Social Science Theories and Their Implication for Education, Slides of Social Sciences

Download Social Science Theories and Their Implication for Education and more Slides Social Sciences in PDF only on Docsity!

CHAPTER 3

SOCIAL SCIENCE THEORIES

AND THEIR IMPLICATION

TO EDUCATION

GROUP 3

BSE 2-E

CFP

• (^) Education is one of the major institutions that constitute society. There are various social science theories that relate to EDUCATION Clayan Palomino

THREE SOCIAL SCIENCE THEORIES

1. STRUCTURAL-FUNCTIONAL THEORY

• Herbert Spencer, the proponent of structural-functional views society as “a system of interconnected parts each with a unique function. The parts have to work together for stability and balance of society.” Society is compared to the human body with different but interrelated parts performing different functions. Just as the human body has many parts, society has different but interrelated components such as the family, state, the school, the Church, mass media, economics. These must coordinate and collaborate for society to function well. If one part of the human body does not function well, the whole body is affected. In the same way, when one component of society does not do its part, society will not function well. The overall health of the organism (society) depends upon the health of each structure

• (^) 1) Intellectual purposes- acquisition of cognitive skills, inquiry skills
• (^) 2) Political purposes- educate future citizens; promote patriotism; promote assimilation of immigrants; ensure order, public civility, and conformity to laws.
• (^) 3) Economic purposes- prepare students for later work role; select and train the labor force needed by society
• (^) 4) Social purposes- promote a sense of social and moral responsibility; serve as a site for the solution or resolution of social problems; supplement the efforts of other institutions of socialization such as the family and the church. PURPOSES OF SCHOOLING ACCORDING TO FUNCTIONALIST

• (^) According to the conflict theory, education is not truly a social benefit or opportunity as seen by the functionalists. Rather, education is a powerful means of maintaining power structures and creating a docile work force for capitalism. The purpose of education is to maintain social inequality and to preserve the power of those who dominate society and teach those in the working class to accept their position as a lower-class worker of society. Conflict theorists call this the “ hidden curriculum ”. The “hidden” curriculum socializes young people into obedience and conformity for them to be developed as docile workers. HOW PROPONENTS OF CONFLICT THEORY REGARD EDUCATION?

1. An individual’s action depends on meaning. We act based on the meaning we give to symbols. Symbols can be actions, objects, or words. If student understands that teacher believes in his/her ability he/she tries his/her best prove that indeed he/she is able. If a teacher does otherwise, a student tends to behave in accordance with teacher’s poor perception. THREE TENETS OF SYMBOLIC INTERACTIONIST THEORY ARE:

• (^) 2) Different people may give different meanings to the same thing. When teachers are strict, some students see it as an expression of care. Others may rebel because they perceive teacher’s behavior as limiting their moves and desires. A businessman may look at a tree and starts estimating how much money he can get if he has the tree cut down for lumber. A philosopher or a poet may look at it with the thought, “they also serve who only stand and wait” like John Milton’s from his poem “On his Blindness”.
• (^) 3)Meanings change as individuals interact with one another. Negative meaning that you used to associate with hospital when you went to a hospital which looked more as a hotel than the usual hospital you

• (^) To understand how education systems work — or don't work — social scientists develop theories providing logical explanations to better understand educational systems. These theories inform research on education and provide valuable insights into classroom interactions and methods of teaching students. Each new era — political administration, economic trend, global crisis — brings new suggestions for changes in education processes. Some theories have limited value, but others stand the test of time and have relevance beyond the immediate circumstances that generated IMPLICATIONS TO TEACHING Gary Palomino

• (^) Let us continue to teach for meaning. Let us promote and create opportunities for genuine interaction among our students, teachers, between students and teachers. Interaction does not only mean dealing with warm bodies. Interaction includes reading, listening, viewing. Other people’s views and meanings are conveyed in what they have written, in speeches and lectures they have delivered.
• (^) Let us use positive symbols- in the form of gestures, words, actions, and appearances-to express our trust, belief in our students’ abilities, an affirmation of their being. In fact, our belief in our students also has positive effect in us. We find ourselves more prepared in class, more IMPLICATIONS TO TEACHING

• (^) https:// www.studocu.com/ph/document/tarlac-state-university/elementary-edu cation/social-science-theories-and-their-implications-to-education/ 0495
• (^) http:// precioustine.blogspot.com/2010/08/article21social-science-theories-of.h tml
• (^) https://link.springer.com/chapter/10.1007/978-0-387-73317-3_6#:~:tex t=To%20understand%20how%20education%20systems,and%20metho ds%20of%20teaching%20students . RESOURCES