Sari Marx and Weber Marx
EDUC 60 REVIEWER
 Society as foundation of Schools and
Schooling
 SOCIOLOGY AND EDUCATION
people that can be determine possible outcomes
of actions, how things work, how policies affects
others, and more that bring about new
perspectives and innovations which are very
essential in education
 Theoretical Perspective in the Sociology of
Education
 Theory: FUNCTIONALIST
 (structuralfunctionalism, consensus, or
equilibrium)
 Talcott Parson
 MAJOR CONCEPTS
 Focuses on the positive functions performed by
the education system such as creating social
solidarity, teaching skills necessary for work,
teaching core values, and role allocation
 Starts with the assumption that education is an
institution, to facilitate the stability of society
 Happens through passing on society's culture
through which a new generation of children
acquire the 'central' norms, values and culture
of their society
 Implication to Education
 Established relationship between schools,
institutions and society which must fulfill
necessary societal functions to produce
stability. Education needs to be systematic as a
whole to avoid being non-operational.
 School's main function is to prepare students to
acquire basic knowledge, skills, and values for
future employment.
 Basic functions of school for socialization:
teaching children to become members of
society; teaching children to be productive
members of society; selection and training of
individuals for positions in the society, and
promoting change and innovation
 Theory: CONFLICT
 MAJOR CONCEPTS
 Focuses on issues of contention, power, and
inequality, highlighting the competition for
scarce resources; focuses on culture as a social
product. •
 It questions the functionalists pertaining to the
assumptions that schools are ideologically and
politically neutral and that school functions are
based on the merit that each learner has the
capacity to efficiently improve his or her own
ability to meet the demands and standards of
the society.
 Believe that the educational system reinforces
and perpetuates social inequalities that arise
from differences in class, gender, race, and
ethnicity.
 Marx contended that schools give a false set of
ideas and beliefs to students in terms of
education quality. Many believe that there is
equality and chance of having quality education
 Implication to Education
 Society's competing groups, the "haves" and the
"have-nots," were in a constant state of tension,
which could lead to the possibility of struggle.
 Quality education has a set of standards of
what is acceptable to be at its best. This gives
the notion that inequality in terms of what they
may become and could get from their work is
also expected.
 Students are labeled to be achievers and non-
achievers according to their status in society.
 Those who are more privileged to have better
resources for learning and achieving more are
given what they really need to develop their
skills and be competent, while, those who are
not capable or less fortunate ones are not given
the right learning opportunities that limit their
abilities to what they are only provided with
 Theory: SYMBOLIC INTERACTIONIST
 MAJOR CONCEPTS
Focuses on how people share symbols and construct
society as a result of their everyday interactions.
Examines what teachers and students "do" in school;
they question even the most commonplace, taking
for granted actions and interactions, things most
people do not question.
Uses cultural symbols, such as words and nonverbal
body language and gestures during interaction.
Through this process, people develop a sense of self
and create a reality with others.
 Implication to Education
 Interactions between students and teachers
help develop a set of expectations for student's
performance both in academic subject and
discipline.
 Asking questions in a social-psychological way on
the frequent and familiar relationship between
school participant is what interactionists do. It
is what sociologists of education use as an
avenue for the students teachers, and principals
in a school.
 Students learn through interaction how they are
different from others based on individual
experiences, social class, and status.
 SOCIOLOGY OF EDUCATION:
CONTEMPORARY THEORIES
 Theory: CULTURAL CAPITAL
 Proponents: Pierre Bourdieu
 Concepts: It refers to cultural practices,
including dress and mannerisms, language
patterns and expressions, and knowledge of the
world derived from life experiences such as
visits to museums, all of which provide
knowledge of class culture of the school
 IMPLICATION TO EDUCATION
 Delved into education's influences on
stratification and social class, trying to reconcile
the influences of social structures on the
subjective experiences of individuals.
 Used by schools to reproduce inequality both in
the interactions
 Theory: SOCIAL CAPITAL
 Proponents: James S. Coleman
 Concepts: It refers to the social resources
students bring to their education and future
involvement in school or community. It results in
building of networks and relationships students
can use as contacts for future opportunities.
 IMPLICATION TO EDUCATION
 Used to explain the role of schools in
reproducing social class.
 Theory: CODE THEORY
 Proponents: Basil Bernstein
 Concepts: Refers to organizing principles used
by members of a social group which reflects and
shape the assumptions we hold about our
relationship to a certain group
 IMPLICATION TO EDUCATION
 People learn their place in the society by the
language codes they use. The codes come to
symbolize social identity.
 Language codes aid in the social reproduction of
class and differences in power
 Theory: FEMINIST THEORY
 Proponents: Harriet Martineau Jane Addams
Concepts: feminist theorists echoed the need to
"hear" other voices in the education system, in
particular, women's voices, and to pay more
attention to the situation of women.
 IMPLICATION TO EDUCATION
Led to the examination of educational policy and how
it affected girls, women, their future opportunities
 INFLUENCE OF SOCIETY TO
EDUCATION PROCESS
 Sociocultural Influence.
 The education of any society is directly
correlated to its -sociocultural factors.
 The education process developed from society's
social structure, -social norms, and values
system is the result of human society's goal to
transfer surviving cultural content from one
generation to the next.
 In informal settings, socialization happens when
a community interacts with or educates their
members about the society's norms and values.
 In a traditional manner, Christian missionaries,
Islamic Madrasah, Buddhist monasteries, and
other religious institutions convert individuals
to their faith by infusing their religious ideals.
However, the transmission not limited to
religions; each community transfers its norms
and values whenever possible
 Political Conditions and its Influence.
 The state's nature, its political parties, a. with
its ideology and policy, steer the nature of
education system and its policy society.
Inherent inequality is a key weakness in
democratic states, even if the practice ideas of
democratic education development.
 There is a failure on the of democratic societies
to offer education to all, especially to the most
 deprived marginalized sections; and this is due
to the latter's status in the society
 Fundamental Roles and Functions of School
“scol” Old English
 “a place of instruction”
“schola” Latin
 “intermission of work”, leisure for learning;
learned conversation, debate; lecture; meeting
place for teachers and students, place of
instruction; disciples of a teacher; body of
followers, sect
“skhole” Greek
 Spare time, leisure, rest, ease, idleness; that in
which leisure is employed; learned discussion; “a
place for lectures, school”
School- an educational institution designed to
provide learning spaces and learning environments
for the teaching of students under the supervision
of teachers
 Roles of School
SOCIALIZATION
 school exposes students to social standard and
values further than those existing in the family
and other individuals, other than teaching
students how to write and spell , and to excel in
mathematics.
 PRESERVATION AND PROMOTION OF
CULTURE (KHAN BABA)
 TRANSMISSION OF CULTURAL VALUES
 the school has the responsibility to teach the
cultural beliefs , moral values, religion, and
social standards that its society promotes
through education
 SOCIAL AGGREEBLENESS
 education progresses into promoting teaching
social sense to the students
 CIVIC TRAINING
 respect, love, justice, and mutual respect are
some of those emotions that must be reflected
 PROMOTION OF DEMOCRATIC VALUES
 the school, shall give chances for the children in
school to express themselves freely or be un
democratic environment, allowing them to grow
as individuals
 DEVELOPMENT OF ABILITIES
 a school must be able to provide not only to
nurture the students for cognitive development,
but also of their skills and their effective
factor
 FULFILLMENT OF NATIONAL AIMS
 students are trained to be productive citizens
to help in the growth and development of a
nation
 CHARACTER BUILDING
 natural freedom or the freedom of expression
are both offered in a school, through different
academic and non-academic activities, which
would be the approach on how the students
would be able to build their characters and
personalities toward national ideology
 PROPAGATION OF CIVILIZATION AND
CULTURE
 persuading the children to adopt social,
religious, moral, cultural, and ethical values of a
society is to uphold the culture and civilization
EDUCATIONAL SYSTEM: THE MEANING,
ASPECTS AND SOCIAL FUNCTION OF
EDUCATION (PUJA MONDAL)
 DEVELOPMENT OF PERSONALITY-
 this includes the development of the three
domains of learning namely, physical, mental, and
emotional make-up of an individual.
 SOCIAL-CONTROL
 it is part of the educational system to teach and
promote socialization to the children to prepare
them with their roles in the society when they
become adults.
 SOCIAL INTEGRATION
 the incidental learning and socialization amongst
the teachers, students, and others in the
institution is a natural way to impart values and
other social skills that are crucial to the
society.
 DETERMINATION OF STATUS
 since education is used to improve the life of an
individuals for economic opportunity, people
grow and develop according to their association
with other people, their educational background,
and their function in the society as well
 PROVIDES ROUTE FOR SOCIAL MOBILITY
 the educational attainment of an individual
makes it possible for a person to increase one’s
 qualification in terms of their social status and COMMUNITY/ SOCIETY:
flexibility facilitate the social mobility within the existing
 SOCIAL DEVELOPMENT social class structure
 education provides skilled individuals who are INTERNATIONAL:
significant to the society through literacy schools are expected to play an important role in
programs, which upturns the political preparing students for international harmony, social
realizations of the people at the lowest point of cooperation, global human relationship and
the economy elimination of national, regional, racial and gender
biases.
MULTIPLE SCHOOL FUNCTIONS
 LEVEL/ SCHOOL FUNCTION
 LEVEL/ SCHOOL FUNCTION Political Functions:
Technical/ Economic Functions:  political development at different levels of
 refer schools to the contribution of technical or society.
economic development and needs of the INDIVIDUAL:
individual, the institution, the local community schools help student to develop positive civic
INDIVIDUAL: attitudes and skills to exercise the rights and
school can help students to acquire knowledge and responsibilities of citizenship.
skills necessary to survive and compete in a modern INSTITUTIONAL:
society or a competitive economy and provide staff schools act as a place for systematically socializing
job training and opportunity. students into a set of political norms, values, and
INSTITUTIONAL: beliefs,
schools are service organizations providing quality COMMUNITY/ SOCIETY:
service, also they serve as a life place or a work promote awareness and movement of democracy
INTERNATIONAL:
place of society for clients, employers and all those
growing awareness of international dependence
concerned.
reinforces the need for the contribution of school
COMMUNITY/ SOCIETY:
school serve the economic or instrumental needs of education common to international interest,
the local community, supply quality labors forces to understanding,
the economic system, modify or shape economic
behaviors or students.
 LEVEL/ SCHOOL FUNCTION
Cultural Functions:
INTERNATIONAL:
 to the cultural transmission and development at
school education supplies the high quality forces
different levels of society.
necessary in international competitions, economic
INDIVIDUAL:
cooperation, earth protection, tech. and information
their creativity and aesthetic awareness and to be
exchange.
socialized with the successful norms, values, and
beliefs of society.
 LEVEL/ SCHOOL FUNCTION INSTITUTIONAL
HUMAN/SOCIAL Functions:
cultural integration among the multiple and diverse
 refer to the contribution of schools to human
constituencies
development and social relationships at
COMMUNITY/ SOCIETY:
different levels of the society
transmit all the important values and artifacts of
INDIVIDUAL:
society to students
schools help develop students to develop their
INTERNATIONAL:
potentials psychologically, socially, and physically
appreciation of cultural diversity and acceptance of
INSTITUTIONAL:
different norms, traditions, values, and beliefs in
a school is a social system composed of different
different countries and regions
human relationships
to provide the environment of quality
COMMUNITY/ SOCIETY:
 LEVEL/ SCHOOL FUNCTION
 Education Functions:
 to the development and maintenance of
education at the different levels of society
INDIVIDUAL
to help students how to learn and help teachers to
learn how to teach
INSTITUTIONAL
as a center for systematically experimenting and
implementing educational changes and
developments.
COMMUNITY/ SOCIETY:
disseminate knowledge and information to the next
generation,
INTERNATIONAL:
“build up a global family” for the younger generation,
 SCHOOL FUNCTIONS AS AN INTEGRAL
PART OF THE PROCESS OF STATUS
ALLOCATION IN FOUR WAYS:
1. by providing a context in which the individual
can demonstrate his ability
2. by channeling individuals into paths that leads in
the direction of different occupations or
classes of occupations
3. by providing the particular skills needed to
fulfill the requirements of various position, and
finally
4. by transferring to the individual the prestige of
the school itself
 SECONDARY FUNCTION OF SCHOOL
1. the role of the school in providing mothers of
fathers with relief from the task of taking care
of their children during a significant part of the
day
2. the part played by the school in the courtship
process and its consequent influence on mate
selection
3. the use of the school to maintain the cultural
identity and therefore the stability of
subgroups within the society, and
4. the use of educational institutions to affect
social reform
 School as a Vehicle for Social Mobility
To be an agent of change globally, the school must
adopt to changes of all sort whether expected or
unexpected. If there is a felt need to revisit their
mission and vision, then by all means, it must be done
in orders not to be left behind in this fast changing
world.
 The apex of Transformative Education is a
changed individual at the societal level,
significantly due to innovative, meaningful and
creative teaching and learning. •
 That is why in transformative education,
curriculum is not static, but is therefore
subjected to constant reform coupled with
relevant and appropriate policy at the school
level.
 Essential for Transformative Education
1. Must be anchored on the country’s educational
goals.
 • Article IIV – Education, Science and
Technology, Arts, Culture and Sports from the
1987 Constitution will be subscribed to by every
administrator and teacher.
2. Must be functional
 Every learning experience provided to the
students inside and outside the classroom must
be relevant and meaningful.
3. Must settle for equality.
The learner themselves will go beyond their
mediocrity and aspire to go out of the box.
4. Must build upon the identity of the learner as a
unique individual.
Despite some limitations, the learners must be
encouraged to go o against all odds and find
themselves in the ranks of the successful.
 THE SOCIAL PSYCHOLOGICAL MODEL
 SCHOOL
Knowledge as the only learning outcome can no longer
be the basis in this millennial period
 SOCIAL PARTICIPATION
It extend to the development of values and attitude
and skills and competencies as provided by the
school through meaningful social participation
 HOLISTIC AND INTEGRATED
Participation is not via classroom alone but the
entire school culture which bring about a holistic and
integrated change in the learner
 STUDY of ATTITUTUDES and BEHAVIOUR in
SCHOOL
Theory of Plan Behavior
 Adopts a cognitive approach to explaining the
behavior focusing on individuals’ attitude and
beliefs.
 The positive and negative evaluation of this
behavior and its expected outcomes, and
subjective norms, which are the social pressures
exerted on an individual resulting from their
perception of what others think they should do
and their inclination to comply with these are
never overlooked.
STUDENTS’ MOTIVATION
MELTZER (2002)
 Culture is that informal code of behavior that
dictates “how things really happen” around here
versus “what should happen
 DEVELOPMENT of NORMATIVE SYSTEM
within SCHOOL
 The school must have a directly hand in
providing teachers a framework of activities
that will address the students’ negative
behavior in a more humane and caring manner.
 In so doing, the teacher will affect a change
that is positive, meaningful and sustainable both
in the areas of academic and behavioral
performance.

MOTIVATING STUDENTS
 - The rewards are more than worth it.
 More excited to learn and participate actively in
the different classroom activity

NOT MOTIVATED STUDENTS

 Will not learn effectively and meaningfully -
 They will have the tendency to have lapses in
their retention of vital information; hence,
hindering them from active participation and
most of all may resort to disruptive and overly
aggressive behavior with a cause

 .STUDENTS’ SUBCULTURE

MOFFIT (2015)
 •Are those groups of values and norms that are
distinct from those held by the majority.
 Culture is what makes up a society’s expression
both through material things and beliefs.

MANGILINAN (2015)
 There is a need to reshape the curriculum so
that it can be culturally responsive to the
background of students.
 Hence, the school must see to it that the
students adapt a culture not so distant from
their heritage so that as they practice it, their
roots will still be evident until the culture they
acquire from the school becomes a habit.

 DEVELOPMENT of NORMATIVE SYSTEM

within SCHOOL