Social Dimension Pointers responsibility of transmitting the huge treasure

of knowledge of the rising generation…

CHAPTER 1 The Need for a Systematic Study of Schools

The Study of Schools and Social Dimensions of The discussion about schools has been the
Education favorite subject of people from different walks
of life. For example, the analysis of school and
SCHOOL-is universal, and everyone at some its role in social, economic, political, cultural,
point and in some fashion has been shaped and moral, and global life has been the interest of
influenced by it one of the best and most social philosophers, reformers, politicians,
important human inventions in this world, as it economist, policy makers, developmentalist,
continuously plays a crucial role in the lives of scholars and other professional groups. Among
many individuals ordinary people, daily conversations at home, in
work place, or in the streets often center on
SOCIAL DIMENSION OF EDUCATION -start with school problems, issues, and experiences.
the study of schools goal, which is to embrace
and celebrate the rich diversity of human beings But most often than not, discussions about
in this world, is best carried out through school school are merely grounded on daily
experiences and observations. This makes the
School as the Primary Educative Agency of discussions to be oftentimes opinionated and
Society mere conjectures. Thus there is a need to stand
back and view the school critically from the
Schoolis derived from the Greek word Skhole, outside, because personal experiences are very
which means “leisure” (Sharma, 2000) limited and may not be representative of other
schools in the larger society. There is a need to
In modern time, School may be defined as be critical with ideas and beliefs about school s
follows: through a more systematic study, no matter
how popular or “obvious” they seem to be.
“School is a special environment, where a
certain quality of life and certain types of The Interdisciplinary Analysis of Schools
activities and occupations are provided with the
object of securing the child’s development Interdisciplinary-Involving two or more
along desirable lines.” – John Dewey academic, scientific, and artistic areas of
knowledge.
“Schools are institutions developed by civilized -Involving two or more disciplines
man for the purpose of aiding in the
preparation of the young to be well adjusted Analysis- Detailed examination of the elements
and efficient members of the society.” – J.S. or structure of something, typically has a basis
Ross for discussion or interpretation.

“Schools are institutions, which require full-time Philosophy -looks into the deeper meaning of
attendance of specific age groups in teacher- the existence and goals of schools in the life of
supervised classrooms for the study of graded individuals and society.
curricula.” – Everett Reimer
Psychology-provides learning theories and
School is considered the most important principles as well as development stages of the
agency of education on the basis of the learners that guide effective and meaningful
following arguments: teaching and learning process.

(1)Educational credentials are important proofs Law-provides legal framework to which

of the type or amount of education one has teaching and managing schools are practiced.
acquired…
Economics-looks into the investment to
(2)School is the chief arm of the state to ensure education and how this cost affects efficiency,
progress in all aspects of human life… effectiveness, productivity, and quality of
education outcomes.
(3)The family, media, and other educative
agencies are limited to provide such kind of Defining Social Dimensions of Education, Its
education… Context, and Purpose

(4) Agencies like the family and the community Social Dimension- Is one course that studies
are quite incapable to shoulder the human diversity, with the commitment of
promoting social literacy, social competence
and social efficiency to pre-service teachers and Sociology - A great deal of the study of human
teacher practitioners. behavior is under the sphere of social sciences.
Much of the widely used theories and
Human Diversity - Means understanding the researches in the course are derived from
differences and uniqueness of individuals. sociology.
It is the exploration of human differences and
heterogeneity in a safe, positive and nurturing Education is a social undertaking
environment
Meaning of Sociology from well-known
Human diversity categorized in to two scholars
disparities:
“Sociology is a branch of social science that uses
1. Physical Attributes- such as like sex, ability, systematic methods of empirical investigation
race and body qualities. and critical analysis to develop and refine a
2. Socio-Cultural Characteristics- such as body of knowledge about human social
ethnicity, class, sexual orientation, income, structure and activities.” – Anthony Giddens
educated background, work experiences, and
religious status. “Sociology is the scientific study of social
interactions and of social organization.”
SOCIAL LITERACY - MICHAEL HUGHES
SOCIAL COMPETENCE = Teaching is a work of
SOCIAL EFFICIENCY heart “Sociology is a systematic study of social life
(institutions, cultures, and behavior patterns)
SOCIAL LITERACY - is the processing of the skills created by people and in turn influencing their
to simply recognize and accept the differences behavior in a continuous interaction.”
of individuals without making value of - RICHARD SCHAEFER
judgement.Howitt et al., 2002
“Sociology is the study of human behaviors as
SOCIAL COMPETENCE - means processing the they are affected by social interactions within
social, emotional, and intellectual skills and groups, organizations, societies, and the
behavior needed to succeed as a member of planet.” - JOAN FERRANTE
society and the worldGale Group, 2009
• Sociology, as a field of discipline, is one
SOCIAL EFFICIENCY - Is the condition umbrella of social science.
characterized by valuing human diversity, • It is scientific in its investigation
developing respectful and responsible • It deals with the society’s structure
behaviors, flexibility, and adaptability of • It examines individual and group social
learners in a complex, ill-structured, and rapidly interaction or relationships on a daily
changing environment.Spiro, 1991 basis

Why Social Dimension of Education is offered Understanding the Sociological Lens to Study
to pre-teachers? Schools

The place where individuals life today is world Sociology systematically analyzes the school,
diversity. People may differ in many ways as to the community, and the relationships among
age, ethnicity, gender, religion, political beliefs, their members.
socio-economic status, sexual orientation,
gender identity and race. Sociologists observe and analyze schools,
particularly their educational practices and
Conceived as an instrument to educate ordinary activities that are not given much
individuals about human diferrences and to attention and thoughtful consideration.
address issues on human diversity that deter
the attainment of self development, cultural One cannot analyze schools without looking at
solidarity, cooperation and progress. issues in the wider society

Covers the whole field of social sciences At the micro level, sociologists are concerned
(sociology, anthropology, history, political with group interaction and phenomena inside
science, economics, and psychology) as it deals the school system.
with varrious individuals in schools, their
behavior and their existence as social creatures. Use empiricism - Gathering of facts to make
theories in order to avoid abstract speculation
Sociology as the Principal Discipline in the about the relationships they are generalizing
Study of Social Dimensions of Education
 Finally, the order of society, particularly its
Saw the need for a scientific approach toward social processes, structure, and interaction is
studying structures and interactions within knowable.
society and in particular, school, as one of its The pattern and order of society can be learned
institutions - AUGUSTE COMTE or understand through scientific investigations.
As they occur repetitively, they become
Scientific method – uncover sociological identifiable and measurable. Sociologists see
phenomena that are not always so obvious these patterned and repetitive actions as the
starting point of developing concepts of social
Sociologists view that the school is an ordered facts, social forms, and social actions.
organization to which administrators, teachers, Understanding these knowable realities of
and students live. society realities of society makes sociology
grounded in a careful and disciplined manner, it
The Nature and Approach of Schooling rests an information about positive or empirical
statements.
The empirical nature and approach of sociology
are grounded on Plato’s assumptions about Education and Schooling? Are they One and
man and society. These assumptions constitute the Same?
the blueprint and cardinal truths to which
sociologists make their investigations of the To many, Education is equated with schooling.
individuals and the social behavior in the The principal reason for education to be largely
school, community, and other social settings. equated with schooling is that in 1970s
education was measured by the years of
THE PLATONIC ASSUMPTIONS, ACCORDING TO schooling and the type and level of educational
BOLENDER (2007), are as follows: credentials an individual had attained.

First, man is an organism that tends toward This concept pervaded in those years because
survival. The organic character of man (man as of 3 assumptions:
a living organism) is the starting point of all
sociological theories. The nature points that 1. Only school could meet all the learning
human beings have to satisfy their needs, from needs of individual.
the most basic biological needs to 2. Education could be achieved once and
psychological, social, cultural, spiritual and for all during the school years.
moral needs. In order to exist, human beings 3. Anyone who lacked schooling was
must fulfill these needs, lest they die. classified as uneducated

Second, man is a social animal that survives in Nonetheless today, the following provides the
groups. Human beings always live in groups distinction between the 2 terms:
because they cannot fulfill many of their needs
alone. Simply put, they are social animals by Education:
their association with others. They are
gregarious since they try to find interaction, • It is a term used to describe the
security, love, affirmation, support and knowledge and skills that individuals
feedbacks from others. Gregariousness is the acquire inside and outside educational
natural tendency of human beings to seek the institutions.
company of others for various reasons. As such, • According to Coombs (1976), education
they do not live in isolation with others. They, is learning regardless of where, when
too, live because of others and to some extent and how it occurs. This definition
they socialize with others. presupposes that one can be educated
without going to school.
Third, man lives in an ordered society that is • The education of a person is only the
developed through the social patterns that are partly result of schooling in which other
established through the rules and structure he educative agencies such as the family,
creates. The human being is part of a world that community, business, mass media play
requires a definite degree of order and control. an important part.
Without order and control, human • According to George Santayana “A child
organizations would be unattainable and the educated only at school is an
development of human being would also be uneducated child.”
impossible. While all do not conform and • The system of Education, use Intrinsic
although no one obeys completely, society has Motivation the natural desire of a man
several ways to promote compliance. to learn and improve.
 SOCIAL THEORIES THAT ARE USEFUL IN THE
STUDY OF SOCIAL DIMENSIONS OF EDUCATION

Schooling:
SOCIOLOGICAL PARADIGM
• Is the sum of experiences, activities,
and processes which occurs within MACRO VIEW
educational institutions. ❖ Functional Theory
• It is the more organized form of ❖ Conflict Theory
education that takes place in school.
• Also means the number of years spent MICRO VIEW
by an individual in educating himself ❖ Interactionist Theory
within the four walls of school.
• Normally, schooling occurs when INTEGRATION OF MACRO and MICRO VIEW
teacher’s and student’s assemble ❖ Critical Theory
purposely to impart and gain
knowledge skills and values. FUNCTIONAL THEORY
• The system of schooling Extrinsic
Motivation is used as a form and Emile Durkheim (1858 – 1917) -
method to influence and make students A Jewish sociologist who developed
learn. Functionalism/ Structural Functionalism.

Four Types of Education in Modern Society - Is a system of thinking base on the idea
of Emile Durkheim.
TYPES OF EDUCATION - Looks at the society at MACRO level –in
a large scale perspective or as a whole.
1. INFORMAL EDUCATION - It examines the necessary structures
that makes up a society and how each
2. FORMAL EDUCATION part helps to keep the SOCIETY STABLE.
- It is made up of Institutions and Social
3. NON- FORMAL EDUCATION Facts.
- A bunch of interconnected or
4. ALTERNATIVE LEARNING interdependent structures.
SYSTEM/EDUCATION
Institutions – structures that meet the needs of
INFORMAL EDUCATION - Refers to incidental the society.
learning derived from home, mass media,
peers, internet and other educative agencies Social Facts – are ways of thinking and acting
and social institutions which are not organized, forward by the society that existed before any
anticipated or expected. individual and will exist after any individual is
dead.
FORMAL EDUCATION - Refers to the education – are unseen forces that can’t be influenced by
which normally takes place within the four- an individual.
walls.

With the presence of the teachers, guided by a Functional View on the Society
set of organize activities that are intended to
transmits skills, knowledge and values.
❖ Functionalists view that all societies
have needs, like the need of progress,
Non-Formal Education - Refers to organize
justice, peace, economic sustainability,
instruction that takes place outside school
political stability and productive human
settings (eg. girl scouts, music lessons) such as
resources.
work place, factories, shops and similar venues
❖ Social Institutions need to work
meant to upgrade skills of workers.
collaboratively to support each other
and satisfy these needs.
Alternative Learning System/Education - Refers
to a learning system, which can be a practical ❖ Society is like a living organism that
options for those who do not want to be trained have autonomous, specialized,
under the formal schooling, due to various interrelated and interdependent parts.
impeding circumstances in life. Such that, in order for the organism to
move forward and survive, these parts
CHAPTER 2 must perform their certain task.
 Social Solidarity – guarantees that people
occupying different roles in the society have a
fair level of importance as there is
interdependence with one another for societal
❖ Social Stability –is achieved through survival and development.
institutions playing their part. Presuppositions of Functional Theory
❖ Consensus –characterized by common
value system, agreement, consent and ► Meritocratic Society
harmony of members and groups. It ► Expert Society
holds all parts and members of the ► Democratic Society
society.
❖ Social Problems –viewed as disruptions Meritocratic Society – where high status
that can pose danger to the social positions are achieved on the basis of the merit,
function and stability. rather than ascribed or passed on from parent
to child. Meritocracy emphasizes the equal
Functional View on School chances of everyone to obtain educational
success in the society.
❖ This states that schools have been
positioned as essential to the process of Expert Society – which depends preeminently
addressing all societal goals and on rational knowledge for economic growth and
concerns. smooth running society.
❖ The principal task of school is to ensure
Democratic Society – Functionalist believe that
that every member of the society shall
with a democratic society, people are able to
grow to become citizens and workers
move gradually toward the achievement of
that can function in ways that allow the
humane goals, social justice, acceptance of
continued survival of the society
diversity, and a more fulfilling life for all.
❖ Functionalist see the Education System
as performing positive functions for
The Role of Schools According to Functional
you, me and the whole society.
Theory
❖ School teaches the specific skills they
need for the workplace. ► Role of School is to enhance the
❖ School teaches children the necessary operation and stability society.
social skills they need for wider society ► Teach the young vital functions of the
and academic skills needed at the different institutions like family,
workplace. government, military, church, business
sector, and mass media.
Intended and Unintended Purpose of an ► Curriculum content, socialization
Institution process, as well as teaching and
learning processes are seen to be the
❖ MANIFEST FUNCTION –the intended means in promoting the value and
purpose or goals of an institution. They purpose of these institutions.
are recognized and are put in place
intentionally to help society moving CONFLICT THEORY
forward.
Example is a SCHOOL. WHAT IS CONFLICT THEORY?
❖ LATENT FUNCTION –they are the Competition between groups over material
unintended consequences of the goods, opportunities, values, and meaning the
MANIFEST FUNCTION. Unintended normal condition of the society.
effects or outcomes. They could be a
POSITIVE or NEGATIVE consequences. Karl Marx(Founder of CONFLICT THEORY) -
Theorists like Karl Marx and Christopher Hurn
posit that the key to understanding social life
Key Ideas Associated with Functional Theory and human history is through CLASS STRUGGLE.

❖ Role Differentiation WHY is CLASS STRUGGLE the key to

❖ Social Solidarity understanding social life and human history???

Role Differentiation – stresses that there are Class struggle is a central tenet and a practical
various roles that have to be fulfilled in a given means for effecting radical social and political
society, which may require different knowledge, changes for the social majority. (Karl Marx and
skills, or attitudes. Mikhail Bakunin’s Political and Economic
Philosophies)
WHAT ISCLASS STRUGGLE? institutions is just part of the illusions
According to Marx and Hurn: that they advocate to hide their
CLASS STRUGGLE is brought about by personal interests. (Mooney et al.,
competition over scarce resources in the 1997)
society.
Their focus is to analyze how social actors - Conflict theorist assert that students go
compete and how they use their power to to school to arm them with credentials
control, dominate, and exploit groups in the needed to obtain money and compete
society. to occupy various occupations and
positions in the future.
Views of CONFLICT THEORY on Education and - They contend that socio-economic
Schooling status becomes the most critical
determinant of success.
The following views are more or less critiques - They view conflict and change as
that unmasks the defects of schools as a social natural and avoidable; they are the
institutions: engine of change and development;
1. Education reinforces the cultural they are important force for progress.
mechanisms for perpetrating
oppressions and exploitation of the CONFLICT VIEW ON SCHOOL
poor and other marginalized groups in
the society;  Conflict Theorists criticize schools for
2. Education promotes foreign worship using the illusion of equality to protect
instead of being an instrument to the status quo since the biggest
develop nationalism, identity, and predictor of success in school is still the
culture; parents’ socio-economic status.
3. School is a biased social institution  They are skeptical on the view that the
favoring the elite, with the curriculum school is the equalizer of the society.
reinforcing oppressive structures of  They contend that poor students
society; remain poor after graduation since their
4. School does not provide equal credentials, knowledge and skills could
educational opportunities but not approximate the kind of education
perpetuates the existing inequality in of the rich or middle class students who
the society; obtained education from costly, well-
5. School mirrors and reinforces the equipped, high standard, and quality
inequality and gender stereotyping in schools. This makes schools continue
the society; the existing conditions of inequality.
6. School is an arena of competition and  Schools make inequality as an accepted
struggle over scarce resources like rule and standard of life by establishing
money, power, position, and honor; a customary practice that maintains it.
7. School is punitive rather than a  What really happens in school is a
humanizing agency; and struggle on whose values and ideals will
8. School resembles the prison cell strictly be taught to the young and whose
enforcing policies on wearing uniforms children will obtain the most prestigious
and identification card, cutting classes, jobs.
attendance to school activities, and the  Conflict Theorists believe that schools
like. sort students into different categories
according to their ability and talent.
CONFLICT VIEW ON SOCIETY
THE ROLE OF SCHOOLS ACCORDING TO
- Advocates of CONFLICT THEORY assert CONFLICT THEORY
that Society is like a jungle where the
principle of the “survival of the fittest” ✔ identify competing interests in the
applies. school system
- In their view, it is the society and its ✔ determine how those in power
instrumentalities (e.g. government, maintain their position
business, courts, mass media, school) ✔ Discuss how the rich becomes richer
that cause the corruption of the moral and the poor becomes poorer.
values of men, whom they believe are *how rich control ideas, information,
created to be inherently good. technology, and social network
- What really happens in the society is maintenance
that institutions are controlled by
groups with power. The concept of MACRO LEVEL
order that is stressed by these
 Identify conflicting relationships and  The stick used by the teachers for
competing roles between public and private instance, is symbolic of their power and
schools/ rural and urban schools authority.
 Similarly dropping the names of the
university president,principal, and school
authorities to demand compliance and to
persuade other members of the academic
MICRO LEVEL community reveals the strength of their
Analyze relationships between principal- power and authority.
faculty, faculty-students, faculty-parents
(on how they manipulate school structures  Symbolic languages , such as non-verbal
and processes to push own personal agenda communication (body languages) are used
in education) during interactions in school.

Interactionist’s View on Man  These are so called paralanguage , which

are used as auxiliary communication
Interactionism devices of interaction by the teachers.

is a theoretical perspective that derives social Critical Theory

processes from human interaction. It is the  Critical theory traces its origin back to the
study of how individuals shape society and are writings of Frankfurt School , an institution
shaped by society through meaning that arises of neo- Marxist interdisciplinary social
in interactions theory.
Humans, as social beings, are interpretative and  It is concerned with unmasking the forms
interactive of oppression to bring about the liberation
They make meanings about their day-to-day of members and groups in society.
experiences or encounters, and they make  Central to critical theory is an
choices that define their action, thinking, and emancipatory imperative directed toward
decisions in life. the abolition of social injustice, inequality ,
and exploitation.
Interactionist’s View on Schools  Educators who adopt this theory see both
the oppressive and liberating aspects of
Its central concern is the everyday behavior and society and schooling.
interpersonal relationships of students, Habitus and Cultural Capital of Pierre Bourdieu
teachers, and administrators as they interact
with and adjust to one another Pierre Bourdieu’s View on Society

In their view, schools, particularly the

classroom, is a site of interpretations, because  The critical theory of Pierre Bourdieu (a
everyday realities and interactions in the French sociologist),which he developed in
classroom are replete with meanings and the early 1960s with various colleagues ,
definitions. centers on the concept of cultural capital
as a way to address a particular empirical
Students are not motivated to go to schools problem.
because they do not find the classroom  He attempted to understand social
interaction fun and meaningful. inequality and inquired why people yield to
power and domination without resistance.
Interactions therefore, call forth teachers to  He did not find the answer primarily in
reinvent themselves from their traditional economic classes or in the state but in
teaching methods, and infuse new learning culture and ideology.
approaches that will ensure a classroom  Bourdieu views the society to be
interaction, animated with the spirit of composed of people equipped with four
enjoyment, inquiry, liberation, dialogue, (4) types of capital;
creative thinking and quest for more meanings • Economic Capital
about life. • Social Capital
• Cultural Capital
Non-Verbal Interaction and Other Symbolic • Symbolic Capital
Languages Used in School  He argued Marx’s idea by asserting that
 In interactionist perspective, the tool economic status alone does not influence
people use to develop and modify students success in school and society but
meanings is through the use of non-verbal numerous cultural factors , which are
and symbolic language , which may acquired in the family.
constitute physical , social , and abstract Definition of Habitus
ideas. and Cultural Capital
BOURDIEU • The language patterns of working-class and
(1984) middle-class families and children.
 Each class has its own cultural 3 PRINCIPLES IN PEDAGOGIC DISCOURSE
background,knowledge,dispositions and • DISTRIBUTION
tastes that are transmitted through the Rules of distribution govern the
family. institutional practices and the upper
HABITUS echelons of government
 Is a person’s character and way of • RELOCATION OR RECONTEXTUALISATION
thinking(belief system, world view and Govern the transformation of school
consciousness) that tells him what he is subjects.
and he can be. • EVALUATION
CULTURAL CAPITAL Govern pedagogic practice
► Is a social assets that are valued socially Bernstein’s Pedagogic device
or culturally by the society as a whole or Two Social Classes
by those power. • A dominant upper middle class – Known
► Constitute knowledge, systems, aptitude, as high culture in society
taste, manners linguistic, interpersonal • A subservient working class – known as
skills, attitudes and dispositions. low culture in society.
Family’s Cultural and Educational Achievement Example
 Bourdieu
 He found out that family influences • One of Bernstein’s research studies
(particularly culture) are the strongest involved showing a group of children a
predictor of students grade and positive strip cartoon and recording their account
achievement than all variables. of what it depicted.
 Success in education depends on
fundamentally on ones exposure to the RESTRICTED AND ELABORATED RESPONSE
cultural of the dominant or favoured Bernstein’s View on Language, Culture, and
culture. Social Class
The relationship between high cultural capital • Forms of spoken language in the process of
education credentials and occupation their learning initiate, generalize and
The Role of Schools According to Bourdieu reinforce particular types of relationship
 An individual’s educational success is with the environment and thus create for
closely linked to social class background the only specific forms of significance.
and class bias, which are present in school. • It shows how the language people use in
everyday conversation both reflects and
Some Instances (Bourdieu) shapes the assumptions of a particular
social group.
 Schools require cultural resources with • The politics culture tracking students leads
which only the upper class's students are to “fast and slow” learners and racial and
endowed. socioeconomic segregation within schools.
 The culture of dominant group (rich and The theory that social class relationships shape
middle classes) forms the knowledge and the structure of communication
skills that are most highly valued and Symbolic Capital
taught in school. • Bernstein added that educational degrees
and awards are forms of “symbolic capital”
 English language common language of one of the most significant forms of capital
middle and upper class families is the as it carries and determines the value of
preferred language of schools and one’s education.
teachers think highly of students who
have good command. Higher Education
• Can be seen as a valued commodity, which
reproduces the four elements of capital
CODE THEORY OF BASIL BERNSTEIN and maintains status among the upper,
middle, and lower classes.
Like Bourdieu, Basil Bernstein’s work on Four elements of Capital
pedagogic discourse is concerned with the • Economic - Is money and wealth.
production, distribution, and reproduction of “ • Cultural – Is education, skill, and
official knowledge” and how this knowledge is knowledge
related to structurally determined power • Symbolic - can be referred to as the
relations. resources available to an individual on the
Code Theory basis of honor, prestige or recognition, and
• Bernstein analyses one of the ways in serves as value that one holds within a
which the dynamics of social class affects culture. 
learner outcomes in school.
• Social - A network of acquaintances, ► SUCCESS IN EDUCATION DEPENDS
family, and associates they give yo access FUNDAMENTALLY ON THE LANGUAGE
to goods and resources. CHILDEN ACQUIRED IN THEIR EARLIEST
YEARS.
BESTEIN’S VIEW ON SOCIETY ANS LANGUAGE
CHAPTER 3
TWO TYPES CULTURAL IN SOCIETY FUNCTIONS OF SCHOOL
HIGH CULTURE
LOW CULTURE Function of School
► At present, school do not only serve as
TWO LANGUAGE CODES a teachers, but also as parents, nannies,
► HIGH CULTURE IS ASSOCIARED WITH police officers, health workers, spiritual
ELABORATED CODE advisers, election officers, researchers,
► STANDARD ENGLISH economic producers, and entertainers
VOCABULARY,LINGUISTIC ABILITY of society.
► ELABORATED CODE / UPPER/MIDDLE ► In many respects, schools have become
CLASS the institutional focus of first and last
► FORMAL AND CONSEDERED resort to resolve individual and societal
ACCEPTABLTE IN THE CLASSROOM needs and concerns.
► MANIPULATION OF ABSTRACT IDEAS
► HAVE WEAK LOCAL ACCENTS  4 Broad Functions of School
► COMMIT ANALYTICAL ► Schools have been always been seen as
a purpose driven institution
► LOW CULTURE ASSOCIATED WITH ► It exist for a reason, it is fundamentally
RESTRICTED CODE WITH IS CULTULLY optimistic to pursue progress and
DEFICIENT. development.
► RESTRICTED CODE OF THE WORKING
CLASS  INTELLECTUAL FUNCTIONS
► WORKING CLASS SPEECH MORE  The development of mental
DERCRIPTIVE AND NARRATIVE powers or the acquisition of
► GRAMMATICALY INCORRECT knowledge and skills, known as
► RESTRICTED VOCABULARY the school’s most important
► UNCOMPLICATED WORD INPACITY TO function.
VERBALIZE ABSTRACTION WITH STRONG  Refers to the general mental
LOCAL ACCENTS ability that includes reasoning,
► LIMITED USE OF ADJECTIVES AND planning, problem solving,
ADVERBS SIMPLE abstract thinking,
► DIFFICULT TO HANDLE THE DEMANDS comprehending complex ideas,
AND CHALLENGE OF THE SCHOOL learning quickly and learning
from experience.
BERSTEIN’S VIEW ON SCHOOL
► SOCIAL DIFFERNCE IN THE LANGUAGE OR  POLITICAL FUNCTIONS
COMMUNICATION CODE  The promotion of patriotism
► WORKING CLASS AND MIDDLE CLASS law and order, politically
CHILDREN REFLICT CLASS AND POWER schools help in the vital task of
RELATION IN SCHOOL nation – building by welding a
► UPPER CLASS ARE ALREADY AHEAD, BEC. nation under one political
EXCLUSIVE SCHOOL ADVANCE LANGUAGE ideology and social institutions
PROGRAM COGRUENT TO THE that ensure maximum political
EXPECTION OF EDUCATION awareness and participation.
► DISADVANTETAGE POOR LANGUAGE  Refers to the contribution of
STYLE IS DIFFERENT FROM THE SCHOOL schools to the political
► FIND LEARNING DIFFICULT development at different levels
of society.
► THEY CANNOT DECODE THE LANGUAGE  Promote awareness and
USED BY TEACHERS movement of democracy
► LOW GRADE FIND LESS MEANING OF  Facilitate the planned political
SCHOOL EXPERIENCE development and changes.
► THEY UNDERSTAND LANGUAGE IN
SCHOOL  ECONOMIC FUNCTIONS
 the preparation of vocations
TWO IMPORTANT POINTS ABOUT EDUCATION and occupations that provide
► SCHOOL REPRODUCE WHAT THEY ARE the framework for a viable
IDEOLOGICALLY COMMITED economic system. Schools are
 expected to contribute to the  Socializes students into having
manpower needs of the acceptable attitude and
country. behaviors
 Refers to the contribution of  Provides skills and knowledge
school to the technical or for them to fit into society’s
economic development and competitive bureaucracies.
needs of the individual,
institution, the local  FUNCTIONS OF SCHOOLING AT THE
community, the society and the INDIVIDUAL LEVEL
inter – national community.  School serve the different needs of
varying individuals and diverse social
 SOCIAL FUNCTIONS groups, primarily for economic
 the social functions of progress, career or professional
education is where social advancement, and for achieving
dimensions of education are aspiration life.
rooted. It involves the passing  School is useful for meeting student’s
on of culture, learning to potential partners.
become productive members of
society, and to be globally  THEORITICAL VIEWS ON THE
literate. FUNCTIONS OF SCHOOLING OF THE
 Refers to the contribution of INDIVIDUAL LEVEL
schools to human development  INTERACTIONIST PERSPECTIVE
and social relationships at ► Focuses on everyday social
different levels of the society. interaction among individuals
rather than or large scale
 FUNCTIONS OF SCHOOLING societal structures.
ACCORDING TO VARIED GROUPS  FUNCTIONALIST PERSPECTIVE
► Is primarily concern with why a
 SOCIETY society assumes a particular
 Socializes the young to perform form.
needed adult roles ► This perspective is based upon
 Keeps the young occupied the assumption that society is a
 Delay entry into the job market stable, orderly system
 Helps perpetuate society by characterized by SOCIETAL
socializing the young into CONSENSUS
particular societal values, and
beliefs SOCIETAL CONSENSUS – a
 Develops skills needed to live in situation in which the
society such as reading and majority of members share
writing common set of values,
 Selects and allocates the young beliefs and behavioral
to the needed roles from expectations.
professional to laborers.  CONFLICT PERSPECTIVE
► According to this perspective,
 COMMUNITY groups in society are engaged in
 Formalizes socialization a continuous power structure
experience, especially in format for control of scare resources.
learning ► States that tensions and it
 Facilitates peer interaction arises when resources, status
 Structures socialization and power are unevenly
experience distributed between groups in
 Helps meet family goals for society and that these conflict
successful children become the engine for social
 Gives children more options in change.
the competitive marketplace  CRITICAL PERSPECTIVE
 Produces young people who ► Refers to accounting research
will fit into the community that goes beyond questioning
neither particular methods of
 INDIVIDUAL STUDENT accounting should be
 Provides an opportunity to get employed.
together with peers and engage ► A critical perspective is a way of
in sports and other activities. looking at a work of Literature.
 TWO TYPES OF CRITICAL to as social placement.
PERSPECTIVE Theoretically, the schools tracks
ARCHETYPAL PERSPECTIVE students on the basis of their
– looking at the universal academic ability. In practice,
symbols in the work however, individuals are tracked
HISTORICAL PERSPECTIVE – according to their socioeconomic
looking at the political, background; hence, individual’s
economic, and cultural educational success is closely linked
background of the work. to social class origin.
 Interactionist Perspective.
 FUNCTIONS OF SCHOOLING AT THE Interactionist argue that daily
SOCIETAL LEVEL interactions may affect
1. CULTURAL TRANSMISSION – development of self-concept
Through schooling, each generation due to the sorting that persists
of young people is exposed to the in school like sectioning seating
existing beliefs, norms, core values, arrangement, and ability
accumulated knowledge, and grouping.
protected cultural standards from  Functional Perspective.
one generation to the next. Functionalists agree to the
 Interactionist Perspective -. sorting of individuals as this
Interactionist view that the important in defining their
cultural conformity or defiance specific roles in society.
is dependent on the meanings  Conflict Perspective.
constructed by the students They contend that social class
about the elements of their background(usually indicated
culture. by income of parents) becomes
 Functional Perspective the dominant index in sorting
- Functionalists argue that the students in schools.
function of school for cultural  Critical Perspective.
transmission in necessary for it Critical theorists argue that
maintains solidarity, sorting can be a very
integration, and stability of the dehumanizing mechanism of
society. schools. They contend that this
 Conflict Perspective. system of grouping can make
- Conflict theorists take critical and unmake students and
view of education by arguing further allow inequality,
that educational system injustice, and prejudice.
teaches and supports norms,
values, and social skills upheld 3. CREDENTIALISM - Schools supply
by the rich and powerful-that the needed manpower
schools restrict the assertion of requirements of industry and labor
individualism and creativity as - The function of school to require
they are inimical to the degrees or higher credentials for
maintenance of social order, certain high-paying and prestigious
and that schools play little role jobs is a way of ensuring that these
in promoting significant positions are occupied by people
changes in society. who are intelligent, capable and
 Critical Perspective. competent to perform the job.
- Critical theorists assert that  Interactionist Perspective.
individuals must be suspicious Interactionist see degrees
why such cultural elements are as symbol of status and
transmitted to individuals and power. Interactionists also
society. propound that many times,
credentials obtained from
2. Sorting, Selection, and Allocation. schooling may define and
- Another function of school is to influence how individu-als
select and allocate which people relate with one another and
will enter into occupations to be their future chances in life.
filled in society. This is called  Functional Perspective.
sorting or sometimes known as Functionalist suggests that
gatekeeping. Tracking may be seen offering various rewards for
when schools allocate students into different occupationalroles
one of the two tracks: college and is both functional and
vocational, or sometimes referred
 necessary for society’s that dysfunctional
survival. knowledge, attitudes, and
 Conflict Perspective. skills are replaced by
Conflict theorists argue that functional ones
social inequality  Conflict Perspective.
characterized primarily by Conflict theorists believe
differing access to that research agenda of the
increased level of schooling rich and the elite are being
or hours of instruction is emphasized.
strengthened by  Critical Perspective.
credentialism. Research, change, and
 Critical Perspective. Critical innovation are the expected
theorists argue that school functions of schools, yet
credentials are weapons to institutions often resist
gain power and social or change, which affects
economic advantage routine work tasks

4. POLITICAL INTEGRATION 6. ANTICIPATORY SOCIALIZATION

Schools promote political AND TRAINING
integration and develop a sense of Schools play a pivotal role in enabling
national identity that stabilizes the and guiding students to reach their
political system. potentials so that they could occupy
 Interactionist Perspective. whatever social and occupational roles
Interactionist say that they aspire in the future.
democracy or any political  Interactionist Perspective.
ideology is a social Interactionist believe that
construct and is a product everyday interactions in school
of social integration in (be it formal or informal) are
School. vital in the training and
 Functional Perspective. development of knowledge,
Functionalism contends skills, and values of students.
that education has positive  Functional Perspective.
effects on the attitudes Functionalists contend that
toward the political students are taught the tasks
landscape of a given essential for maintenance and
country. survival of society through skills
 Conflict Perspective. School training and knowledge
is an indoctrinating agent of acquisition.
the state to perpetuate its  Conflict Perspective. Conflict
political ideology. theorists like Bowles and Gintis
 Critical Perspective. Critical (1976) opined that schools are
theorists contend that the training young people for their
commonly accepted future economic and
political clichés, ideology, occupational positions
principles, theories, and according to their current social
philosophies must be class position.
periodically revisited,  Critical Perspective. Neo-
redefined, evaluated, and Marxists like Bourdieu
reframed since they may conceived schooling in modern
not hold true today of may industrial society as a means of
be irrelevant with the preparing docile and disciplined
passing of time. workers which consequently
reproduce the prevailing class
5. RESEARCH AND DEVELOPMENT differences
Schools are the guardians of the
society’s future. 7. CUSTODIAL SERVICE WHILE
 Interactionist Perspective. PARENTS AT WORK
Interactionist believe that Schools serve as “holding areas”
human interactions are rich and perform physical custody for
sources of possible subjects the young from early childhood to
and interests. adolescence, while their real
 Functional Perspective. custodians (parents) go to work
Functionalist paradigm OSCAR STANDS FOR…..
believe that schools assure
 OUT OF SCHOOL CARE AND  Conflict Perspective.
RECREATION Conflict theory posits that
 Interactionist Perspective. the need for control and
The roles and functions discipline can take
assumed by schools are the precedence over the
products of how they learning process.
interpret their presence  Critical Perspective. Social
 and existence in the control is often the
society. controversial function of
 Functional Perspective. The schools. Critical theory
role of schools to “baby sit” asserts that school’s control
children is very functional is too rigid it becomes a
in society because it gives vehicle for oppression,
more opportunities for injustice, and inequality.
women to be in the labor
force.  MANIFEST AND LATENT FUNCTIONS
 Conflict Perspective. This OF SCHOOL
paradigm criticizes the - School as a social institution has
school for having numerous
roles and functions for both manifest and latent
society. functions
 Critical Perspective. The
school entrusted with  Two Concepts where introduced by
multifaceted roles in the sociologist Robert Merton.
society that makes it a The Manifest Functions and
overburdened institution Latent Functions

8. SOCIAL CONTROL AND DISCIPLINE ► Manifest Functions

Schools are not only confined to are intended, open, official, explicit,
imparting knowledge and skills stated and deliberate positive goals
(literacy, numeracy, arts, life skills, of schools, which are organized,
and community roles), but also go defined and acknowledged.
beyond the performance of these
tasks. ► Latent Functions
- Social control refers to the set are the unintended goals, silent,
of rules that are dispensed for unofficial, and the hidden
individuals who act contrary to curriculum of schools. These are
the standards of proper usually unorganized, unconscious,
conduct and unacknowledged results and
- Discipline means that teachers intentions of schooling.
have to exercise their authority
in the best interest of the  Manifest Functions of Schools
students, emphasizing the Examples
development of self-discipline,
independence, and maturity ► Instruction & Training
 Interactionist Perspective. development of critical and creative
Schools reinforce discipline thinking and tasks essential for
and social control through maintenance of society
rituals, such as checking of ► Sorting
attendance. grouping students based on talents
NO I.D.NO entry policy, and abilities
"strict implementation of ► Socialization
uniform, and disciplinary teaching the duties of citizenship,
actions. patriotism, and nationalism
 Functional Perspective. ► Social Integration
Schools prepare students love for humanity, inculcate
for their future involvement dominant values and shape societal
as adult in the labor force thinking
by equipping them with ► Transmission of Culture
essential knowledge, skills, teaching values and ideologies from
and values necessary to generation to generalization; and
become productive, ► Research and Development
responsible, and successful generation of knowledge,
workers. innovation, invention and change
  The aim of development is the complete
 Latent Functions or Unintended fulfillment of the individual in all richness of
Functions Include the human personality, the complexity of
the human powers of expression and
 Developing youth culture that conflict commitments.
with parents  The 21st has profound and far-reaching
 Obtaining potential mates- “marriage changes in the life of the students.
market”  The dramatic changes in information
 Custodial or care-giving service while technology, computers, the Internet, Social
parents work Networking, Mass media, global economic
 Challenging authority and political relations
 Restricting Job Competition by keeping
young people temporarily out of the  The Four Pillars of Education
labor force  Context of the 4 Pillars of Education
  It is the UNESCO’s (United Nations
 The functions of other social Education, Scientific and Cultural
institutions assumed by the school Organizations) vision that, how will the
which they considered their Latent learners survive in the 21st century
Functions are as follows environment.
1. The church-like function of the school is  It is characterized by new sources of
observed when emphasis is made on information like the Internet, Social
praying the rosary, holding masses Networking, mass media, etc. that would
every first Friday and during holidays of require young people to be educated to
obligation; respond to this emerging new order.
2. What is family-like in school is when the
school conducts family gathering or Why do we study the 4 Pillars of
family day that enhances family Education?
cohesion and nourishment of family  UNESCO envisioned that if young people
life; were to live as citizens of a global village in
3. What regard schools as a factory is this millennium, they set their eyes into the
when there is emphasis on production future and try to get a glimpse of the
or business activities such as producing complexity, interdependence, and
goods or products by the school. knowledge explosions happening in our
4. The school is likened to a prison cell Media and saturated society the purpose of
when there is too much emphasis on the four pillars at learning of the individual
lining up, use of punishment and level is to ensure the continuous growth of
maximum security enforced constantly a person.
by the principal, teacher, school
counselor, and prefect of discipline
5. What makes the schools as a charitable 4 Pillars of Education
institution is when it provides outreach  LEARNING TO KNOW
programs such as gathering relief good ► Learning to know
for distribution to victims of calamities ► Acquiring the instrument of
or during Christmas season, and understanding. It also means being
livelihood and literacy programs given aware of local and world issues and
for free to its service area or adopted their solutions
barangays; and ► It implies learning how to learn by
6. What is media-like in school is reflected developing one’s concentration,
in its school advertisements, notices, memory skills and ability to think
greetings in both radio and television ► Helps individuals to:
programs that promote not only its 1. Develop values and skills for
educational offerings, but also its respecting and searching for
ideological, political and religious knowledge & wisdom
orientations. 2. Learn to learn
3. Develop critical thinking
4. Learn to learn
CHAPTER 4 5. Acquire tools for understanding
FOUR PILLARS OF EDUCATION the world
► Helps w/ the knowledge and
 What is Pillars? information needed to work in a
a tall vertical structure of stone, wood, or globalized information of the
metal, used as a support for a building, or society and knowledge economy,
as an ornament or monument. and the tools for learning how to
 The Four Pillars of Education
 learn and to independently acquire  BRIEF INTERPRETATION OF THE FOUR
knowledge. PILLARS OF LEARNING
 The four pillars of education is UNESCO’s
 LEARNING TO DO vision of authentic learning for the 21 st
► It describes putting knowledge and century
learning into practice innovatively  Learning: The Treasure Within, highlighted
through; Skill development, the need for individuals to “learn how to
Proctical Know-How, Development learn” to cope with the rapid changes and
of competence, life skills, personal challenges of the present and the future.
qualities & Attitudes.
► talks about how can we use It describes a holistic approach to learning
education and how can we adapt it that encompasses more than what occurs in
to future. the classroom it is referred as lifelong
► So as to be able to act creatively in learning- a philosophy that involves the
one’s environment. It further development of knowledge, skills, attitudes,
implies active involvement in and values throughout one’s life-from early
solution building childhood through adulthood.
 LEARNING TO BE The Commission Report 1996,
► It is the all-around development of
the whole person, to fulfill his/her  LEARNING TO KNOW
highest potential, and be able to (DEVELOPMENT OF HEAD: KNOWLEDGE)
think, decide, and act - Implies learning how to learn
independently. by developing one’s
► Expression of various commitments Concentration, memory skills
as: Individual, member of a family and Ability to Think
and society, citizen and producer, ► This pillar demands all teachers to teach
inventor of techniques and creative and provide opportunities for the
dreamer students to master the instruments of
► As to better develop one’s knowing and understanding such as:
personality and to act with greater a. to learn and to discover
autonomy, judgment and personal b. to understand about his/her
responsibility. It also connotes environment
development of attitude and c. to think in a coherent and critical way
commitment to global citizenship. d. to acquire a knowledge of the
talks about how can we just be scientific methods and instruments
ourselves and succeed and how e. to develop a scientific spirit and an
that can help us in education letting inquiring mind
us to be creative and follow our f. to acquire independence of judgment
opinions and statements

 LEARNING TO LIVE TOGETHER  LEARNING TO DO

► As to participate in and cooperate (DEVELOPMENT OF THE HEAD: SKILLS AND
with other people in all human ACTIONS)
activities. It further calls for ► This requires a person to act
demonstration of respect for self appropriately in any kind of situation, or
and others. he or she must become involved in
► education must not disregard any shaping the future. Learning to do
aspect of a person's potential: implies that students learn best when
memory, reasoning, aesthetic they do and apply what they know.
sense, physical capacities and ► These skills are often linked to
communication skills. occupational success, such as vocational
► Involves the development of social and technical skills, apprenticeships,
skills & values such as: Respect and and leadership and management
concern for others, social and competencies.
interpersonal skills & an
appreciation of the diversity of the  LEARNING TO BE (DEVELOPMENT OF THE
world HEART: AWARENESS AND
LEARNING TO KNOW- Learn to UNDERSTANDING)
Learn ► Defines the development of the
LEARNING TO DO- Application following competencies
LEARNING TO BE- Be ourselves ► Development of the mind and body,
LEARNING TO LIVE TOGETHER- intelligence, sensitivity, aesthetic
How we behave/ Social acceptance sense, personal responsibility, and
spiritual values.
 ► Development of the qualities of accordance with his human nature
imagination and creativity. and awaken all his potentialities.
► Complete fulfilment of man, in all  THE 7 HUMANISTIC ASSUMPTIONS
the richness of his personality. ► Human nature is inherently good
► Full flowering of human potential ► Individuals are free and
or the tapping of the hidden autonomous to make major
treasure within each individual. personal choices
► The aim of this pillar of learning is ► Human potential for growth and
the complete fulfilment of man and development is virtually unlimited
his development in a holistic way as ► Self concept plays an important role
an individual member of a family in growth and development
and community and as a ► Individuals have an urge toward self
responsible citizen. – actualization
► Reality is defined by each person
 LEARNING TO LIVE TOGETHER and
(DEVELOPMENT OF VALUES: ATTITUDES) ► Individuals have responsibility to
 Involves the development of social skills themselves and to others.
and values such as respect and concern for  THE PURPOSE OF THE FOUR PILLARS OF
others, social and interpersonal skills and an EDUCATION
appreciation of the diversity among people. ► THE FOUR PILLARS OF EDUCATION
These skills would enable individuals and EMBODIES A TWO – FOLD
societies to live in peace and harmony. PURPOSE NAMELY
 Ultimate goal of the study of Social 1. To promote the formation of
Dimensions of Education, and it is the the human person in all his or
greatest challenge among all the pillars of her dimension and all stages of
learning. his or her development
2. To make each adult an active
builder of his or her future and
of the future of the community
to which he or she belongs.
 THE FOUR PILLARS AS PATHS TO NEW
KNOWLEDGE
 SOURCE OF KNOWLEDGE
- In this new era require a shift from
education institution to everywhere.
Learning is not only confined in the
classroom but every place is the
learning place.

 THE PHILOSOPHY OF THE FOUR PILLARS OF

 UNDERSTANDING OF KNOWLEDGE
EDUCATION
► Philosophy is the love of wisdom - Knowledge undergoes a
► The study of the fundamental nature of paradigm shifts from static to
knowledge, reality, and existence, dynamic. The breakthroughs in
especially when considered as an information and
academic. communication technology pass
► A particular system of philosophical the barriers of the time and
thought space and make learning
► The of the theoretical basis of a accessible anytime and
particular branch of knowledge of anywhere.
experience.
► The philosophy of the four pillars of  STRUCTURE OF KNOWLEDGE
education is centered on the reflection - In the 21st century, the new
and meaning of “ learning throughout content of learning knowledge
life” is restricted from
 THE FOUR PILLARS OF EDUCATION compartmental to holistic and
REVOLVES AROUND THE EDUCATIONAL interdisciplinary learning.
PHILOSOPH CALLED
► HUMANISM – Is a philosophy that  NATURE OF KNOWLEDGE
tends to render the humanistic - The 21st century classroom is
formation of a student, a person said to be student centered, not
more truly human, to unfold those teacher – centered. The nature
qualities in him which are in of knowledge in this period
 shifts from authority to embrace the four pillars of
personal and contextual or education as a framework in
from teacher – centered to guiding them in their journey to
learning – centered curriculum. life.
► FUNCTIONAL PERSPECTIVE
 NEW KNOWLEDGE FOR NEW TYPES OF - Schools are vehicles to equip
LEARNERS the students with knowledge
- The merging learners is no and skills needed in the 21st
longer conceived as an ‘empty century. The four pillars of
vessel” or “empty receptacle” learning provide a good
but as an active producer of “roadmap” to guarantee the
knowledge. attainment of such goal.
- This implies that the four pillars
 THE FOUR PILLARS OF EDUCATION AS AN of learning are valuable keys
INSTRUMENT OF UNESCO TO PROMOTE used by the schools to
INTERNATIONAL UNDERSTANDING contribute the societal and
- Specifically dedicated to the global survival.
spread of international ► CONFLICT PERSPECTIVE
understanding through the - Conflict theorists argue that the
medium of education in every schools’ structures, systems,
part of the world. curricula, and methodologies
- Or internationalism according are not responsive to the
to UNESCO is the awareness of competencies of the 21st
all human beings that they are century.
the members of single human - They contend that methods of
society, irrespective of national teaching and learning in all
boundaries and other courses have degenerated to
differences. gathering a set of notes for the
► UNESCO’s ACTIONS TO ACHIEVED purpose of answering
INTERNATIONAL UNDERSTANDING examination questions.
- Provide guidance in modifying ► CRITICAL PERSPECTIVE
text prescribed in various syllabi - Critical theorists view that
of education in order to make it students must be critical to
more internationally oriented. these sources of knowledge and
- Introduced and promote 4 discriminate information from .
pillars of education as a perspective.
pedagogical concept towards - That merely defining curriculum
internationalism. content and increasing student
- Promoting of culture of peace, workload cannot provide a
recognition of solution for the problems and
interdependence, challenges of the 21st century.
acknowledgment of common
humanity and acceptance of
shared stewardship of the
earth.
- Initiated and developed
internationally accepted peace-
building policies, reforms and
reforms.
 THEORETICAL VIEWS (FOUR PILLARS
OF LEARNING )
► INTERACTIONSIT PERSPECTIVE
- The students’ definition of the
four pillars are principally
modeled and influenced by the
teacher’s way of teaching,
manner of designing the
classroom activities, utilization
of teaching resources, and their
art of knowing and thinking.
- Hence, in the interactionist
view, the teachers assume a
key role in making the students