SOCIAL SCIENCE THEORIES
AND THEIR
IMPLICATIONS TO EDUCATION
Chapter 3
THEORY?
- SET OF IDEAS INTENDED TO EXPLAIN FACTS OR
EVENTS.
WHAT IS SOCIAL SCIENCE THEORY?
'a systematic explanation for the
observed facts and laws that relate
to a specific aspect of life'.
WHAT IS A THEORETICAL PERSPECTIVE?
Theoretical perspectives are the basic
assumptions about how society functions,
the role of sociology, and the application
of a specific set theories in studying social
life.
EXAMPLES OF THESE BASIC ASSUMPTIONS:
Society is a unified
whole that seeks
equilibrium
Society is composed of
groups competing for
scare resources.
Social life can be
measured through
observing daily
interactions.
Sociology should be
used to enact social
change.
Sociology should be
value free.
INTRODUCTION
Sociologist today employ three primary
theoretical perspectives:
1. Functionalist perspective;
2. Conflict perspective; and,
[Link] interactionist perspective
INTRODUCTION
These perspectives offer sociologist theoretical
paradigms for explaining how society influences
people, and how people influence society.
Each perspective uniquely conceptualizes
society, social forces, and human behavior.
“Education is not simply the
transmission of knowledge; it's a social
process shaped by broader societal
forces.”
1. STRUCTURAL FUNCTIONALISM
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.
1. STRUCTURAL FUNCTIONALISM
emphasizes social order and
harmony, illustrating how
societal institutions (like families
and schools) contribute to this.
STRUCTURAL
Religion
FUNCTIONALISM
Judicial Society Education
System
The Family
1. STRUCTURAL FUNCTIONALISM
acknowledges challenges like
the rise of dual-earner families
and the need for education to
adapt to technological
advancements and address
social issues (e.g., sexual
harassment, cybercrime).
PURPOSES OF SCHOOLING ACCORDING
TO FUNCTIONALISTS
1) Intellectual purposes acquisition
of cognitive skills, inquiry skills.
PURPOSES OF SCHOOLING ACCORDING
TO FUNCTIONALISTS
2) Political purposes educate future
citizens; promote patriotism;
promote assimilation of immigrants;
ensure order, public civility and
conformity to laws
PURPOSES OF SCHOOLING ACCORDING
TO FUNCTIONALISTS
Economic purposes prepare
students for later work roles; select
and train the labor force needed
by society.
PURPOSES OF SCHOOLING ACCORDING
TO FUNCTIONALISTS
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.
2. CONFLICT THEORY
Conflict theory looks at society as
a competition for limited resources.
This perspective is a macro-level
approach most identified with the
writings of German philosopher
and sociologist Karl Marx (1818–
1883), who saw society as being
made up of two classes:
2. CONFLICT THEORY
Two Classes :
the bourgeoisie (capitalist)
and the proletariat (workers).
BOURGEOISIE ( CAPITALIST )
Bourgeoisie is the class of people
in a society that includes business
and professional people,
government officials, and highly
skilled workers. Bourgeoisie is
often used interchangeably with
middle class.
PROLETARIAT ( WORKERS )
The proletariat is the class of
people in a society who work
jobs that pay hourly and that
usually involve physical work of
some kind. Proletariat is often
used interchangeably with
working class.
2. CONFLICT THEORY
Social institutions, including
education, are viewed as tools
used by dominant groups to
maintain their power and
privilege. Education
perpetuates social stratification
by reinforcing existing
inequalities.
2. CONFLICT THEORY
views conflict as a driving force of
social change, highlighting
disagreements between groups
with conflicting values and
agendas (e.g., workers and factory
owners).
The theory emphasizes inequality
across various social dimensions
(race, gender, religion, etc.)
CONFLICT THEORY VISUALIZED
European Racial
Men Women Americans Minorities
Workers Management Heterosexual LGBTQ
HOW PROPONENTS OF CONFLICT THEORY REGARD
EDUCATION
Conflict Theory: Sees education as a tool
used by the powerful to maintain social
inequality and create a compliant workforce.
The "hidden curriculum" teaches obedience
and conformity, perpetuating the existing
power structures.
3. THE SYMBOLIC INTERACTIONIST THEORY
George Herbert Mead was an
American philosopher, sociologist,
and psychologist, primarily
affiliated with the University of
Chicago. He was one of the key
figures in the development of
pragmatism. He is regarded as one
of the founders of symbolic
interactionism.
3. THE SYMBOLIC INTERACTIONIST THEORY
views social interactions as the basis of
meaning-making.
focuses on micro-level interactions and the
meanings individuals attach to symbols and
social interactions.
It emphasizes the role of communication
and interpretation in shaping social reality.
3. THE SYMBOLIC INTERACTIONIST THEORY
In education, this means focusing on the
interactions between teachers and students,
the meanings students attach to their
learning experiences, and the ways in which
these interactions shape their identities and
academic achievement.
THREE TENETS OF SYMBOLIC INTERACTIONIST THEORY
Meaning shapes action: Individuals act
based on their interpretation of symbols
(words, objects, actions). A student's effort
depends on how they perceive their
teacher's belief in their abilities.
SYMBOLIC INTERACTIONIST VISUALIZED
Husband
and
Wife Talk
Society
THREE TENETS OF SYMBOLIC INTERACTIONIST THEORY
Shared meanings are subjective: Different
people interpret the same thing differently.
Strict teachers might be seen as caring by
some students but limiting by others.
THREE TENETS OF SYMBOLIC INTERACTIONIST THEORY
Meanings evolve through interaction:
Interactions change individual perspectives.
A negative experience in a hospital might
be altered by a subsequent positive one.
Similarly, initial negative feelings about
teaching could change to excitement after
a successful teaching experience.
IMPLICATIONS TO TEACHING
The symbolic interactionists' perspective, directs
sociologists to consider the symbols and details
of everyday life, what these symbols mean, and
how people interact with each other.
Faulty communication can result from
differences in the perception of the same
events and symbols.
IMPLICATIONS TO TEACHING
Meaningful Interactions: Teachers should
foster genuine interaction among students
and between students and teachers,
including through reading, listening, and
viewing diverse perspectives.
IMPLICATIONS TO TEACHING
Positive Symbols: Teachers should use
positive symbols (gestures, words, actions) to
express trust and belief in students' abilities.
This positive reinforcement benefits both
students and teachers.
IMPLICATIONS TO TEACHING
Effective Communication: Teachers must
ensure that their communication (verbal and
nonverbal) is clearly understood by students,
recognizing that symbols can be interpreted
differently. Misunderstandings can arise from
differing perceptions of events and symbols,
highlighting the importance of clear and
consistent communication.
ROBERT ROSENTHAL AND LENORE JACOBSON 1968
- false assumption actually occurs because
someone predicted it, is called a self-fulfilling
prophesy
RAY RIST 1970
the "better" students sat at a
table closer to her, the "average"
students sat at the next table,
and the "weakest" students sat at
the farthest table
WEAKNESS OF THE SYMBOLIC
INTERACTIONIST THEORY
Critics claim that symbolic interactionism
neglects the macro level of social
interpretation - the 'big picture.'
WEAKNESS OF SYMBOLIC INTERACTION THEORY
Symbolic interactionism traces its origins to
Max Weber's assertion that individuals act
according to their interpretation of the
meaning of their world. However, it was the
American philosopher George H. Mead
(1863-1931) who introduced this perspective
to American sociology in the 1920s.
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