PHI

LO
AN
D
PSY
CH
O-
SOC
IVY :
IOLOREIN
Submitted by

FOUE.
LARIOSA
 Philo
and
Psycho-
WEEK 1
Socio
Self Introduction

Found
I am Ivy Lorein E. Lariosa. I am a teacher in San Fernando Central School and
currently handling Kindergarten Class. It’s my second year in teaching under the
Department of Education. Previously, I was a grade one teacher but due to the vast
number of enrolees in the kindergarten level, I was asked to handle a class with 57
of
number of pupils. Teaching is a bit of a challenge but fun. I am now in this class, I
have no idea what my future in Masteral would lead me but one thing I know is the I
enrol to this because I wanted to expound my learning capabilities. I wanted to aim
Educatio
high and continue develop my professional growth as a teacher. I wanted to be
promoted in my position and not remain stagnant when it comes to learning.

n
RELATE THE SUBJECT TO THE CTU VMGO
CTU VMGO aims for to produce a scientifically and technologically oriented human
capital equipped with appropriate knowledge, skills and attitudes as well as relevant
research for economic, environmental and sustainable development. It also reaches
for expanding community engagement and effective and efficient management of
resources. In Addition, the school educates the young into demonstrating the
attitudes, mores and values of society. A person should be able to solve problems,
make his own decisions and shoulder his own responsibilities. Which I could say
that the CTU VMGO and the Philo and Psycho-socio Found of education are related
and goes hand in hand for the achievement of one goal or outcome.
WEEK 2

The Importance of Philosophy of Education

Why study Philosophy of education? What is its importance to education? Well,
studying philosophy helps us to enhance our ability to solve problems,
our communication skills, our persuasive powers, and our writing skills. An article that
I read, states that when we speak about “Philosophy of” something, the meaning
varies with the nature of the “something” to which we refer. When we speak of
Philosophy of Education, we refer to the philosophical presuppositions in the human
doing and making which is education. Philosophy of Education can help teachers as
well in teaching the learners in many ways making it very important for teachers to
study necessarily the Philosophy of Education. Teachers are mentors and play an
active role in inculcating independent thinking in students. However, to do that as a
teacher, you must have a teaching philosophy of your own. Students always look up
to their teacher and therefore, it becomes necessary for you to have thoughts to
inspire them. Here are specific reasons why you should Study Philosophy of
Education if you are a teacher. Philosophy also teaches about unifying each pupil
and the teacher as one body to ensure harmony. The idea is to work together to
create a better citizen, who diligently serves his community and keeps check on
his/her morality. Through the philosophy of education, teachers can understand how
to deal with the students and unite them as one. Even the students will then be able
to confidently speak to the teacher as if he/she is their friend.

Through philosophy, you can ensure that your student not only retains his academic
knowledge from all his completed grades but also develop a sense of humane values
and ethics. These personal values provide a better upbringing for them to cope in the
later years of their life.
Thus, studying it is beneficial and significant for teaching students to learn
autonomously.
WEEK 3

Functions of Philosophy of Education

Philosophy of education performs various functions.

Determining the aspects of education:

1. Aims of education

2. Curriculum

3. Methods of teaching

4. Discipline

5. Teacher & Student

6. Administration

Aims of education • Philosophy of education provides original ideas regarding all

aspects of education particularly educational aims, method of teaching, curriculum,
teacher, students etc. • It guides the process of education by suggesting suitable
aims from the diversities of life and selecting the means accordingly.

Curriculum • It helps curriculum designer to construct curriculum according to the

need, ability and interest of the learner.

 Methods of teaching • Educational philosophy is very much helpful to adopt suitable

methods of teaching. • We get the knowledge of different methods of teaching, i.e.
‘Learning by doing’ in naturalism, ‘lecture method’ in idealism and ‘experimental
method’ in pragmatism. • It helps us to choose the suitable methods of teaching
according to the nature of the subject and school environment

 Discipline • Discipline reflects the philosophy of life. • Idealism advocates street

discipline and self control where as naturalism emphasis freedom and natural
discipline , and pragmatism stressed social discipline. • These disciplines are known
from the study of different educational philosophies. • The knowledge of educational
philosophy is essential to follow a desirable discipline.

 Teacher & Student • Educational philosophy determines the role and quality of
teacher as well as the student in diversified society. • With the help of educational
philosophy, we get knowledge pertaining to the role of the teacher as well as student
in the school and relationship with each other.

Administration • The knowledge of what kind of administration we should adopt for an

educational institute is determined by educational philosophy.
IMPORTANCE OF PHILOSOPHY TO TEACHERS
Teachers are mentors and play an active role in inculcating independent thinking in
students. However, to do that as a teacher, you must have a teaching philosophy of
your own. Students always look up to their teacher and therefore, it becomes
necessary for you to have thoughts to inspire them. Here are specific reasons why
you should Study Philosophy of Education if you are a teacher.

Helps to Decipher the Path of Learning

Teaching philosophy has been defined as the map, which provides directions to
move ahead.One may feel lost without a map. In the same way, you are going to be
missed while teaching if a specific path is not decided.Hence, a map is always
needed to make informed movements.
It is not possible to make students learn something until the teacher knows why and
how he/she wants to teach. Once you know your path, you will be helping your
students to plan to reach their destinations.
Affects the Society
Teachers are termed as the future makers of the community. People like you are the
ones who help students choose different professions and identities.A teacher can
leave a profound impact on students and help them make independent decisions in
the near future.The core values that your students learn from you today are going to
be applied and used in society as they grow up.A solid philosophical background will
help ensure that these values are all positive.If you believe in breaking stereotypes,
there are high chances your students will follow the same philosophical path. If your
philosophy is accepting the already existing theories, rather than questioning them,
your students might follow your path.Understanding the philosophy of education will
teach them the need to know the whys.Along with the intellectual development of the
students, it will also improve the standards of our society and make us more rational.
To Be in Their Shoes
By learning philosophy, a teacher would be able to view and analyze from the
perspective of their students.Apart from understanding why students are behaving in
a particular way, teachers would also be able to know how students perceive their
actions.This helps them adapt better teaching strategies and guidance, eventually
resulting in improved results.Best of all, a teacher would be able to analyze his/her
actions and understand the positives and negatives of their methods.Just as if it
helps students, it helps them as well. In other words, the educational curriculum
consisting of philosophy contributes to discovering the mind of the learner (student),
thus aid him/her in offering experiences and opportunities for cultivating his/her
potential abilities.
To Avoid Being Judgemental
Philosophy of education also teaches a teacher the concept of not prejudicing the
personality of each student. Remember that you need to consider all students equal.
But, this should not affect the unique potential and capabilities of each student.As
educators, you are required to teach creativity, autonomy, and curiosity to all
students without compromising their intellectual levels.The idea is to avoid giving up
on a pupil, who is a low-level learner. Philosophy teaches you that ideology, where
you train with an unbiased attitude.
To Teach The Concept of Unification
Philosophy also teaches about unifying each pupil and the teacher as one body to
ensure harmony. Tvhe idea is to work together to create a better citizen, who
diligently serves his community and keeps check on his/her morality.Through the
philosophy of education, teachers can understand how to deal with the students and
unite them as one.Even the students will then be able to confidently speak to the
teacher as if he/she is their friend.
The Verdict
Through philosophy, you can ensure that your student not only retains his academic
knowledge from all his completed grades but also develop a sense of humane values
and ethics.These personal values provide a better upbringing for them to cope in the
later years of their life.Thus, studying it is beneficial and significant for teaching
students to learn autonomously.
WEEK 4

1. Highlight different significant points on any of the philosophical ideas

that may develop insights on education.
2. Different the educational theories.
3. Stress out thoughts that is applicable to real life situation.
Within the epistemological frame that focuses on the nature of knowledge and
how we come to know, there are four major educational philosophies, each related to
one or more of the general or world philosophies just discussed. These educational
philosophical approaches are currently used in classrooms the world over. They are
Perennialism, Essentialism, Progressivism, and Reconstructionism. These
educational philosophies focus heavily on WHAT we should teach, the curriculum
aspect.

Perennialism
For Perennialists, the aim of education is to ensure that students acquire
understandings about the great ideas of Western civilization. These ideas have the
potential for solving problems in any era. The focus is to teach ideas that are
everlasting, to seek enduring truths which are constant, not changing, as the natural
and human worlds at their most essential level, do not change. Teaching these
unchanging principles is critical. Humans are rational beings, and their minds need to
be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile
education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should
teach. The core of the curriculum is essential knowledge and skills and academic
rigor. Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change. Schooling should
be practical, preparing students to become valuable members of society. It should
focus on facts-the objective reality out there--and "the basics," training students to
read, write, speak, and compute clearly and logically. Schools should not try to set or
influence policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in check,
such as aggression or mindlessness. This approach was in reaction to progressivist
approaches prevalent in the 1920s and 30s. 

Progressivism
Progressivists believe that education should focus on the whole child, rather than on
the content or the teacher. This educational philosophy stresses that students should
test ideas by active experimentation. Learning is rooted in the questions of learners
that arise through experiencing the world. It is active, not passive. The learner is a
problem solver and thinker who makes meaning through his or her individual
experience in the physical and cultural context. Effective teachers provide
experiences so that students can learn by doing. Curriculum content is derived from
student interests and questions. The scientific method is used by progressivist
educators so that students can study matter and events systematically and first hand.
The emphasis is on process-how one comes to know. The Progressive education
philosophy was established in America from the mid 1920s through the mid 1950s.
John Dewey was its foremost proponent. One of his tenets was that the school
should improve the way of life of our citizens through experiencing freedom and
democracy in schools. Shared decision making, planning of teachers with students,
student-selected topics are all aspects. Books are tools, rather than authority.

Reconstructionism/Critical Theory
Social reconstructionism is a philosophy that emphasizes the addressing of social
questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the
aim of education. Theodore Brameld (1904-1987) was the founder of social
reconstructionism, in reaction against the realities of World War II. He recognized the
potential for either human annihilation through technology and human cruelty or the
capacity to create a beneficent society using technology and human compassion.
George Counts (1889-1974) recognized that education was the means of preparing
people for creating this new social order.
WEEK 5

STAGES OF HUMAN DEVELOPMENT

Think about the lifespan and make a list of what you would consider the basic
periods of development. How many periods or stages are on your list? Perhaps you
have three: childhood, adulthood, and old age. Or maybe four: infancy, childhood,
adolescence, and adulthood. Developmentalists often break the lifespan into eight
stages:

1. Prenatal Development
2. Infancy and Toddlerhood
3. Early Childhood
4. Middle Childhood
5. Adolescence
6. Early Adulthood
7. Middle Adulthood
8. Late Adulthood
STAGE 1 — INFANCY: TRUST VS. MISTRUST
In the first stage of human development, infants learn to trust based on how well their
caregivers meet their basic needs and respond when they cry. If an infant cries out to be
fed, the parent can either meet this need by feeding and comforting the infant or not
meet this need by ignoring the infant. When their needs are met, infants learn that
relying on others is safe; when their needs go unmet, infants grow up to be less trusting.

STAGE 2 — TODDLERHOOD: AUTONOMY VS. SHAME AND DOUBT

In addition to autonomy versus shame and doubt, another way to think of the second
stage is independence versus dependence. Like in the first stage, toddlers go through
this stage responding to their caregivers. If caregivers encourage them to be
independent and explore the world on their own, toddlers will grow up with a sense of
self-efficacy. If the caregivers hover excessively or encourage dependence, these
toddlers grow up with less confidence in their abilities.

For example, if a toddler wants to walk without assistance in a safe area, the caregiver
should encourage this autonomy by allowing the independent behavior. If the caregiver
insists on holding the toddler’s hand even when it’s not necessary, this attention can
lead to doubt later in life.

STAGE 3 — PRESCHOOL YEARS: INITIATIVE VS. GUILT

During the preschool years, children learn to assert themselves and speak up when they
need something. Some children may state that they’re sad because a friend stole their
toy. If this assertiveness is greeted with a positive reaction, they learn that taking
initiative is helpful behavior. However, if they’re made to feel guilty or ashamed for their
assertiveness, they may grow up to be timid and less likely to take the lead.

STAGE 4 — EARLY SCHOOL YEARS: INDUSTRY VS. INFERIORITY

When children begin school, they start to compare themselves with peers. If children
feel they’re accomplished in relation to peers, they develop strong self-esteem. If,
however, they notice that other children have met milestones that they haven’t, they may
struggle with self-esteem. For example, a first grader may notice a consistently worse
performance on spelling tests when compared with peers. If this becomes a pattern, it
can lead to feelings of inferiority.

THE KEY COMPONENTS OF ERIKSON’S MODEL OF HUMAN DEVELOPMENT

INCLUDE STAGE ONE, INFANCY, TRUST VERSUS MISTRUST; STAGE TWO,
TODDLERHOOD, AUTONOMY VERSUS SHAME AND DOUBT; STAGE THREE,
PRESCHOOL YEARS, INITIATIVE VERSUS GUILT; STAGE FOUR, EARLY
SCHOOL YEARS, INDUSTRY VERSUS INFERIORITY; STAGE FIVE,
ADOLESCENCE, IDENTITY VERSUS ROLE CONFUSION; STAGE SIX, YOUNG
ADULTHOOD, INTIMACY VERSUS ISOLATION; STAGE SEVEN, MIDDLE
 ADULTHOOD, GENERATIVITY VERSUS STAGNATION; AND STAGE EIGHT,
LATE ADULTHOOD, INTEGRITY VERSUS DESPAIR.
 

STAGE 5 — ADOLESCENCE: IDENTITY VS. ROLE CONFUSION

The adolescent stage is where the term “identity crisis” originated, and for good reason.
Adolescence is all about developing a sense of self. Adolescents who can clearly
identify who they are grow up with stronger goals and self-knowledge than teenagers
who struggle to break free of their parents’ or friends’ influences. Adolescents who still
deeply depend on their parents for social interaction and guidance may experience more
role confusion than teenagers who pursue their own interests.

STAGE 6 — YOUNG ADULTHOOD: INTIMACY VS. ISOLATION

In young adulthood, which begins roughly at age 20, people begin to solidify their
lifelong bonds; many people enter committed relationships or marriages, while others
form lifelong friendships. People who can create and maintain these relationships reap
the emotional benefits, while those who struggle to maintain relationships may suffer
from isolation. A young adult who develops strong friendships in college may feel more
intimacy than one who struggles to form and maintain close friendships.

STAGE 7 — MIDDLE ADULTHOOD: GENERATIVITY VS. STAGNATION

In middle adulthood, people tend to struggle with their contributions to society. They may
be busy raising children or pursuing careers. Those who feel that they’re contributing
experience generativity, which is the sense of leaving a legacy. On the other hand,
those who don’t feel that their work or lives matter may experience feelings of
stagnation. For example, a middle-aged adult who’s raising a family and working in a
career that presumably helps people may feel more fulfilled than an adult who’s working
at a day job that feels meaningless.

STAGE 8 — LATE ADULTHOOD: INTEGRITY VS. DESPAIR

As adults reach the end of life, they look back on their lives and reflect. Adults who feel
fulfilled by their lives, either through a successful family or a meaningful career, reach
ego integrity, in which they can face aging and dying with peace. If older adults don’t feel
that they’ve lived a good life, they risk falling into despair.

OTHER THEORIES OF HUMAN DEVELOPMENT

Although widely used, Erikson’s psychosocial development theory has been critiqued for
focusing too much on childhood. Critics claim that his emphasis makes the model less
representative of the growth that people experienced in adulthood. Erikson’s model of
the stages of human development is only one theory addressing growth and change
throughout life, as many other psychologists have researched their own theories of
human development, including the following:
COGNITIVE DEVELOPMENT
Jean Piaget developed the theory of cognitive development. Piaget’s theory is widely
used in education programs to prepare teachers to instruct students in developmentally
appropriate ways. The theory is based on four stages:

 Sensorimotor — In the sensorimotor stage (birth to 2 years old), children learn
object permanence, which is the understanding that people and objects still exist
even when they’re out of view.
 Preoperational — In the preoperational stage (2-7 years old), children develop
symbolic thought, which is when they begin to progress from concrete to abstract
thinking. Children in this stage often have imaginary friends.
 Concrete operational — In the concrete operational stage (7-11 years old),
children solidify their abstract thinking and begin to understand cause and effect
and logical implications of actions.
 Formal operational — In the formal operational stage (adolescence to
adulthood), humans plan for the future, think hypothetically, and assume adult
responsibilities.
MORAL DEVELOPMENT
Lawrence Kohlberg created a theory of human development based on moral
development concepts. The theory comprises the following stages:

 Preconventional — In the preconventional stage, people follow rules because

they’re afraid of punishment and make choices only with their best interests in
mind.
 Conventional — In the conventional stage, people act to avoid society’s
judgment and follow rules to maintain the systems and structures that are already
in place.
 Postconventional — In the postconventional stage, a genuine concern for the
welfare of others and the greater good of society guides people.
PSYCHOSEXUAL THEORY
Sigmund Freud popularized the psychosexual theory. The theory comprises five stages:

 Oral — In the oral stage (birth to 1 year old), children learn to suck and swallow
and may experience conflict with weaning.
 Anal — In the anal stage (1-3 years old), children learn to withhold or expel feces
and may experience conflict with potty training.
 Phallic — In the phallic stage (3-6 years old), children discover that their genitals
can give them pleasure.
  Latency — In the latency stage (roughly 6 years old through puberty), they take
a break from these physical stages and instead develop mentally and
emotionally.
 Genital — In the genital stage (puberty through adulthood), people learn to
express themselves sexually.
Ideally, children move through each phase fluidly as their sexual libidos develop, but if
they’re stuck in any of the phases, they may develop a fixation that hinders their
development.

BEHAVIORAL THEORY
The behavioral theory focuses solely on a person’s behaviors rather than the feelings
that go alongside those behaviors. It suggests that behaviors are conditioned in an
environment due to certain stimuli. Behavioral theorists believe that behavior determines
feelings, so changing behaviors is important because this will in turn change feelings.

The attachment theory focuses on the deep relationships between people across their

lifetime. An important attachment theory finding is that children must develop at least
one strong bond in childhood to trust and develop relationships as adults. The
attachment theory comprises four stages:

 Asocial or pre-attachment  (birth to 6 weeks old)

 Indiscriminate attachment (6 weeks old to 7 months old)
 Specific or discriminate attachment (7-9 months old)
 Multiple attachments (10 months old or later)
SOCIAL LEARNING THEORY
The social learning theory builds upon the behavioral theory and postulates that people
learn best by observing the behavior of others. They watch how others act, view the
consequences, and then make decisions regarding their own behavior accordingly. The
four stages in this theory are:

 Attention
 Retention
 Reproduction
 Motivation
In the attention stage, people first notice the behavior of others. In the retention stage,
they remember the behavior and the resulting consequences. In the reproduction stage,
people develop the ability to imitate the behaviors they want to reproduce, and in the
motivation stage, they perform these behaviors.
SOCIOCULTURAL THEORY
The sociocultural theory ties human development to the society or culture in which
people live. It focuses on the contributions that society as a whole makes to individual
human development. For example, children who are raised to play outdoors develop
differently from children who are raised to play indoors.
An important part of this theory is the zone of proximal development, which is an area of
knowledge and skills slightly more advanced than a child’s current level. The zone of
proximal development helps teachers think about and plan instruction, so sociocultural
theory plays a large role in preservice teacher training.

WEEK 6

Discuss why teachers are consider as the key factor in classroom learning.

Teachers are probably the most important agents in the educational process because
they directly organize students’ learning experiences. However, in general, education
policies are not informed by a solid body of evidence on teachers and on the impact of
their professional practices on the learning experience of students. Without a doubt, it is
important to develop that investigative agenda in order to improve the quality of
education in Latin America.

Despite the tendency in public policy to represent education as if it were a mechanical

production system in which inputs generate results, simple reflection makes clear that
the educational experience is rather a process of social interactions between students
and teachers in which teachers’ actions hold crucial importance. Good teachers can
make their students’ educational experiences successful, including under adverse
conditions. Good teachers can help their students acquire fundamental learning even
with poor curriculum and limited teaching materials because, after all, it is teachers’ daily
work that puts its mark on students’ experiences. Likewise, excellent curricula
accompanied by great textbooks and well-equipped classrooms can be completely
useless if teachers do not make use of those resources.
WEEK 7

Explain the function of society that greatly affect learning.

What are the functions of society? Here are the answers :

 satisfaction of basic needs.

 management of the education.

 management of the economy.

 leisure.

 preservation of order.
Now, what is the function of society that greatly affects learning?
Society also play significant role in the development of education system. The role of
socio-cultural factors, political conditions and economic milieu determines the nature
of educational institutions, its objectives and curriculum development.
Education plays an extremely important role in our life and impacts the society in
different ways. However, how does society influence education? Read on to find out. We
always talk about the importance of education and its impact on society, but seldom
think about how society affects our educational system. We often ignore the fact that
social norms, customs, and traditions do affect education. Society and education are
tightly bound entities and hence cannot be separated from each other. Society in itself,
is like an educational institution. Social interactions give us the ability to read people.
Our customs and values shape our upbringing, thus molding our personalities. We learn
from our surroundings and we learn from experience. And we should be grateful to
society for providing us with a platform to learn, grow, and enrich ourselves.

Society and education are tightly bound entities and hence cannot be separated from
each other. Our society in itself is an institution from where we learn our values and
standards, where education acts as a catalyst in joining our thoughts with the world.
Society builds a strong foundation for each and everyone of us and helps us to create
an identity of being who we are. We learn from our surroundings and our experiences,
which inturn let us grow and evolve to be a better personality. Our society becomes the
major facilitator of education.
WEEK 8 & 9

Discuss how does society cope with each major concern

A social problem is an issue within the society that makes it difficult for people to
achieve their full potential. Poverty, unemployment, unequal opportunity, racism, and
malnutrition are examples of social problems. So are substandard housing, employment
discrimination, and child abuse and neglect. Crime and substance abuse are also
examples of social problems. Not only do social problems affect many people directly,
but they also affect all of us indirectly. The drug-abusing driver becomes the potential
traffic accident that doesn’t choose its victims by race, color, or creed but does so
randomly. The child of abusive parents all too often becomes the victim or perpetrator of
family violence as an adult
The most important problems in society were identified, as poverty and
overpopulation, or uncontrolled population growth, and its impact on society. The
Philippine Legislators' Committee on Population and Development Foundation
conducted a series of regional seminars on population problems, where family planning
was one of five concerns. Family planning is not more vigorously promoted as a way to
avoid antagonizing officials in the Roman Catholic Church. Recent results from a survey
of couples, conducted by the Social Weather Station research organization, indicate that
family planning (FP) practice is influenced more by school learning situations and
physicians' advice than Church teachings. The implications are that politicians should
support family planning more aggressively, but not abortion. Support for FP from the
Church is more likely if natural methods are promoted as well as artificial methods.
Church and government officials should discuss and focus on the common issues. It is
hoped that the Church would allow couples greater freedom in choosing an appropriate
method of contraception. The FP budget is inadequate; the recommended health budget
set by UNICEF is 4% of central government expenditures. Scarce resources in a slow
growth economy need to be managed to provide more services for the every
expanding population. Economic opportunity must be provided in order to reverse the
migration of skilled and semi-skilled workers abroad. Economic opportunities must be
developed in rural areas in order to balance population distribution and slow the
migration to urban areas. Incentives can be provided for people to set up businesses;
infrastructure can be improved in areas where roads, electric power,
telecommunications, and water are insufficient. Efforts at population control are
multifaceted.
Discussing social issues can be contentious, but it's also an important part of making
progress on these problems facing society. Community and classroom activities
involving social issues can help raise awareness for these topics. Writing about
social issues can also help expand people's understanding of these important
challenges.
WEEK 10

Explain the function of society that greatly affect learning.

The society plays an important role in education and influences it, both positively and
negatively. Social inequalities and unhealthy educational practices are some of the
negative influences of society on our lives. Customs and traditions that prevent certain
sections of society from exercising their fundamental rights shatter the basic ideas of
education and social awareness. Some social groups deny women’s right to education,
some force children to work, depriving them of educational opportunities, and some fail
to provide individuals with an environment conducive to their overall development.
Education is one of the basic human rights. If social norms deprive certain strata of
society from progressing in life and come in the way of social welfare, it defeats
the purpose of education.

The knowledge of what is right and wrong is imparted during education. The study of
history as well as arts and literature introduces students to the culture and beliefs of the
social group they belong to. Through education, the students are introduced to the social
norms as well as the customs and traditions of their social group. Thus, the society and
social beliefs influence education. Rather, they are a part of it.

Society is made by the people who form it. The beliefs and values of people have a
direct impact on the way they think and act. It is the people who shape the system of
education. From deciding the educational content suitable for each grade, to devising
ways to impart knowledge at different levels of education, it’s the people qualified for this
role, who do it. So, their thoughts and beliefs, that are in turn shaped by society, are
bound to impact what they implement for the education system.

Society is an entity that cannot be separated from us. It is we who make it. It is entirely
in our hands to add value to education and affect it in a positive way. Society and
education are tied together. Education affects the society as a whole. And the society’s
influence on education cannot be ignored
WEEK 11 &12

 EDUCATION AND SOCIAL STRATIFICATION:

In Sociology and Anthropology, social stratification is the hierarchical arrangement of

individuals into social classes, castes and divisions within a society. These hierarchies,
which may be overtly or covertly preset, or not present at all in some societies, are quite
common in state-level societies. 

In our society we rank people according to the scarce resources they control. Money
and property are scarce resources in our society and those who own a great deal of
money and property, wealthy people, can use this resource to gain power. It has been
said that very respected people also control another scarce resource – public respect
and that they can use this resource to gain power. 

Political leaders are likewise powerful because they are in a position to control the
members of a political party. This ranking of people according to their wealth, prestige or
party position is known as Social Stratification. Stratification separates the rich from the
poor, the powerful from the powerless. Those who possess scarce resources have a
high rank and those who do not possess them have a low rank. 

Our place in the stratification system influences every part of our lives; where we live, go
to school and work; what we eat how we vote and whom we marry. Our sexual behavior,
sports, hobbies and health are all affected by the rank society gives us. Therefore
social stratification is an area of great interest to sociologists.

  MEANING OF SOCIAL STRATIFICATION:

The term stratification is derived from the geological concept of   ‘Strata’ which means
rock layers created by natural processes. Stratification is a hierarchy of positions with
regard to economic production which influences the social rewards to those in the
positions.

 DEFINITION:-
According Raymond W. Murray; “Social Stratification is horizontal division of society into
‘higher’ and ‘lower’ social units.” Every society is divided into more or less distinct
groups. Even the most primitive societies had some form of social stratification.

 FEATURES :

The main features of social stratification are;

1. It is a social and economic categorization of individuals within a societal framework.

2. It is based on Caste, Class, and Status & Power of a Community or Section of People
within the framework of a society.

3. Social Stratification exists because of natural differences in peoples abilities.

4. Due to Social Stratification societies tend to be stable and are held together through
consensus.
5. It lessens conflicts & provides structure.

6. Social Stratification is a natural & voluntary separation according to race, social &
economic status.

    THE CATEGORIES OF SOCIAL STRATIFICATION:

The categories of social stratification are; social class, gender, race and ethnicity and
age and disability.
Some indicative features of these categories are as follows:

a) Social Class
• Distinction between wealth and income and their distribution in society.
• Social mobility and the link between class and life chances.
• Changing nature of class and its relationship to the economy and occupational
structure.

b) Gender
• Difference between biological notion of sex and the socially constructed notion of
gender.
• Nature and consequences of gender-role socialisation.
• Gender inequalities in terms of occupation, family and social roles and expectations.

c) Race and Ethnicity

• Nature, size and distribution of different racial and ethnic groups in modern society.
• Inequality relating to race and ethnicity; in particular, discrimination in education,
employment and on life chances.
• Role of the mass media in the formation of stereotypes and the consequences for
ethnic groups.

d) Age
• Social construction of the concept of age, including awareness of different notions of
childhood, adolescence and old age in different societies.
• Inequalities as a result of age, such as employment, unemployment, low pay, access
to benefits and restrictions on social behaviour.
• Implications of changes in the age structure of modern society.

e) Disability
• Social construction of disability.
• Inequality relating to disability; in particular, discrimination in education, employment
and on life chances.
• Role of the mass media in the formation of negative stereotypes and the
consequences for disabled individuals and groups.