SOCIAL DIMENSIONS OF EDUCATION

CHAPTER 1
 HAMBAL SANG MGA SOCIOLOGISTS, ISA SA MGA
EDUCATION
MAJOR INSTITUTIONS NI SA THAT CONSTITUTES
SOCIETY
 AGREEMENT AMONG ALL MEMBERS OF A SOCIETY CONSENSUS
 SHARED NORMS AND VALUES AS FUNDAMENTAL TO
SOCIETY
 POSITIVE
 SOCIAL ORDER
 CLASH BETWEEN IDEAS CONFLICT
 STRUGGLE OF SOCIAL CLASSES TO MAINTAIN
DOMINANCE AND POWER IN SOCIAL SYSTEMS
 UNEQUAL, NEGATIVE
 NAG AGREE SI MAZ WEBER NGA ANG SCHOOLS STATUS CULTURE
TEACH AND MAINTAIN PARTICULAR NGA…

 REFERS TO THE GROUPS IN SOCIETY WITH SIMILAR STATUS CULTURE

INTERESTS AND POSITIONS IN THE STATUS
HEIRARCHY
 NAKASTATE THAT SOCIETY IS MADE UP OF VARIOUS STRUCTURAL FUNCTIONALISM
INSTITUTIONS THAT WORK TOGETHER IN
COOPERATION
 FUCNTIONAL IMPERATIVES (STRUCTURAL AGIL
FUNCTIONALISM
1. ADAPT TO ITS ENVIRONMENT AND 1. ADAPATION
ADAPT ENVIRONMENT TO ITS NEEDS
2. MUST DEFINE SND ACHIEVE ITS 2. GOAL ATTAINMENT
PRIMARY GOALS
3. MUST REGULATE INTERRELATIONSHIP 3. INTEGRATION
OF ITS COMPONENT PARTS. (MAY
REALTIONSHIP SA (AGL)
4. PATTERN MAINTENANCE. MUST 4. LATENCY
FURNISH, MAINTAIN AND RENEW
BOTH THE MOTIVATION OF
INDIVIDUALS AND THE CULTURAL
PATTERNS
 ANG AGIL MAY THEORITICAL SYSTEM
1. HANDLES THE ADAPTATION FUNCTION BY 1. ACTION SYSTEM
ADJUSTING AND TRANSFORMING
2. GOAL ATTAINMENT FUNCTION BY DEFINING 2. PERSONALITY SYSTEM
SYSTEM GOALS AND MOBLIZING RESOURCES
TO ATTAIN THEM
3. COPES WITH INTEGRATION FUNCTION BY 3. SOCIAL SYSTEM
CONTROLLING ITS COMPONENT PARTS
4. PROVIDING ACTORS WITH NORMS, VALUES 4. CULTURAL SYSTEM
AND MOTIVATE ACTION
 ELEMENTARY FORM OF THE SOCIAL SYSTEM BEGINS AT THE MICRO LEVEL WITH INTERACTION BETWEEN
EGO AND ALTER EGO

 KEY PRINCIPLES OF THE FUNCTIONALIST THEORY

1. MOST IMPORTANT 1. INTERDEPENDENCY
- EVERY PART OF SOCIETY IS DEPENDENT
TO SOME EXTENT ON OTHER PARTS OF
THE SOCIETY
2. EACH PART OF THE SOCIAL SYSTEM EXISTS 2. FUNCTIONS OF SOCIAL STRUCTURES AND CULTURE
BECAUSE IT SERVES SOME FUNCTION.
- ORGANZATION OF SOCIETY, SET OF
BELOIEFS, LANGUAGES, RULES
3. CERTAIN BASIC VAKUES THAT NEARLT 3. CONSENSUS AND COOPEARATION
EVRYONE IN THE SOCIETY AGREES UPON.
- CONSENSUS IN ORDER TO ACHIEVE
COOPERATION
4. ACHIEVED THE FORM THAT IS BEST ADAPTED 4. EQULIBRIUM
TO ITS SITUATION
 INABILITY TO COOPEARATE PARALYZE THE SOCIETY

 COMMON PLACE STRANGE INTERACTIONIST THEORIES

 VIEWS THE SELF AS SOCIALLY CONSTRUCTED IN SYMBOLIC INTERACTIONISM

RELATION TO SOCIAL FORCES AND SOCIAL
STRUCTURES
 NOT INVOLVE THINKING NON SYMBOLIC INTERACTIONSIM
 REQUIRE MENTAL PROCESSESS SYMBOLIC INTERACTIONISM

 WE SEE OURSELVES AS OTHERS SEE US- CHARLES LOOKING GLASS THEORY

COOLEY

CHAPTER 2
LEARNING TO KNOW
 LEARNING HOW TO LEARN
 MEMORY SKILLS, AND ABILITY TO THINK

 SKILLS LEARNING TO DO
 APPLICATION OF LEARNERS

 SOCIAL SKILLS LEARNING TO LIVE TOGETHER

 RESPECT AND CONCERN FOR OTHERS
 DIVERSITY AMONG LEARNERS
 DEVELOPING ALL DIMENSIONS OF THE COMPLETE LEARNING TO BE
PERSON
 TOWARDS SCIENTIFIC HUMANISM
 COMPLETE MAN
 CREATIVITY
 TOWARDS SOCIAL COMMITMENT
CHAPTER 3
 WHY DO WE STUDY INTERCULTURAL
COMMUNICATION?
4 ELEMENTS
1. INCREASE SELF AWARENESS
1. - MORE IMPORTANT
- HELP US TO AVOID ETHNOCENTRISM
2. DEMOGRAPHIC CHANGES
2. CONSTANT SHIFTS THAT COUNTRIES AND
COMMUNITIES EXPERIENCE
3. UNDERSTAND HOW BUSINESS AND
3. WORKPALCE AND ECONOMIC GLOBALIZATION
CULTURAL PRACTICES ARE CONDUCTED
4. WE LEARN FROM PEOPLE WHO ARE
4. CREATIVE PROBLEM SOLVING
DIFFERENT THAN US FROM THOSE WHO ARE
SIMILAR TO US
5. GLOBAL AND INTERPERSONAL PEACE RESPECT
5. FUNDAMENTAL PEACE, GLOBAL AND
INTERPERSONAL. MORE PEACE, MORE
COMPASSION AND CARING FOR OTHERS
AROUND US
 ABSTRACT SYTEM OF WORD MEANING
 SPEECH, WRITTEN CHARACTERS, SYMBOLS, LANGUAGE
NUMERALS AND GESTURES
 FAR MORE THAN SPEECH AND WRITING COMMUNICATION

 ALL AUXILIARY COMMUNICATION DEVICES AS PARALANGUAGE

 REMEMBER:
A MAN’S LANGUAGE IS REFLECTION OF THE KIND OF
PERSON
 KEY FACTOR IN THE HUMAN RACE’S SUCCESS IN LANGUAGE
CREATING AND PRESERVING CULTURE

 4 AREAS OF THE STUDY OF LANGUAGE

1. SYSTEMS OF SOUNDS IN 1. PHONOLOGY
LANGUAGE 2. SEMANTICS
2. STUDY OF WORD MEANINGS AND
WORD COMBINATIONS. 3. GRAMMAR
3. STRUCTURE OF A LANGUAGE
WHICH HAS TWO MAJOR PARTS  MORPHOLOGY
- STUDY OF LANGUAGE’S SMALLEST UNITS
OF MEANING  SYNTAX
- WORDS ARE COMBINED INTO SENTENCES
4. RULES FOR THE USE OF 4. PRAGMATICS
APPROPRIATE LANGUAGE IN
PARTICULAR CONTEXTS

 CULTURE CHARACTERISTICS
1) CULTURE IS LEARNED 1) ANG FILIPINO BATA NAGPA US, SO PROBABLY
 MATUN AN YA ANG CULTURE SANG US KAG
MALIPATAN ANG FILIPINO CULTURE
2) CULTURE IS SHARED BY A GROUP OF 2) DAPAT GINA SHARE SA IBAN EXAMPLE ANG IDEA
PEOPLE NGA DAPAT SA MARRIAGE, ONLY ONE MAN AND
ONE WOMAN. MAS APPROPRIATE IF GNA TUDLO
SYA OR GNA SHARE
3) CULTURE IS CUMMULATIVE 3) GNA PAST FROM ONE GENERATION TO ANOTHER.
ANG EXISTING KNOWLEDGE, GNA ADDAN SANG
ANOTHER KNOWLEDGE. INVOLVE HERE ANG MGA
INVENTIONS
4) CULTURE CHANGE 4) MAY IBAN NA CULTURE GAKADULA KAG INDI NA
USEFUL SO GABAG O GD SYA. LIKE SANG UNA
TRADITIONAL BUT NOW, MORE ON MODERN NA
AND GA ADAPT NA TECHNOLOGY
5) CULTURE IS DYNAMIC 5) CULTURE THAT STEMS FROM ITS CUMULATIVE
QUALITY. NO CULTURE IS EVER PERMANENT. GA
CHANGE SYA BECOZ OF NEW IDEAS AND
TECHNOLOGIES. LIKE EXAMPLE BORRWING
LANGUAGES OR WORDS FROM OTHER COUNTRIES.
6) CULTURE IS IDEATIONAL 6 . IDEAL PATTERN OF BEHAVIOR SO DAPAT SUNDON
GID.

7) CULTURE IS DIVERSE 7 . SUM TOTAL OF HUMAN CULTURE CONSISTS OF A

GREAT MANY SEPARATE CULTURE KAG TANAN SILA
LAIN2. MANY INTERDEPENDENT PARTS
8) CULTURE GIVES US RANGE OF PERMISSIBLE 8 . ALLOW RANGE OF WAYS IN WHICH MEN CAN BE MEN
BEHAVIOR PATTERNS AND WOMEN CAN BE WOMEN. PANO MAGA CT ANG
HUSBAND, PAANO NAG WIFE. EVEN MGA STYLE F CLOTHING
NILA
 COMPONENTS OF CULTURE
a) COMMUNICATION
b) COGNITIVE
c) BEHAVIORAL
d) MATERIAL
 COMMUNICATION COMPONENT
LANGUAGE WHAT IT MEANS TO BE HUMAN. CORE OF ALL CULTURE.
SYMBOLIC/NON SYMBOLIC COMMUNICATION
SYMBOLS BACKBONE OF SYMBOLIC INTERACTION.
ANYTHING THAT CARRIES A PARTICULAR MEANING
RECOGNIZED BY PEOPLE WHO SHARE CULTURE.
GAVALUES INTO EVERYDAY SOCIAL LIFE
 COGNITIVE COMPONENT
IDEAS/KNOWLEDGE BELIEFS -MENTAL REPRESENTATIONS. USE TO ORGANIZE STIMULUS
(IDEAS)
-ELBORATES HOW WE THINK. THE STOREHOUSE
(KNOWLEDGE)
-ACCEPT A PROPOSITION, STATEMEMENT, DESCRIPTION
(BELIEFS)
VALUES STANDARDS OF DESIREBAILITY, GOODNESS AND BEAUTY
THAT SERVES AS BROAD GUIDELINES FOR SOCIAL LIVING. GA
SUPPORT SA MGA BELIEFS KAG SPECIFIC STATEMENTS THAT
 PEOPLE HOLD TO BE TRUE
ACCOUNTS PAANO GAMITON SANG TAWO ANG LANGUAGE PARA MAG
EXPLAIN, JUSTIFY, RATIONALIZE, EXCUSE THEIR BEHAVIOR
SA IBAN NA TAWO.

(MOTIVE)- GNAGAMIT PARA MAG EXPLAIN SANG

REASONING BEHIND OUR BEHAVIOR
 BEHAVIORAL COMPONENT (HOW WE ACT)
NORMS RULES AND EXPECTATIONS BY WHICH A SOCIETY GUIDES
THE BEHAVIOR OF ITS MEMBERS
MORES CUSTOMARY BEHAVIOR PATTERNS OR FOLKWAYS WHICH
HAVE TAKEN A MORALISTIC VALUE

LAWS FORMALIZED NORMS ENCATED BY PEOPLE WHO ARE

VESTED WOTH GOVERNMENT AND POWER

FOLKWAYS -NO STRONG FEELING OF RIGHT REACTION

-USUAL NA GNA HIMO
-GINA BALIK2 NGA GNA UBRA
RITUALS -SCRIPTED CEREMONIES
-MAY SEQUENCE
-BIRTHDAY, GRADUATION, WEDDING
 MATERIAL COMPONENT
PHYSICAL OBJECTS, LIKE BOOKS, CLOTHING,
MACHINES, EQUIPMENT
 HOW CULTURE TRANSMITTED
ENCULUTARION -SA SULOD SANG GRUPO
ACCULTURATION -NEW TRAITS FROM ANOTHER CULTURE (SA IBAN)
ASSIMILATION -NALIPAT [Link] NA AWARE SA CULTURE NGA
NAKAGISNAN. ILONGGO KA PERO NAG PA CEBU THEN
NAGING BISAYA KA KAY LIPAT KANA MAG SPEAK
HILIGAYNON
 TABOO SA IBAN NA CULTURE, INDI ALLOWED PERO SA IBAN
ALLOWED SYA.

CHAPTER 4
-ABSENCE OF DIRECT/ PHYSICAL VIOLENCE
 NEGATIVE PEACE
(MACRO/MACRO)
DIRECT VIOLENCE
- WAR, TORTURE, CHILD AND WOMAN

 POSITIVE PEACE -PRESENCE OF CONDITIONS OF WELL-

BEING, SOCIAL ECONOMIC, ECOLOGICAL

STRUCTURAL VIOLENCE -POVERTY, HUNGER

SOCIO-CULTURAL VIOLENCE -RACISM, SEXISM,RELIGIOUS INTOLER
ECOLOGICAL VIOLENCE -POLLUTION, OVERCONSUMPTION
 PEACE EDUCATION -AWARENESS PARA MALIKAWAN ANG
WAR

 COGNITIVE PHASE -UNDERSTANDING,AWARE

 ACTIVE PHASE -PRACTICAL ACTION

 AFFECTIVE PHASE -BEING CONCERNED, RESPONDING

VALUE

 PEACE THEME 1
UPHOLDING HUMAN DIGNITY
 HUMAN DIGNITY -FUNDAMENTAL INNATE OF HUMAN
BEING
 PEACE THEM 2
CHALLENGING PREJUDICE AND BUILDING
TOLERANCE
 PREJUDICE -NEGATIVE FEELING OR ATTITUDE SA
IBAN

 STEREOTYPE -REFERS TO NEGATIVE OPINION SA IBAN

 DISCRIMINATION -NEGATIVE ACTIONS SA IBAN. EVEN

VIOLENCE

o TYPES OF PREJUDICE
 RACISM -FEEL MO INYO CULTURE OR RACIAL
HERITAGE SUPERIOR KAYSA SA IBAN.
-LACK OF RESPECT NA SA IBAN LABI NA
FOR THOSE WHO BELONG TO
“DIFFERENT RACE”

 SEXISM -BASE NAMAN SA SEX SANG TAWO

 HETEROSEXISM -NEGATIVE ATTITUDES SA MGA GAYS

AND LESBIANS

 LINGUICISM -NEGATIVE ATTITUDE WHICH MEMBERS

OF DOMINANT LANGUAGE HOLDS
AGAINTS NON DOMINANT LANGUAGE

 AGEISM -NEGATIVE ATTITUDE AGAINST SA MGA

YOUNG OR OLD

 LOOKISM -NEGATIVE ATTITUDE SA MGA LOOKS,

(TAMBOK, DARK SKINNED, NIWANG)

 RELIGIOUS TOLERANCE -NEGATIVE ATTITUDE SA MGA RELIGIOUS

SANG IBAN
 PS: TUDLUAN ANG MGA BATA SANG
TOLERANCE. IT MEANS TUDLUAN MAG
ACCEPT, RESPECT KAG MAG APPRECIATE
OTHER CULTURE
 PEACE THEME 3
PROMOTING NON VIOLENCE
 NON-VIOLENCE -REFUSE TO DO HARM

 PEACE THEME 4
CHALLENGING THE WAR SYSTEM
 CAUSES OF WAR -TERRITORIAL DISPUTES
-LACK OF TOLERANCE
-IDEOLOGICAL OR POWER STRUGGLE
-HISTORY OF COLONIALISM
-COMPETITION

 EFFECTS OF WAR -DEATH

-COMMITMENT OF ATROCITES
-PEOPLE FLEE THEIR HOMES
-WEAPONS TO PROLIFERATE
-HOLD BACK DEVELOPMENT AS HUGE
AMOUNTS OF GOV. BUDGET
-LOSE OF LIVELIHOOD
-LOSS OF INVESTMENTS
-DISRUPTS CHILDREN’S EDUCATION
 PEACE THEME 5
SHARING THE EARTH’S RESOURCES
 CAUSES OF POVERTY -PEOPLE’S LIVELIHOOD
-POLITICAL SYSTEMS
-INEQUITABLE DISTRIBUTION OF
WEALTH
-ENVIRONMENTAL CONDITIONS
-LACK OF OPPORTUNITIES FOR
EMPLOYMENT
-LACK OF EDUCATION
-CORRUPTION
-OVER CONSUMPTION
-GREED
 PEACE THEME 6
RESOLVING AND TRANSFORMING CONFLICTS
 CONFLICTS -LATIN WORD CONLICTUS-STRIKING
TOGETHER

 WHAT TO CHOOSE FROM FACED -AVOIDANCE/WITHDRAWAL

WITH CONFLICTS -AGGRESSION
-ACCOMMODATION
-COMPROMISE
-COLLABORATION/COLLABORATIVE
 PEACABLE CLASSROOM -AFFIRMATION, COOPERATION.
APPRECIATION FOR DIVERSITY TP AVOID
CONFLICT RESOLUTION
 PEACE EDUCATION -IMPORTANT EDUCATIONAL RESPONSE
OF MAJOR SOCIAL PROBLEMS
-TRANSFORMATIVE EDUCATION NOT
JUST ON PURPOSE BUT OF THE
TEACHING LEARNING PROCESS
CHAPTER 5
-EMPHASIS SA MGA UNIQUE
 MULTICULTURALISM
CHARACTERISTICS OF DIFF. CULTURES,
ESPECIALLY AS THEY RELATE TO ONE
ANOTHER IN RECEIVING NATIONS
 MULTICULURALISM RELATED ADJECTIVE
 DEMOGRAPHIC DESCRIPTIVE -LINGUISTICALLY, CULTURALLY,
ETHNICALLY DIVERSE SEGMENT IN THE
POPULATION

 IDEOLOGICAL-NORMATIVE -GENERATES GREATEST LEVEL OF DEBATE

-LIMITED RANGE OF EMPIRICAL
EVIDENCE

-SPECIFIC FOCUS TOWARDS THE

MANAGENMENT AND OGANIZATION OF
GOVERNMENAL RESPONSE TO ETHNIC
GROUP

 PROGRAMMATIC-POLITICAL -SPECIFIC POLICIES DEVELOPED TO

RESPOND AND MANAGE ETHNIC
DIVERSITY
 MULTICULTURAL EDUCATION -EQUAL OPPORTUNITIES PARA SA
TANAN. (RACE, ETHNIC, CULTURE,SOCIAL
CLASS)
 JAMES BANKS
 CONTRIBUTIONS APPROACH -ETHNIC HEROES
-HOLIDAYS
-SPECIAL FOODSN (sa iban na lugar) B
 ADAPTIVE APPROACH
-UNIT/COURSE
-WALA GA SUPER ALTER GID SA
CURRICULUM

 TRANSFORMATION -CURRICULUM IS CHANGED

-STUDENTS SEE THE WORLDS FROM
DIFFERENT PERSPECTIVES/ VARIOUS
GROUPS

 SOCIAL ACTION -MAKE DECISION ABOUT THEIR WORLD

-GA INVOLVE SA MGA SOCIAL ACTIONS
 MULTICULTURALIMS DIMENSIONS
  CONTENT INTEGRATION -EXAMPLES AND CONTENT
HALIN SA IBAN NA CULTURE

 KNOWLEDGE CONSTRUCTION PROCESS -HELPS STUDENT TO UNDERSTAND,

INVESTIGATE, ETC (MORE ON
KNOWLEDGE)

 PREJUDICE REDUCTION -DEVELOP POSITIVE ATTITUDES

TOWARDS DIFFERENT RACIAL, ETHNIC,
CULTURAL GROUPS

 EQUITY PEDAGOGY -TEACHERS MODIFY THEIR TEACHING NA

MAFACILITATE SA ACADEMIC
ACHIEVEMENT OF STUDENTS

 EMPOWERING SCHOOL CULTURE AND SOCIAL -CULTURE AND ORGANIZATION OF THE

STRUCTURE SCHOOL ARE TRANSFORMED IN WAYS
THAT ENABLE STUDENTS FROM DIVERSE
RACIAL, ETHNIC, GENDER GROUPS MA
EXPERIENCE ANG EQUALITY NA
GINATAWAG

 SUBCULTURE -CULTURAL PATTERNS

- BASED ON AGE, ETHNICITY, SEXUAL
PREFERENCE AND MANY FACTORS
-SOCIETY POPULATION
 FUNCTIONS OF SUBCULTURE
 PERMITTING SPECIALIZED ACTIVITY -OCCUPATIONAL SUBCULTURE
-ESSENTIAL TO THE DIVISION OF LABOR

 IDENTIY IN MASS SOCIETY -PREVENTS FEELINGS OF ISOLAION AND

ANOMIE

 CULTURAL ADAPTATION AND CHANGE -ADOPT NEW SET OF VALUES AND

BELIEFS

 CULTURAL DIFFERENCES - TRANSMISSION OF IDEAS FROM

GENERATION TO GENERATION BY
SIGNIFICANT MEMBER TO OLDER
GENERATION
 CULTURAL RESPONSIVE - ACKNOWLEDGE CULTURAL DIVERSITY IN
CLASSROOMS AND ACCOMODATES
DIVERSITY

CHAPTER 6
-SOCIAL STRUCTURES AND MECHANISMS
 SOCIAL INSTITUTIONS
OF SOCIAL ORDER AND COOPERATION
 5 MAJOR SOCIAL INSTITUTIONS
I. FAMILY
II. EDUCATION
III. RELIGION
IV. ECONOMICS
V. GOVERNMENT
  FAMILY -SMALLEST INSTITUTIONS WITH UNIQUE
FUNCTIONS
FUNCTIONS OF THE FAMILY
I. REPRODUCTION OF THE RACE AND -UNIQUE FUNCTION NGA WALA SA IBAN
REARING OF THE YOUNG

II. CULTURAL TRANSMISSYION OR -ANG CULTURE IS ACQUIRED FROM

ENCULTURATION FATHER OR MOTHER

III. SOCIALIZATION OF A CHILD -CHILD LEARNS HIS ROLE AND STATUS SA

FAMILY

IV. PROVIDE AFFECTION AND SENSE OF

SECURITY

V. PROVIDE ENVIRONMENT FOR

PERSONALITY DEVELOPMENT AND
THE GROWTH OF SELF CONCEPT IN
RELATION TO OTHERS

VI. PROVIDING SOCIAL STATUS -NA INHERIT NA ANG MGA MATERIAL

GOODS AND SOCIAL RECOGNITION SA
FAMILY TA.

KINDS OF FAMILY PATTERNS

I. MEMBERSHIP NUCLEAR- MAMA PAPA BATA
EXTENDED-MAMA, PAPA, LOLA, LOLA

II. RESIDENCE -NEOLOAL (ANG BAG ONG KASAL NAG

SEPARATE BALAY

-MATRILOCAL (ISTAR SA BALAY SANG

BABAYE)

-PATRILOCAL (ISTAR SA BALAY SANG

LALAKI)

III. AUTHORITY -PATRIARCHAL (FATHER ANG HEAD)

-MATRIARCHAL (MOTHER ANG HEAD)

-EQUILATARIAN (BOTH FATHER AND

MOTHER ANG HEAD)

IV. DESCENT -BILINEAL

-PATRILINEAL
-MATRILINEAL

 ADD ONS
I. POLYANDRY -ANG BABAYE KASAL SA DUWA OR
DAMO NA LALAKI AT THE SAME TIME
II. POLYGAMY -ANG LALAKI KASAL SA DUWA OR DAMO
 NA BABAE AT THE SAME TIME

III. CENOGAMY -GROUP MARRIAGE (3 MEN. 2 WOMEN)

 EDUCATION -PLACE FOR THE CONTEMPLATION

REALITY
-PURPOSE SANG EDUCATION IS
“TRANSMISSION OF KNOWLEDGE”
FUNCTION OF THE SCHOOL
I. INTELLECTUAL -COGNITIVE SKILLS
-READING, WRITING, MATHEMATICS
-TRANSMIT KNOWLEDGE
-HOTS

II. POLITICAL -PARTICIPATE POLITICAL ORDER

-PATRIOTISM
-TEACH BASIC LAWS

III. SOCIAL -SOCIALIZE

-KEY INGREDIENT IN THE STABILITY

IV. ECONOMIC -PREPARE FOR OCCUPATIONAL ROLES

MULTIPLE SCHOOL FUNCTIONS

I. TECHNICAL/ ECONOMIC -TECH/ ECONOMIC DEVELOPMENT
-TRAINING, TECHNOLOGY

II. HUMAN/SOCIAL -HUMAN DEVELOPMENT

-SOCIAL RELATIONSHIPS

III. POLITICAL FUNCTIONS -CONTRIBUTION OF SCHOOLS TO THE

POLITICAL DEVELOPMENT AT DIFF.
LEVELS OF SOCIETY

IV. CULTURAL FUNCTIONS - CONTRIBUTION OF SCHOOLS TO THE

CULTURAL ADMISSION AND
DEVELOPMENT AT DIFF. LEVELS OF
SOCIETY

V. EDUCATION FUNCTION - CONTRIBUTION OF SCHOOLS TO THE

DEVELOPMENT AND MAINTENANCE OF
EDUCATION AT DIFF. LEVELS OF SOCIETY
 MANIFEST FUNCTIONS -OPEN AND INTENDED GOALS
6 MAJOR MF
 SOCIAL CONTROL -RESPECT, DISCIPLINE, OBEDIENCE,
PUNCTUALITY

 SOCIALIZATION -SA KINDER. GNA TUDLUAN (SPECIFIC

ACAD. SUBJECT AND POLITICAL
SOCIALIZATION)
-SA ELEM KAG HIGH SCHOOL (SPECIFIC
SUBJECTS DEPENDE SA AGE NILA, LEVEL)
 -SA COLLEGE (MORE DETAILED
KNOWLEDGE. EXPOSE SA MGA NEW
AREAS AND RESEARCH)

 SOCIAL PLACEMENT -IDENTIFY KONG DIIN KA NA FIT NA

POSITIONS SA SOCIETY

 TRANSMITTING CULTURE -TANAN TA MAY LAIN2 NA BELIEFS AND

CULTURE SO NEED TA IRESPETO ANG
IBAN

 PROMOTING SOCIAL AND POLITICAL INTEGRATION -TRANSFORM ANG POPULATION NA

MAY LAIN2 NGA ETHNIC KAG RELIGION
NGA MAG SHARE KAG MAGING ISA

 AGENT OF CHANGE -MAKADALA SOCIAL CHANGE

 LATENT FUNCTIONS -HIDDEN
-UNSTATED
-UNINTENDED
EXAMPLES
 RESTRICTING SOME ACTIVITES -KEEP STUDENT OFF TO THE STREET
-HELPING KEEP UNEMPLOYMENT

 MATCHMAKING AND PRODUCTION

OF SOCIAL NETWORKS -KAY TUNGOD DAMO TAGAKA KILALA,
OFTEN GAKA MEET TA FUTURE
PARTNERS NGA MAY LAST FOR MANY
YEARS
 CREATION OF GENERATION GAP
-MAY GAKATUN AN TA SA SCHOOL NGA
GA CONTRADICT SA PARENTS TA KAG
TAWAG NI CREATION GAP IF MAY GAKA
EMBRACE TA NGA LAIN NGA
PERSPECTIVES
FUNCTIONS OF SCHOOL
 CONSERVATIOON FUNCTION -PAG CONSERVE KAG PRESERVE

 INSTRUCTIONAL FUNCTIONS -TRAINED

-PASSED
-ANG RECIPIENTS ANG LEARNERS

 RESEARCH FUNCTIONS -IMPORTANT

-CONDUCTS RESEARCH

 SOCIAL SERVICE FUNCTION -RENDER SERVICE

-OUTREACH PROGRAMS
-EDUCATING PEOPLE IN COMMUNITY

 RELIGION -PATTERNS
-SET OF COHERENT ANSWERS SA MGA
 DILLEMA
-SOCIAL FUNCTIONS
CHARACTERISTICS OF RELIGION
 BELIEF IN A POWER OF
INDIVIDUAL
 DOCTRINE OF SALVATION
 CODE OF CONDUCT
 USE OF SACRED STORIES
 RELIGIOUS RITUALS
I. BELIEF IN A DEITY -ATHEIST (NO DEITY EXIST)

-THEISTS (BELIEVE IN A DEITY)

-AGNOSTICS (EXISTENCE OF A DEITY

CANNOT BE PROVED OR DISPROVED)

-MOST OF THE RELIGIOUS IS THEISTS

II. A DOCTRINE OF SALVATION -MAJOR RELIGIONS (CHRISTIANITY,

ISLAM, BUDDHISM, HINDUISM)

-SALVATION IS THE HIGHEST GOAL OF

THE FAITHFUL

III. CODE OF ETHICS -MORAL TEACHINGS AND VALUES

-HOW TO ACT

IV. RELIGIOUS RITUALS -CEREMONIES

-WORSHIPPERS

 CHURCH -LARGE
-INCLUSIVE MEMBERSHIP
-LOW TENSION
 SECT -SMALL
-EXCLUSIVE MEMBERSHIP
-HIGH TENSION
 CULTS -MORE INNOVATIVE INSTITUTIONS
-FORMED WHEN PEOPLE CREATE NEW
RELIGIOUS
ELEMENTS OF RELIGION
 SACRED -SUPERNATURAL
-EXTRAORDINARY
-KORAN,BIBLE,TORAH
-WIDE VARIETY

-PROFANE (NOT SCARED)

 LEGITIMATION OF NORMS -RELIGIOUS SANCTIONS

-REINFORCE SANG MGA WRONG DOINGS
-ABORTION, MURDER
  RITUALS -FORMAL PATTERNS
-HEAVILY LADEN WITH SYMBOLISM

 RELIGIOUS COMMUNITY -PARTICIPATION

 ECONOMIC INSTITUTION -INSTITUTION THAT IS A PLAYER IN AN
ECONOMY
-MANUFACTURER, LEADERS,
CONSUMERS
CATEGORIES OF ECONOMIC INSTITUTIONS
I. MANUFACTURERS
II. DISTRIBUTORS
III. CONSUMERS
 MICROECONOMICS -LOOKS AT THE TREES
-SPECIFIC ECONOMIC

 MACRO ECONOMICS -LOOKS AT FOREST

-WHOLE
 BASIC ECONOMIC PROBLEM
 FIRST -WHAT GOODS AND SERVICES

 SECOND -HOW TO PRODUCE GOODS AND

SERVICE

 THIRD -FOR WHOM ARE THE GOODS AND

SERVICES
 GOVERNMENT AS A SOCIAL INSTITUTION -MAKE AND ENFORCE THE RULES OF
SOCIETY

 ADMINISTRATION -AGGREGATE OF PERSONS

 TYPES OF GOVERNMENTS
I. MONARCHY -ONE FAMILY CONTROLS
II. DEMOCRACY -CITIZENS
III. TOTALITARIANISM -TIGHT CONTROL
 GOVERNMENT IN CONFLICT
I. REVOLUTION -VIOLENT
II. WAR -ARM CONFLICT
III. TERRORISM -VIOLENT ATTACK ON CIVILIANS
 GOVERNMENT FUNCTIONS
1. CONSTITUENT FUNCTIONS -CUMPULSORY
-NEED IF FOLLOW

2. MINISTRANT FUNCTIONS -PUBLIC WORKS

-PUBLIC CHARITY
CHAPTER 7
 GENDER AND DEVELOPMENT
-ONE OF THE UNIVERSAL DIMENSIONS
 GENDER
-SOCIAL CONSTRUCT
 THEORY OF GENDER DEVELOPMENT
 1. SOCIAL LEARNING THEORY
2. COGNITIVE DEVELOPMENT
THEORY
3. GENDER SCHEMA THEORY
 GENDER STEREOTYPING -IF ROUGH, NOISY (BOY)
-GENTLE, SOFT SPOKEN (GIRL)
-NEGATIVE FEELING SA MGA BABAE KAG
LALAKI

1. EGALITARIAN -EQUAL ANG BOYS AND GIRLS

 GENDER EQUALITY -EQUAL TREATMENT OF GIRL AND BOY

 PLAY A CRITICAL ROLE IN THE NATIONALE -WOMAN

ECONOMIC GROWTH AND DEVELOPMENT

 PROMOTING GENDER EQUALITY AND -ENSURE THE OTHER MILLENIUM

WOMAN EMPOWERMENT DEVELOPMENT GOALS ARE ACHIEVED

 POWER -BASIC FABRICS OF SOCIETY

o DETERMINANTS OF POWER
I. STATUS RESOURCES
II. EXPERIENCE
III. SELF CONFIDENCE
CHAPTER 8
 GLOBALIZATION, ASEAN INTEGRATION

 GLOBALIZATION -INCREASING INTERCONNECTEDNESS

AND CONVERGENCE OF ACTIVITIES

-CLOSER INTEGRATION OF THE

COUNTRIES
 EDUCATION SYSTEMS -CORE OF GLOBALIZATION PROCESS

 THEORY, GLOBALIZATION IS -SEEK TO EXPLAIN THE INTEGRATION OF

ECONOMIES AROUND THE WORLD
-AFFECTS ALL COUNTRIES
 GLOBALIZATION -MATTER OF INDUSTRY AND BUSINESS
-LINKS INDIVIDUALS AND INSTITUTIONS
ACROSS THE THE WORLD
 GLOBAL EDUCATION -STUDENT’S AWARENESS IN THE WORLD

 CHARACTERISTICS OF GLOBALIZATION
 EDUCATIONAL -GROWING UNDERSTANDING
-MORE STUDY NEEDED
-MOSTLY CARRIED BY TEACHER
 ECONOMIC -FORDIST-POST FORDIST FORM OF
WORKPLACE
-COMSUMER
-FREE FLOW OF GOODS

 POLITICAL -NATION STATE

-SOVEREIGNITY
-PRECISE ROLES, RIGHTS, OBLIGATIONS

 CULTURAL -CULTURAL HOMOGENEITY

-HETEROGENEITY
 INDUSTRIAL GLOBALIZATION - MULTINATIONAL AND TRANSNATIONAL

 FINANCIAL GLOB.. -FINANCIAL MARKETS

 POLITICAL GLOB… -POLITICAL SPHERE OF REGIONS’

INTEREST

 INFORMATIONAAL GLOBALIZATIONS -INFORMATION FLOWS

 CULTURAL GLOB.. -CROSS CULTURAL

 GLOBALIZATION -UNIVERSAL, INTERNATIONALIST

CHAPTER 9
-SET BOUNDARY
 COLOR LINE