LESSON 3- SOCIOLOGICAL

PERSPECTIVES
 LESSON 3.1 - SOCIAL DIMENSIONS OF
EDUCATION
Learning Objectives

After studying this chapter, you should be able to:

1. Differentiate the various social science theories.

2. Explain the relationship of the various social theories – the conflict,

consensus, functionalism and interactionist theories – and educational
systems.

3. Discuss how the various social science theories affect the

functions of schools.
The Sociological Perspective
• A. This perspective is important because it provides a different way
of looking at familiar worlds. It allows us to gain a new vision of
social life.
• B. This perspective stresses the broader social context of behavior
by looking at individuals’ social location—employment, income,
education, gender, age, and race—and by considering external
influences—people’s experiences—which are internalized and
become part of a person’s thinking and motivations. We are able to
see the links between what people do and the social settings that
shape their behavior.
• C. This perspective enables us to analyze and understand both the
forces that contribute to the emergence and growth of the global
village and our unique experiences in our own smaller corners of
this village.
•Introduction
Sociologists see education as one the major
institutions that constitutes society. While theories
guide research and policy formulation in the
sociology of education, they also provide logical
explanations for why things happen the way they
do. These theories help sociologists understand
educational systems.

This chapter presents an introduction to the

social science theories of education-consensus and
conflict, structural functionalist and interaction
theories as related to education.
Consensus and Conflict Theory
Darendorf (1959,1968) is the major
exponent of the position that society has two
faces (conflict and consensus) and that
sociological theory therefore should be divided
into two parts, conflict theory and consensus
theory.
Consensus theories see shared norms and
values as fundamental to society, focus on
social order based on tacit arguments, and view
social change as occurring in a slow and orderly
fashion. In contrast, conflict theories
emphasize the dominance of some social
groups by others, see social order as based on
manipulation and control by dominant groups,
and view social change as occurring rapidly and in a
disorderly fashion as subordinate groups overthrow
dominant groups (Ritzer, 2000).
Consensus theorists examine value integration
in society, and conflict theorists examine conflicts of
interest and the coercion that holds society together
in the face of these stresses. Dahrendorf recognizes
that society can not exist without both conflict and
consensus, which are prerequisites for each other.
Thus, we cannot have conflict unless there is some
prior consensus.
Consensus is a concept of society in which the
absence of conflict is seen as the equilibrium state of
society based on a general or widespread agreement
•among all members of a particular society.
conflict is a disagreement or clash between
opposing ideas, principles, or people – this
can be a covert or overt conflict.
The conflict theory, according Horton and Hunt
(1984) focuses on the heterogeneous nature of
society and the differential distribution of political
and social power. A struggle between social classes
and class conflicts between the powerful and less
powerful groups occur.
Conflict theorists 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 groups (often women,
racial and ethnic groups) often minority groups, are
allocated to lower ranks in society.
The conflict perspective assumes that social
behavior is best understood in terms of conflict or
tensions between competing groups. Such conflict
need not be violent; it can take the form of labor
negotiations, party politics, competition between
religious groups for member, or disputes over the
budget.
The discourse of conflict theory is on the
emergence of conflict and what causes conflict within
a particular human society. It is a theory that deals
with the incompatible aspects of society.
 The conflict theorists are interested in how
society’s institutions – the family, government,
religion, education, and the media – may help to
maintain the privileges of some groups and keep
others in subservient position.
Consensus theory is a sociological perspective
or collection of theories, in which social order and
stability/social regulation form the base of emphasis.
It is concerned with the maintenance or continuation
of social order in society, in relation to accepted
norms, values, rules and regulations as widely
accepted or collectively by the society-or within a
particular society itself.
 Social theorist Karl Marx was interpreted by some
social theorists as emphasizing the role of human beings in
social conflict. They explained change as emerging from
the crisis between human beings and their society. They
argued that Marx’ theory was a theory characterized by
class conflicts or the conflict between the bourgeoisie (rich
owners) and the proletariat (poor workers).

Max Weber argues that schools teach and maintain

particular “status cultures,” that is, groups in society
with similar interests and positions in the status hierarchy.
Education systems may train individuals in specialties to fill
needed positions or prepare “cultivated individuals,” those
who stand above others because of their superior
knowledge and reasoning abilities.
 Structural Functionalism states that society is
made up of various institutions that work together in
cooperation.
Parsons’ structural functionalism has four functional
imperatives for all “action” systems, embodied in his
famous AGIL scheme. These are:
1. Adaptation: A system must cope with external
situational exigencies. It must adapt to its environment
and adapt environment to its needs.
2. Goal attainment: A system must define and achieve
its primary goals.
3. Integration: A system must regulate the
interrelationship of its component parts.
4. Latency (pattern maintenance): A system must
furnish, maintain, and renew both the motivation of
individuals and the cultural patterns that create and
sustain the motivation.
 Parsons designed the AGIL scheme to be used at all
levels in the theoretical system. The behavioral organism is
the action system that handles the adaptation function by
adjusting to and transforming the external world. The
personality system performs the goal-attainment function
by defining system goals and mobilizing resources to attain
them. The social system copes with the integration
function by controlling its component parts. Finally, the
cultural system performs the latency function by
providing actors with the norms and values that motivate
them for action.
Parsons’ conception of the social system begins at
the micro level with interaction between ego and alter ego,
defined as the most elementary form of the social system.
He described a social system as something which consists
of a plurality of individual actors interacting with each other
in a situation which has at least a physical or environmental
aspect, actors who are motivated in terms of a tendency to
to the “optimization of gratification” and whose relation to
their situations, including each other, is defined and mediated
in terms of a system of culturally structured and shared
symbols.
In his analysis of the social system, Parsons was
primarily interested in its structural components. In addition
to a concern with the status-role, he was interested in such
large-scale components of social systems as collectivities,
norms and values. Parsons was not simply a structuralist but
also a functionalist.
The key principles of the functionalist perspective
(Farley, 1990) include the following:
1.Interdependency–One of the most important principles
of functionalist theory is that society is made up of
interdependent parts. Every part of society is dependent to
some extent on other parts of society, so that what happens
at one place in society has important effect elsewhere.
2. Functions of Social Structure and Culture. Social
system exists because it serves some function. This principle
is applied by functionalists to both social structure and
culture. Social structure refers to the organization of society,
including its institutions, its social, and its distribution of
resources. Culture, refers to a set of beliefs, languages, rules,
values, and knowledge held in common by members of a
society.
3. Consensus and cooperation. Societies have a tendency
toward consensus; that is toward consensus in order achieve.
Cooperation. Functionalists believe that inability to cooperate
will paralyze the society, and people will devote more and
effort to fighting one another rather than getting anything
done.
4.Equilibrium.This view holds that, once a society has
achieved the form that is best adapted to its situation, it has
reached a state of equilibrium, and it will remain in that
condition until it is forced to change by some new condition.
Figure 1. The Structural-Functional Model (Source:
Sociological Theory, George Ritzer, 2000)

Social structures provide preset

patterns Which evolve to meet
human needs

Stability, order, Maintenance of

and harmony society
 The structural functional model addresses the question of social
organization and how it is maintained. It has its roots in
natural science and the analogy between a society and an
organization. In the analysis of living organism, the
scientist’s task is to identify the various parts (structure)
and determine how they work (function).In the study of
society, a sociologist with this perspective tries to identify
the structures of society and how they function; hence the
name structural–functionalism (Javier et al., 2002).
The component parts of a social structure are
families, neighbor, associations, schools, churches, banks,
countries, and the like. Functionalist sociologists begin with
a picture of society that stresses the interdependence of
the social system; these researchers often examine how
will parts are integrated with each other. Functionalists
view society as a kind of machine, where one part
articulates with another to produce the dynamic energy
required to make society work.
Most important, functionalism stresses the processes that
maintain social order by stressing consensus and agreement.
Structural functionalism puts emphasis on social order
and stability not on conflict. It claims that society is made up
of different institutions or organizations that work together in
cooperation-to achieve their orderly relationship and to
maintain social order and social stability. This maintenance
of society is extracted from the internal rules, norms, values
and regulations of these various ordered institutions.
Modern functionalist theories believe that education is
a vital part of a modern society. From this perspective,
schooling performs an important function in the development
and maintenance of a modern, democratic
society, especially with regard to equality of opportunity for
all citizens. Thus, in modern societies education becomes the
key institution in a meritocratic selection process.
Interactionist Theories
In general, interactionist theories about the relation
of school and society are critiques and extensions of the
functionalist and conflict perspectives. The critique arises
from the observation that functionalist and conflict theories
are very abstract and emphasize structure and process at a
societal (macro-sociological) level of analysis.
* Symbolic Interactionism. Symbolic interactionism,
views the self as socially constructed in relation to social
forces and structures and the product of ongoing
negotiations of meanings. Thus, the social self is an active
product of human agency rather than a deterministic
product of social structure. The basic idea is a result of of
interaction between individuals mediated by symbols in
particular, language. The distinctive attributes of human
behavior grow from people’s participation in varying types
of social structure which depend in turn, on the existence of
language behavior. It is interested not simply in socialization
 Symbolic interactionists are, of course, interested not
simply in socialization but also in interaction in general, which
is of “vital importance in its own right.” Interaction is the
process which the ability to think is both developed and
expressed. All types of interaction, not just interaction during
socialization, refine our ability to think, Beyond that, thinking
shapes the interaction process. In most interaction, actors
must take others into consideration and decide if and how to
fit their activities to others. However, not all interaction
involves thinking.
PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. Human beings unlike lower animals, are endowed
with a capacity for thought.
2. The capacity for thought is shaped by social
interaction.
3. In social interaction, people learn the meanings and symbols
that allow them to exercise their distinctively human capacity
for thought.

4. Meanings and symbols allow people to carry on

distinctively human action and interaction.

5. People are able to modify or alter meanings and

symbols that they use in action and interaction on the basis of
their interpretation of the situation.

6. People are able to make these and alterations

because, in part, of their ability to interact with themselves,
which allows them to examine possible courses of action,
assess their relative ad advantages, and then choose one.

7. The intertwined patterns of action and interaction

make up groups and societies.
•Non-Symbolic Interactionism
The first, nonsymbolic interaction – Mead’s
conversation of gestures – does not involve thinking. The
second symbolic interaction does require mental processes
(Ritzer, 2000).
Mead’s approach to symbolic interaction rested on three
basic premises.
1. The first is that people act toward the things they
encounter on the basis of what those things mean to them.
2. Second, we learn what things are by observing
how other people respond to them, that is through social
interaction.
3. Third. As a result of ongoing interact, the sounds
(or words), gestures, facial expressions, and body postures
we use in dealing with others acquire symbolic meaning
that are shared by people who belong to the same culture.
 The importance of thinking to symbolic interactionists is
reflected in their views of objects. Blumer differentiates
among three types of objects: physical objects, such as a chair
or a tree; social objects, such as a student or a mother; and
abstract objects, such as an idea or a moral principle.

Another, concept used by symbolic interactionist is the

looking-glass self. The basic notion of the looking-glass self
can be summed up as “We see ourselves as others see us.”
We come to develop a self-image on the basis of messages we
get from others, as we understand them. If your teachers and
fellow students give you the message that you are “smart,”
you will come to think of your self as an intelligent person.
 Lesson 3. 2- Social Institutions
Learning Objectives:
1. To identify and describe the characteristics and functions of
different social institutions.
2. To describe the various types of governments.
3. To discuss the relationship between economy and education.
4. To show the interrelationships among the social institutions.

Introduction

Individual, formal organizations, commonly identified as

“institutions,” may be deliberately and intentionally created by people.
Their development and functioning in society in general may be regarded
as an instance of emergence, that is, institutions arise, develop and
function in a pattern of social self-organization, which goes beyond the the
conscious intentions of the individual humans involved.

What is Social Institution?

In any human society are social structures and social mechanisms
of social order and cooperation that govern the behavior of its members.
These are called social institutions and according to functional theorists,
perform five essential tasks namely: replacing
members or procreation, teaching new members, producing,
distributing and consuming goods and services, preserving
order, and providing and maintaining a sense of purpose.
Social institution is a group of social positions,
connected by social relations, performing a social role. It is a
society that works to socialize the groups of people in it.
Common examples include universities, governments, families,
and any people or groups that you have social interactions
with.

Characteristics and Functions of an Institution

Palispis (1996) pointed out the following characteristics
and functions of an institution. They are:
1. Institutions are purposive.
2. They are relatively permanent in their content.
3. Institutions are structured.
4. Institutions are a unified structure.
5. Institutions are necessarily value-laden.

From these characteristics, it may be said that an

institutions is a relatively permanent structure of social patterns,
roles, and relations that people enact in certain sanctioned and
unified ways for the purpose of satisfying basic social needs.
Institutions have various functions as follows:
1) Institutions simplify social behavior for the individual
person.
2) Institutions, therefore, provide ready-made forms of
social relations and social roles for the individual.
3. Institutions also act as agencies of coordination and
stability for the total culture.
4. Institutions tend to control behavior.
Major Social institutions
The five major social institutions are: family, school,
religion, economics and government.
1. The Family. The family is the smallest social
institution with the unique function or production and rearing the
young. It is the basic unit of Philippine society and the
educational system. It is the institution to which we owe our
humanity.
Functions of the Family
a. Reproduction of the race and rearing of the young.
b. Cultural transmission or enculturation.
c. Socialization of the child.
d. Providing affection and a sense of security.
 e. Providing the environment for personality
development and the growth of self-concept in relation to
others.
f. Providing social status.

2. Education
The basic purpose of education is the transmission of
knowledge. Schools became necessary when cultural
complexity created a need for specialized knowledge and skill
which could not be easily acquired in the family, church and
community.
Purposes of Schooling
a. The intellectual purposes of schooling.
b. The political purposes of schooling.
c. The social purposes of of schooling.
d. The economic purposes of schooling.
Manifest Functions of the School.
The manifest functions of education are defined as the
open and intended goals or consequences of activities within
an organization or institution. There are six major manifest
functions of education in society, to wit: socialization, social
control, transmitting culture, promoting social and political
integration, and as agent of change (Javier et al, 2002).
Latent Functions of Schools
The latent function of schools are the hidden, unstated and
sometimes unattended consequences of activities within an institution.
* Restricting some activities.
* Matchmaking and production of social networks.
* Creation of Generation Gap.

3. Religion.
Religion may be defined as any set of coherent answers to the
dilemmas of human existence that makes the world meaningful. Religion as
defined in terms of its social function is a system of beliefs and rituals that
serves to bind people together through shared worship, thereby creating a
social group. It is the socially defined patterns of beliefs concerning the
ultimate meaning of life, it assumes the existence of the supernatural.

Characteristics of Religion
* Belief in a deity or in a power beyond the individual,
* A doctrine of salvation,
* A code of conduct.
* Religious rituals.
Functions of Religion
Among the many functions of religion identified by
Calderon (1998) are the following:
1. Religion serves as a means of social control.
2. It exerts a great influence upon personality
development.
3. Religion allays fear of the unknown.
4. Religion explains events or situations which are
beyond the comprehension of man.
5. It gives man comfort, strength and hope in times of
crises and despair.
6. It preserves and transmits knowledge, skills, spiritual
and cultural values and practices.
7. It serves as instrument of change.
8. It promotes closeness, love, cooperation, friendliness
and helpfulness.
9. Religion alleviates sufferings from major calamities.
10. It provides hopes for a blissful life after death.
The Elements of Religion
There are four elements of religion. They are sacred
and profane, legitimation of norms, rituals and religions
community.
4. Economic Institutions
Human behavior is mainly concerned with the
satisfaction of material wants. It is centered on the task of
making a living, the most absorbing interest of man. To that
end, man in all ages and among all classes struggle to bring
about changes in the environment. The changes that have take
place and are taking place are the result of the interplay of
forces in our efforts to improve our material well-being. Our
mode of living centers on the acquisition of wealth in order to
satisfy our wants and this aspect of man’s activity constitutes
the field of economics.

Microeconomics vs. Macroeconomics

Microeconomics looks at the trees, while macro-
economics looks at the forest. Both categories involve the
construction of theories and formulation of policies-activities that
are the heart of economics.

Basic Economic Problems.

First, what goods and services to produce and how
much.
Second, how to produce goods and services.
5. Government as a Social Institution
The institution which resolves conflicts that are public in nature and
involve more than a few people is called government.
The Supreme Court of the Philippines defines government as “that
institution by which an independent society makes and carries out those
rules of action which are necessary to enable men to live in a social state,
or which are imposed upon the people for that society by those who
possess the power or authority of prescribing them.”
The Three Branches of Government
In the Philippines, there are three branches of government: the
executive branch, which proposes and enforces rules and laws; the
legislative branch, which makes rules and laws; and the judicial branch,
which adjudicates rules and laws.
Functions of Government
The functions of government are:
1. The constituent functions contribute to the very bonds of society and
are therefore compulsory.
2. The ministrant functions are those undertaken to advance the
general interest of society, such as public works, public charity, and
regulation of trade and industry. These functions are merely optional.
Where do you stand?

Look at the following purposes of schools. Encircle the

number that best reflects how important you think each school
function is.

Use the following scale.

1 Very Unimportant
2 Unimportant
3 Moderately important
4 Important
5 Very Important
1. To transmit the nation‘s cultural heritage 1 2 3 4 5

2. To encourage students to question current

practices and to promote social change 1 2 3 4 5

3. To prepare competent workers to compete

successfully in a technological world economy 1 2 3 4 5
4. To develop healthy citizens aware of nutritional 1 2 3 4 5
exercise and good health.
5. To lead the world in creating a peaceful global
society, stressing an understanding of other cultures. 1 2 3 4 5
6. To nurture students in developing art,
music, and writing. 1 2 3 4 5
7. To demonstrate academic proficiency through
high standardized test scores 1 2 3 4 5
8. To teach students work ethics: punctuality,
responsibility, cooperation, self-control, neatness 1 2 3 4 5
9. To prepare students for college and/or
well-paid careers 1 2 3 4 5
10. To eliminate racism and all forms of
discrimination in society 1 2 3 4 5
 References:

https://www.scribd.com/presentation/395295315/152372609-Introduction-
to-Social-Dimensions-of-Education-pptx

https://www.google.com/search?
q=interactionist+theories&oq=Interactionist+theories&aqs=chrome.0.0i51
2j0i20i263i512j0i512l8.6219j0j7&sourceid=chrome&ie=UTF-8

https://www.slideshare.net/plisasm/chapter-1-the-sociological-perspective

http://www.csun.edu/~hbsoc126/soc1/chapter%201%20outline.pdf