March 21, 2022

(Monday)

Lesson: Post Modern Philosophies: Social Dimensions of Education

“Humans do not just act upon their environment, but they also interpret
their environment and then respond to it”
-Herbert Blumer

Today marks our seventh virtual meeting due to the fact that our beloved
instructor has to attend a very important meeting in Cebu. Our virtual class
started at exactly 6:30 p.m. with a warm greetings from Ms. Rhona Lee
Amarante (reporter). It was then followed by an opening prayer that was led to
us by one of the members of group 3, Ms. Via Kristine Kaye D. Alcala. Ms.
Rhona Lee C. Amarante was the one who introduced their assigned topic,
which was all about the Post Modern Philosophies: Social Dimensions of
Education comprises of Conflict and Consensus Theory, Structural
Functionalism and Interactionist Theory. Following that, an icebreaker called
Guess the Gibberish Words was presented. The reporters will project a
gibberish word, and we will be asked to guess what it is. Ms.Rhea Maye

Mejares volunteered to answer the first word, conflict theory, and she was
correct in her answer.. It was then followed by Mr. Jessiejune Leones and his
response, Structural Functionalism, was likewise correct. The third to respond
on the said ice breaker was Ms. Glesie jane Luz. Luz, like the first two

volunteers, correctly identified Interactionist Theory as the correct answer.

Ms. Via Kristine Kaye D. Alcala was the group's first reporter, and she
began her report by introducing the Consensus and Conflict Theory, which
was her assigned subtopic. She then went on to describe what Consensus
and Conflict Theory is all about. According to her report, the social dimension
of education encompasses much more than interpersonal interactions and the
development of social skills that will help students throughout their lives.
Education, in and of itself, promotes the social structure; it supports the
collective ideas and goals of its citizens. Some sociologists believe that
society has two faces: one of consensus and the other of conflict. She started
by explaining what consensus theory has always been about. Consensus
theory is a social theory that claims that social change should take place in
institutions given by a fair political or economic system. The absence of
conflict within a society is also described as a condition of equilibrium,
according to the theory. This theory likewise considers shared norms and
values to be important to society, places a premium on social order based on
unspoken agreements, and views social change as slow and orderly. In
education, it is considered that those who do not do well in school are lazy or
lack intellectual talents, based on the notions of Consensus theorists. This
hypothesis is likely to support individualized education and educational
opportunities for various groups of people. It also, on the other hand, argue
that a 'healthy society' is one that places a high value on human life.
Consensus — a broad agreement on a set of common ideals. They believe
that solid institutions like the nuclear family and schooling are critical for
children's socialization into common norms and values. True, individual liberty
is limited in such a setting, but this is considered as a positive for society as a
whole, as well as the individual.

In contrast, the role of coercion and power in the formation of social order
is emphasized in conflict theory. This viewpoint was influenced by Karl Max's
ideas on society being divided into groups that compete for social and
economic resources. We were also introduced to the Conflict Model, which is
concerned with the pressures and conflicts that arise in society as a result of
competing for scarce resources. It focuses on disparities that are embedded
in social institutions rather than those that arise as a result of individual
differences. This idea views education as a concealed curriculum in which
young people are socialized into obedience and compliance in order to evolve
into docile laborers.These assert that adherence to policies, compliance to
regulations, respect for people, including authorities, punctuality, and honesty,
as well as civil rights, are taught in schools because they are fundamental
values of a democratic way of life. Education's objective is to sustain social
inequality and protect the authority of those who rule society by teaching
individuals in the working class to accept their status as a lower-class worker.
Karl Marx, Emile Durkheim, and Max Weber are proponents of consensus
and conflict sociological and social theories.

Karl Marx
(1818-1883)

A hugely influential revolutionary thinker and

philosopher, Marx did not live to see his ideas
carried out in his own lifetime, but his writings
formed the theoretical base for modern
international communism.

She then gave us an overview of Karl Marx's life, stating that Karl Heinrich
Marx was born on 5 May 1818 in Trier, western Germany, the son of a
prominent Jewish lawyer, according to her research. Marx studied law in Bonn
and Berlin, but he was also exposed to Hegel and Feuerbach's views. He
earned his doctorate in philosophy from the University of Jena in 1841. Marx
and his wife Jenny went to Paris, a hotbed of radical thinking, in 1843, after a
brief stint as editor of a liberal weekly in Cologne. There, he became a
revolutionary communist and befriended Friedrich Engels, his lifelong
colleague. After being expelled from France, Marx spent two years in
Brussels, where he deepened his friendship with Engels. They co-authored
the manifesto 'The Communist Manifesto,' which was published in 1848 and
claimed that all of human history had been founded on class struggles, but
that they will vanish with the victory of the proletariat.
 Marx traveled to London in 1849, where he would spend the rest of his
life. His family remained in poverty for a number of years, but the wealthier
Engels was able to help them to a greater extent. Marx gradually emerged
from his political and spiritual solitude and published 'Das Kapital,' his most
important body of work. The first book of this 'bible of the working class' was
published during his lifetime, and Engels edited the following volumes after his
friend's death. Karl Marx's creativity and physical health were deteriorating in
his latter years. He went to health spas and was devastated by the deaths of
his wife and one of his daughters in 1881. He died on March 14, 1883, and
was buried in London's Highgate Cemetery.

Karl Marx was a well-known sociologist [and philosopher] in his time and
continues to be so now. His theory of Class Conflict, or simply Conflict
Theory, is his most well-known contribution. Marx's idea led us to a new way
of looking at a society's evolution from a different standpoint. According to this
idea, all industrial societies are divided into two primary classes: the
bourgeoisie (rulers) and the proletariat (ruled); the wealthy has authority over
the workers; and two opposing groups must coexist in order to thrive. And
progress will only happen if a perfect revolution is achieved, overthrowing
those who are positioned above the disadvantaged in society. In opposition to
Herbert Spencer's thesis that asserts that in order for a society to thrive, its
interconnected parts must work together.

In my perspective, Karl Marx's philosophy appears to be a dark fairy tale

with a happy ending if the protagonist fights for his or her rights through
revolution against the evil ones. However, when viewed from a different
perspective, Marx's thesis appears to be correct. There may be biases
because he lived such a horrible life, but isn't our society growing more like
his? The EDSA revolution is one example of Karl Marx's theory being applied
in the Philippine context, despite the differences and transformations it has
undergone. Marx only invites us to look at the reality of our society, despite
the differences and transformations it has undergone; that there is still a
conflict between the stratification of classes.Where the people empowered
themselves to topple a dictator who was abusing his power and seize the
freedom they deserved, resulting in the country's progress. Since then, the
Philippines has been a democratic country in which all people are treated
equally and have similar rights, regardless of their socioeconomic
background. However, there is no denying that there is a class war. It may be
seen in the country's face. The wealthy become wealthier, while the poor
become poorer. Despite the fact that our country is democratic, class
stratification still exists. People should have a say in these issues, but it
appears that the majority are drowned out by greater figures.

Another example of these abuses occurs during the construction of

projects in cities and towns. These initiatives should be funded by the taxes
people pay on their earnings, yet many of them are just wishful thinking. Many
can be seen in the damaged roads, poor health services, government
buildings and other infrastructures that have not been rebuilt, and so on.
Worst of all, these fantasized initiatives are unveiled during election seasons
in order for politicians to get public support. It is easier for them to earn while
they are in the position. The money that the masses worked so hard for went
straight to the bourgeoisie's pockets. And the majority of people have no say
in these events, even if they are the ones who have the perfect voice for it in
the first place. This is what Karl Marx's theory is attempting to achieve. There
are two factions in society. That is the situation. Rulers and workers will
always exist. To sense the friction between the classes, the government
wants to be moved. There are people under them, and if things stay the
same, revolution could erupt. And that spark has the potential to overturn
them.

Emile Durkheim
(1858-1917)

He emphasizes how modern society is

held together by a division of labor that
makes individuals dependent upon one
another because they specialized in
different types of work.

Following that, Emile Durkheim, another proponent, was highlighted in her

report. She began by addressing who Emile Durkheim is, just as she did in
the previous discussion. He was a Jew, according to the reporter, and is
regarded as the modern father of sociology. His ancestors were religious
priests from a Rabbinical (priestly) lineage. In 1887, he received a scholarship
to study in Germany, where he met Wilhelm Wundt, a psychologist best
recognized for using the scientific method. In applying science, Durkheim was
influenced by him. Durkheim's PhD thesis was titled "Division of Labor in
Society." His early works were greatly influenced by organism terminology,
and his major book, "The Division of Labor in Society," was a scathing critique
of Herbert Spencer.
Emile Durkheim's first published book, The Division of Labor, was released in
1893. The division of labor describes the relationship between collectivity and
individuals, and how a large number of individuals can attain social
coherence. The division of labor postulates are the foundation of social
solidarity. The term "solidarity" refers to the organization's overall strength.

Durkheim focused on the functions of the division of labor as it evolved

from one form of social solidarity to another (mechanical to organic),
describing the weakening of collective sentiments (labor association) as the
division of labor increased. He examined the deterioration that is occurring as
a result of modern society's rising vocational specialization. This specialization
would create a type of solidarity that was previously filled by the conscious
commune, reconciling the principle of individuation with the need for social
cohesion. In structured societies, the inflexible suppressive social control of
segmental societies would be replaced by indirect legal and contractual social
control. Durkheim examines the future solidarity that will be required to keep
education going. Despite criticisms of Durkheim's ideology, which is based on
a functional perspective on education, Durkheim's theoretical development
highlights the importance of function, order, and consensus in education in
society. Education instills in students a feeling of the true complexity of things,
as well as the concepts of progress and reduction of ignorance. Durkheim's
educational works offer a practical contribution to the society of his day in
France. The subject of education was the first in the society to seek to identify
what societal requirements the educational system met. Much of Durkheim's
educational theory is still useful and relevant in today's educational system.
We should read and consider Durkheim's ideas on education as educators in
the near future, in my perspective, because they are undoubtedly, above all, a
source of great inspiration.

Max Weber
(1864-1920)

He believe that it was social actions that

should be the focus of study in sociology.
To Weber, a" social action" was an action
carried out by an individual to which an
individual attached a meaning. Therefore,
an action that a person does not think about
cannot be a social action.

In addition, the reporter discussed Max Weber's life.was a German

political economist and sociologist who is credited as being one of the
architects of modern "antipositivistic" sociology and public administration
research. His principal works are on religion and government sociology,
although he also wrote extensively on economics. His essay The Protestant
Ethic and the Spirit of Capitalism, which launched his career in the sociology
of religion, is his most well-known work. Religion, according to Weber, was
one of the fundamental factors for the divergent development of the
civilizations of the Occident and the Orient. Weber claimed that the modern
world was devoid of gods because humans had driven them out, and he
believed that the loss of religious values and dedication had put human
civilization in jeopardy, causing it to become a prison in which humanity would
be trapped in a soulless existence. While the twentieth century showed him
true in many respects, Weber may have realized that God would not desert
humanity if he had a stronger personal faith in God.

Max Weber's social action theory was well-known. The Social Action
Theory is not based on emulating a person's behavior. Humans are capable
of more than just duplication and imitation when it comes to social action. For
example, dropping a glass on the floor by mistake is not a social action
because it is not deliberate or intentional. Washing an automobile, on the
other hand, is a social action because it is done consciously and with a
purpose. Another example is that a bicycle accident is not a social activity
because it is not the product of any deliberate mental process. A wood cutter,
on the other hand, has a purpose in mind when he or she cuts wood. As a
result, he defines social action as a subjective form that a person can have in
their way of thinking and doing, and how these forms can affect others'
behavior, establishing society as it interacts to and connects with others. A
group of people who have similar behaviors and share a same belief without
losing sight of their own individuality. Traditional social action, affective social
action, rational social action with values, and instrumental social action were
all separated into four categories by Max Weber's Social Action Theory. They
guide this theoretical study to understand human actions in society and how
subjectivity influences other human beings' behavior. Through Weber's social
actions, cultures were formed, which are ways of thinking and acting in a
community that begin with an individual and are generalized by others
(society). With the passage of time, these social actions have experienced
changes and modifications.

The social action model, on the other hand, tends to overlook larger social
structures. There are other theories that research is skewed by the
subjectivity of researchers, resulting in outcomes that are at least partially
fictitious reports. Because social action theory is often subjective, it does not
appear to be as 'solid' as structuralist methods based on facts. Despite its
subjectivity, I believe it provides insight into how the social creation of
meanings through interaction has ramifications for individuals in societies
where people develop or construct organizations and structures. People are
also social actors, with agency and accountability for their own actions. Weber
highlighted that sociology can comprehend the orientation, motivation, and
causes of actions committed by individuals using the idea of subjective
meaning, even if these motives cannot be seen. Hopefully, today's youth have
the desire to retain their intellectuality by reading in order to keep their
analytical knives sharp and well-organized.As what Dr. Jose P. Rizal once
said and I quote, "The youth is the hope of this nation."
 March 23, 2022

(Wednesd
ay)

Lesson: Structural Functionalism

“Education is the influenced exercised by adult generations on those that are

not yet ready for social life. It’s object is to arouse and to develop in the child a
certain number of physical, intellectual and moral states which are demanded
of him by both the political society as a whole and special milieu for which he
is specifically destined”.
-Emile Durkheim 1956

For our eight virtual meeting, we started at 6:34 pm, 4 minutes late than
usual due to previously scheduled classes being prolonged. The opening
prayer was led by Ms. Maylin Alcantara, the reporter. She then went on to talk
about her allocated subtopic under Post Modern Philosophies: Social
Dimensions of Education, which was on the second theory, Structural
Functionalism.

She began her report by explaining what Structural Functionalism is all

about. Structural Functionalism, as articulated in her paper, states that society
is made up of many institutions that function together in collaboration.
Education, health care, family, economy, religion, and the legal system are all
examples of this. The goal of structural functionalism is to achieve
development, justice, peace, and an organized economy, among other things.
Emile Durkheim, a French psychologist, developed this idea, which regards
education as an institution that creates social solidarity: community,
collaboration. Education transmits culture: shared beliefs and values.
Cooperation, engagement, and regulations — universalistic principles –
characterize schools as small societies. Specialized skills: division of labor –
schools, like Talcott Parson, an American sociologist and one of the founding
founders of the sociological functionalist school of thought, teach specialist
knowledge and skills. He considers education to be a meritocracy. Education
serves as a secondary socialization agent, serving as a link between the
family and society. Education, according to Parsons, instills principles of
competition, equality, and individualism. In a meritocracy, everyone has an
equal chance of success. Achievements and incentives are based on work
and ability - the status attained. Duncan and Blau, who believe that a modern
economy's prosperity is dependent on the use of human capital - its personnel
and talents – agree with Parsons. This is best accomplished through a
meritocratic educational system.

Parson aimed to create and establish a general analytic model that could
be used to study a wide range of collectivities. Unlike Marxists, who
concentrated on the occurrence of radical change, Parsons looked into why
societies are stable and functional. AGIL is his model, and it reflects the four
basic functions that all social systems must accomplish in order to survive.
The following are some of the initial open systems theories of organizations:
First, adaptation. It's a system that has to deal with external pressures. It must
adapt to its surroundings as well as the environment to its requirements.
Second, objective attainment. This entails, among other things, accumulating
resources and manufacturing commodities for social transfer. It is a system's
responsibility to define and achieve its key objectives.This necessitates
political resolutions as well as societal goals. Third,integration. It is a system
that must control the interrelationships between its constituent pieces. It also
has to deal with the interplay between the other three functional imperatives
(A, G, L). This necessitates, for example, a pretty constant religious system
and, on a more basic level, a shared language. Finally, latency (pattern
maintenance). Individual motivation as well as the cultural patterns that
develop and sustain motivation must be provided, maintained, and renewed
by the system. This refers to institutions such as family and school that serve
as a conduit for the transmission of belief systems and values from one
generation to the next. These four functions are designed to be simple to use.
For example, a hunter-gatherer tribe must obtain food from the outside world
by killing animals and gathering other items. They'll need a set of objectives
and a system to help them make decisions like when to migrate to better
hunting areas. A unified belief system is also required for the tribe to enforce
acts and decisions as the community sees suitable. Finally, some type of
educational structure is required to pass on hunting and gathering skills as
well as the common belief system. If these conditions are met, the tribe will be
able to continue to exist.

It was then followed by The Functional Requisites of Social System.

Social systems must be organized in such a way that they may coexist with
other systems. The social system must have requirements from other systems
in order to survive. The system must meet a major amount of its actors'
demands while also eliciting acceptable engagement from its members. It
needs to be able to control at least some potentially disruptive activity. Conflict
must be managed if it becomes sufficiently disruptive. Finally, in order to
thrive, a social system requires a language. The functionalist approach to
education was also discussed. The functionalist philosophy of education
focuses on how education meets societal needs by fostering social
cohesiveness through the development of skills.

As per the functionalist viewpoint, education plays a role in bringing

society together by focusing on the socialization and skill development of
children in order to prepare them to work in society's best interests.
Education, according to the functionalist viewpoint, serves both primary and
secondary functions. The secondary goal of education is to teach students
social and networking skills that will assist them in finding work in the future.
The fundamental goals of education are to teach pupils society's rules and
customs so that they can find work and contribute to society. Sorting is also
used in this type of schooling to divide students based on their academic
performance. Sorting is done by standardized tests that show how well these
students do in academics, which gives an idea on which roles students will
pay in society. Furthermore, functionalists think that any disruption to
education can lead to distortions in society since some positions aren't being
filled. It is true that work should come from education, but this sociological
model only sees education to be used for the will of society, which can lead to
a totalitarian state where society dictates a person 's worth. Structural
functionalism only focuses on the positives of education while neglecting that
it can use to make people believe that their lives are only to work for money
and serve their nations.

Her report also highlighted the importance of schools. Schools, according

to this view, train students for participation in society's institutions as well as
for the transfer of essential values for social control. It also aims to socialize
people by bringing people from various backgrounds together. Education, as
per functionalists, is a valuable contribution to a well-ordered society.
Because functionalist theory emphasizes social stability and solidarity, it does
not encourage people to actively participate in changing their social
environment, but rather views active social change as undesirable because
the various parts of society will naturally compensate for any problems that
arise. Thus, schools compensate for a lack of time and parental guidance at
home. The four aims of schooling, according to Functionalists, are intellectual,
political, economic, and social. Political reasons include the learning of
cognitive and investigative skills, as well as the education of future citizens,
the promotion of patriotism, the assimilation of immigrants, and the
maintenance of order, public decency, and adherence to laws. Furthermore,
economic goals educate pupils for future employment responsibilities; they
choose and train the labor that society requires. Social goals also foster a
sense of social and moral responsibility, serve as a forum for the discussion
and resolution of social issues, and support the work of other socialization
institutions such as the family and the church.
 After Ms. Maylin Alcantara's report, our beloved educator, Dr. Edmark Ian
L. Cabio, shared some further structural functionalism information with us.
Functionalists, according to our instructor, look at social institutions in terms of
their good impact on society as a whole. They believe that education has two
primary functions, which they refer to as "manifest" and "latent." The intended
functions of policies, processes, social patterns, and acts are known as
manifest functions. They've been purposefully planned and declared.
Institutions are meant to deliver and fulfill manifest functions. This includes the
following:

Change and innovation: Schools are catalysts for change and innovation;

they adapt to society requirements, impart knowledge, and function as
knowledge stewards.

Socialization: Education is the main agent of secondary socialization. It

teaches pupils how to behave, function, and navigate society. Pupils are
taught age-appropriate topics and build their knowledge as they go through
education. They learn and develop an understanding of their own identities
and opinions and society's rules and norms, which is influenced by a value
consensus.

Social control: Socialization is mostly mediated by education. It instructs

students on how to act, function, and traverse society. Pupils are taught age-
appropriate topics and their knowledge is built up as they progress through
school. They learn and develop a sense of their own identities and ideas, as
well as the laws and conventions of society, which is impacted by a value
consensus.

Role allocation: Schools and other educational institutions are in charge of

training people for their future responsibilities in society and categorizing them
accordingly. Education assigns people to relevant employment based on their
academic performance and talents. They are in charge of identifying the most
qualified candidates for society's highest posts. This is also known as'social
placement.'Education conveys the dominant culture's norms and values to
pupils in order to mold them and help them assimilate into society and accept
their responsibilities.

Latent functions, on the other hand, are policies, processes, social

patterns, and behaviors implemented by schools and educational institutions
that are not always visible. As a result, they may have unforeseen, but not
necessarily unwanted, repercussions. The following are some of them:
 
Social networks: Secondary schools and higher education institutions,
depending on where they are located, bring together people of a similar age,
social background, and, in certain cases, race and ethnicity, under one roof.
Pupils are taught how to create friendships and social connections. This
allows them to network for future opportunities. They learn about courtship by
forming peer groups.
Group work:  When students work together on tasks and assignments, they
develop abilities that employers value. When students are forced to compete
with one another, they learn a new skill that value work.

Creating a generational gap: Students and pupils may be taught ideas that

contradict their parents' values, resulting in a generational divide. Although
some families feel that only two heterosexual married people should have
sex, LGBT relationships are taught in some schools.

Restricting activities: Children are required by law to attend school. They

are obligated to attend school until they reach a certain age. As a result,
youngsters are unable to fully participate in the labor market. Furthermore,
kids are required to engage in pastimes that their parents and carers may
desire, which may serve to divert them from criminal and deviant behavior.
This, according to Paul Willis (1997), is a sort of working-class rebellion or
anti-school subculture.

We are made and evolve as humans in response to the environment in

which we are raised. There are numerous things that might alter our
surroundings and, as a result, drastically impact our life; yet, there must be a
balance, which is known as the functionalist hypothesis. Our society and
environment also influence how we perceive ourselves depending on their
perceptions and sentiments about us. Based on the concept of the looking
glass self, we evolve and develop. The setting and surroundings in which we
grow are often established by the families with whom we grew up. Our
families have their own set of traditions and ideas that we consider to be
normal and accepted in society. These norms may be widely accepted in
society or they may be diametrically opposed; either way, they mold us as
individuals. In the family, children are judged by their parents using what he
refers to as particularistic norms, or rules that only apply to that specific child.
Individual children are assigned tasks based on their various skills and
evaluated based on their own traits. In contrast, children and adults are
judged by the same universalistic standards in school and in society (i.e they
are judged by the same exams and the same laws). These norms and laws
apply to everyone equally, regardless of their individual characteristics.
School prepares us for this.

When we look at society via the Structural-Functionalist lens, we see that

the entire structure is interrelated and responsible for sustaining society's
equilibrium and stability. Any type of abrupt divergence or modification can
cause it to stop working properly. Structural Functionalism is thought to be
incompatible with a modern advanced society's knowledge. Structural
Functionalism has been criticized in the modern world, primarily because it
views social change as a result of society's changing needs. Any type of
abrupt change is regarded as a deviation. Individualism's relevance in
society's functioning is overlooked by this viewpoint. It claims that
individualism is fundamentally flawed. Structural Functionalism legitimizes
society's structure and encourages social inequity in terms of jobs and
positions. Despite its shortcomings, this theory has a positive impact on
society because it explains how society reduces conflict through socialization
and social control, how different parts of the social system work together to
maintain the whole, how society adapts to economic and other changes, how
different institutions work together to produce overall social stability, and how
shared culture is important as the foundation of social order. Structural
Functionalism is like a human body. Each component relies on the
contributions of the others to ensure that everything functions properly. The
same may be said about schools that educate children become law-abiding
adults.
 March 25, 2022

(Friday)

Lesson: Interactionist Theory

“I am not what I think I am, and I am not what you think I am. I am what I think
you think I am.”
– Charles Cooley

At esactly 6:32 p.m., we began our ninth virtual meeting. Ms. Rhona Lee
C. Amarante, the group three's last reporter, led a prayer.She also did a recap
of Ms. Via Kristine Kaye Alcala's report, which was on The Consensus and
Conflict Theory as well as The Structural Functionalism Theory, which was
discussed by Ms. Maylin Alcantara. She introduced her allocated subtopic,
which was all about Interactionist Theory, without further ado. The word
"interactionalist" stems from the root word "interaction," according to her
report. Interactionism is a sociological theory that views social processes
(such as conflict, collaboration, and identity formation) as arising from human
contact. Scholars that take this approach look at how people behave in
society and feel that meaning is created via interactions between people.

According to interactionists, gender stratification exists because people

act toward one another based on the meanings they hold for one another.
These meanings, according to interactionists, are generated through social
interaction and regulated and modified through an interpretive process that
people use to make sense of and manipulate the things that make up their
social environments. This theory also highlights the relationship between
school and society, which is a critique and extension of the functionalist and
conflict viewpoints. This degree of study aids us in grasping the "big picture"
of education.Interactionist theories seek to make the "commonplace weird" by
flipping daily, taken-for-granted behaviors and interactions between students
and between students and professors on their heads. Furthermore, in order to
fully comprehend what this idea means, the reporter provided a scenario
based on actual events. So there you have it. Consider yourself a driver. As a
driver, it is your responsibility to follow the rules. When it comes to driving, you
must adhere to the speed limits set forth by the law. You've noticed that other
drivers are speeding while you're driving. As a result, your interpretation of the
situation is that it is illegal. Another example is you're still a driver, in this case.
You can hear the siren of a firetruck while driving. In responding to the
emergency, the firetruck went too fast. The interpretation is that if you hear
the siren, you will give way to the firetruck, and what the firetruck did is
somehow justifiable once you understand why it did it. You didn't simply give a
meaningful meaning to what you saw.

Humans, according to this view, are "Social Actors" who have a significant
impact on how we choose to behave in a given situation. She also
emphasizes Non-Symbolic and Symbolic Interaction as the two basic forms of
social interaction. Blumer's distinction between two basic sorts of social
contact (following Mead) is applicable here. The first, non-symbolic encounter
– Mead's gesture discussion — is devoid of thought. Mental processes are
required for the second symbolic encounter (Ritzer, 2000). Mead's approach
to symbolic interaction was founded on three fundamental assumptions. The
first is that people react to items they come across based on their personal
interpretations of them.Second, we learn what things are by witnessing how
other people react to them, which is done through social contact. (Things, in
this sense, relate not only to items, but also to people, activities, and
situations.) Third, the sounds (or words), gestures, facial expressions, and
body postures we employ in dealing with others acquire symbolic meanings
that are shared by people of the same culture as a result of continual
interaction. A symbolic gesture has a deeper meaning than the act itself. A
handshake, for example, is a common welcoming gesture among Filipinos. As
a result, it implies more than a reciprocal clutching of fingers and palms. It
indicates the mutual awareness of both parties that a social encounter is
about to commence. In some cultures, such as Japan, a bow is used to
convey or represent eagerness to interact.

Symbolic Interaction includes seven principles. These are as follows:

Humans are born with the ability to think, and this ability is molded via social
contact. People learn the meanings and symbols that allow them to exercise
their uniquely human capacity for thought through social contact. People may
carry on distinctively human action and connection thanks to meanings and
symbols. On the basis of their understanding of the circumstance, people
might change or modify the meanings and symbols they employ in action and
interaction. People can make these changes and modifications in part due to
their ability to engage with oneself. Groups and civilizations are made up of
interconnected patterns of action and interaction. Interactionist theory is
based on the social psychology of early twentieth-century sociologists George
Herbert Mead and Charles Horton Cooley, who were also its proponents.
Mead and Cooley looked at how people are connected to society through their
daily social contacts. Symbolic interactionism is a school of thought that sees
the self as socially formed in response to social forces and structures, and as
the result of constant meaning negotiations. As a result, rather than being a
deterministic product of social structure, the social self is an active product of
human agency. The core idea is a result of interaction between persons
mediated by symbols, particularly language. People's engagement in various
sorts of social structures, which in turn rely on the existence of language
activity, give rise to particular characteristics of human conduct. Of course,
symbolic interactionists are interested in more than just socialization; they are
also interested in interaction in general, which is "essential in and of itself."
Interaction is the process through which the ability to think is both developed
and articulated. Our ability to think is refined by all sorts of engagement, not
simply interaction during socializing. Beyond that, thinking has an impact on
how people interact. In most encounters, actors must consider others and
decide whether and how to tailor their behaviors to their surroundings.
However, not every contact necessitates thought.

George Herbert Mead (February 27, 1863 - April 26, 1931)

George Herbert Mead was an American philosopher, sociologist, and

psychologist who was best known for his work at the University of Chicago,
where he was one of several notable pragmatists. He is considered one of the
founding fathers of social psychology, having developed the "Symbolic
Interactionist" method. Mead studied the characteristics of humans that
distinguish us, recognizing that our use of symbolism allows us to reflect on
our experiences and communicate those reflections to others, that we develop
our sense of self through interaction with others, and that our uniquely human
free will makes it impossible to predict human behavior completely.

He was a renowned pragmatist and pioneer of symbolic interactionism, a

theory that analyzes the relationships between people in societies, when
areas like psychology and sociology were still in their infancy. Mead is widely
regarded as one of the founders of social psychology, the study of how social
surroundings influence individuals, more than a century after his death. He is
also affiliated with what is now known as the Chicago school of sociology,
having spent much of his career teaching at the University of Chicago. Mead
is regarded as a notable American philosopher since he was one of the
founders of pragmatism, alongside Charles Peirce, William James, and John
Dewey. He also made substantial contributions to nature, science, and history
philosophies, as well as process philosophy. People react to whatever they
come across based on what those things signify to them, according to Mead.
We learn things by watching how other people react to them, which is what
social interaction is all about. When we communicate with others, the words,
gestures, facial expressions, and body posture we use develop symbolic
meanings that are shared by people from the same culture.

Herbert Blumer ((March 7, 1900 – April 13, 1987)

 Herbert Blumer was a professor Emeritus at Berkeley and a towering
presence in the creation and evolution of American Sociology for many
decades, died on April 13, 1987, at the age of 87, following a protracted
illness. Blumer created, named, and developed the "Symbolic Interactionist"
perspective as the foremost interpreter and carrier of George Herbert Mead's
heritage. Herbert Blumer was the model of graciousness in his ecumenical
approach to the field of Sociology, despite his tight grip on this viewpoint and
his zealous advocacy of it. Blumer was President of the Society for the Study
of Social Problems (1954), the American Sociological Association (1955), and
the Pacific Sociological Society (1956), among many other distinctions (1971).
In 1983, he was awarded the American Sociological Association's highest
accolade, the Award for a Career of Distinguished Scholarship. He was
awarded the Berkeley Citation the following year for his excellent services to
the University of California. He was the Chairman of Transaction's Board of
Directors and a member of the editorial boards of over a dozen journals. He
maintained his dignity at all times and made it a part of every contact. Objects,
according to Blumer, are merely observed in the real world, and their meaning
is determined by how they are defined by actors. Diverse objects have
different meanings for different people. He divided them into three categories:
1.Physical objects, such as a chair or a tree
2.Social things, such as a pupil or a mother
3.Ideas, moral principles, and other abstract items

Charles Horton Cooley (August 17, 1864 - May 7, 1929)

Charles Horton Cooley, the fourth of six children, was born on August 17,
1864 in Ann Arbor, Michigan. He was the son of Mary Elizabeth Horton and
Thomas McIntyre Cooley, a distinguished law professor and State Supreme
Court Justice. Cooley was a shy, passive youngster when he was younger.
His successful father intimidated and alienated him, a trait that he carried with
him for the remainder of his life. Cooley attended Ann Arbor public schools
and graduated from high school in 1880. Symbolic contact, according to
Cooley, is the "looking-glass self" or so-called "self mirroring." "We see
ourselves as others perceive us," says the author. "We form our self-image
based on the messages we receive from others, as we interpret them."
Cooley's ultimate goal was to demonstrate that the facts of social life are
mental, and that people's, groups', and institutions' behavior is the outcome of
fundamental mental processes.

An ongoing process of interaction based on symbolic communication is

the Interactionist Perspective on Society. Life is primarily a result of
interactions with the people we encounter and work with on a daily basis. The
exercise of one's position and rank in society is a network of overlapping
roles. Shared meaning, which is established via day-to-day interaction, is
used to build social order. Interactionists study how students' self-concept and
ambitions are influenced by classroom communication patterns and teaching
approaches such as labeling. In terms of education, they concentrate on
classroom communication patterns and instructional methods such as labeling
that have an impact on students' self-concept and goals. It includes two
theories: the Label Theory, often known as name calling theory, and the
Teacher Expectancy Theory. Students describe themselves based on how
others (teachers and classmates) look at them or label them under the
labeling theory-name calling hypothesis. It is similar to the looking-glass self,
in which an individual learns who they are by their interactions with others.
The development of the self is a product of an individual's social interactions
with other people (Schaefer, 2000). How actors picture their appearance, how
players believe others perceive their look, and how actors develop sentiments
of shame or pride, sensations that form an inner direction to action, are the
three aspects in the construction of identity. In Teacher Expectancy Theory,
on the other hand, students who are expected to do well perform better, while
those who are expected to achieve less perform poorly. It is centered on how
the teacher interacts with their students, teaches them, and expresses their
opinions or beliefs about them. In the three-step process of self-fulfilling
prophecy, the instructor develops an impression, acts in a way that is
consistent with the impression, and the student alters his or her behavior in
response to the teacher's actions.

"Every single interaction is a training opportunity," Ian Dunbar once said.

In terms of the realities of education and schooling. For every individual
affiliated with this word, interactionist theory would be the best in analyzing
and explaining how and why the school functions. It illustrates the fact that
everyone, especially learners, has the capacity for thought, which allows them
to develop meanings and symbols, as well as create and exchange
interpretations as a result of the interaction. Every day in school is a learning
experience, as evidenced by the fact that interaction occurs between the
teacher and the pupils, or vice versa, and how everyone is interconnected as
a result of their connection, which results in learning.Indeed, the school is a
reflection of society, and they have a strong bond through the creation of
symbols and meanings that are carried out and result in successful learning.

This lesson, I believe, was a true eye opener for me because it not only
gave me an overview of what it encompasses, but it also taught me valuable
life lessons that I can apply in my daily life. At the conclusion of this session, I
understood that instructors had the largest impact on students' lives since
students spend more time with their teachers than they do with their families.
This is backed up by teacher expectancy, which is important since how a
teacher perceives a student can have a substantial impact on their conduct. It
is said that a teacher's impression will cause a student to change and adapt to
the teacher's expectations. So, if a teacher labels a learner as "stupid or
dumb," the student will most likely become that way. Because school is an
institution packed with interaction, which provides meaningful and relevant
learning in the students in various aspects, the lesson is that teachers in the
real world should create a pleasant atmosphere in the classroom to mold and
shape the students' right. Furthermore, as our beloved lecturer in this subject,
Dr. Edmark Ian L. Cabio, once reminded us, being a teacher implies a higher
responsibility than simply giving courses to your students. Every time we are
in the classroom, teachers have the opportunity to assist their students by
lending an ear. This simply means that listening is one of the most effective
ways to help your learners. In the future, as an educator, I will utilize all I've
learned from this lesson and in that way I can envision myself as an effective
educator and nation builder.