Celeste, Joseph Eries P.
BSED MATH -2
SOCIAL DIMENSIONS OF EDUCATION
EDUCATION
IS NOT JUST ABOUT LEARNING FACTS, BUT ALSO ABOUT LEARNING
HOW TO LIVE IN SOCIETY. IT INVOLVES TEACHING AND LEARNING
SPECIFIC SKILLS, WIDE KNOWLEDGE, GOOD JUDGEMENT AND
WISDOM. IT HELPS INDIVIDUALS TO FIT INTO THE SOCIETY AND
HELPS SOCIETY TO EVOLVE.
CONSENSUS
IS A GENERAL ACCEPTED OPINION OR WIDESPREAD AGREEMENT
AMONG ALL MEMBERS OF A PARTICULAR SOCIETY.
GROUP DECISION-MAKING: WHEN A TEAM OR COMMITTEE
UNANIMOUSLY AGREES ON A PARTICULAR COURSE OF ACTION OR
SOLUTION TO A PROBLEM AFTER DISCUSSION AND DELIBERATION.
COMMUNITY AGREEMENTS: WHEN A COMMUNITY OR SOCIETY
REACHES A SHARED UNDERSTANDING OR AGREEMENT ON
SPECIFIC VALUES, PRINCIPLES, OR RULES THAT BENEFIT
EVERYONE INVOLVED.
FAMILY DECISIONS: WHEN MEMBERS OF A FAMILY REACH A
MUTUAL UNDERSTANDING OR AGREEMENT ON MATTERS LIKE
HOUSEHOLD RULES, VACATION PLANS, OR FINANCIAL DECISIONS
THROUGH OPEN COMMUNICATION AND COMPROMISE.
CONFLICT
REFERS TO A DISAGREEMENT OR CLASH BETWEEN OPPOSING
IDEAS, INTEREST, OR INDIVIDUALS. IT CAN STEM FROM
DIFFERENCE IN VALUES, OBJECTIVES, NEEDS, OR PERCEPTIONS.
PEER CONFLICTS: THESE CAN INVOLVE DISAGREEMENTS
BETWEEN STUDENTS, SUCH AS ARGUMENTS OVER FRIENDSHIPS,
MISUNDERSTANDINGS, OR DIFFERENCES IN OPINIONS THAT LEAD
TO TENSION OR EVEN BULLYING.
TEACHER-STUDENT CONFLICTS: THESE MAY OCCUR DUE TO
MISUNDERSTANDINGS, DIFFERENCES IN TEACHING AND LEARNING
STYLES, GRADING DISPUTES, OR DISCIPLINARY ISSUES.
ADMINISTRATIVE CONFLICTS: THESE CAN INVOLVE
DISAGREEMENTS BETWEEN STUDENTS, TEACHERS, OR PARENTS
AND SCHOOL ADMINISTRATION REGARDING SCHOOL POLICIES,
DECISIONS, OR ACTIONS TAKEN BY THE SCHOOL. EXAMPLES
COULD INCLUDE DISPUTES OVER RULES, RESOURCE ALLOCATION,
OR DISCIPLINARY MEASURES.
CONSENSUS THEORY
IS A SOCIOLOGICAL PERSPECTIVE THAT EMPHASIZES THE
EXISTENCE OF A GENERAL AGREEMENT OR CONSENSUS AMONG
MEMBERS OF A SOCIETY REGARDING SHARED NORMS, VALUES,
AND BELIEFS. IT SUGGESTS THAT SOCIETIES FUNCTION BECAUSE
MOST INDIVIDUALS WITHIN THEM AGREE ON WHAT IS
ACCEPTABLE BEHAVIOR AND SHARE COMMON VALUES.
DEMOCRATIC SOCIETIES: IN DEMOCRATIC SOCIETIES, THERE IS A
CONSENSUS AROUND THE IDEA OF FAIR ELECTIONS, RESPECT FOR
INDIVIDUAL RIGHTS, AND THE RULE OF LAW. THE MAJORITY OF
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CITIZENS AGREE TO ABIDE BY THESE PRINCIPLES, CONTRIBUTING
TO THE STABILITY AND FUNCTIONING OF THE SOCIETY.
CULTURAL NORMS: CONSENSUS THEORY APPLIES TO SHARED
CULTURAL NORMS AND VALUES WITHIN A SOCIETY. FOR
INSTANCE, A CONSENSUS EXISTS IN MANY CULTURES REGARDING
BASIC MORAL PRINCIPLES SUCH AS HONESTY, INTEGRITY, AND
RESPECT FOR OTHERS, WHICH CONTRIBUTE TO SOCIAL COHESION.
EDUCATIONAL INSTITUTIONS: WITHIN EDUCATIONAL SETTINGS,
THERE’S A CONSENSUS AROUND THE IMPORTANCE OF EDUCATION,
SHARED CURRICULUM, AND AGREED-UPON STANDARDS OF
BEHAVIOR. STUDENTS, TEACHERS, AND ADMINISTRATORS
GENERALLY ADHERE TO THESE NORMS, CONTRIBUTING TO A
CONDUCIVE LEARNING ENVIRONMENT.
CONFLICT THEORY
IS A SOCIOLOGICAL PERSPECTIVE THAT EMPHASIZES THE ROLE OF
CONFLICT AND COMPETITION IN SOCIETY. IT SUGGESTS THAT
SOCIETY IS CHARACTERIZED BY VARIOUS INEQUALITIES, POWER
STRUGGLES, AND CONFLICTS OVER RESOURCES, WHICH LEAD TO
SOCIAL CHANGE. ACCORDING TO THIS THEORY, DIFFERENT SOCIAL
GROUPS, SUCH AS THE WEALTHY AND THE POOR OR THE
POWERFUL AND THE MARGINALIZED, HAVE CONFLICTING
INTERESTS THAT DRIVE SOCIAL DYNAMICS. CONFLICT THEORISTS
FOCUS ON HOW THESE POWER STRUGGLES AND INEQUALITIES
SHAPE SOCIAL STRUCTURES AND RELATIONSHIPS.
CLASS CONFLICT: CONFLICT THEORY EXAMINES THE DYNAMIC
BETWEEN DIFFERENT SOCIAL CLASSES, SUCH AS THE BOURGEOISIE
(WEALTHY, OWNING THE MEANS OF PRODUCTION) AND THE
PROLETARIAT (WORKING CLASS). THE CONSTANT STRUGGLE
BETWEEN THESE CLASSES FOR CONTROL OVER RESOURCES AND
POWER IS A PRIME EXAMPLE OF CONFLICT THEORY IN ACTION.
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GENDER INEQUALITY: CONFLICT THEORY ANALYZES THE POWER
IMBALANCES BETWEEN GENDERS AND HOW THEY CONTRIBUTE TO
SOCIETAL CONFLICTS. EXAMPLES INCLUDE DISPARITIES IN WAGES,
UNEQUAL OPPORTUNITIES, AND SOCIAL EXPECTATIONS, ALL OF
WHICH LEAD TO ONGOING STRUGGLES FOR GENDER EQUALITY.
RACIAL CONFLICTS: SOCIETIES OFTEN EXPERIENCE CONFLICTS
ROOTED IN RACIAL OR ETHNIC DISPARITIES. SYSTEMS OF
OPPRESSION, DISCRIMINATION, AND UNEQUAL ACCESS TO
RESOURCES CREATE ONGOING TENSIONS BETWEEN DIFFERENT
RACIAL OR ETHNIC GROUPS, SHOWCASING THE PRINCIPLES OF
CONFLICT THEORY IN SOCIETY.
LABOR DISPUTES: CONFLICTS BETWEEN EMPLOYERS AND
EMPLOYEES OVER WAGES, WORKING CONDITIONS, OR BENEFITS
HIGHLIGHT THE POWER STRUGGLES INHERENT IN THE WORKPLACE
AND EXEMPLIFY THE CLASH OF INTERESTS BETWEEN DIFFERENT
SOCIAL GROUPS.
STRUCTURAL FUNCTIONALISM
IS A SOCIOLOGICAL THEORY THAT VIEWS SOCIETY AS A COMPLEX
SYSTEM WITH INTERCONNECTED PARTS THAT WORK TOGETHER TO
MAINTAIN STABILITY AND FUNCTION. IT SUGGESTS THAT EACH
PART OF SOCIETY HAS A SPECIFIC FUNCTION THAT CONTRIBUTES
TO THE OVERALL STABILITY AND SURVIVAL OF THE SYSTEM.
EDUCATION SYSTEM: IN THIS VIEW, SCHOOLS SERVE THE
FUNCTION OF NOT ONLY EDUCATING INDIVIDUALS BUT ALSO
SOCIALIZING THEM INTO THE NORMS AND VALUES OF SOCIETY.
THEY PREPARE STUDENTS FOR THEIR FUTURE ROLES AND
RESPONSIBILITIES WITHIN THE SOCIAL STRUCTURE.
FAMILY: THE FAMILY UNIT IS SEEN AS A VITAL INSTITUTION THAT
FULFILLS VARIOUS FUNCTIONS SUCH AS SOCIALIZING CHILDREN,
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PROVIDING EMOTIONAL SUPPORT, AND MAINTAINING SOCIETAL
STABILITY BY PRODUCING AND RAISING THE NEXT GENERATION.
ECONOMY: WITHIN STRUCTURAL FUNCTIONALISM, THE ECONOMY
IS VIEWED AS A SYSTEM THAT PROVIDES FOR THE MATERIAL
NEEDS OF SOCIETY. IT CREATES JOBS, PRODUCES GOODS AND
SERVICES, AND DISTRIBUTES RESOURCES, CONTRIBUTING TO THE
OVERALL FUNCTIONING AND STABILITY OF SOCIETY.
GOVERNMENT AND POLITICS: THIS INSTITUTION MAINTAINS
SOCIAL ORDER BY CREATING AND ENFORCING LAWS, RESOLVING
CONFLICTS, AND PROVIDING GOVERNANCE. IT ENSURES THAT
SOCIETY OPERATES SMOOTHLY BY ESTABLISHING NORMS AND
REGULATIONS.
INTERACTIONIST THEORY
EMPHASIZES THE ROLE OF INTERACTION BETWEEN INDIVIDUALS
AND THEIR ENVIRONMENT IN SHAPING LEARNING AND
DEVELOPMENT. IT SUGGESTS THAT LEARNING OCCURS THROUGH
SOCIAL INTERACTIONS, WHERE PEOPLE LEARN FROM EACH OTHER,
COLLABORATE, AND COMMUNICATE, AND THAT THIS PROCESS
IMPACTS COGNITIVE DEVELOPMENT. THIS THEORY HIGHLIGHTS
THE IMPORTANCE OF SOCIAL CONTEXTS, LANGUAGE, AND
COMMUNICATION IN THE LEARNING PROCESS.
SOCIAL INTERACTIONS CAN TAKE VARIOUS FORMS, SUCH AS:
COOPERATIVE INTERACTIONS: COLLABORATIVE EFFORTS WHERE
INDIVIDUALS WORK TOGETHER TOWARD A COMMON GOAL,
SHARING IDEAS AND RESOURCES.
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COMPETITIVE INTERACTIONS: SITUATIONS WHERE INDIVIDUALS
STRIVE TO OUTPERFORM OTHERS, OFTEN LEADING TO ENHANCED
SKILLS OR MOTIVATION THROUGH COMPETITION.
PARALLEL INTERACTIONS: INDIVIDUALS ENGAGE IN THE SAME
ACTIVITY OR ALONGSIDE EACH OTHER, BUT WITHOUT
SIGNIFICANT DIRECT INTERACTION OR COMMUNICATION.
SYMBOLIC INTERACTIONS: COMMUNICATION THROUGH
SYMBOLS, SIGNS, LANGUAGE, OR GESTURES THAT CONVEY
SHARED MEANINGS AMONG INDIVIDUALS.
RECIPROCAL INTERACTIONS: MUTUALLY INFLUENTIAL
INTERACTIONS WHERE EACH PARTICIPANT RESPONDS TO AND
AFFECTS THE OTHER’S ACTIONS OR BEHAVIORS.
CONSTRUCTIVE INTERACTIONS: COLLABORATIVE ACTIVITIES
THAT CONTRIBUTE TO THE CREATION OR DEVELOPMENT OF
SOMETHING NEW, FOSTERING INNOVATION AND CREATIVITY.
THE SOCIAL DIMENSION OF EDUCATION IS NOT ONLY ABOUT
ACQUIRING KNOWLEDGE BUT ALSO ABOUT PREPARING
INDIVIDUALS TO BE RESPONSIBLE, INFORMED, AND ENGAGED
MEMBERS OF SOCIETY.
