Social Dimensions

of Education
 Consensus and Conflict Theory
Consensus – is a general or widespread agreement among all
members of a particular society.
Dahrendorf (1959, 1968) as cited by Ritzer (2000) is the major
exponent of the position that society has two faces (conflict
and consensus) and that sociological theory therefore should
be divided into two parts, conflict theory and consensus theory.
Consensus theories – see shared norms and values as fundamental to society,
focus on social order based on tacit agreement, and view social change as
occurring in a slow and orderly fashion. In contrast, conflict theories
emphasize the dominance of some social groups by others, see social order
as based on manipulation and control by dominant groups, and view social
The conflict madel Social structures produce
is concerned with Patterns of inequality in the
the stresses and Distribution of scarce
conflicts that emerge Resources.
in society because of
competition over
scarce resources. It
focuses on the in – Conflict
equalities that are
built into social struc –
tures rather than on
those that emerge
because of personal Reorganization and Change
characteristics.

Figure 1. The Conflict Model

(Source: Sociology and Anthropologyy, Javiier et al., 2002)
Conflict theorists emphasize social change and redistribution of
resources.

Status cultures refer to groups in society with similar interests and

positions in the status hierarchy.

Structural functionalism states that society is made up of various

institutions that work together in cooperation
 Structural Functionalism
Parsons’ structural functionalism has four
functional imperatives for all “action” systems,
embodied in his famous AGIL scheme. These
functional imperatives that are necessary for
all systems are:
1. Adaptation: A system must cope with external
situational exigencies. It must adapt to its
environment and adapt environment to its needs.
2. Goal attainment: A system must define and achieve
its primary goals.
3. Integration: A system must regulate the
interrelationship of its component parts. It must also
manage the relationship among the other three
functional imperatives (A, G, L).
4. Latency (pattern maintenance): A system must
furnish, maintain, and renew both the motivation of
individuals and the cultural patterns that create and
sustain the motivation
Parsons designed the AGIL scheme to be used at all levels in this theoretical
system.

The behavioral organism is the action system that handles the adaptation
function by adjusting to and transforming the external world. The personality
system performs the goal-attainment function by defining system goals and
mobilizing resources to attain them.

The social system copes with the integration function by controlling its
component parts.

Finally, the cultural system performs the latency function by providing actors
with the norms and values that motivate them for action (Ritzer, 2000). Parson’s
four action systems are shown in figure 2.
 Cultural System Social System

Action System Personality System

Figure 2: Structure of the General Action System

(Source: Sociological Theory, George Ritzer, 2000).
Social system begins at the micro level with interaction
between the ego and alter ego, defined as the most
elementary form of the social system

Parsons’ conception of the social system begins at the

micro level with interaction between ego and alter
ego, defined as the most elementary form of the
social system. He described a social system as
something which consists of a plurality of individual
actors interacting with each other in a situation which
has at least a physical or environment aspect, actors
who are motivated in terms of a tendency to the
“optimization of gratification” and whose relation to
their situations, including each other, defined and
mediated in terms of a system of culturally structured
and shared symbols.
 Functional Requisites of a Social System
1. Social system must be structured so that so that they operate
compatibly with other systems.
2. To survive, the social system must have the requisite from other
system.
3. The system must meet a significant proportion of the needs of
its actors.
4. The system must elicit adequate participation from its member.
5. It must have at least a minimum of control over potentially
disruptive behavior.
6. If conflict becomes sufficient disruptive, it must be controlled.
7. Finally, a social system requires a language in order to survive.

- Talcott Parsons
 The key principles of the functionalist
perspective (Farley, 1990) include the following:

1. Interdependency. One of the most important principles of

functionalist theory is that society is made up of interdependent
parts.

2. Functions of Social Structure and Culture. This principle is

applied by functionalist to both social structure and culture.
Social structure refers to the organization of society, including
its institutions, its social positions, and its distribution of
resources. Culture refers to a set of beliefs, language, rules,
values, and knowledge held in common by members of a
society.
3. Consensus and cooperation. Another key principle in
functionalist theory is that societies have a tendency toward
consensus; that is to have certain basic values that nearly
everyone in the society agrees upon.

4. Equilibrium. A final principle of functionalist theories is that of

equilibrium. This view holds that, once a society has achieved
the form that is best adapted to its situation, it has reached a
state of balance or equilibrium, and it will remain in that
condition until it is forced to change by some new condition.
 Social structures
provides preset
patterns which evolve
to meet human
needs

Stability, order, Maintenance of

and harmony society

Figure 3. The Structural-Functional Model

(Source: Sociological Theory, George Ritzer, 2000)
 The component parts of a social structure

• families
• neighbors
• associations
• schools
• churches
• banks
• countries
 Schooling performs an important function in the
development and maintenance of modern, democratic
society, especially with regard to equality of opportunity
for all citizens. Thus, in modern societies, education
becomes the key institution in a meritocratic selection
process.

- Ballantine & Spade, 2004

 Interactionist Theories

In general, interactionist theories about the

relation of school and society are critiques and
extensions of the functionalist and conflict
perspective.
Symbolic Interactionalism

- views the self as socially constructed in

relation to social forces and social structures
 PRINCIPLES OF SYMBOLIC INTERACTION

1. Human beings unlike lower animals, are endowed with a capacity for
thought.
2. The capacity for thought is shaped by social interaction.
3. In social interaction, people learn the meanings and the symbols that
allow them to exercise their distinctively human capacity for thought.
4. Meanings and symbols allow people to carry on distinctively human
action and interaction.
5. People are able to make these modifications and alterations because, in
part, of their ability to interact with themselves, which allows them to
examine possible courses of action, assess their relative advantages and
disadvantages, and then choose one.
6. The intertwined patterns of action and interaction make up groups and
societies.
 Non – Symbolic Interactionalism

The differentiation made by Blumer (following

Mead) between two basic forms interaction is
relevant here. The first, nonsymbolic interaction-
Mead’s conversation of gestures – does not
involve thinking. The second symbolic
interaction does require mental processes
(Ritzer, 2000)
 The importance of thinking to symbolic interactionists is
reflected in their views on objects. Blumer differentiates
among three types of objects: physical objects, such as a chair
or a tree; social objects, such as a student or a mother; and
abstract objects, such as an idea or a moral principle.

Another important concept that has long been used by

symbolic interactionalist is the looking-glass self.

Looking – glass Self

- We see ourselves as others see us.

- Charles Cooley
The Four Pillars of Education
 What are the four Pillars of Education?
Learning to know, that is acquiring the instruments of
understanding;
Learning to do, so as to be able to act creatively in
one’s environment;
Learning to live together, so as to participate in and

cooperate with other people in all human activities; and

Learning to be, so as to better develop one’s personality

and to act with ever greater autonomy, judgment and

personal responsibility.
Figure 4. Four Pillars of Education
(Source: UNESCO-APNIEVE Sourcebook)
 Learning to know implies learning how to learn by
developing one’s concentration, memory skills, and ability
to think

Learning to do

Learning to do is another pillar of education. In addition to

learning to do job or work, this second pillar should, more
generally, entail the acquisition of a competence that
enables people to deal with a variety of situations, often
unforeseeable, and to work in teams, a feature to which
educational methods do not at present pay enough
attention.
 Learn – to – learn skills

 Learning to read with comprehension

 Listening
 Observing
 Asking questions
 Data gathering
 Note taking
 Accessing, processing and selecting information

Teacher’s roles:

 Facilitator
 Catalyst
 Monitor
 Evaluator
Learning To Live Together in Peace and Harmony

Of the four pillars of education, learning to live together is

the one most vital to building a genuine and lasting culture of
peace in the Asia-Pacific region and throughout the world.

The third pillar of education implies that the teacher

should help the students to develop an understanding of other
people and appreciation of interdependence since we live in a
closely connected world.
Learning to be

The Delors Commission further defines Learning to be as

a “dialectical process, which starts with knowing oneself and
then opens to relationships with others

Conscientization
- is the process of becoming aware of the contradictions
existing within oneself and in society and of gradually being
able to bring about personal and social transformation
The Faure Report, Learning to be, summarizes the universal aims of
education as follows:

1. Towards a scientific humanism, based on scientific and

technological training.
2. Creativity means preserving each individual’s originality and
creative ingenuity, along with realism, transmitting culture without
stifling the individual.
3. Towards social commitment consists of preparing the individual for
life in society, moving him/her into a coherent moral, intellectual
and affective universe composed of sets of values, interpretations of
the past and conceptions of the future.
4. Towards the complete man respects the many-sidedness of
personality as essential in education if the individual is to develop
for himself/herself as well as for others.
Learning to be believes in a holistic and integrated approach to
educating the human person

WORLD REGION
NATION
FAMILY
NATIONAL UNITY &
HUMAN PERSON GLOBAL SOLIDARITY
AS AN
TRUTH & WISDOM INDIVIDUAL/
AS A MEMBER OF SUSTAINABLE HUMAN
SOCIETY DEVELOPMENT

LOVE &
COMAPSSION

Figure 7: The Core Values, Learning To Be Fully Human

(Source: UNESCO-APNIEVE Sourcebook 2)
Intercultural Communication
 Communication and Language
Two types of communication:
 Verbal - refers to use of language
 Non – verbal refer to the use of gestures, facial expressions,
and other body movements

Communication – is far more than speech and writing. Most of

us are unaware that we are communicating in many different
ways even when we are not speaking.

Language – is an abstract system of word meaning and symbols

for all aspects of culture. It includes speech, written
characters, numerals, symbols, and gestures and expressions
of non-verbal communication.
Paralanguage – is the language of gestures, expressions and
postures.
 Interpersonal communication takes place through a series of steps.

Environment

Noise Source

Source Channel
Receiver
(sender)
Message

Feedback

Noise sources
Environment
Environment
(Source: DuBrin, 2009)
A man’s language – is a reflection of the kind of person he is, the
level of education he has attained, and an index to the
behavior that may be expected from him.
Language – is the key factor in the human race in creating and
preserving culture, for without language the ability to convey
ideas and traditions is impossible.

The study of language is divided into four areas: phonology,

semantics, grammar, and pragmatics.

1. Phonology – refers to a system of sounds.

2. Semantics – is a study of word meanings and word
combinations.
3. Grammar – refers to the structure of language through its
morphology and syntax.
4. Pragmatics – is concerned rules for the use of appropriate
language particular contexts.
Relationship Between Language and Culture

- If culture can affect the structure and content of its language, then it
follows that linguistic diversity derives in part from cultural diversity.

- The linguistic relativity hypothesis asserts that language determines

thought and therefore culture. In reality language and culture influence
each other.
- Edward Sapir

- Every society has a culture, no matter how simple the culture may be, and
every human being is cultured in the sense of participating in some
culture or other.
Culture
- refers to the attitudes, values, customs, and behavior patterns
that characterize a social group.
Culture is:
 Learned

 Shared by a group of people

 Cumulative

 Dynamic

 Ideational

 Diverse

Culture
 Changes
 Gives us a range of permissible behavior patterns.
 Component of Culture

COMMUNICATION COGNITIVE BEHAVIOR MATERIAL

 Language  Ideas  Norms  Tools, Medicines
 Symbols  Knowledge - Mores  Books
 Beliefs - Laws  Transportation
 Values - Folkways  Technologies
 Accounts - Rituals

Figure 8. Four Components of Culture

A. Communication Component
1. Language – defines what it means to be human
2. Symbols – form the backbone of symbolic interaction.

B. Cognitive Component
1. Ideas/Knowledge/Beliefs. Ideas are mental representations
(concepts, categories, metaphors) used to organize stimulus.
Knowledge – is the storehouse where we accumulate
representations, information, facts, assumptions, etc.
2. Values. Values are defined as culturally defined standards of
desirability, goodness and beauty, which serve as broad
guidelines for social living.
3. Accounts. Accounts are how people use that common language
to explain, justify, rationalize, excuse, or legitimize our
behavior to themselves and others.
C. Behavioral Component (how we act)

1. Norms – are rules and expectations by which a society

guides the behavior of its member.

Mores – are customary behavior patterns or folkways which have

taken on a moralistic value.

Laws – constitute the most formal and important norms.

Folkways – are behavior patterns of society which are organized

and repetitive.

Rituals – are highly scripted ceremonies or strips of interaction

that follow a specific sequence of actions.
D. Material Component
Material components – of culture refer to physical objects of
culture such as machines, equipment, tools, books, clothing,
etc.

The Organization of Culture

it can be broken into simple units or elements or elements
called cultural traits.

A cultural trait –either of a material or non-material culture,

represents a single element or a combination of elements
related to a specific situation.

Clusters of culture traits are known as culture complexes which,

in turn, group together to form a culture pattern
How is Culture Transmitted
Culture is transmitted through:

1. Enculturation – it is the process of learning culture of one’s

own group. Ex. Learning the folkways, mores, social
traditions, values and beliefs of one’s own group.
2. Acculturation – it is the process of learning some new traits
from another culture. For example, when students from the
rural areas migrate to the urban areas or city and gradually
learn some urban customs, they become acculturated.
3. Assimilation – it is the term used for a process in which an
individual entirely loses any awareness of his/her previous
group identity and takes on the culture and attitudes of
another group. This, if an Ilocano moves to a point where
he/she speaks only Visayan and assumes the folkways of
the local group, we can say that he/she has become
assimilated (Hunt et al, 1998)
 Importance and Functions of Culture

1. Culture helps the individual fulfill his potential as a human

being.
2. Through the development of culture, man can overcome his
physical disadvantages and allows him to provide himself
with fire, clothing, food and shelter.
3. Culture provides rules of proper conduct for living in a
society.
4. Culture also provides the individual his concepts of family,
nation and class.
Cultural Relativism

Here is an illustration of cultural relativism:

- Practices considered immoral or taboo to certain group of
people but are accepted by other groups with different cultural
orientation.

- The central point in cultural relativism is that in a particular

setting certain traits are right because they work in that setting
while other traits are wrong because they clash painfully with
parts of the culture.

- Hunt et., 1998

 Peace Education: A
Transformative Response to
Major Societal Challenges
 A Holistic Understanding of Peace
Figure 1. Defining Peace
PEACE
NEGATIVE PEACE POSITIVE PEACE
Absence of direct/physical Presence of conditions of well-being
violence (both macro and micro) and just relationships: social,
economic, political, ecological

Direct Violence Structural Violence

e.g., war, torture, child and e.g., poverty, hunger
woman abuse Socio-cultural Violence
e.g., racism, sexism, religious intolerance

Ecological Violence
VIOLENCE e.g., pollution, overconsumption
 Figure 2. Levels of Peace
Harmony with the Sacred Source

Peace between Humans and the Earth and Beyond

Harmony with Nature
Global Peace
Intergroup/Social Peace
Interpersonal Peace Harmony with others
Personal Peace
Self-respect
Inner resources:
Harmony with the self Love, hope

Respect for other persons

Justice, tolerance, cooperation
Respect for other nations
Justice, tolerance, cooperation
Respect for the environment
Sustainable living, Simple lifestyles
 Types of Violence
Figure 3. A Typology of Violence
(Adapted from the conceptual map formulated by Toh Swee-Hin and Virginia Cawagas)
Level Interpersonal/
Personal
Form of
Community National Global
violence
Direct/Physical Suicide Domestic violence Civil war Conventional war
Violent Crimes Violent crimes Nuclear war
Drug abuse
Human rights abuses Human rights abuses
Structural/ Powerlessness Local inequalities National inequalities Global inequalities
Economic, Political Poverty, Hunger Poverty, Hunger Poverty, Hunger
Alienation Prejudice/enemy Prejudice/enemy
Socio-cultural/ Prejudice/enemy
images images
Psychological Low self-esteem images
Cultural domination Cultural domination
Anxiety Cultural domination
Racism Racism
Racism
Sexism Sexism
Sexism
Religious intolerance Religious intolerance
Religious intolerance

Ecological Over-consumption Over-consumption Over-consumption

Over-consumption Pollution Pollution
Pollution
chemical and chemical and
Biological warfare Biological warfare
Nuclear power Nuclear power
radiation radiation
 Peace Education as Transformative
Education

Peace education, or an education that promotes a culture

of peace, is essentially transformative. It cultivates
the knowledge base, skills, attitudes and values that
seek to transform people’s mindset, attitudes and
behaviors that, in the first place, have either created
or exacerbated violent conflicts.
 Figure 4. The Peaceable Teaching-Learning Process

The Peaceable Teaching-Learning Process

Cognitive Phase
(Being aware, Understanding)

Active Phase Affective Phase

(Taking practical action (Being concerned,
Responding, Valuing
Peace Education is a Practical Alternative

Peace Education is an Ethical Imperative

Peace Education’s Schema of Knowledge, Skills

and Attitudes/Values
 Figure 5: Schema of Knowledge, Skills and Attitudes/Values for Peace Education
ATTITUDES/VALUES
1. Self-respect
2. Respect for Others
3. Gender Equality
4. Respect for Life/
Nonviolence
5. Compassion
6. Global Concern
KNOWLEDGE 7. Ecological Concern
1. Holistic Concept of Peace 8. Cooperation
2. Conflict & Violence –causes 9. Openness & Tolerance
3. Some Peaceful Alternatives 10. Justice
Disarmament 11. Social responsibility
Nonviolence-Philos. & Practice 12. Positive Vision
Conflict Resolution, SKILLS
Transformation, Prevention 1. Reflection
Human Rights 2. Critical Thinking & Analysis
Human Solidarity 3. Decision Making
Democratization 4. Imagination
Development Based on Justice 5. communication
Sustainable Development 6. Conflict Resolution
Education for Peace: List of Knowledge Areas, Skills
and Attitudes/Values
Knowledge/Content Areas
1. Holistic Concept of Peace
2. Conflict and Violence
3. Some Peaceful Alternatives
a. Disarmament
b. Nonviolence
c. Conflict Resolution, Transformation and Prevention
d. Human Rights
e. Human Solidarity
f. Development Based on Justice
g. Democratization
h. Sustainable Development
Attitudes/Values
- It is suggested that the following attitudes and values be
cultivated

1. Self – respect
2. Respect for Others
3. Respect for Life/Nonviolence
4. Gender Equality
5. Compassion
6. Global Concern
7. Ecological Concern
8. Cooperation
9. Openness/Tolerance
10. Justice
11. Social Responsibility
12. Positive Vision
Skills

1. Reflection
2. Critical Thinking and Analysis
3. Decision – making
4. Imagination
5. Communication
6. Conflict Resolution
7. Empathy
8. Group Building
Spiritual an Faith Traditions as Resources for Peace

1. The rejection of violence

2. Love and compassion for other humans
3. Love and compassion for other creatures and life
forms in nature
4. Respect for human dignity
5. Justice or fairness

The Golden Rule, “Do to others what you want

them to do unto you”.
Peace Theme 1: Upholding Human Dignity
The Universal Declaration of Human Rights

UNIVERSAL DECLARATION OF HUMAN RIGHTS

Article 1
Right to Equality

Article 2
Freedom from Discrimination

Article 3
Right to Life, Liberty, Personal Security

Article 4
Freedom from Slavery
Article 5
Freedom from Torture and Degrading Treatment

Article 6
Right to Recognition as a Person before the law

Article 7
Right to Equality before the law

Article 8
Right to Remedy by Competent Tribunal

Article 9
Freedom from Arbitrary Arrest and Exile

Article 10
Right to fair Public Hearing
Article 11
Right to be Considered Innocent until Proven Guilty

Article 12
Freedom from Interference with Privacy, Family, Home and Coreespondence

Article 13
Right to Free Movement in and out of the Country

Article 14
Right to Asylum in other Countries form Persecution

Article 15
Right to a Nationality and the Freedom to Change it

Article 16
Right to Marriage and Family
Article 17
Right to own Property

Article 18
Freedom to Belief and Religion

Article 19
Freedom of Opinion and Information

Article 20
Right of Peaceful Assembly and Association

Article 21
Right to Participate in Government and in Free Elections

Article 22
Right to Social Security
Article 23
Right to Desirable Work and to Join Trade Unions

Article 24
Right to Rest and Leisure

Article 25
Right to Adequate Living Standard

Article 26
Right to Education

Article 27
Right to Participate in the Cultural Life of Community

Article 28
Right to a Social Order that Articulates this Document

Article 29
Community Duties Essential to Free and Full Development

Article 30
Freedom from State or Personal Interference in the above Rights
Convention on the Rights of the Child

- It is a significant document because it recognizes for the first

time the children’s rights as a distinct human rights category
that should be protected and promoted.

Rights and Responsibilities

- While we expect our rights to be respected, protected and

promoted, we should also be willing to undertake the
corresponding responsibilities.

Peace Theme 2: Challenging Prejudice and Building Tolerance

Types of Prejudice
- There are various forms of prejudice
Racism – the belief that one’s own cultural or racial heritage is
innately superior to that of others, hence, the lack of respect or
appreciation for those who belong to a “different race”

Sexism – a system of attitudes, actions and structures that

subordinates others on the basis of their sex where the usual
victims are women.
Heterosexism – negative toward lesbian and gay men.

Classism – distancing form and perceiving the poor as “the other”

(Lott, 1995)
Lingucism – negative attitudes which members of dominant
language groups hold against non-dominant language groups
(Chen Hayes, Chen & Athar, n.d.)

Ageism – negative attitudes held against the young or the elderly

“Looksism”- prejudice against those who do not measure up to

set standards of beauty. The usual victims are the over weight,
the undersized, and the dark-skinned (Nario-Galace, 2003)

Religious intolerance – prejudice against those who are followers

of religion other than one’s own.
Education for Tolerance and Respect

Tolerance – is not tolerating what is unjust but it is respecting,

accepting and appreciating the rich diversity of cultures and
various forms of human expression (UNESCO. 1995).

Tolerance – recognizes that others have the right to be who they

are.

There is a need for schools to educate citizens not to

accept hateful propaganda about the “different other” and
instead appreciate other cultures and respect cultural
differences.
Peace Theme 3: Promoting Nonviolence
Nonviolence – is the refusal to do harm to other humans as life is
sacred and is absolute value. It is anchored on the belief that
humans have the potential to change.

Martin Luther King, Jr., believed in the same principles Gandhi

held on to. Below are additional beliefs MLK, Jr. held with
regard to nonviolence:
• Nonviolence does not seek to defeat or humiliate the opponent
but to win his friendship and understanding.
• Nonviolence seeks to defeat injustice, not people.
• Nonviolence thrives on love rather than hatred.
• Nonviolence requires willingness to suffer and amazing
discipline in the midst of provocation.
• Nonviolence holds that suffering can educate and transform.
Why Nonviolence?

-It is both an ethical and moral choice.

- Destruction is not the law of humans

Nonviolence – is not practical choice. Tools and effects of

violence are costly.

Nonviolence works.

What is Nonviolent Direct Action?

- Refers to efforts to persuade with action via methods of
protest, noncooperation and intervention without using
physical violence.
Nonviolent Protest and Persuasion (seeks to produce awareness
of the dissent) – Petitions, Banners, Posters, Lobbying,
Singing, Marches, Player rallies, Mock funerals, Vigils

Nonviolent Noncooperation (presents the opponent with

difficulties in maintaining the normal operation of the system)
–Consumers’ boycott, General strike, Civil disobedience

Nonviolent Intervention (challenges the opponent more directly)

– Sit-ins, Fasts
The Steps in Doing Nonviolent Direct Action

- to collect data to ascertain that injustice exists.

- to raise consciousness of people about the issue.
- to organize constituents and build coalitions
- the employment of the various methods of nonviolent action.

Peace Theme 4: Challenging the War System

War – is classical or international if it is between states, or civil or

internal, if it occurs between rival groups or communities
within a state.
Peace Education Theme 5: Sharing the Earth's Resources
Other Causes of Poverty
• Lack of opportunities such as employment
• Lack of education
• Corruption
• Over consumption
• Greed
Challenging Economic Inequity

Peace Theme 6: Resolving and Transforming Conflicts

Conflicts – is a natural part of life.

Conflicts – is from the Latin word conflictus which means striking together with
force.

Dealing With Anger in a Conflict Situation

 Cultural Changes
What is Multiculturalism?
Multiculturalism – is a policy that emphasizes the unique
characteristics of different cultures, especially as they relate to
one another in receiving nations.

Three interrelated, but nevertheless distinctive, referents of

multiculturalism and its related adjective multicultural are
presented below:

 The demographic-descriptive usage occurs where the word

multicultural refers to the existence of linguistically, culturally
and ethnically diverse segments in the population of a society
or state.
 Ideological-normative usage of multiculturalism generates the greatest level of
debate since it constitutes a slogan and basis for political action.
 Programmatic-political usage of multiculturalism refers to the specific policies
developed to respond and manage ethnic diversity
(http://www.unesco.org.most/sydpaper.htm).

What Is Multicultural Education?

Multicultural education – is an emerging discipline whose aim is to create equal

educational opportunities from diverse racial, ethnic, social class and cultural
groups.

1. Contributions approach – The ethnic heroes and holidays are included in the
curriculum
2. Additive approach – A unit or course is incorporated (for example, a unit on
women in history), but no substantial change is made to the curriculum as a
whole
 Level 4: Social Action
Figure 8: Approaches to Students make decisions about their
Multicultural Education world and become directly involved
in social actions

Level 3: Transformation
Curriculum is changed, so that students
see the world from the different
perspective of various groups.

Level 2: Additive
Special units and topics about various
groups are added to, but do not
fundamentally alter, the curriculum.

Level 1: Contributions
Heroes, holidays, and food become a
special focus on a particular day,
recognizing the contributions of various groups.
3. Transformation approach – The entire Eurocentric nature of
the curriculum is changed. Students are taught to view events
and issues from diverse ethnic and cultural perspective.
4. Social action approach – It goes beyond the transformation
approach.

Multicultural education – is a progressive approach for

transforming education that holistically critiques and addresses
current shortcomings, failings and discriminatory practices in
education.
 Dimensions of Multicultural Education
There are five dimensions of multicultural education according to
Banks (1997). They are:
1. Content integration. It deals with the extent to which
teachers use examples and content a variety of cultures and
groups to illustrate key concepts, generalizations, and issues
within their subject area or disciplines.
2. Knowledge construction process - it describes how teachers
help students to understand, investigate, and determine how
the biases, frames of reference, and perspectives within a
discipline influence the ways in which knowledge is
constructed within it.
3. Prejudice reduction. It describes lessons and activities used
by teachers to help students to develop positive attitudes
toward different racial, ethnic, and cultural groups.
4.Equity pedagogy. It exists when teachers modify their teaching
in ways that will facilitate the academic achievement of
students from diverse racial, cultural, and social class groups.
5. Empowering school culture and social structure. This
dimension is created when the culture and organization of the
school are transformed in ways that enable students from
diverse racial, ethnic, and gender groups to experience equality
and equal status.

The Growth of Student Subcultures

Subculture – refers to cultural patterns that set apart some

segment of a society’s population. It can be based on age,
ethnicity, residence, sexual preference, occupation, and many
factors.
Subcultures can be based on a variety of factors, including
religion, race, ethnicity, age, and sexual orientation.
First, by becoming a college student you have chosen to join a
particular sub-cultural group with its own particular way of life
(attending classes, learning, meeting your friends, doodling
aimlessly in class, etc.)
Secondly, we have started to introduce the idea that an
individual’s place in society can be looked at on two basic
levels:

• In terms of a general sense of culture. What it means to people,

for example, to be English, French, American, and so forth.
• In terms of a specific sense of subcultures. That is, the various
groups we belong to involve particular sets of norms that apply
only when participate in these groups.
Functions of Subcultures

• permit specialized activity

• identity in mass society
• cultural adaptation and change

Cultural differences
- imply the transmission of ideas from generation to generation
by significant members of the older generation (parents,
teachers, religious leaders, etc.)
 What is Culturally-Responsive Teaching
Culturally Responsive Instruction covers areas related to:

 Inclusive content in the curriculum that reflects the diversity of

society.
 Students’ prior knowledge, including their culture and
language.
 The idea that culture is central to student learning because
there is strong evidence that cultural practices thinking
process.
Culturally Responsive Teaching encompass elements such as:

 Communication of high expectations

 Active teaching methods
 Teacher as facilitator
 Positive perspectives on parents and families
 Cultural sensitivity
 Reshaping the curriculum
 Culturally mediated instruction
 Small group instruction and academically-related discourse.
 Social Institutions
What is a Social Institutions?
Social institution – is group of social positions, connected by
social relations, performing social role. It can also be
defined in a narrow sense as any institution in a society that
works to socialize the groups of people in it.
Characteristics and Functions of an Institution
1. Institutions are purposive.
2. They are relatively permanent in their content.
3. Institutions are structured.
4. Institutions are a unified structure.
5. Institutions are necessarily value –laden.
Major Social Institutions

1.The Family
- The family is the smallest social institution with the unique
function or producing and rearing the young.

What are the functions of the family?

 Reproduction of the race and rearing of the young.

 Cultural transmission or enculturation.
 Socialization of the child
 Providing affection and a sense of security
 Providing the environment for personality development and the
growth of self-concept in relation to others.
 Providing social status.
 Kinds of Family Patterns
Listed below are the different family patterns as classified by sociologists:

Membership Residence Authority Descent

nuclear neolocal patriarchal billineal
extended matrilocal matriachal patrilineal
patrilocal equalitarian matrilineal

The family may be classified in different ways. According to

structure, there are two types:
a. Conjugal or nuclear family. This is the primary of elementary
family consisting of husband, wife and children; and
b. Consanguine or extended family. It consists of married
couple, their parents, siblings, grandparents, uncles, aunts,
and cousins.
According to terms of marriage, there is monogamy and polygamy.
Polygamy means plural marriage. There are three types of
polygamy:

a. polyandry where one woman is married to two or more men at

the same time;
b. polygamy where one man is married to two or more women at
the same time;
c. cenogamy where two or more men mate with two or more
women in group marriage.

As to tine of descent, the family may be patrilineal, matrilineal, or

bilineal. It is patrilineal when the descent is recognized through
the father’s line. When descent is recognized through the
mother’s line it is matrilineal. It is bilineal when descent is
recognized through both the father’s and mother’s line.
According to place of residence, the family may be classified as:

a. Patrilocal when the newly married couple lives with the parents
of the husband;
b. Matrilocal when the newly married couple lives with the parents
of the wife; and
c. Neolocal when the newly married pair maintains a separate
household and live by themselves.

With reference to authority or who us considered head, the family may

be classified as:

a. Patriarchal when the father is considered the head and plays a

dominant role;
b. Matriarchal when the mother or female is the head and makes
the major decisions; and
c. Equalitarian when both father and mother share in making
decisions and are equal in authority.

2. Education

What are the Functions of Schools?

The intellectual purposes

The political purposes
The social purposes
The economic purposes
“Multiplicity of School Functions in the New Century”

Technical/economic functions
Human/social functions
Political functions
Cultural functions
Education functions

Are you aware of the manifest and latent functions of education?

- The manifest functions of education are defined as the open and
intended goals or consequences of activities within an
organization or institution.
1. Socialization
2. Social control
3. Social placement
4. Transmitting culture
5. Promoting social and political integration
6. Agent of change

Latent functions

1. Restricting some activities

2. Matchmaking and production of social networks
3. Creation of generation gp
The functions of schools as started by Calderon (1998) are as
follows:

1. Conservation function
2. Instructional function
3. Research function
4. Social service function

3. Religion

Religion – is the socially defined patterns of beliefs concerning

the ultimate meaning of life; it assumes the existence of the
supernatural.”

- Stark
Characteristics of Religion

1. Belief in a deity or in power beyond the individual

2. A doctrine (accepted teaching) of salvation
3. A code of conduct
4. The use of sacred stories, and
5. Religious rituals (acts and ceremonies)

What is the difference among churches, sects and cults?

Church – tends to be large, with inclusive membership, in low

tension with surrounding society.

Sect – has a small, exclusive membership, high tension with society.

Cults – are referred to by Stark and Bainbridge (1985) as the
more innovative institutions and are formed when people
create new religious beliefs and practices.

The Elements of Religion

1. Sacred
2. Legitimation of norms
3. Rituals
4. Religious Community

4. Economic Institutions
Microeconomics vs. Macroeconomics

Microeconomics – is concerned with the specific economic units

of parts that makes an economic system and the relationship
between those parts.
Macroeconomics – is concerned with the economy as a whole,
or large segments of it.

Microeconomics looks at the trees, while macroeconomics

looks at the forest. Both categories involve the construction of
theories and formulation of policies activities that are the heart
of economics.
5. Government As A Social Institution

The institution which resolves conflicts that are public in nature

and involve more than a few people is called government.
Governments can be city, provincial, national, or even
international.

In the Philippines, like any other modern societies, there are three
branches of government: the executive branch, which
purposes and enforces rules and laws; the legislative branch,
which makes rules and laws; and the judicial branch, which
adjudicates rules and laws.
What are the Functions of Government?

1. The constituent functions contribute to the very bonds of

society and are therefore compulsory. Among the constituent
functions are as follows:

a. the keeping of order

b. the fixing of the legal relations
c. the regulation of the holding, transmission, and
interchange of property
d. the determination of contractual rights between
individuals;
e. the definition and punishment for crimes
f. the administrator of political duties, privileges, and
relations of citizens; and
h. the dealing of the State with foreign growers

2. The ministrant functions are those undertaken to advance the

general interest of society, such as public works, public
charity, and regulation of trade and industry. These functions
are merely optional.
 Gender and Development
Theories of Gender Development

Social learning theory believe that parents, as the distributors of

reinforcement, reinforce appropriate gender role behaviors.

A second explanation, quite popular today, is found in cognitive

developmental theory, which derives from Kohlberg’s
speculations about gender development. We know from
Piaget’s work that children engage in symbolic thinking by
about 2 years of age. Using this ability, children acquire their
gender identity and then, Kohlberg believes, they begin the
process of acquiring gender-appropriate behavior.
A newer, and different, cognitive explanation is called gender
schema theory. A schema is a mental blueprint for organizing
information, and children develop and formulate an
appropriate gender.
What is Gender Stereotyping?
Gender stereotyping is defined as the beliefs humans hold about
the characteristics associated with males and females.

Gender and Equality

Gender equality gives women and men the same entitlements to

all aspects of human development, including economic, social,
cultural, civil and political rights, the same level of respect, the
same opportunities to make choices, and the same level of
power to shape the outcomes of these choices.
Gender equality between women and man is a worthy goal that is central to
progress in human development.
Gender Inequality
Gender and Power
-By virtue of the male’s greater ascribed status in society, men have more
legitimate power (based on rank or position) than do women.
-As a group, women are at a distinct disadvantage when considering both power
and authority.
- Max Weber

Gender and Education

Determinants of power:
• Status resources
• Experiences
• Self-confidence
 Education for Sustainable Development
(ESD)
To reiterate major on education for globalization:

 It opens an awareness of a globalizing/shrinking world.

 It nurtures higher cognitive and interpersonal
skills/values/attitudes for problem-finding/solving
 In particular, globalization affirms the human right to
education providing Education for all (EFA).
 More encompassing, education for globalization gives the
capacity for change as required for "world citizenship” in a
new human order.
Education for Sustainable Development

 Envisioning
 Critical thinking and reflection
 Systematic thinking
 Building partnerships
 Participation in decision making

ESD as the right attitude to globalization

-To be sure, there are differing attitude on how man can face
globalization.
The optimist globalist see only the boon of globalizing
influences in terms of improved quality of life, higher living
standards, and greater social cohesion and understanding.

The pessimist globalist see the dark side of globalization with

dominant First World Countries imposing their own economic
and political agenda on the world. This results in the
diminution of national sovereignties and identities.

The traditional globalist take a safe ground feeling indifferent to

change, saying the affects of globalization need not be
exaggerated.

But there is a last group, the transformation globalists who

would not stand and wait but take a proactive stand.
THE END!!!