CHAPTER III.

SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS

TO EDUCATION

Historically, American education served both political and economic needs,

which dictated the function of education. Today, sociologists and educators debate the
function of education. Three main theories represent their views: the structural-
functionalist theory, the conflict theory, and the symbolic interactionist theory

LEARNING OUTCOMES: At the end of this lesson, you should be able to:

a) Define what is social science theory.

b) Differentiate structural-functional theory, conflict theory and symbolic
interactionist theory.
c) Explain what is the importance of social science theories and their
implications to education.

Functional theory focuses on the ways that universal education serves the
needs of society. Functionalists first see education in its manifest role: conveying
basic knowledge and skills to the next generation.

Conflict theory sees the purpose of education as maintaining social

inequality and preserving the power of those who dominate society. Conflict theorists
examine the same functions of education as functionalists. Functionalists see
education as a beneficial contribution to an ordered society; however, conflict
theorists see the educational system as perpetuating the status quo by dulling the
lower classes into being obedient workers.

Symbolic interactionists limit their analysis of education to what they

directly observe happening in the classroom. They focus on how teacher expectations
influence student performance, perceptions, and attitudes

STRUCTURAL-FUNCTIONALIST
THEORY
Structural - Structural Relating to the way something is built or organized.

Functionalism - A theory that stresses the interdependence of the patterns and

institutions of a society and their interaction in maintaining cultural and social unity.

Structural-Functionalism

Functionalism, also called structural- functional theory, sees society as a

structure with interrelated parts designed to meet the biological and social needs of
the individuals in that society.

It is a sociological theory that attempts to explain why society functions the

way it does by focusing on relationships between various social institutions that make
up society.

Structural- Functionalism Background and History

The early functionalists were anthropologists (i.e., Levi- Strauss, Radcliff-

Brown, Malinowski, and others).

They were seminal thinkers of the middle 1800s who made direct observations
of primitive cultures, theorizing about the organization of these folk in relation to
Western society. Their theories were often quite simple and required only a few
assumptions. The point they were making was this: Individual and group behavior,
more often than not, serves a FUNCTION for the larger society.

Claude Levi-Strauss (1908 to 2009)

Widely regarded as the father of structural anthropology. In the 1940s, he

proposed that the proper focus of anthropological investigations was on the
underlying patterns of human thought that produce the cultural categories that
organize worldviews hitherto studied (McGee and Warms, 2004: 345). He believed
these processes were not deterministic of culture, but instead, operated within culture.

Bronislaw Malinowski and A.R. Radcliffe-Brown

Had the greatest influence on the development of functionalism from their

posts in Great Britain. Functionalism was a reaction to the excesses of the
evolutionary and diffusionist theories of the nineteenth century and the historicism of
the early twentieth (Goldschmidt 1996:510). Two versions of functionalism
developed between 1910 and 1930: Malinowski’s biocultural (or psychological)
functionalism; and structural-functionalism, the approach advanced by Radcliffe-
Brown.

Malinowski suggested that individuals have physiological needs

(reproduction, food, shelter) and that social institutions exist to meet these needs.
There are also culturally derived needs and four basic "instrumental needs"
(economics, social control, education, and political organization), that require
institutional devices. Each institution has personnel, a charter, a set of norms or rules,
activities, material apparatus (technology), and a function.

Radcliffe-Brown

Focused on social structure rather than biological needs. He suggested that a

society is a system of relationships maintaining itself through cybernetic feedback,
while institutions are orderly sets of relationships whose function is to maintain the
society as a system. Radcliffe-Brown, inspired by Augustus Comte, stated that the
social constituted a separate "level" of reality distinct from those of biological forms
and inorganic matter.

He argued that explanations of social phenomena had to be constructed within

the social level. Thus, individuals were replaceable, transient occupants of social
roles. Unlike Malinowski's emphasis on individuals, Radcliffe- Brown considered
individuals irrelevant (Goldschmidt 1996:510).
 CONFLICT THEORY

Conflict theory looks at society as a competition for limited resources. This

perspective is a micro level approach most identified with the writings of German
philosopher and sociologist Karl Marx (1818-1883), who saw society as being made
up individuals in different social classes who must compete for social, material, and
loosing employment, education, and leisure time. Social institution like government
education and religion reflect this competition in their inherit inequalities and help
maintain the unequal social culture, some individuals and organization are able to
obtain and keep more resources than others and these "winners" use their power and
influence to maintain social institution. Several theorists suggested variation on this
basic theme. Polish-Austrian sociologist Ludwig Gumplowiez (1838-1909) expanded
on Max's ideas by arguing that war and conquest are the basis of civilization. He
believed that cultural and defined by a dominant group that had power over the groups
(Irving 2007).

German Sociologist Max Weber agreed with Marx but also believed that in
addition to economic inequalities; inequalities of power and social noted that different
groups were affected differently based on education, race, and gender and the
people’s reactions to inequality were moderated by class differences and rates of
social mobility as well as by perception about the legitimacy of those in power
German Sociologist George Simmil (1885-1918) believed that conflict can help
integrate and stabilize a society. He said that the intensity of the conflict varies
depending on the emotional involvement of the parties, the degree of solidarity within
the opposing groups work at create internal solidarity, centralize power, and reduce
dissert. In the 1930s and 1940s, German philosophers, known as the Frankfurt school.
Development critical theory as an expansion of conflict theory and is broader than just
sociology, including other social science and philosophy.

CONFLICT THEORY IN EDUCATION

The optimistic view of capitalism upholds public education as an opportunity

to increase one's social class. Conflict theorist, however, often consider conflict
theory in education as a piece of the structural inequality discussed earlier a method of
control. Low income students are less likely to succeed because they have family
obligation, part-time jobs and a lack of the necessary materials. More affluent families
can afford private school and school supplies don't need to work as early in life.

Conflict theory in education is the placement of students in different "tracks"

students whose families can afford the resources necessary to succeed in school often
get placed in advanced tracks, where they are challenged more. Students who are
already struggling are placed in lower tracks, where resources are of lower quality.

We as a nation have rejected communism were also very hesitant to accept

socialist ideas. This doesn't mean however, that we can't learn from the teachings of
conflict theory we can use the deep insights provided by Marx Weber and modern
thinkers to monitor and work against the structural inequality that keeps the working
class from making a better life for themselves.

CONFLICT PERSPECTIVE IN SCHOOL

Conflict theory assumes that the ideas held by a society are the ideas of the
ruling class. The ruling class uses schools along with the media and other means of
communication to disseminate ideas that will support its continued role. Given this
assumption, the conflict perspective often focuses on the role school system may play
in influencing school control.

Social control refers generally to societal and political mechanism or process

that regulate individual and group behavior, leading to conformity and compliance to
the roles of a given society, state or social group. Schools can further goals of social
control by socializing students into behaving in socially acceptable ways. Some may
consider this type of socialization a form of indoctrination. In any case, the social
values that are present individuals are products of information social control. It is
expressed through customs, norms and more. Individuals are socialized consciously
subconsciously.

SYMBOLIC INTERACTIONIST THEORY

Symbolic interactionism is viewing society as composed of symbols that people use

to establish meaning, develop views about the world, and communicate with one
another. We are thinking beings who act according to how we interpret situations.
Symbolic Interactionist Theory perspective

Three tenets of symbolic interactionist theory are:

1.An individual’s action depends on meaning.

We act based on the meaning we give to symbols. Symbols can be actions, objects or
words. If a student understands that teacher believes in his/ her ability he/ she tries
his/ her best prove that indeed he/ she is able. If a teacher does otherwise, a student
tends to behave in accordance with teacher’s perception.

2. Different people may give different meanings to the same thing.

When teachers are strict, some students see it as an expression of care. Others may
rebel because they perceive teacher’s behavior as limiting their moves and desires. A
business man may look at a tree and start estimating how much money he can get if
he has the tree cut down for lumber. A philosopher or a poet may look at it with the
thought, " they also serve who only stand and wait " like the John Milton's from his
poem " On His Blindness".

3. Meanings change as individuals interact with one another.

A negative meaning that you used to associate with hospital when you went to a
hospital which looked more as a hotel than the usual hospital you know is changed.
After you have thought well, your first impression of teaching is boring changed to
teaching is exciting.

Implications to teaching

 Consider the symbols and details of everyday life, what these symbols mean,
and how people interact with each other.
 Conversation is an interaction of symbols between individuals who constantly
interpret the world around them. To ensure mutual understanding, the sender
 of the symbol and receiver of the symbol must give the same meaning to the
symbol or run the risk of misunderstanding.

Learning Activity/Assessment:

A. In your own understanding, define:

1. Structural-functional theory
 2. Conflict theory
3. Symbolic interactionist theory

B. True or False. Write T if the statement is true and F if it is not true. Write your
answer on the space provided.

______1. Structural-functional theory sees society as a structure with interrelated

parts designed to meet the biological and social needs of the individuals in that
society.

______2. Functionalism is a theory that stresses dependence of the patterns and

institutions of a society and their interaction in maintaining cultural and social unity.

______3. Conflict theory looks at society as a competition for unlimited resources.

______4. Viewing society as composed of symbols that people use to establish

meaning is called Symbolic interactionism.

______5. Structural relating to the way something is built or organized.

C. Essay. (5 pts.)

1.What is the importance of Social Science Theories and their implications to

education?

Reference:

https://www.slideshare.net/JunalMarcon/structural-functionalism-83979819

https://www.slideshare.net/elenitaramosmiranda/structural-functionalism-70863050

Bari Fi & Sultana N(2011) inequality i education foundation open society institute,
pakistan.
Karl Marx Theory of social classes. Reinhard Bender and Seymor upset, Ends, class
status

Jizon, J. 27 February 2020 Social Science Theories and their implementations to

education PPT.

Khan 2021 Symbolic Interactionist (video)|Khan Academy