LET REVIEWER Social Dimensions of Education

SOCIAL DIMENSIONS OF EDUCATION A Review Material for the NCBTS-Based 2009 Licensure Examination for Teachers

Prepared by

Maria Ruth M. Regalado PNU-Manila

Competencies 1. Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens. 2. Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change. 3. Interpret educational problems in the light of philosophical and legal foundations of education. 4. Apply the four pillars of learning in responding to the aspirations of the community: learning to know; learning to do; learning to live together; learning to be.

Content Coverage 1. Social Science Theories & Education 2. Four Pillars of Learning 3. Intercultural communication

4. Gender and development 5. Globalization and education

CONTENT UPDATE I. Social Science Theories & Education

 Definitions of the Theories  Consensus Theory (Dahrendorf) - A general or widespread agreement among all members of a particular society - Emphasizes on social order, stability and social regulation - Views social change as occurring in a slow and orderly fashion - See shared norms and values as fundamental to society 

Conflict Theory (Marx) - A clash between ideas, principles and people - Emphasizes on the dominance of some social groups by others - See social order as based on manipulation and control by dominant groups - Views social change as occurring rapidly and in a disorderly fashion - Focuses on the struggle of social classes to maintain dominance and power in social systems



Structural Functionalism (Parsons) - States that the society is made up of various institutions that work together in cooperation - Four Functional Imperatives (AGIL Scheme): Adaptation – a system must cope with external situational exigencies Goal attainment – a system must define and achieve its primary goals Integration – a system must regulate the interrelationship of its component parts Latency – a system must furnish, maintain, and renew both the motivation of individuals and the cultural patterns that create and sustain the motivation -

Functional Requisites of a Social System 1. Social system must be structured so that they operate compatibly with other systems. 2. To survive, the social system must have the requisite from other systems. 3. The system must meet a significant proportion of the needs of its actors. 4. The system must elicit adequate participation from its members.

2 SOCIAL DIMENSIONS OF EDUCATION A Review Material for the NCBTS-Based Licensure Examination for Teachers (LET)| Prepared by MARIA RUTH M. REGALADO, PNU-Manila

-



5. It must have at least a minimum of control over potentially disruptive behavior. 6. If conflict becomes sufficiently disruptive, it must be controlled. 7. A social system requires a language in order to survive. Key Principles of the Functionalist Theory 1. Interdependency 2. Functions of Social Structure and Culture 3. Consensus and Cooperation 4. Equilibrium

Interactionist Theories (Mead & Cooley) - Critique functionalist and conflict theories for being very abstract as they emphasize on the structure and process at a societal level of analysis - See the importance of analyzing the processes as these carry with them many implicit assumptions about learning and children - Interaction: the process in which the ability is both developed and expressed; refines our ability to think. - 2 Types of Interactionism 1. Symbolic Interactionism – views the self as socially constructed in relation to social forces and structures and the product of ongoing negotiations of meanings (“Lookingglass-self”) 2. Non-Symbolic Interactionism – require mental processes

 Relation of the Theories to Education  Education performs an important role in the development and maintenance of a modern society, especially on the equality of opportunity for all citizens.  Schools provide citizens with the knowledge and dispositions to participate actively in civic life.

II. Four Pillars of Learning

Came from “Learning the Treasure Within”, the report of the International Commission on Education for the 21st Century, chaired by Jacques Delors, published by UNESCO in 1996 Stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden her/his knowledge, skills and attitudes, and adapt to a changing, complex and interdependent world  Learning to Know - To acquire the instruments of understanding, the passport of lifelong education, for learning throughout life - Implies learning how to learn by developing one’s concentration, memory skills, and ability to think; more on mastery of learning tools than acquisition of structured knowledge - Underpinned by pleasure that may be derived from understanding, knowledge, and discovery


- Students need to develop learn-to-learn skills; Teachers as facilitator, catalyst, monitor and evaluator of learning  Learning to Do - To be able to act creatively in one’s environment - Entails acquisition of a competence that enables people to deal with a variety of situations, often unforeseeable, and to work in teams - Requires finding peace within ourselves, expansion of acceptance and understanding of others, and living the values that lead to peaceful and just society - Focuses on the development of competence, life skills, personal qualities, aptitudes and attitudes - Represents the skillful, creative and discerning application of knowledge  Learning to Live Together in Peace and Harmony - To participate in and cooperate with other people in all human activities - A dynamic, holistic and lifelong process through which mutual respect, understanding, caring and sharing, compassion, social responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups are internalized and practiced together - Can be achieved by developing understanding of others and their history, traditions and spiritual values. - Recognizes growing interdependence and a common analysis of the risks and challenges of the future  Learning to Be - To better develop one’s personality and to act with ever greater autonomy, judgment and personal responsibility - The complete fulfillment of the human person, in all richness of the personality, the complexity of forms of expressions and various commitments – as an individual, member of a family or community, citizen and producer, inventor of techniques and creative dreamer - Believes in the holistic and integrated approach to educate the human person towards the full development of the dimensions: physical, intellectual, aesthetic, ethical, economic, socio-cultural, political, and spiritual

III. Intercultural Communication

Characterized by the growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds  Communication & Language  Types of Communication 1. Verbal – use of language 2. Non-verbal – use of gestures, facial expressions, and other body movements  Language - An abstract system of word meaning and symbols for all aspects of culture - Inclusive of speech, written characters, numerals, symbols and gestures, and expressions of non-verbal communication


-

The key factor in the success of the human race in creating and preserving culture A reflection of the kind of person one is, the level of education attained, and an index to the behavior that may be expected Influences culture

 Culture A set of learned behaviors, beliefs, attitudes, values, and ideals that characterize a particular society or population (Ember, 1999) The learned norms, values, knowledge, artifacts, language, and symbols that are constantly communicated among people who share a common way of life (Calhoun, et.al., 1994) The sum total of symbols, ideas, forms of expressions, and material products associated with a system (Johnson, 1996)  Characteristics of Culture 1. Culture is learned. 2. Culture is shared by a group of people. 3. Culture is cumulative. 4. Cultures change. 5. Culture is dynamic. 6. Culture is ideational. 7. Culture is diverse. 8. Culture gives a range of permissible behavior patterns.  Components of Culture 1. Communication – language, symbols 2. Cognitive – ideas, knowledge, beliefs, values, accounts 3. Material – tools, medicines, books, transportation, technologies 4. Behavioral – norms, mores, laws, folkways, rituals  Organization of Culture Cultural trait – Culture complexes – Culture pattern

 Cultural Transmission 1. Enculturation – learning one’s own culture 2. Acculturation – learning new traits from another group 3. Assimilation – an individual loses entirely of previous group identity and takes on that of another group.  Importance and Functions of Culture 1. Culture helps the individual fulfill his potential as a human being. 2. Through the development of culture, one can overcome physical disadvantages and allows provision of needs. 3. Culture provides rules of proper conduct for living in a society. 4. Culture provides an individual his/her concepts of family, nation or class.  Cultural Relativism An approach to the question of the nature and role of values in culture An anthropological approach which posits that all cultures are of equal value and need to be studied in a neutral point of view


 Social Institutions Structures and mechanisms of social orders and cooperation that govern the behavior of its members A group of social positions, connected by social relations, performing a social role  Characteristics of an Institution 1. Institutions are purposive. 2. Institutions are relatively permanent in their content. 3. Institutions are structured. 4. Institutions are a unified structure. 5. Institutions are necessarily value-laden.  Functions of Institutions 1. Simplify social behavior for the individual person 2. Provide ready-made forms of social relations and roles for the individual 3. Act as agencies of coordination and stability for the total culture. 4. Tend to control behavior  Essential Tasks 1. Replacing members or procreation 2. Teaching new members 3. Producing, distributing, and consuming goods and services 4. Preserving order 5. Providing and maintaining a sense of purpose  Major Social Institutions 1. Family 2. Education 3. Religion 4. Economic institutions 5. Government

IV. Gender & Development Shapes the lives of all people in all societies Influences all aspects of our lives, the schooling we receive, the social roles we play, and the power and authority we command  Theories of Gender Development  Social Learning Theory – parents, reinforce appropriate gender role behaviors  Cognitive Development Theory – children engage in symbolic thinking, acquire their



gender identity, then begin the process of acquiring genderappropriate behaviors Gender Schema Theory – schema helps a child to develop gender identity, formulate an appropriate gender role, and develop an integrated schema or picture of what gender is and should be

 Gender Stereotyping The beliefs humans hold about the characteristics associated with males and females  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 of power to shape the outcomes of these choices  Gender Inequality  Four themes that characterize feminist theories about gender inequality: 1. Men and women are situated in society not only differently but also unequally. 2. Inequality results from the organization of society, not from any significant biological or personality differences between men and women. 3. No significant pattern of natural variation distinguishes the sexes even if individual human beings may vary somewhat from each other in their profile of potentials and traits. 4. All inequality theories assume that both men and women will respond fairly easily and naturally to more egalitarian social structures and situations

V. Globalization & Education  Global Education and Globalization  Globalization refers to an increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world.  Globalization links individuals and institutions across the world with unprecedented interconnection.  Education systems constitute the core of the globalization process.  Global education extends students’ awareness of the world in which they live by opening them to the diverse heritage of human thoughts and action, and creativity.  Core Values and Competencies for Global Education  Peace and non-violence  Social justice and human rights  Economic well-being and equity  Cultural integrity  Ecological balance  Democratic participation  Core Skills and Competencies  Self-worth and self-affirmation  Affirmation of others  Critical thinking  Effective communication skills  Non-violent conflict resolution and mediation  Imagination  Effective organizing

 Issues on Globalization


Socio-cultural Issues – massive migration, managing difference, global changes in culture  Economic Issues – educational and employment opportunities, neo-liberal framework  Political Issues – constraints on national/state policy due to external demands from transnational institutions  Globalization and Its Impact on Education Education as a service industry is part of the globalization process Globalization may mean a more competitive and deregulated educational system. Schools should be sites for “counter hegemonic movements”.  Content of Education – curriculum upgrading, productivity orientation  The Fall Out of Globalization – internationalization of education, finances, privatization of secondary and higher education 

SOURCES: Bilbao, P. P. B.B. Corpuz, A. T. Llagas, and G. G. Salandanan. (2006). The teaching profession. Quezon City: Lorimar Publishing, Inc. McNergney, R. F. and J. M. McNergney. (2001). Education: The practice and profession of teaching. USA: Pearson Education, Inc. Vega, V. A., N. G. Prieto, and M. L. Carreon. (2006). Social dimensions of education. Quezon City: Lorimar Publishing, Inc.


CONTENT CHALLENGE DIRECTIONS: Read each item carefully. Then choose the best answer. 1. Which social science theory is satisfied when people tend to agree and cooperate on a certain issue? A. Conflict Theory C. Interaction Theory B. Consensus Theory D. Structural Functionalist Theory 2. Who advocated on the theory that presents the struggle of social classes to maintain dominance and power in social systems? A. Blumer C. Marx B. Dahrendorf D. Mead 3. What is believed to be the state of a society if there is absence of conflict and no disagreements manifest between members of a society? A. Consensus C. Interaction B. Equilibrium D. Symbiosis 4. Which functional imperative by Parsons is being described when a system must clearly identify its primary tasks and work out ways to achieve them? A. Adaptation C. Integration B. Goal attainment D. Latency 5. What is the assumption of a functionalist perspective about why society chooses a particular form or set-up? A. That a society takes its particular form because that form works well for that society given its particular situation. B. That a society chooses a particular form based on the prevailing trends common in other societies. C. That a society tends to reject a particular form if it makes it subordinate to other societies. D. That a society prefers a particular form because it is always useful in different situations. 6. Which pillar of education is being strengthened by a teacher who provides learning opportunities for his/her students to develop their social skills and capacities to work with other members of the class? A. Learning to know C. Learning to live together B. Learning to do D. Learning to be 7. Which is the result of successfully learning to live together? A. There will be group consensus. B. There will be peace and harmony. C. There will be excellence in work habits. D. There will be a continuous drive to discover new knowledge. 8. What should teachers do so that the pillar of learning to be could be strengthened? A. Give tasks where the students would grow holistically B. Focus on the cognitive and affective development of students C. Point out to the students the basics of becoming a complete person D. Facilitate activities that emphasize on the students’ behavioral competence 9. A teacher facilitates an inquiry task to be participated in by at least 4 members per team. What pillar of learning is strengthened in this situation? A. Learning to know C. Learning to live together B. Learning to do D. Learning to be 10. What is being stressed by the 4 Pillars of Learning? A. The importance of equipping individuals with the learning tools for adaptation and interdependence. B. The acquisition of updated knowledge about oneself, family, community and the world. C. The acquisition of competence that enables people to work in teams in peace and harmony.


D. The value of equality, fairness and social justice to achieve harmony ant peace across the globe. 11. Which reflects the quality of a person? A. Language B. Educational attainment C. Occupational skills D. Structural context 12. What is not true about the relationship of culture and language? A. The more languages one speaks, the richer his/her cultural background becomes. B. The structure of a language determines the way in which speakers of that language view the world. C. No amount of training can produce the more advanced uses of language found in people, no matter what their culture. D. An understanding of language can provide individuals with a better appreciation of the different cultures of people with whom they may relate. 13. Which transmission of culture involves the process of learning some new traits from another culture? A. Acculturation B. Assimilation C. Enculturation D. Pluralism 14. Under which component of culture would books belong? A. Behavioral B. Cognitive C. Communication D. Material 15. Which exemplifies the function of culture where individuals can overcome their physical disadvantages? A. The invention of the cellular phones enables family members to communicate with one another even between great distances. B. The establishment of rules of proper conduct for living in a society ensures orderliness and social justice. C. The development of one’s full potentials as a human being. D. The creation of new needs and the arrangement of means to acquire them. 16. Which illustrates cultural relativism? A. Practices that are considered taboo in a certain group but are acceptable to other groups. B. Learning the folkways and social traditions of one’s own group. C. A Tuguegaraoeño moves to a point where s/he speaks only Visayan and assumes the folkways of the local group. D. When students migrate from rural to urban areas, they learn some of the urban customs and routines. 17. Which does not provide an understanding of multicultural education? A. Teachers integrate content concepts that give emphasis to a particular ethnicity. B. Every student must have an equal opportunity to achieve her or his full potential. C. Every student must be prepared to competently participate in an increasingly intercultural society. D. Teachers must be prepared to effectively facilitate learning for every individual student, no matter how culturally similar or different from themselves. 18. Which of these is the political function of schools? A. Teach basic cognitive skills B. Prepare students for their later occupational roles C. Help students assimilate diverse cultural groups into a certain order D. Socialize children into the various roles, behaviors and values of the society 19. Which social institution is concerned with the satisfaction of the material wants of a society? A. Economic


B. Educational C. Government D. Religious 20. Which gender development theory believes that parents reinforce appropriate gender role behaviors? A. Cognitive Developmental Theory B. Gender Schema Theory C. Interactionist Theory D. Social Learning Theory 21. What does gender stereotyping mean? A. The identification of factors that may influence the gender preference of a person B. The beliefs humans hold about the characteristics associated with males and females C. The actions done to equate the accessibility of guidance programs to improve gender concepts D. The training that promotes sensitivity between and among men and women as to their capabilities and rights. 22. Which is the current understanding of the word “gender”? A. Sexlessness B. Prejudice against sexes C. Discrimination against sexes D. Subjectivity to sex preferences 23. Which situation does not manifest gender equality? A. Men helping women advance their causes B. Recognizing that women can improve themselves C. Girls are enrolled in regular schools which used to be for boys only. D. A glass ceiling which determines the peak of women’s advancement in the levels of management 24. Which is a socio-cultural issue concerning globalization? A. Economic coordination has become increasingly regulated well-regulated B. The challenge to engage and work through contrasting models of language and kinship C. Constraints on national/state policy-making posed by external demands from transnational institutions D. Narrowing income of gaps between developed and developing countries through improvements in basic education 25. Which does not contribute to the fall out of globalization? A. Finance-related issues B. Hiring of teachers C. Internationalization of education D. Privatization of secondary and higher education


LET REVIEWER Social Dimensions of Education

Recommend Documents