Three Social Theories

1. Structural-functional Theory

Herbert Spencer, the proponent of structural-functionalism, views society as “a system of interconnected

Just as the human body has many parts, society has different but interrelated components such as
family, the state, the school, the Church mass media and economics. These must coordinate and
collaborate for society to function well. If one part of the human body does not function well, the whole
body is affected. In the same way, when one component of society does not do its part, society will not
function well. The overall health of the organism 9society) depends upon the health of each structure.
This is exactly the message of the song, Dem bone. The bones are interconnected. Each has unique
function.

For instance, there is peace, stability, equilibrium and harmony in society if families do their part in
bringing forth children, nurturing and socializing them; if education or schools effectively transmit
knowledge, skills and values; if politics governs citizens well; if economics takes care of food production,
distribution of goods and services and if religion strengthens the moral fiber of the members of the
society. Failure of one social institution to do its part means disruption of stability in society. For
example, the rise of single parent and dual earner families means they have less time or sometimes no
more time left for the supervision of children in their homework which may result to an increase of non-
performing students in school.

In a high tech world, educational institutions must teach adults the new skills to relate to the tech-savvy
young and the world and to be more effective in the workplace. With more women in the workplace,
policies against sexual harassment and discrimination were formulated. The Cybercrime Act of 2012
came about to address legal issues concerning online interactions and the internet in the Philippines.

The functionalist theory of education focuses on how education serves the need of the society through
the development of the skills. encouraging social cohesion. The role of the school is to prepare students
for participation in the institutions of the society. Education is concerned with transmission of core
values for social control. It is also concerned with socializing people by bringing them together from
diverse backgrounds. The functionalist theory is focused on social stability and solidarity. Functionalists
see education as a beneficial contribution to an ordered society.

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 the society will compensate naturally for any problem that may
arise. For example, schools can compensate for the lack of time and the lack of parental advice from
home.

Purposes of Schooling According to Functionalists

Intellectual purposes

• acquisition of cognitive skills,

Political purposes

• educate future citizen

• promote patriotism

• promote assimilation of immigrants

• ensure order, public civility and conformity of laws

Economic purposes

• prepare students for later work roles

• select and train the labor force needed by society

Social Purposes

• promote a sense of social and moral responsibility

• serve as site for the solution or resolution of social problems

• supplement the efforts of other institutions of socialization such as the family and the church

An examination of the present curricula in basic and tertiary education shows that these 4 functions are
given attention to:

2. Conflict Theory

According to this theory, there are always two opposing sides in a conflict situation. People take sides
between maintaining the status quo and introducing change then arrive at an agreement. Conflict 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: race, gender, religion, politics, economics
and so on. Conflict theorists note that un equal groups usually have conflicting values and agenda
causing them to compete against one another. This constant competition between groups forms the
basis for the ever-changing nature of society.

The factory workers want change – better working conditions and higher salaries. The factory owners
naturally opposed to such. The resolution of the conflict, however, leads to a compromise, a change in
the way the factory is managed where both workers and owners are happy.

How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or opportunity as seen by the
functionalists. Rather, education is a powerful means of maintaining power structures and creating a
docile work force for capitalism. The purpose of education is to maintain social inequality and to
preserve the power of those who dominate society and teach those in the working class to accept their
position as a lower class worker of society. Conflict theorists call this the “hidden curriculum”. The
hidden curriculum socializes young people into obedience and conformity for them to be developed as
docile workers.
Functionalists disagree strongly. They assert that if schools teach adherence to policies, obedience to
rules, respect for persons including authorities, punctuality, honesty and civil right, it is because they are
the very principles dear to a democratic way of life. It is not because they want to make the workers
remain docile., unquestioning and subservient forever while those in power remain in power.

The Symbolic Interactionist Theory

Tenets of Symbolic Interactionist Theory

1. An individual‟s action depends on meaning

We act based on the meaning we give to symbols. Symbols can be action, objects or words. If a student
understands that teacher believes in his/her capability, he/she tries his/her best proving indeed that
he/she is able. If the teacher does otherwise, a student tends to behave in accordance with teacher‟s
poor perception.

2. Different people may give different meanings to the same thing

When teachers are strict, some students see it is as an expression of care.

Others may rebel because they perceive teacher‟s behavior as limiting their moves and desires. A
businessman may look at a tree and starts estimating how much money can he get if he has the tree cut
down for lumber. A philosopher or a poet may look at it with the thought, “they also serve who only
stand and wait” like JOHN Milton‟s from his poem, “On

His Blindness”.

3. Meanings change as individuals interact with one another

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 is exciting.

Implications to Teaching

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

The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists to
consider the symbols and details of everyday life, what these symbols mean and how people interact
with each other.
As the term implies, symbolic interactionist theory states that people interact with one another through
symbols. Language is a predominant symbol among people. According to this theory, people attach
meanings to symbols and then they act according to their subjective interpretation especially evident.
The words have a certain meaning for the “sender‟ and during effective communication, they hopefully
have the same meaning for the „receiver.” In other terms, words are not static “things”, they require
intention and interpretation. Conversation is an interaction of symbols among individuals who constantly
interpret the word around them. To ensure mutual understanding, the sender and the receiver of the
symbol must give the same meaning to the symbol or run the risk of misunderstanding.

Faulty communication can result from differences in the perception of the same events and symbols. Did
you experience this in your activity of giving symbols of caring? While you looked at your symbol as
something expressing your love and care, your partner may have not understood it the way it all. This
happens in real life. It is important that our symbols are understood by others in the way they were
intended to be. Sometimes, it happens in the language (which is a symbol) we speak. Often, we are
misunderstood or we misunderstand others. So let us keep on communicating.

Weakness of symbolic Theory

Critics claim that symbolic interactionism neglects the macro level of social interpretation – the “big
picture.” In other words, symbolic interactionism may miss the larger issues of society by focusing too
closely on the “trees” or by restricting themselves to small on individual interactions.

Symbolic interactionism traces its origin to Max Weber‟s assertion that individuals act according to their
interpretation of the meaning of their word. However, it was the American philosopher George H. Mead
(1863-1931) who introduced this perspective to American sociology in the 1920s.