Sari Marx and Weber Marx

EDUC 60 REVIEWER  MAJOR CONCEPTS

 Focuses on issues of contention, power, and
 Society as foundation of Schools and inequality, highlighting the competition for
Schooling scarce resources; focuses on culture as a social
product. •
 SOCIOLOGY AND EDUCATION
 It questions the functionalists pertaining to the
people that can be determine possible outcomes
assumptions that schools are ideologically and
of actions, how things work, how policies affects
politically neutral and that school functions are
others, and more that bring about new based on the merit that each learner has the
perspectives and innovations which are very capacity to efficiently improve his or her own
essential in education ability to meet the demands and standards of
the society.
 Theoretical Perspective in the Sociology of  Believe that the educational system reinforces
and perpetuates social inequalities that arise
Education
from differences in class, gender, race, and
ethnicity.
 Theory: FUNCTIONALIST
 Marx contended that schools give a false set of
 (structuralfunctionalism, consensus, or
ideas and beliefs to students in terms of
equilibrium)
education quality. Many believe that there is
 Talcott Parson
equality and chance of having quality education
 MAJOR CONCEPTS
 Implication to Education
 Focuses on the positive functions performed by
 Society's competing groups, the "haves" and the
the education system such as creating social
"have-nots," were in a constant state of tension,
solidarity, teaching skills necessary for work,
which could lead to the possibility of struggle.
teaching core values, and role allocation
 Quality education has a set of standards of
 Starts with the assumption that education is an
what is acceptable to be at its best. This gives
institution, to facilitate the stability of society
the notion that inequality in terms of what they
 Happens through passing on society's culture
may become and could get from their work is
through which a new generation of children
also expected.
acquire the 'central' norms, values and culture
 Students are labeled to be achievers and non-
of their society
achievers according to their status in society.
 Implication to Education  Those who are more privileged to have better
 Established relationship between schools, resources for learning and achieving more are
institutions and society which must fulfill given what they really need to develop their
necessary societal functions to produce skills and be competent, while, those who are
stability. Education needs to be systematic as a not capable or less fortunate ones are not given
whole to avoid being non-operational. the right learning opportunities that limit their
 School's main function is to prepare students to abilities to what they are only provided with
 Theory: SYMBOLIC INTERACTIONIST
acquire basic knowledge, skills, and values for
 MAJOR CONCEPTS
future employment.
Focuses on how people share symbols and construct
 Basic functions of school for socialization:
society as a result of their everyday interactions.
teaching children to become members of
Examines what teachers and students "do" in school;
society; teaching children to be productive
they question even the most commonplace, taking
members of society; selection and training of
for granted actions and interactions, things most
individuals for positions in the society, and
people do not question.
promoting change and innovation
Uses cultural symbols, such as words and nonverbal
body language and gestures during interaction.
 Theory: CONFLICT
Through this process, people develop a sense of self shape the assumptions we hold about our
and create a reality with others. relationship to a certain group
 Implication to Education  IMPLICATION TO EDUCATION
 Interactions between students and teachers  People learn their place in the society by the
help develop a set of expectations for student's language codes they use. The codes come to
performance both in academic subject and symbolize social identity.
discipline.  Language codes aid in the social reproduction of
 Asking questions in a social-psychological way on class and differences in power
the frequent and familiar relationship between  Theory: FEMINIST THEORY
school participant is what interactionists do. It  Proponents: Harriet Martineau Jane Addams
is what sociologists of education use as an Concepts: feminist theorists echoed the need to
avenue for the students teachers, and principals "hear" other voices in the education system, in
in a school. particular, women's voices, and to pay more
 Students learn through interaction how they are attention to the situation of women.
different from others based on individual  IMPLICATION TO EDUCATION
Led to the examination of educational policy and how
experiences, social class, and status.
it affected girls, women, their future opportunities
 SOCIOLOGY OF EDUCATION:
CONTEMPORARY THEORIES  INFLUENCE OF SOCIETY TO
EDUCATION PROCESS
 Theory: CULTURAL CAPITAL
 Proponents: Pierre Bourdieu  Sociocultural Influence.
 Concepts: It refers to cultural practices,  The education of any society is directly
including dress and mannerisms, language correlated to its -sociocultural factors.
patterns and expressions, and knowledge of the  The education process developed from society's
world derived from life experiences such as social structure, -social norms, and values
visits to museums, all of which provide system is the result of human society's goal to
knowledge of class culture of the school transfer surviving cultural content from one
 IMPLICATION TO EDUCATION generation to the next.
 Delved into education's influences on  In informal settings, socialization happens when
stratification and social class, trying to reconcile a community interacts with or educates their
the influences of social structures on the members about the society's norms and values.
subjective experiences of individuals.  In a traditional manner, Christian missionaries,
 Used by schools to reproduce inequality both in Islamic Madrasah, Buddhist monasteries, and
the interactions other religious institutions convert individuals
 Theory: SOCIAL CAPITAL to their faith by infusing their religious ideals.
 Proponents: James S. Coleman However, the transmission not limited to
 Concepts: It refers to the social resources
religions; each community transfers its norms
students bring to their education and future
and values whenever possible
involvement in school or community. It results in
building of networks and relationships students  Political Conditions and its Influence.
can use as contacts for future opportunities.  The state's nature, its political parties, a. with
 IMPLICATION TO EDUCATION its ideology and policy, steer the nature of
 Used to explain the role of schools in education system and its policy society.
reproducing social class. Inherent inequality is a key weakness in
 Theory: CODE THEORY democratic states, even if the practice ideas of
 Proponents: Basil Bernstein
democratic education development.
 Concepts: Refers to organizing principles used
 There is a failure on the of democratic societies
by members of a social group which reflects and
to offer education to all, especially to the most
 deprived marginalized sections; and this is due  DEVELOPMENT OF ABILITIES
to the latter's status in the society  a school must be able to provide not only to
nurture the students for cognitive development,
 Fundamental Roles and Functions of School but also of their skills and their effective
factor
“scol” Old English  FULFILLMENT OF NATIONAL AIMS
 “a place of instruction”  students are trained to be productive citizens
“schola” Latin to help in the growth and development of a
 “intermission of work”, leisure for learning; nation
learned conversation, debate; lecture; meeting  CHARACTER BUILDING
place for teachers and students, place of  natural freedom or the freedom of expression
instruction; disciples of a teacher; body of are both offered in a school, through different
followers, sect academic and non-academic activities, which
“skhole” Greek would be the approach on how the students
 Spare time, leisure, rest, ease, idleness; that in would be able to build their characters and
which leisure is employed; learned discussion; “a personalities toward national ideology
place for lectures, school”  PROPAGATION OF CIVILIZATION AND
CULTURE
School- an educational institution designed to  persuading the children to adopt social,
provide learning spaces and learning environments religious, moral, cultural, and ethical values of a
for the teaching of students under the supervision society is to uphold the culture and civilization
of teachers
EDUCATIONAL SYSTEM: THE MEANING,
ASPECTS AND SOCIAL FUNCTION OF
 Roles of School EDUCATION (PUJA MONDAL)
SOCIALIZATION
 school exposes students to social standard and  DEVELOPMENT OF PERSONALITY-
values further than those existing in the family  this includes the development of the three
and other individuals, other than teaching domains of learning namely, physical, mental, and
students how to write and spell , and to excel in emotional make-up of an individual.
mathematics.  SOCIAL-CONTROL
 it is part of the educational system to teach and
 PRESERVATION AND PROMOTION OF promote socialization to the children to prepare
CULTURE (KHAN BABA) them with their roles in the society when they
become adults.
 TRANSMISSION OF CULTURAL VALUES
 SOCIAL INTEGRATION
 the school has the responsibility to teach the  the incidental learning and socialization amongst
cultural beliefs , moral values, religion, and the teachers, students, and others in the
social standards that its society promotes institution is a natural way to impart values and
through education other social skills that are crucial to the
 SOCIAL AGGREEBLENESS society.
 education progresses into promoting teaching  DETERMINATION OF STATUS
social sense to the students  since education is used to improve the life of an
 CIVIC TRAINING individuals for economic opportunity, people
 respect, love, justice, and mutual respect are grow and develop according to their association
some of those emotions that must be reflected with other people, their educational background,
 PROMOTION OF DEMOCRATIC VALUES
and their function in the society as well
 the school, shall give chances for the children in
 PROVIDES ROUTE FOR SOCIAL MOBILITY
school to express themselves freely or be un  the educational attainment of an individual
democratic environment, allowing them to grow makes it possible for a person to increase one’s
as individuals
 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: mission and vision, then by all means, it must be done
 to the development and maintenance of in orders not to be left behind in this fast changing
education at the different levels of society world.
INDIVIDUAL
to help students how to learn and help teachers to  The apex of Transformative Education is a
learn how to teach changed individual at the societal level,
INSTITUTIONAL significantly due to innovative, meaningful and
as a center for systematically experimenting and creative teaching and learning. •
implementing educational changes and
 That is why in transformative education,
developments. curriculum is not static, but is therefore
COMMUNITY/ SOCIETY:
subjected to constant reform coupled with
disseminate knowledge and information to the next
relevant and appropriate policy at the school
generation,
level.
INTERNATIONAL:
“build up a global family” for the younger generation,
 Essential for Transformative Education

 SCHOOL FUNCTIONS AS AN INTEGRAL 1. Must be anchored on the country’s educational

PART OF THE PROCESS OF STATUS goals.
ALLOCATION IN FOUR WAYS:  • Article IIV – Education, Science and
1. by providing a context in which the individual Technology, Arts, Culture and Sports from the
can demonstrate his ability 1987 Constitution will be subscribed to by every
2. by channeling individuals into paths that leads in administrator and teacher.
the direction of different occupations or 2. Must be functional
classes of occupations  Every learning experience provided to the
3. by providing the particular skills needed to students inside and outside the classroom must
fulfill the requirements of various position, and be relevant and meaningful.
finally 3. Must settle for equality.
4. by transferring to the individual the prestige of The learner themselves will go beyond their
the school itself mediocrity and aspire to go out of the box.
4. Must build upon the identity of the learner as a
 SECONDARY FUNCTION OF SCHOOL unique individual.
Despite some limitations, the learners must be
1. the role of the school in providing mothers of encouraged to go o against all odds and find
fathers with relief from the task of taking care themselves in the ranks of the successful.
of their children during a significant part of the
day
2. the part played by the school in the courtship  THE SOCIAL PSYCHOLOGICAL MODEL
process and its consequent influence on mate
selection  SCHOOL
3. the use of the school to maintain the cultural Knowledge as the only learning outcome can no longer
identity and therefore the stability of be the basis in this millennial period
subgroups within the society, and  SOCIAL PARTICIPATION
4. the use of educational institutions to affect It extend to the development of values and attitude
social reform and skills and competencies as provided by the
school through meaningful social participation
 School as a Vehicle for Social Mobility  HOLISTIC AND INTEGRATED
Participation is not via classroom alone but the
To be an agent of change globally, the school must entire school culture which bring about a holistic and
adopt to changes of all sort whether expected or integrated change in the learner
unexpected. If there is a felt need to revisit their
 STUDY of ATTITUTUDES and BEHAVIOUR in
SCHOOL  Culture is that informal code of behavior that
dictates “how things really happen” around here
Theory of Plan Behavior versus “what should happen
 Adopts a cognitive approach to explaining the
behavior focusing on individuals’ attitude and  DEVELOPMENT of NORMATIVE SYSTEM
beliefs. within SCHOOL
 The positive and negative evaluation of this
behavior and its expected outcomes, and  The school must have a directly hand in
subjective norms, which are the social pressures providing teachers a framework of activities
exerted on an individual resulting from their that will address the students’ negative
perception of what others think they should do behavior in a more humane and caring manner.
and their inclination to comply with these are  In so doing, the teacher will affect a change
never overlooked. that is positive, meaningful and sustainable both
in the areas of academic and behavioral
STUDENTS’ MOTIVATION performance.
MELTZER (2002)

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