Social Dimensions of

Education

Michael P. Vale
 BASIC CONCEPTS OF SOCIAL
DIMENSIONS
• SOCIAL- Characteristics of humans to
interact with one another
• SOCIETY- Group of people that is bind by
any cultural identity
• SOCIOLOGY- Branch of science that
deals with the study of society
• SOCIOLOGY OF EDUCATION- Study on
how education affects society (social life
and social change)
THEORIES IN SOCIAL
DIMENSIONS OF
EDUCATION
 CONSENSUS AND CONFLICT
THEORY
By: Ralf Dahrendorf

CONSENSUS
A general or widespread agreement among all
members of a particular society
CONFLICT
A clash between ideas principles and people
 CONSENSUS THEORY
See shared norms and values as fundamental to society,
focus on social order based on agreements, and view social
change as occurring in a slow and orderly fashion.

Consensus theorists examine value integration in society.

Consensus is a concept of society in which the absence

of conflict is seen as the equilibrium state of society based
on the general or widespread agreement among all
members of a particular society
 CONFLICT THEORY
Emphasizes the dominance of some social groups by other, see
social order as based on manipulation and control by dominant
groups and in a disorderly fashion as subordinate groups
overthrow dominant group.

Conflict theorist examine conflict of interest and the coercion

that hold the society together in the face of these stresses.

Conflict theory ask how school contribute to the unequal

distribution of people into jobs in society so that more powerful
members of society maintain the best positions and the less
powerful group
(often women, racial and ethnic group) often minority groups are
 FUNCTIONALIST THEORY IN
SOCIAL DIMENSIONS
• STRUCTURAL FUNCTIONALISM
TALCOTT PARSON
• A theory which believes that society is made of
institutions working together in cooperation.
• Structure- The society is made up of system/s
• Function- We act and perform our roles based
on these/this system/s
• RESULTS: Interdependence, Cooperation,
Equilibrium, CONCENSUS
 INTERACTIONALIST THEORIES
IN SOCIAL DIMENSIONS
• SYMBOLIC INTERACTIONISM
CHARLES COOLEY
• A theory which believes that people in the society must take
others into consideration and decide if and how to fit their
activities to others.
• Interactions involve thinking because it will define who you
are.
• You cautiously act and speak to be “in”
• The “looking glass self”- We see ourselves as others see us.
• Ex: Kissing- means to show affection
• You won’t kiss everybody in the lips to show affection. You
will think as much before you kiss anyone.
 INTERACTIONALIST THEORIES
IN SOCIAL DIMENSIONS
• NON-SYMBOLIC INTERACTIONISM
MEAD
• A theory which believes that we learn things by
observing how other people respond to them, that is
through social interaction.
• Communication w/out the use of higher thinking
• Ex: Shaking of hands- agreement
• You can shake everybody’s hands without further
thinking
THE FOUR PILLARS
OF EDUCATION
LEARNING TO KNOW
LEARNING TO DO
LEARNING TO LIVE
TOGETHER
LEARNING TO BE
 THE FOUR PILLARS OF
EDUCATION
• UNESCO- United Nations Education, Scientific,
Cultural Organization
JACQUES DELORS (1996)
• Each individual must be equipped to seize learning
opportunities throughout life, both to broaden his/her
knowledge, skills, attitudes and adapt to a changing, complex
and interdependent world.
• The four pillars relate to all phases and areas of education.
They support and interpenetrate one another and should
therefore be applied as basic principles, cross-cutting themes
and generic competencies for integration in and across subject
areas of learning domains.
 THE FOUR PILLARS OF
EDUCATION
• LEARNING TO KNOW
Acquiring the instruments of understanding
• Implies “learning how to learn”
• Develops concentration, memory and ability to think
(thought)
• Knowledge is a never ending experience and can be
enriched by all forms of experiences
• Develops memory, imagination, reasoning, problem
solving skills and ability to think coherently and
critically
 THE FOUR PILLARS OF
EDUCATION
• LEARNING TO KNOW
Acquiring the instruments of understanding
• Alvin Toffler
• The true literate are those that can read, write and
learn, relearn and unlearn
• Paulo Fraire (Banking Concept of Education)
• Conceintization- We must develop Critical Awareness
through reflection
• Like John Locke (Tabula Rasa) – Students are like
Clear account ready to be filled up
 THE FOUR PILLARS OF
EDUCATION
• LEARNING TO DO
To be able to act creatively in one’s environment
• Implies application of what learners have learned into practice
• Develops skills that could be transformed into competence,
personal qualities, aptitude and attitude
• Learning to do is being able to communicate effectively with
others, aptitude towards teamwork, social skills in building
meaningful interpersonal relations, adaptability to changes in
work and social life, competency in transforming knowledge
into innovations and readiness to manage conflicts.
 THE FOUR PILLARS OF
EDUCATION
• LEARNING TO LIVE TOGETHER
To participate in and cooperate with other people in all human
activities
• IMPLIES :
• knowledge and understanding of self and others,
• appreciation of diversity of the human race and awareness of the
similarities between,
• interdependence of all humans,
• empathy, caring and sharing,
• respect for other people and their culture and value system,
• capability of encountering others and resolving conflicts trough
dialogue, and
• competence in working towards common goal
 THE FOUR PILLARS OF
EDUCATION
• LEARNING TO BE
To develop one’s personality and to act with greater autonomy,
judgment and personal responsibility
• Implies the role of education in developing all the dimensions
of the complete person (holistic development)
• Developing means on how to be human through acquisition of
knowledge, skills and values conducive to personality
development in its intellectual, moral, cultural and physical
dimensions.
• Implies a curriculum aiming at cultivating qualities to acquire
universally shared human values
 PILLARS OF LEARNING FOR
REORIENTING CURRICULUM
OBJECTIVES
• Curriculum should promote lifelong learning
• Curriculum should provide much stronger linkage
between school and world of work.
• School curriculum should be balanced to develop all
rounded (holistic) individual learners.
• School curriculum should highlight inter-cultural and
inter-national understanding, peaceful interchange
and harmony to resolve and manage conflicts.
 CULTURAL AND
POLITICAL DIMENSIONS
OF LEARNING
GLOBALIZATION
MULTICULTURALISM
PEACE AND HUMAN RIGHTS
EDUCATION
GENDER EDUCATION
ENVIRONMENTAL EDUCATION
 GLOBALIZATION AND
EDUCATION
• GLOBALIZATION
Increasing interconnectedness and convergence of
activities and forms of life among diverse cultures
throughout the world
• Implies the interconnectedness in all aspects of life,
from cultural to criminal, the financial to the
environment, from local to global and the speedy
flows of communication and migration.
 GLOBALIZATION AND
EDUCATION
• IMPLICATIONS OF GLOBALIZATION TO THE
PRACTICE AND EXPERIENCE OF EDUCATION
• Corporate takeover of education
• Threat to the autonomy of national educational systems
• De-localization and changing of technologies and orientations
of education
• Movement of higher education to support the nation’s wealth
in opposition to liberal education
• Protection and regulation of intellectual property rights
(patent)
• Increased and closer partnership of higher education with
industry
 MULTICULTURAL EDUCATION
• An emerging DISCIPLINE which aims to create
equal educational opportunities for students with
diverse racial, ethnic, social class and cultural groups
• MULTICULTURALISM
PHILOSOPHY that recognizes ethnic diversity within a
society
Promotes Cultural Relativism- Culture is diverse and
there is no universal standard for judging it.
 MULTICULTURALISM
LIBERAL MULTICULTURALISM
• Focus on the celebration of cultural diversity, ethnic
variety and teaching tolerance
• Recognizes pre-existing culture but does not examine
hierarchies of power from cultural interactions
• CRITICAL MULTICULTURALISM
• Concerns and focuses on institutions and their different
practices which forms the entire society
• Sees inequalities in power and racism which encourages
recognition of rights and advocates multiculturalization in
the society
 MULTICULTURALISM
• IMPLICATIONS OF MULTICULTURALISM TO THE
PRACTICE AND EXPERIENCE OF EDUCATION
• Equal access to education regardless of color and economic
status
• Giving due recognition to contributions of diverse group to the
collective accomplishment of mankind
• Making meaningful connections between the abstraction and
actual life experiences of ethnically and culturally different
students
• Acceptance and celebration of diversity as normal fact of
human life and schooling
• There is mismatch in cultural incompatibility between
minority/ethnic students and their school culture
 CULTURE VS. SOCIETY
• CULTURE
• The totality of man
• The way of life
• The complex set material and non-material identity that
distinguish man from one another
• Complex whole which includes knowledge, belief, art,
law, morals, customs, and any other capabilities and
habits acquired by man as member of society.
• SOCIETY
• Group of people living together with one culture or
common way of life
– COMMUNITY- Group of people living together that is bound by
proximity/distance, neighborhood (small scale society)
 RELATIONSHIP AND BONDS IN
SOCIETY

• GEMEINSCHAFT
• Rural relationship
• Relationship is personal where friendship and
kinship is integrated in the relationship
• GESELLSCHAFT
• Urban relationship
• Relationship is impersonal, specialized and
business-like.
 MISCONCEPTIONS ABOUT
CULTURE
• The term “culture” equates to “civilization,
therefore when one is “cultured” he is civilized.
• NOTE: All people are cultured
• Culture equates to things that are colorful,
customs, food, clothing, dancing, music, etc.
• NOTE: Everything is culture, even those that are
usual (done and seen daily)
• Culture pertains to “traditional” material or non
material objects, the less are less “cultural”
• NOTE: There is no such thing as less cultural.
Everything makes up the society, and each is
important.
 MODES OF ACQUIRING CULTURE
• IMITATION- Duplication of culture
• INDOCTRINATION- Culture is formally taught
• INCULTURATION- Learning one’s culture for
necessity
• ACCULTURATION- Learning other culture trough
long contacts
• CONDITIONING- Culture is learned trough rewards
and punishments
• AMALGAMATION- Intermarriage
• IMMERSION- New mode of acquiring culture
MODES OF ADAPTING TO CULTURE
• ACCOMODATION- You have learned a new culture
and added it to your culture without losing your true
cultural identity
• ASSIMILATION- Learning a new culture and
forgetting previous cultural identity
 DILLEMAS IN ADAPTING TO
CULTURE
• CULTURE LAG- Trouble adapting to new culture
• CULTURE SHOCK- Confusion and disorientation in
a new culture
 GENDER EDUCATION
• SEX
Biological difference between male and female
Ascribed Status- Given at Birth
• GENDER
Roles, responsibilities and expectations of men and women in the society. The
socially assigned labels define each rights and responsibilites. Transcribed
status- Dictated by society
• PATRIARCHY
Beliefs and values which lay down supposedly relations between men and
women, women and men, men and men and women and women. Deeply
rooted on male dominance as reproduced by the family, school, church,
media and political exercises
• GENDER EQUALITY
Male and female have equal opportunities to realize their full human rights
and contribute and benefit from developments
PARITY and EQUITY are building blocks of quality education
 GENDER EDUCATION
• CONCLUSIONS ABOUT GENDER
• Gender is a matter of cultural/social definition as to what is
considered masculine and feminine
• Gender relations describe the social meaning of male and
female, thus what is considered appropriate and inappropriate
behavior and activity for men and women
• The social meaning of being male or female is a result of
history, economy, religious beliefs and political exercises of
the society
• Gender roles which are learned and may be changed overtime
vary widely within and between cultures
 MULTIPLE DIMENSIONS OF GENDER
EQUALITY IN EDUCATION
• EQUALITY OF ACCESS
• Girls and boys are given equitable opportunities to
gain admission to formal, non-formal, or alternative
approaches to basic education
• EQUALITY IN THE LEARNING PROCESS
• Girls and boys are given equitable treatment and
attention and have equal opportunities to learn.
Materials are free of stereotypes and gender bias.
 MULTIPLE DIMENSIONS OF GENDER
EQUALITY IN EDUCATION
• EQUALITY OF EDUCATIONAL OUTCOMES
• Girls and boys enjoy equal opportunities to achieve and
outcomes are based on their individual talents and efforts
• EQUALITY OF EXTERNAL RESULTS
• Career opportunities and earnings with similar qualifications
regarding of gender is equal

• IMPLICATION: Parity in enrollment and greater gender

equality in schooling can coexist with inequalities outside
education
 HUMAN RIGHTS EDUCATION
• HUMAN RIGHTS
Moral and legal entitlement, based on universal values
that provide values principles and standards to
safeguard one in his being a human
• UDHR- Universal Declaration of Human Rights
• Enumeration of the rights of a human being based on
universal norms applicable to every society
• Three fundamental Human Rights:
• Life, Liberty, Security
 HUMAN RIGHTS EDUCATION
• MYTHS AND MISCONCEPTIONS ABOUT HUMAN
RIGHTS
• Human rights are western and alien in many cultures
• Economic, Social and Cultural rights are not true rights
• Human rights overemphasize rights over responsibilities
• Human rights encourage adversarial and litigious approaches
over one word and consensus
• Human rights favor the status quo social change
• There is selectivity and double standards in regard to how
human rights are invoked by powerful states over weak or
poor states
 HUMAN RIGHTS EDUCATION
• CHALLENGE IN HUMAN RIGHTS
EDUCATION
HRE needs to focus on the values,
principles and standards of human rights
and how they can be translated into day-
to-day actions that become a way of life
and ultimately a human rights culture.
 HUMAN RIGHTS EDUCATION
• HUMAN RIGHTS ARE UNIVERSAL AND
INDIVISIBLE
Human rights are comprehensive and applies to
everyone without distinction of color, sex, country,
wealth or opinion.
Ideals Of Humanity When Human Rights Are Fully
Recognized:
• DIGNITY
• FREEDOM
• EQUALITY
• JUSTICE
 ENVIRONMENTAL EDUCATION/ EDUCATION
FOR SUSTAINABLE DEVELOPMENT
• SUSTAINABLE DEVELOPMENT
The will to improve the quality of life at present without
sacrificing the future by reconciling economic
growth, cultural development and environmental
protection
• EDUCATION FOR SUSTAINABLE
DEVELOPMENT (UN DECADE 2005-2014)
Dynamic and collective effort to educate people to gain
the lifestyle, values and behaviors necessary to create
a sustainable future
 ENVIRONMENTAL EDUCATION/ EDUCATION
FOR SUSTAINABLE DEVELOPMENT
• CONCEPTS, VALUES AND AIMS OF
SUSTAINABLE DEVELOPMENT
• Intergenerational equity
• Tolerance of difference
• Environmental protection and restoration
• Natural resources conservation
• Just and peaceful societies
• Gender parity
• Poverty reduction
 TRENDS AND
DEVELOPMENT IN THE
PHILIPPINE EDUCATION
TRIFOCALIZATION OF THE
EDUCATIONAL SYSTEM
PHILOSOPHY OF THE 2002 BEC
AND RBEC
ALTERNATIVE EDUCATION
TRIFOCALIZED SYSTEM OF EDUCATION
 TRIFOCALIZED EDUCATION SYSTEM
• BASIC EDUCATION (DEPED)
• Elementary and secondary education
• Managed by the DEPARTMENT OF EDUCATION
• R.A 9155- Basic Education Act of 2001
• TECHNICAL-VOCATIONAL EDUCATION (TESDA)
• Vocational Education and training
• Managed by the TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY
• R.A 7796- TESDA Act of 1994
• HIGHER EDUCATION (CHED)
• Education in community colleges, universities and special colleges
• Managed by the COMMISSION ON HIGHER EDUCATION
• R.A 7722- Higher Education Act of 1994
PHILOSOPHY OF THE 2002 BASIC EDUCATION
CURRICULUM
• Vision Of Philippine Basic Education (Formal And Non-
formal)
• Maka-Diyos (Godly)
• Maka-Tao (Mindful of humanity)
• Maka-Kalikasan (Respectful of nature)
• Maka-Bansa (Patriotic)
The inclusion of Makabayan subjects aims to:
• Understand Philippine history with genuine appreciation
of local cultures, crafts, music and games
• Promote a constructive healthy patriotism
• Develop personal and social awareness, empathy and
firm commitment to common good
 ALTERNATIVE EDUCATION
• PRINCIPLES:

• Education is basic right

• Human dignity and development must be promoted
• Knowledge must be in service for the greater majority
• Human diversity must be recognized and nurtured
 ALTERNATIVE EDUCATION
• CHARACTERISTICS:
• NATIONALIST- Education becomes a vehicle to maintain and
secure the integrity of the nation
• SCIENTIFIC- Cultivate the scientific attitude among students
to foster analytical and critical skills demystify old myths,
beliefs and traditions that hinder genuine transformation
• PRO- PEOPLE- Develop sense of social commitment among
students for the advancement of the interest of the majority of
the Filipino people
• DEMOCRATIC- Commit students to the respect for and
observance of human rights, peace and justice
 TRENDS, ISSUES AND
DEVELOPMENT IN
EDUCATION
GLOBAL AND NATIONAL DEVELOPMENT
TRENDS AND DIRECTIONS IN THE 21ST
CENTURY
CHARACTERISTICS OF EDUCATION IN THE
21ST CENTURY
MAJOR PARADIGM SHIFT IN EDUCATION
CURRENT TRENDS IN SOCIAL SCIENCE
EDUCATION
EDUCATION FOR GLOBAL CITIZENSHIP
 GLOBAL AND NATIONAL
DEVELOPMENT TRENDS AND
DIRECTIONS IN THE 21ST CENTURY
• Globalization
• Changing Environmental/Political and Cultural landscape
• Cultural Homogeneity (Global Village)
• ICT Revolution and High Interconnectivity
• The changing world of work development
• Changing values and morality concern for human
dignity/Human development
 CHARACTERISTICS OF
EDUCATION IN THE 21ST
CENTURY
• Quality (Excellence, effectiveness)
• Equity (Democratization of access, Inclusive
education)
• Relevance (Functionality, meaningfulness)
• Sustainability (Education for the future)
MAJOR PARADIGM SHIFT IN EDUCATION
• Learner centered and learner-oriented curriculum
• Teacher becomes facilitator/motivator of learning
• From rigid and fixed criteria of student selection to more
open and multiple standards taking into account the
students Multiple Intelligence
• From prescribed pedagogy to flexible teaching styles
• Contextualized learning
• Pre-organized to contextualized but meaningful themes
useful to learners
• From local to globalization of knowledge interfaced with
local wisdom
• From traditional pedagogies to more modern strategies
with the use of interactive technologies
MAJOR PARADIGM SHIFT IN EDUCATION
• Holistic and integrated approach to Education
• From knowledge as the only outcome to the
development of values, attitudes, skills and
competency
• From knowledge-dominated curriculum to emotional
learning and values education
• From rigid subject matter to interdisciplinary to multi-
disciplinary approaches to problems and issues
• Lifelong learning for all
• From limited access to time-bounded and space
limited education to borderless education for all in
the learning society
CURRENT TRENDS IN SOCIAL SCIENCE
EDUCATION
• Global Education
• Learning problems and issues across national
boundaries
• Peace Education
• Affirms personal and global responsibilities for the
promotion of peace, cooperation, disarmament,
justice, non-violence, resolution of conflict, respect
for
• Multi-cultural Education
• Exploration of concepts trough cultural diversity and
understanding. Develops tolerance as key to
learning to live together.
CURRENT TRENDS IN SOCIAL SCIENCE
EDUCATION
• Civic/Citizenship Education
• Focuses on the study of basics in our democratic-
political community and constitutional order
• Environmental Education
• Fosters vision for sustainable development, care for
environment and ecological responsibility
• Gender Studies
• Promotes gender equality and harnesses women’s
role in development
CURRENT TRENDS IN SOCIAL SCIENCE
EDUCATION
• Human Rights Education
• Promotes understanding of human rights to exalt
dignity and worth of every human person
• Development Education
• Strives for quality of economic, social and political
developments regardless if the country is developed
or developing
• Population Education
• Sees the interconnection of population growth,
distribution and migration to the environment and
development
CURRENT TRENDS IN SOCIAL SCIENCE
EDUCATION
• Future Studies
• Anticipates the future and copes with its
challenges and imagines probable futures
• Transformative Education
• Educational process that brings deep and
significant changes in an individual which is
brought about by curricular and policy reforms in
schools
 EDUCATION FOR GLOBAL CITIZENSHIP
• Education For Global Citizenship
• Developing the capability for thoughtful and
responsible participation in political, economic,
social and cultural life
• Civic Education
• Learning for effective participation in democratic
and development processes both local and
national levels
 EDUCATION FOR GLOBAL CITIZENSHIP
COMPONENTS OF CIVIC EDUCATION FOR
DEMOCRACY
 CIVIC KNOWLEDGE AND UNDERSTANDING
• Understand their roles, rights and responsibilities as
citizens
• Know their social, economic, civil and political rights
 CIVIC SKILLS (Intellectual and Participatory skills)
• Using knowledge for informed participation in civic and
political processes
 CIVIC VALUES AND DIPOSITION OF CITIZENSHIP
• Being responsible in exercising rights and responsibilities
 EDUCATION FOR GLOBAL CITIZENSHIP
COMPONENTS OF CIVIC EDUCATION
FOR DEMOCRACY
 CIVIC ENGAGEMENT
• Volunteeristic efforts to address issues, solve
problems and interact with institution of
representative democracy
• Working to make a difference.
MARAMING SALAMAT PO!
“WHEN YOU ARE
TIRED WITH WHAT
YOU’RE DOING,
ALWAYS GO BACK
TO YOUR REASON
WHY.”
BREAK THE
ODDS,
CONQUER YOUR
FEARS,
BE THE NEXT LET
TOPNOTCHER!

- MICHAEL P. VALE
Licensed Professional
Teacher (LPT)
September 2016 LET,
4th National Placer