the transmission of knowledge/

 The school is the place or the contemplation of reality.
 Manifest functions of school;
 Social control
 Socialization
 Social placement
 Transmitting culture
 Promoting social and political integration
 Agent of change
 In addition to manifest function, all social institutions have LATENT FUNCTIONS-
the hidden, unstated, and sometimes, unintended consequences of activities
within an organization or institution. They are;
1. Restricting some activities – keeping the students off the street and out of the
full-time job market for a number of years, by helping keep unemployment
within reasonable bounds.
2. Matchmaking and production of social networks – because school brings
together people of similar ages, social class, and race, young people often meet
future marriage partners and develop social networks that may last for many
years.
3. Creation of generation gap - students may learn information in school that
contradicts beliefs held by their parents or their religion.

 Functions of school as stated by Calderon (1998):

a. Conservation function
b. Instructional function
c. Research function
d. Social service function

C. Religion – is the socially defined patterns of beliefs concerning the ultimate meaning of
life; it assumes the existence of the supernatural. Stark
Characteristics of religion:
1. Belief in a diety or in a power beyond the individual
2. A doctrine (accepted teaching) of salvation
3. A code of conduct
4. The use of sacred stories
5. Religious rituals (acts and ceremonies)

Functions of Religion: (by Calderon)

1. Religion serves as a means of social control.
2. It exerts a great influence upon personality development.
3. Religion allays fear of the unknown.
4. Religion explains events or situations which are beyond the comprehension of man.
5. It gives man comfort, strength, and hope in times of crisis and despair.
6. It preserves and transmits knowledge, sklls, spiritual, and cultural values and practices.
7. It serves as an instrument of change.
8. It promotes closeness, love, cooperation, friendliness, and helpfulness.
9. Religion alleviates sufferings from major calamities.
10. It provides hope for a blissful life after death.

What are the differences among churches, sects, and cults?

Churches – tends to be large, with inclusive membership, in low tension with surrounding
society. Church tends towards greater intellectual examination and interpretation of
the tenets of religion.

Sect – has a small, exclusive membership, high tension with society. It tends towards the
emotional, mystic, stress faith, feeling, conversion experience, to be “born again.”
Fundamentally, literal in teaching – biblical passages are the literal words of God – meaning
literally what they say; people are to do what the passages say.

Cults – are referred to y Stark and Bainbridge (1985) as the more innovative institutions
and are formed when people create new religious beliefs and practices.

3 types of Cults;
1. Audience cults, which are characterized by doctrines delivered to consumers via , TV,
radio, in printed materials.
2. Client cults which have religious leaders who offers specific services to their followers.
3. Cult movements which are client cults that have been enlarged because of a closely-knit
organization (San Juan, et al 2007)

The Elements of Religion : sacred and profane, legitimation of norms, rituals, and religious
community.

1. Sacred - refers to phenomena that are regarded as extraordinary, transcendent, and

outside the everyday course of events – that is, supernatural. The terms profane refers
to all phenomena that are sacred.

2. Legitimation of norms – religious sanctions and beliefs reinforce the legitimacy of many
rules and norms in the community.
3. Rituals – are formal patterns of activity that express symbolically a set of shared
meanings, in the case of rituals such as baptism or communion, the shared meanings are
sacred.

4. Religious community – religion establishes a code of behaviour for the members, who
belong and who does not.

D. Economic Institution – refers to any institution that is a player in an economy.

Categories of economic institution:
 Manufacturers
 Distributors
 Consumers

Microeconomics vs. Macroeconomics

Microeconomics is concerned with the specific economic units of parts that make an economy
system and the relationship between those parts. Its emphasis is places on understanding the
behaviour of individual firms, industries, households, and ways in which such entities
interacts.
(Spencer, 1980, as cited by Javier et al, 2002)
Macroeconomics is concerned with the economy as a whole, or large segments of it. It focuses
on such problems as the role of unemployment, the changing level f prices, the nation’s total
output of goods and services, and the ways in which government raises and spends money.
“Microeconomics looks at the trees, while Macroeconomics looks at the forest. Both
categories involve the construction of theories and formulation of policies – activities that are
the heart of economics.”
E. Government as a Social Institution
Government is an institution intrusted with making and enforcing the rules of society as
well as regulating relations with other society. Also, an institution which resolves conflicts
thaty are pulic in nature and involve more than a few people.

3 branches of government:

1. Executive – proposes and enforces rules and laws

2. Legislative – makes rules and laws. and
3. Judicial – adjudicates rules and laws.
“The government is aimed at maintaining a good social order where the people enjoy the
political and economic blessings of life in an atmosphere of justice, freedom, and equality.”

Types of Government.

1. Monarchy – a political system in which a representative from one family controls the
government and power is passed on through the family from generation to generation.
2. Democracy – a political system in which citizens periodically choose officials to run their
government.
3. Authoritariarism – a political system that does not allow citizens to participate in
government.
4. Totalitarism – a political system under which the government maintains tight control
over nearly all aspects of the citizens’ lives.

Three forms in government conflicts:

1. Revolution – a violent overthrow of the government y the citizens.

2. War – armed conflict between nations or societies. Societies have always waged war
over rights to land and resources to or because of conflicting moral, political, or religious
objectives.
3. Terrorism – a politically motivated violent attack on civilians by an Indio or group.
Extremist groups within and outside a country have become an increasingly potent
threat.
Functions of Government:

1. The constituent function – contribute to the very bonds of society and are, therefore,
compulsory.
2. The ministrant functions - are those undertaken to advance the general interest of
society, such as public works, chsrity, and regulation of trade and industry.
“In any human society, there are social structures and social mechanisms of social order and
cooperation that govern the behaviour of its members. These are called social institutions and
according to functional theorists, they perform five essential tasks namely: 1) replacing
members or
procreation, 2) teaching new members; 3) producing, distributing, and consuming goods and
services;
4) preserving order; and 5) providing and maintaining a sense of purpose.
Institutions tend to appear to people in society as part of the natural, unchanging landscape of
their lives. Sociology traditionally analysed social institutions such as the family, education,
religion,
economic and government, in terms of interlocking social roles and expectations. They are
created
and are composed of groups of roles or expected behaviors. The social unction of the
institution is
determined by the fulfilment of its roles and functions in society.”

Activities:
I – Discuss:
1. Enumerate and explain the basic functions of each social institution
2. Discuss how economy and education are related
3. Why is the family considered as the basic unit of society
II – choose the best answer.
1. Which refers to passing on the accumulated experiences of the past generations to the
incoming generations?
a. Conservation function c. Research
b. Instructional d. Social Service
2. Which branch of government proposes and enforces rules and laws?
a. Politics c. Executive
b. Judicial d. Legislative
3. The basic purpose of education is ____________________________
a. Community service c. socialization
b. Transmission of knowledge d. producing goods
4. Which group consist of a small, exclusive membership with common religious belief?
a. Community c. Sect
b. Cult d. Religion
5. Which refers to the primary family consisting of husband, wife and child/children?
a. Patrilocal c. Matrilocal
b. Extended d. Conjugal
III – Look at the following purposes of schools. Circle the number that best reflects how
important you think each schools function is.
Use the following scale:

Very Unimportant 1
Unimportant 2
Moderately important 3
Important 4
Very important 5

1. To transmit the nation’s cultural heritage. 1 2 3 4 5

2. To encourage students to question current practices and
promote social change.

12345

3. To prepare competent workers to compete successfully in

a technological world economy.

12345

4. To develop healthy citizens aware of the essence

nutrition, exercise, and good health.

1235

5. To lead the world in creating a peaceful global society,

stressing and understanding of other cultures.

1235
6. To nurture students in developing art, music, and writing. 1 2 3 5
7. To demonstrate academic proficiency through high
standardized test scores.

12345

8. To teach students work ethics: punctuality, responsibility,

cooperation, self-control, neatness.
12345
9. To prepare students for college and/or well-paid careers. 1 2 3 4 5
10. To eliminate racism and all forms of discrimination in
society.

12345

MODULE 6

GENDER AND DEVELOPMENT

Introduction:

In addition to age, gender is one of the universal dimensions on which status differences
are based. Unlike sex, which is a biological concept, gender is a social construct specifying the
socially and culturally prescribes roles that men and women are to follow.
Gender shapes the life of all people in all societies. It influences all aspects of our lives,
the schooling we receive, the social roles we play, and the power and authority we command.
Population processes – where women and men live, how they bear and rear children, and how
they die – are shaped by gender as well (Riley, 1997)

Theories of Gender Development:

1. Social learning theory – the proponents of this theory believe that parents, as the
distributor of the reinforcement , reinforce appropriate gender role behavior.
2. Cognitive developmental theory – derived from Kohlberg’s speculations about gender
development.
3. Gender-schema theory – a schema is a blueprint for organizing information. Such a
schema helps a child to develop gender identity and formulate an appropriate gender
role.

Gender stereotyping – is defined as the belief humans hold about the characteristics
associated
with males and females.

Gender equality – between men and women is a worthy goal that is central to progress in
human development.

Gender inequality – males have greater ascribes in the society, men have more power (based
on rank or position) than women do.

Gender and power – as a group, women are at a distinct disadvantage when considering both
power and authority.

Determinants of power:
1. Status resources
2. Experience
3. Self-confidence

Gender and education

Although significant gains have been made in women’s education as a result of global
advocacy, more often than not, the gains are fragile, vulnerable to changes in economic and
social environments, and lagging behind in male rates of enrolment and achievements.

SUMMARY:
Research from around the world ahs shown that gender inequality tends to slow down
economic growth and make the rise from poverty more difficult. The reasons for this link are
not hard to understand. Half of the world’s population is female: hence, the extent to which
women and girls benefit from development policies and programs has a major impact on the
countries’ overall development and success.

Women have always has lower status than men, but the extent of the gap between
the sexes varies across cultures and time. Strong evidence from around the world confirms
that gender equality accelerates overall economic growth, strengthens democratic
governance and reduces poverty and insecurity. Equality between women and men is a
worthy goal that is central to progress in human development.

I –Explain:
A. Differentiate gender quality and inequality and show how they affect
societal development.
B. What significant gains have been made in women’s education as a result of
global advocacy?
II – choose the correct answer. Write your answers only.
1. Which refers to women subordination that leads to gender inequality?
a. Racism c. Classification
b. Ageism d. Sexism
2. Which theory upholds that parent reinforce appropriate gender role
behaviours?
a. Gender schema theory c. Social learning theory
b. Multiplicity theory d. Cognitive development theory
3. The third gender ideology identified by Hockchild is
_______________________.
a. Transitional c. transformational
b. Transcendental d. transmittal
4. Which refers to a schema or set of beliefs about a certain group of people?
a. Stereotype c. Empowerment
b. Relaticity d. Subculture
5. Which ideology assumes that men have greater power than women?
a. Traditional gender c. Egoistic gender
b. Classical gender d. Empowered gender
QUIZ and Assignment

Glee Arjay B.
BEED 401

1.What are the four pillars of education?

Learning to know,by combining a sufficiently broad genera! knowledge with the opportunity
to work in depth on a small number of subjects. This also means learning to learn, so as to
benefit from the opportunities education provides throughout life.

Learning to do,in order to acquire not only an occupational skill but also, more broadly, the
competence to deal with many situations and work in teams. It also means learning to do in
the context of young peoples' various social and work experiences which may be informal, as a
result of the local or national context, or formal, involving courses, alternating study and work.

Learning to live together, by developing an understanding of other people and an appreciation

of interdependence - carrying out joint projects and learning to manage conflicts -in a spirit of
respect for the values of pluralism, mutual understanding and peace.

Learning to be, so as better to develop one's personality and be able to act with ever greater
autonomy, judgement and personal responsibility. In that connection, education must not
disregard any aspect of a person's potential: memory, reasoning, aesthetic sense, physical
capacities and communication skills.
1. ___________ refers to a system of sounds. 2. ___________ is a concerned rules for the use
of appropriate language of a particular context. 3. ____________ is the most significant of
the inventions made possible by culture. 4. ____________ are rules and expectations by
which a society guide the behaviours of its members. 5. ______________ is a study is
word meanings and word combinations. 6. ______________ are behaviour patterns of
society which are organized and repetitive. 7. _____________ is a structure of language
through its morphology and syntax 8. _____________ is the process of learning culture of
one's own culture. 9. _____________ is the term used for a process in which an individual
entirely loses of his/her previous group identity and takes on the culture and attitudes of
another group. 10. ____________ a customary behaviour patterns or folkways which have
taken a moralistic values. B. Explain (in your own words). a.) What is Intercultural
Communication? b.) Why do we study Intercultural Communication?

Answer :
1.Phonology
2.Pragmatics 3.Language
4.Norms
5.Semantics
6.Folkways
7.Grammar
8.Enculturation
9.Assimilation
10.Mores
1. Gender equality requires equal enjoyment by women and men of socially-valued goods,
opportunities, resources and rewards. Where gender inequality exists, it is generally women
who are excluded or disadvantaged in relation to decision-making and access to economic and
social resources.These health and education impacts are the obstacle produced by gender
inequality to social development. On social development, gender inequality is generally
harmful, as equality improves societal health and education outcomes, as well as generating
large externalities for society as a whole.

2. Significant gains have been made in women’s education as a result of global advocacy and
donor pressure. However, these gains are fragile and vulnerable to changes in economic and
social environments. Responding to diverse and complex forms of exclusion remains a
challenge, and there has been a wide range of interventions targeted at improving female
education. According to the author, however, these have been aimed largely at providing
incentives to promote girls’ education in terms of the supply of education, and have focused
less on creating enabling environments at local levels for women and girls to develop voice
and articulate their choices and priorities, without risking social censure.

II. 1.d 2.c 3.a 4.a 5.a

Name: arjay glee

1. Intercultural communication
2. Norms
3. Assimilation
4. Grammar
5. Pragmatics
6. Peace corps
7. Human dignity
8. Racism
9. Stereotype
10. Looksism
11. Morphology
12. Paralanguage
13. Phonetics
14. Non - Verbal
15. Ageism
16. Phonology
17. Heterosexism
18. Prejudice
19. Mores
20. Semantics
21. Discrimination
22. Religious intolerance
23. nculturation
24. Negative peace
25. Acculturation
26. Society
27. Values
28. Positive peace
29. Structural violence
30. Folkways