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Chapter 3 - Edu 102

Chapter 3 discusses three social science theories and their implications for education: Structural-Functional Theory, Conflict Theory, and Symbolic Interactionism. Each theory presents a different perspective on the role of education in society, from promoting stability and social order to maintaining power structures and shaping individual perceptions. The chapter highlights the strengths and weaknesses of each theory in understanding the complexities of educational systems.

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10 views11 pages

Chapter 3 - Edu 102

Chapter 3 discusses three social science theories and their implications for education: Structural-Functional Theory, Conflict Theory, and Symbolic Interactionism. Each theory presents a different perspective on the role of education in society, from promoting stability and social order to maintaining power structures and shaping individual perceptions. The chapter highlights the strengths and weaknesses of each theory in understanding the complexities of educational systems.

Uploaded by

norhamidalandua35
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHAPTER 3: SOCIAL

SCIENCE THEORIES AND


THEIR IMPLICATIONS TO
EDUCATION
AYNOSSALAM U. HADJI ISAMEL
THREE SOCIAL
THEORIES
1. Structural-functional theory
2. Conflict Theory
3. The Symbolic Interactionist Theory
Perspective
1. STRUCTURAL-FUNCTIONAL
THEORY
Herbert Spencer, the propenent 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." Society is compared to the human body with different but
interrelated parts performing different functions . Just as the human
body has many parts, society has different but interrelated
components such as the family, the state, the school, the Church,
mass media, economics. These must coordinate and collaborate for
society to function well. If one parts of 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(society) depends upon the
health of each structure.
PURPOSE OF SCHOOLING ACCORDING TO
FUNCTIONALISTS
1. Intellectual purposes- acquisition of cognitive skills, inquiry
skills.
2. Political purposes- educate future citizens; ensure order, public
civility and conformity to laws.
3. Economic purpose- prepare students for later work roles; select
and train the labor force needed by society.
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
• There are always two opposing sides in a conflict situation. People
takes 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 theoriests find potential conflict between any groups
where inequality exists: racial, gender, religious, political,
economic, and so on. Conflict theorists note that unequal
groups usually have conflicting values and agedas, causing them
to compete against one another: This constant competition
between groups forms the basis for the ever-changing nature of
society.
HOW PROPONENTS OF CONFLICT THEORY REGARD
EDUCATION
• Education is not truly a social benefit or opportunity as seen by
the functionalists. Rather, education isa 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 theories call this the "hidden curriculum". The
"hidden" curriculum socializes young people into obedience and
conformity for them to be developed as docile workers.
3. THE SYMBOLIC INTERACTIONISTS THEORY
PERSPECTIVE
Three tenents of symbolic Interactionist theory are:
1.An individual's action depends on meanining- We act
based on the meaning we give to symbols. Symbols can be
actions, objects or words. If a students understands that
teacher believes in his/her ability he/she tries his/her best
prove that indeed he/she is able. If a teacher 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 if 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 he can 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 walt" like John
Milton's from his poem "On his Blindness".
3. Meaning 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.
The symbolic Interactionist perspective,
also known as symbolic interactionism, direct
sociologist to consider the symbols and details
of everday life, what these symbols mean, and
how people interact with each other.
Weakness of Symbolic Interaction
Theory
Critics claim that symbolic interactionism
neglects the macro level of social interpretation
the "big picture". 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.
THANK YOU!!

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