Social Science Theories and Their Implications To Education

CHAPTER III
Social Science Theories

and Their Implications
to Education
Introduction
Sociologist today employ three primary theoretical

perspectives: the functionalist perspective, the conflict
perspective and the symbolic interactionist
perspective. 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.
02
Methodology
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the section here
03 04
Results Analysis Conclusions
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of the section here the section here
 Choose any object in the room to symbolize your care for someone.
Keep the meaning to yourself. Give that symbol to someone in class.
 Ask that someone for the meaning he/she gave to your symbol. Is it the
same meaning that you orginally gave?
 According to the song what are connected?
 What do you expect if these bones are connected? Does malfunctioning

of one bone affect the other bone?
 Was the meaning that you gave to your symbol the same with the
meaning that the receiver gave? If not, how did this affect you? Do you
feel you were misunderstood?
1. Structural – Functional Theory
 Herbert Spencer, the proponent of structural-functional theory

views society as “a system of interconnected parts each with a
unique society function. The parts have to work together for
stability and balance of society.”
Structural – Functional Theory
 Focuses on how education serves the need of society through

development of skills encouraging social cohesion.
 Focuses on social stability and solidarity.
 It sees education as a benefecial contribution to an ordered

society.
1. Structural – Functional Theory
 Functionalism does not encourage people to take an active role

in changing their social environment, even when such change
may benefit them. Instead, functionalism sees active social
change as undesirable because the various parts of society will
compensate naturally for any problem that may arise.
Purposes of Schooling according to
Functionalist
The purposes of schooling according to the

functionalist theory are:
1. Intellectual purposes – acquisition of cognitive skills,

inquiry skills.
Functionalist
2. Political purposes – educate future citizens; promote

patriotism; promote assimilation; of immigrants; ensure
order, public civility and conformity to laws
Functionalist
3. Economic purposes – prepare students for later work

roles; select and train the labor force needed by society.
Functionalist
4. Social Purposes – promote a sense of social and

moral responsibility; serves 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
 This theory welcomes conflict for that is the way to the establishment of a
new society.
 Conflict theorists find potential conflict between any groups where

inequality exists.
 This theory notes that unequal groups usually have conflicting values and
agendas, causing then to compete againts one another.
How Proponents of Conflict Theory Regard Education
 According to this theory, education is a powerful means of maintaining power

structures and creating a docile work force of 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 theorist call this the “hidden curriculum”

How Proponents of Conflict Theory Regard Education
 Functionalists disagree strongly. They assert that is schools teach adherence to

policies, obedience, rules, respect for persons including authorities,
punctuality and honesty, civil rights, it is because they are the very principles
to a democratic way of life. It is not because they want to make the workers
remain docile, unquestioning and subservient forerver while those in power
remain in power.
3. The Symbolic Interactionist Theory
Perspective
 Three tenents of symbolic interactionist theory are:
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 a student
understands that teacher believes in his ability, he tries his best that indeed he
is able. If a teacher does otherwise, a student tends to behave in accordance
with teacher’s poor perception.
Perspective
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 percieve teachers’ behaviour as limiting their moves and
desires.
Perspective
3. Meanings change as individuals interact with one another. A 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 know is changed.
After you have taught well, your first impression of teaching as boring is
changed to teaching as exciting.
Implications to Teaching
 Continue to teach for meaning
 Promote and create opportunities for genuine interaction among students,

teachers, between students and teachers.
 Use positive symbols

Weakness of Symbolic Interaction Theory
 Critics claim that symbolic interactionism neglects the macro level of social
interpretation – the “ big picture”. In other words, symbolic interactionists
may miss the larger issues of society by focusing too closely on the “trees” or
by restricting themselves to small or individual interactions.
 Symbolic interactionism traces its origins to Max Weber’s assertion that

individuals act according to their interpretation of the meaning of their world.
Activity no. 6
1. The purpose of schooling according to the functionalist theory are:
a. Intellectual purposes – acquisition of c. Economic purposes – prepare

cognitive skills, inquiry skill students for later work roles;
select and train the labor force
needed by society
b. Political purposes – educate future d. Venus has a beautiful name,
citizens; promote patriotism; promote but its atmosphere is extremely
assimilation of immigrants; ensure poisonous
order, public civility and conformity of
laws
 Cite how schools at present are working on the realization of these 4 purposes as cited
by the functionalist.
Activity no. 6
2. Research on more school practices based on the functionalist theory, conflict theory
and symbolic interaction theory.

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CHAPTER III

Social Science Theories

Sociologist today employ three primary theoretical

 What do you expect if these bones are connected? Does malfunctioning

 Herbert Spencer, the proponent of structural-functional theory

 Focuses on how education serves the need of society through

 Focuses on social stability and solidarity.

 It sees education as a benefecial contribution to an ordered

 Functionalism does not encourage people to take an active role

The purposes of schooling according to the

1. Intellectual purposes – acquisition of cognitive skills,

2. Political purposes – educate future citizens; promote

3. Economic purposes – prepare students for later work

4. Social Purposes – promote a sense of social and

 Conflict theorists find potential conflict between any groups where

 According to this theory, education is a powerful means of maintaining power

 Conflict theorist call this the “hidden curriculum”

 Functionalists disagree strongly. They assert that is schools teach adherence to

 Three tenents of symbolic interactionist theory are:

1. An individual’s action depends on meaning – We act based on the meaning

 Three tenents of symbolic interactionist theory are:

 Three tenents of symbolic interactionist theory are:

3. Meanings change as individuals interact with one another. A negative

 Continue to teach for meaning

 Promote and create opportunities for genuine interaction among students,

 Use positive symbols

 Symbolic interactionism traces its origins to Max Weber’s assertion that

a. Intellectual purposes – acquisition of c. Economic purposes – prepare

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