Anthropological Theories of Education

Good
Afternoon

Lerah B. Mahusay
Anthropological Theories of Education

ACTION THEORY
ACTION THEORY
concern with the processes causing
intentional movement.

a Sociological Theory established by the

American Theorist Talcott Parson's
Social Action.

is an approach used by anthropologist and other

applied social scientist to help indigenous and
underepresented communities solve problems.

Anthropological Theories of Education

 Action Theory (Philosophy)
A subfield of Philosophy of Mind that is specially important for ethics.

It concerns the distinction between things that happen to a person and things
one does or makes happen.

Example: motive, desire, purpose, deliberation, decision, intention,

trying, and free will.

A central problem is the question of violition, or what connects intention with bodily
movement.

In Ludwig Wittgenstein’s formulation, “What is left over if I subtract the fact that my
arm goes up from the fact that I raise my arm?”

Anthropological Theories of Education

SOCIAL ACTION THEORY
An approach to the study of Social Interaction

outlined by the German Sociologist

and taken further by

Anthropological Theories of Education

Different Types of Social Interactions and Association

Value-
Affectional Instrumenta Traditional
rational
Action l Action Action
Action

Communica Dramaturgi Group

tive Action cal Action Action

Anthropological Theories of Education

 Affectional Action
affectual, emotional, affective

It is an action that occurs as a result of a person's state of

feeling , sometimes regardless of the consequences that
follow it.

Example:
The act of a father striking their daughter
because of an action that she carried out that
the father saw as frustrating.
 Intsrumental Action and Value-rational Action
Are terms scholars use to identify two kinds of behavior that humans can engage in.
Scholars call using means that “work” as tools is refer to Instrumental action, and
pursuing ends that are “right” as legitimate ends, value-rational action.
These terms were coined by sociologist Max Weber, who observed people
Scholars call Using means that “work” as tools is refer to Instrumental action, and pursuing ends that are “right”
attaching subjective
as legitimate meanings
ends, value-rational toThese
action. theirterms
actions.
were coined by sociologist Max Weber, who observed
people attaching subjective meanings to their actions.
Acts people treated as unconditional means “instrumentally rational”
Acts people treated
Acts people astreated
unconditional
as unconditionalmeans
ends means “instrumentally
“ Value-rational” rational”
He found everyone acting for both kinds of reasons, but justifying individuals acts by one reason or the other.
Acts people treated as unconditional ends means “ Value-rational”

He found everyone acting for both kinds of reasons, but justifying individuals acts
by one reason or the other.
 Traditional Action
Is a belief or behavior passed down within a group or society
with symbolic meaning or special significance with origins in
history, invented on purpose, whether that be political or cultural over period of time. Various academic discipline
Example:
the past. also
Holidays or impractical but socially meaningful clothes(like lawyers’ wig or
military officers spurs),social norms such as greetings
use the word in variety of ways.
Tradition
Example: can persistclothes(like
Holally meaningful and evolvelawyers’ wig for thousands
or military of ofyears,
e the word in variety ways. the
word
Example:tradition derives
Holidays or impractical from
but socially theclothes(like
meaningful Latinlawyers’“tradere” meaning
wig or military officers spurs), to
social norms such as greetings
transmit, tohistory,
ons have ancient hand over,
invented to give
on purpose, forthatsafekeeping.
whether be political or cultural over period of time. Various
academic discipline also use the word in variety of ways.
Traditions have ancient history, invented on purpose, whether
that be political or cultural over period of time. Various
academic discipline also use the word in variety of ways.
 Communicative Action

Is cooperative action undertaken

by individuals based upon mutual
deliberation and argumentation.
 Dramaturgical Action
Is a social action that is designed to be seen
by others and to improve one’s public self-image.
Dramaturgical sociology it is argued that the
elements of human interactions are dependent
upon time, place and audience.is cooperative
action undertaken by individuals based upon
mutual deliberation and argumentation.
 Dramaturgical Action
According to Goffman,
• The self is a sense of who one is, a dramatic effect
emerging from the immediate scene being presented.
• One human being presents itself to another based on
cultural values, norms and beliefs.
• Performances can have disruptions (actors are aware of
such), but most are successful.
• The goal of this presentation of self is acceptance from the
audience through carefully conducted performance. If the
actor succeeds, the audience will view the actor as he or
she wants to be viewed.
 Group Action

Is more likely to occur when the

individuals within the group feel a
sense of unity with the group, even
in personally costly actions.

Anthropological Theories of Education

THANK YOU
Basic action

Basic action, In action theory, an action that is not

performed by performing any other action. If
someone turns on the light by flipping the switch,
flipping the switch is more basic than turning on
the light (because one cannot flip the switch by
turning on the light), but moving one’s finger is…
Max Weber, 1918
Philosophy of mind

Philosophy of mind, reflection on the nature of mental phenomena and especially on the relation of
the mind to the body and to the rest of the physical world.

• concerned with quite general questions about the nature of mental phenomena: what, for
example, is the nature of thought, feeling, perception, consciousness, and sensory
experience?

These philosophical questions about the nature of a phenomenon need to be distinguished from
similar-sounding questions that tend to be the concern of more purely empirical investigations—
such as experimental psychology—which depend crucially on the results of sensory observation.

For example, they might discover that a certain chemical is released when and only when people
are frightened or that a certain region of the brain is activated when and only when people are in
pain or think of their fathers.
Thought
Thought, covert symbolic responses to stimuli that are either intrinsic (arising
from within) or extrinsic (arising from the environment). Thought, or thinking, is
considered to mediate between inner activity and external stimuli.

The word thinking covers several distinct psychological activities:

“tending to believe,” especially with less than full confidence (“I think that it will
rain, but I am not sure”).

it denotes the degree of attentiveness (“I did it without thinking”) or whatever is in

consciousness, especially if it refers to something outside the immediate
environment (“It made me think of my grandmother”). Psychologists have
concentrated on thinking as an intellectual exertion aimed at finding an answer to
a question or the solution of a practical problem.
Feeling
Feeling, in psychology, the perception of events within the body, closely related to emotion. The term feeling is a
verbal noun denoting the action of the verb to feel, which derives etymologically from the Middle English verb
felen, “to perceive by touch, by palpation.” It soon came to mean, more generally, to perceive through those
senses that are not referred to any special organ. As the known special organs of sense were the ones
mediating the perception of the external world, the verb to feel came also to mean the perception of events
within the body. Psychologists disagree on the use of the term feeling. The preceding definition accords with
that of the American psychologist R.S. Woodworth, who defines the problem of feeling and emotion as that of
the individual’s “internal state.” Many psychologists, however, still follow the German philosopher Immanuel
Kant in equating feeling to states of pleasantness and unpleasantness, known in psychology as affect.

Because of the essentially internal, subjective nature of feeling, its study has been concerned with two distinct
problems—namely, how an event is perceived and what the perceived event is.
Perception
WRITTEN BY: Louis Jolyon WestWilliam EpsteinWilliam N. Dember

Perception, in humans, the process whereby sensory stimulation is translated into organized experience. That
experience, or percept, is the joint product of the stimulation and of the process itself. Relations found between
various types of stimulation (e.g., light waves and sound waves) and their associated percepts suggest
inferences that can be made about the properties of the perceptual process; theories of perceiving then can be
developed on the basis of these inferences. Because the perceptual process is not itself public or directly
observable (except to the perceiver himself, whose percepts are given directly in experience), the validity of
perceptual theories can be checked only indirectly. That is, predictions derived from theory are compared with
appropriate empirical data, quite often through experimental research.
Consciousness
Levels of consciousness in terms of levels of alertness or responsiveness are correlated with patterns of
Consciousness, a psychological
electrical activity of the brain condition defined
(brain waves) by the by
recorded English philosopher John Locke
an electroencephalograph. as “the
During perception of
wide-awake
what passes in a man’s
consciousness own mind.”Levels
the pattern of brain wavesof consciousness in terms of levels
consLevels of consciousness of alertness
in terms or responsiveness
of levels of alertness or
areresponsiveness
correlated with are
patterns of electrical activity of the brain (brain waves) recorded by an
correlated with patterns of electrical activity of the brain (brain waves) recorded by an
electroencephalograph.
electroencephalograph.DuringDuring
wide-awake consciousness
wide-awake the pattern
consciousness of brain
the pattern of waves consists
brain waves of rapid of
conLevels irregular
waves of low amplitude
consciousness in terms of or levels
voltage. In contrast,
of alertness or during sleep, when
responsiveness areconsciousness
correlated withcan be said
patterns of to be minimal,
electrical activity
ofthe
thebrain
brainwaves
(brainare muchrecorded
waves) slower and of greater
by an amplitude, often coming
electroencephalograph. in periodic bursts
During wide-awake of slow waxing
consciousness and
the pattern
waning amplitude.
of brain waves consists of rapid irregular waves of low amplitude or voltage. In contrast, during sleep, when
consciousness can be said to be minimal, the brain waves are much slower and of greater amplitude, often
coming in periodic bursts of slow waxing and waning amplitude.sists of rapid irregular waves of low amplitude or
voltage. In contrast, during sleep, when consciousness can be said to be minimal, the brain waves are much
slower and of greater amplitude, often coming in periodic bursts of slow waxing and waning amplitude.ists of
rapid irregular waves of low amplitude or voLevels of consciousness in terms of levels of alertness or
responsiveness are correlated with patterns of electrical activity of the brain (brain waves) recorded by an
electroencephalograph. During wide-awake consciousness the pattern of brain waves consists of rapid irregular
waves of low amplitude or voltage. In contrast, during sleep, when consciousness can be said to be minimal, the
brain waves are much slower and of greater amplitude, often coming in periodic bursts of slow waxing and
waning amplitude.ltage. In contrast, during sleep, when consciousness can be said to be minimal, the brain
waves are much slower and of greater amplitude, often coming in periodic bursts of slow waxing and waning
amplitude.
 Sensory Experience Human sensory reception
WRITTEN BY: Carl Pfaffmann
See Article History
Human Human
sensorysensory reception, means by which humans react to changes in external and internal environments.
reception
WRITTEN BY: Carl Pfaffmann
Ancient philosophers called the human senses “the windows of the soul,” and Aristotle described at least five
senses—sight,
Human hearing,means
sensory reception, smell, taste,
by which andhumans
touch. Aristotle’s influence
react to changes inhas beenand
external so enduring that many people still
internal environments.
speak of the five senses as if there were no others. Yet the modern sensory catalog now includes receptors in
Ancient thephilosophers
muscles, tendons, andhuman
called the joints, senses
which give“therise to the of
windows kinesthetic
the soul,”sense (that is,described
and Aristotle the senseat of motion), and
receptors
least in the vestibular
five senses—sight, organs
hearing, in the
smell, inner
taste, and ear, which
touch. give riseinfluence
Aristotle’s to the sense
has of balance.
been Within the circulatory
so enduring
system,
that many peoplesensory receptors
still speak are
of the found
five thatas
senses areif sensitive
there were to no
carbon dioxide
others. in the
Yet the bloodsensory
modern or to changes
catalogin blood
nowpressure
includesorreceptors
heart rate, in and there are tendons,
the muscles, receptors in the digestive tract that appear to mediate such experiences as
and hunger and thirst.
joints, which Some
give rise brain
to the cells maysense
kinesthetic also participate
(that is, theassense
hunger of receptors.
motion), andThis is especially
receptors in thetrue of cells in
the lower
vestibular organsparts
in of
thethe brain
inner (such
ear, which asgive
the hypothalamus)
rise to the sense where some cells
of balance. Withinhave
thebeen found to be sensitive to
circulatory
changes
system, sensoryin blood chemistry
receptors (water
are found and
that areother products
sensitive of digestion)
to carbon dioxideand even
in the to changes
blood in temperature
or to changes in within
blood pressure or heart rate, and there are receptorsthe brain
in the itself. tract that appear to mediate such
digestive
experiences as hunger and thirst. Some brain cells may also participate as hunger receptors. This is
especiallyA horizontal
true of cellscross section
in the lowerofparts
the human eye, showing
of the brain (such as the
the major parts of the
hypothalamus) eye, some
where including
cellsthe
haveprotective
been found to be sensitive to changes covering
in bloodof the cornea (water
chemistry over the andfront of the
other eye. of digestion) and even
products
A horizontal
to changes cross section
in temperature within ofthethe human
brain itself.eye, showing the major parts of the eye, including the protective
covering of the cornea over the front of the eye.
A horizontal cross section of the human eye, Encyclopædia showing the major Britannica,
parts ofInc.
the eye, including the protective
covering of the cornea over the front of the eye.
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 Traditional Action
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 Value-rational Action
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 Traditional Action
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 Anthropological Theories of Education
Affectional Action cheering after a victory, crying at a funeral would be affective actions.-most
economic transactions of Homo economicus.

Traditional Action - putting on clothes or relaxing on Sundays. Customa and habits

Instrumental and VAlue-rational Action -was institutionalised rituals found in all societies: culturally
prescribed but eternally legitimate ends. determined by expectations as to the behavior of objects in
the environment of other human beings; these expectations are used
as "conditions" or "means" for the attainment of the actor's own rationally pursued and calculated ends;

Value-rational Action- determined by a conscious belief in the value for its own sake of some ethical,
aesthetic, religious, or other form of behavior, independently of its prospects of success; [1]:24–5

Group Action

Dramaturgical Action
Communicative Action
 Anthropological Theories of Education

the more the value to which action is oriented is elevated to the status of an absolute [intrinsic]
value, the more "irrational" in this [instrumental] sense the corresponding action is. For the more
unconditionally the actor devotes himself to this value for its own sake, ... the less he is influenced
by considerations of the consequences of his action.[1]:26, 399-4004

Max Weber
Although Weber coined these terms for rational action, he did not use them consistently. Sometimes he called instrume
magic.[1]:212,13, 400, 242–44 His inconsistency—followed by later scholars—makes it hard to decide
which kind of action is under consideration. But his original distinction survives as the core of modern
explanations of rational social action: instrumental means are thought to be value-free
conditionally-efficient tools, and value-rational ends are thought to be fact-free unconditionally
-legitimate rules.[2]:II:301

As Weber studied human action in religious, governmental, and economic settings, he found peoples'
reasoning evolving and often contaminating itself by converting conditional means into unconditional
ends. Pre-modern peoples impute to animate and inanimate objects alike the free-will and purpose they
find in human action—a belief called animism.
Anthropological Theories of Education
Philosophy of Mind is the branch of philosophy that studies the nature of the mind (mental events,
mental functions, mental properties and consciousness) and its relationship to the physical body. It
intersects to some extent with the fields of neurobiology, computer science and psychology.

Within philosophy, the Philosophy of Mind is usually considered a part of Metaphysics, and has
been particularly studied by schools of thought such as Analytic Philosophy, Phenomenology and
Existentialism, although it has been discussed by philosophers from the earliest times. It has a
potential influence on philosophical questions such as the nature of death, the nature of free will, the
nature of what a person is (and his or her identity and the self), and the nature of emotion,
perception and memory.

The central issue in Philosophy of Mind is the mind-body problem (the relationship of the mind to the
body), and the challenge is to explain how a supposedly non-material mind can influence a material
body and vice-versa. The two major schools of thought that attempt to resolve this problem are
Dualism and Monism (see the sections below), with Pluralism as a small minority viewpoint.

However, there are those (notably Ludwig Wittgenstein and his followers) who reject the problem as
an illusory one which has arisen purely because mental and biological vocabulary are incompatible,
and such illusory problems arise if one tries to describe the one in terms of the other's vocabulary,
or if the mental vocabulary is used in the wrong contexts.
 Anthropological Theories of Education
Dualism
Dualism is the position that mind and body are in some categorical way separate from each other, and
that mental phenomena are, in some respects, non-physical in nature. It can be traced back to Plato,
Aristotle, and the Sankhya and Yoga schools of Hindu philosophy, but it was most precisely formulated
by René Descartes in the 17th Century. Descartes was the first to clearly identify the mind with
consciousness and self-awareness, and to distinguish this from the brain, which was the physical seat
of intelligence.

Monism Back to Top

Monism is the position that mind and body are not ontologically distinct kinds of entities. This
view was first advocated in Western Philosophy by Parmenides in the 5th Century B.C., and variations
on it were and was later espoused by Baruch Spinoza in the 17th Century and George Berkeley in the
18th Century.

https://www.philosophybasics.com/branch_philosophy_of_mind.html
Anthropological Theories of Education