Course Name: Citizenship Education and

Community Engagement
Course Code : ‘’ 8606 ’’
Semester : Spring, 2021 B.Ed 1.5 Yrs
Name : Farwa Munir
Roll No : CE-614625

Assignment No. 1

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 QUESTION NO. 1

Q.1 Explain the concept of social interaction. How can a teacher help in
promoting social interaction among students?
Answer:

CONCEPT OF SOCIAL INTERACTION:

‘’A social interaction is a social exchange between two or more individuals. ... By interacting with one
another, people design rules, institutions and systems within which they seek to live. Symbols are used
to communicate the expectations of a given society to those new to it, either children or outsiders.’’

Man is a social-cultural being and society is both natural and necessary for man. It is difficult for men to
live in isolation. They always live in various groups and associations.

As members of these groups, they act and behave in a certain manner. The behaviour of each individual
is affected by the behaviour of others. This interaction is the essence of social life. Behaviour systems
grow out of interaction.

Without interaction there would be no social or group life. Mere physical proximity of individuals does
not unite them into a group or social unit. It is only when they mix with one another—play or talk
together to realize a common end or even compete or conflict with one another, that associative life
exists.

Thus interaction is the basic ingredient of social relationships. Society is rooted in inter-action. Green
defines social interaction as “the mutual influences that individuals and groups have on one another in
their attempts to solve problems and in their striving towards goals.

Social interactions are the acts, actions, or practices of two or more people mutually oriented towards
each other's selves, that is, any behaviour that tries to affect or take account of each other's subjective
experiences or intentions. This means that the parties to the social interaction must be aware of each
other--have each other's self in mind. This does not mean being in sight of or directly behaving towards
each other. Friends writing letters are socially interacting, as are enemy generals preparing opposing war
plans. Social interaction is not defined by type of physical relation or behaviour, or by physical distance.
It is a matter of a mutual subjective orientation towards each other. Thus even when no physical

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behaviour is involved, as with two rivals deliberately ignoring each other's professional work, there is
social interaction.

How can a teacher help in promoting social interaction among students?

Promoting Social Interactions Interacting and playing with peers provides many learning opportunities
for young children. In integrated preschool settings, nondisabled children and children with disabilities
may need to be encouraged to play together. Social interaction between the two groups of children can
be encouraged in a number of different ways. Suggestions for ways to use teacher attention and to
structure the classroom to promote socially interactive play are discussed below. Teachers and adults
can be very effective in promoting social interaction by encouraging children to play together and by
praising them when they do. However, it is important to remember that too much adult attention may
interfere with the children’s interactions. It is a good idea, therefore, for adults to remove themselves
from the play situation once children have begun to play together. Teachers and other adults also can
promote interactions by teaching children specific ways to ask other children to play, to share toys, to
take turns, to express affection and to help other children Assisting children to control their aggressive
behaviour encourages the formation of friendships. Planning small group activities that require
cooperation and sharing motivates socially interactive behaviour. For example, painting a mural or
making soup as a group encourages children to learn to work together. Being sociable is an important
quality in adults, but it goes further than this. Child needs to learn how to interact socially in order to
make lasting friendships and enable them to belong. There are many places where child can improve
their social skills: the park, nursery, friend’s house, the local store. Every place that child has the
opportunity to practice their ability to interact. 3 But why is it important? Well, let's be honest, we have
all seen the child in the nursery or in the park that is unable to interact with their peers. They are self-
centered, unable to communicate with their peers and generally look miserable. No one wants their
child to feel like this. That is why children need to be able to interact with their peers and why we need
to help them to be able to do this in a positive manner. Children who are unable to interact socially
usually are having these difficulties because they have not been given the opportunity in the past. Social
interaction has to be one of the most important activities that child can be involved in. It teaches them
the rights and wrongs in their wider community, helps them to build relationships and teaches them
how to cope in group situations.

Here are five ways to follow to ensure a teacher that their students have a positive classroom
interaction with their peers.

1. When grouping students together, keep in mind each child’s unique personalities and
characteristics. Some children will benefit more than others to be placed with certain kids. Pair
socially competent children with shy children to help them learn how to interact with different
types of people.
2. Always model and role-play how you should behave while interacting with peers.
3. Include materials into learning centers that promote social interaction. Materials like puzzles force
students to work together, while worksheets force students to work alone.

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 4. Praise children and give them positive feedback for interacting with their peers in a positive
manner. The more they know they are acting appropriately, the more likely they will continue to
do so.
5. Try and regroup students often to give them a chance to interact with other students. It’s
suggested to switch up groups every class or at least once a week.

These teaching strategies will help students develop the skills they need in order to succeed in school,

as well as in life. The more opportunities that students have to be exposed to peer interactions, the

more they will develop their skills in a positive manner.

Reference
 Adolf Bastian’ Today in science History.
 Dawkins, R. 1982, The Extended Phenotype
 www.google.com
 www.sociologydiscussion.com

QUESTION NO. 2

Discuss the importance of cultural diversity in a society. Highlight the role of

cultural diversity in Pakistani Society?
Answer:

Definition:

‘’Cultural Diversity is the existence of a variety of cultural groups within a society.’’

In every culture there are basic standards for social interaction such as personal space distance, eye
contact, amount of body language displayed in public, negotiating style, etc. Cultural diversity makes our
country richer by making it a more interesting place in which to live. Cultural diversity also makes our
country stronger and better able to compete in the new global economy. People from diverse cultures
bring language skills, new ways of thinking, and creative solutions to difficult problems and negotiating
skills. Cultural diversity is the quality of diverse or different cultures, as opposed to monoculture, as in
the global monoculture, or a homogenization of cultures, akin to cultural decay. The phrase cultural
diversity can also refer to having different cultures respect each other's differences. The phrase cultural
diversity is sometime misused to mean the variety of human societies or cultures in a specific region, or
in the world as a whole; but these phenomenon are multiculturalism rather than cultural diversity. The
culturally destructive action of globalization is often said to have a negative effect on the world's cultural
diversity.

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Importance of Cultural Diversity:
 Culture is important because it is what makes a society unique. For example, this could include a
certain religion or type of clothing. Each of these things is unique to a culture. The beauty of culture
is its diversity which alives the culture
 Cultural diversity is important because our country, our workplaces and our schools include
persons of various ethnics groups and interests. We can learn from one another, but first we must
have a level of understanding about one another in order to work together effectively. Cultural
diversity training also helps people to dispel negative stereotypes about one another.
 Diversity is important because it provides our society and culture with unique and inspirational
perspectives. Diversity can create new ideas and changes that can be beneficial to a society, or even
the world.
 Diversity is important to get over our little mindedness because of the cultural and religious
differences it brings. Socializing with someone of a different culture and or different religion brings
about a better understanding of it. The more we understand other cultures and religions, the more
tolerant we become.
 Cultural diversity is important because it affects everyone and their lifestyle, guiding beliefs and
basic assumptions about life.
 Diversity is extremely important in school because it really benefits the students that attend the
school. Students need to see the importance of other cultures.
 Diversity is important because it provides society with a unique perspective and new ideas. With
diversity, different opinions can be voiced and beneficial changes can be made through the simple
inspiration of diversity.
Role  of culture diversity in Pakistani  society

Pakistan came into existence on August, 14, 1947 from British Rule. Its population in 2009 was about
174.58 million with an area of 340, 499 sq mi (Britannica.com, 2010). Islam is the major religion of the
people of Pakistan. It is a Muslim dominated country with 95 percent Muslim and only 5 percent others.
However, being a pathway to many military conquests in the history, it has given birth to several ethnic
groups. The interaction between invaders and the locals had given birth to a common language called
Urdu; however the locals kept their particular ethnic and cultural values alive. The society and culture of
Pakistan comprises numerous diverse cultures and ethnic groups: the Punjabis, Kashmiris, Sindhis in
east, Muhajirs, Makrani in the south; Baloch and Pashtun in the west; and the ancient Dardic, Wakhi and
Burusho communities in the north. These Pakistani cultures have been greatly influenced by many of the
surrounding countries' cultures, such as the Turkic peoples, Persian, Arab, some parts of South Asia, 25
Central Asia and the Middle East (UNESCO World Heritage State Parties Pakistan Retrieved 09 July
2010). In ancient times, Pakistan was a major cultural hub. Many cultural practices and great
monuments have been inherited from the time of the ancient rulers of the region. One of the greatest
cultural influences was that of the Persian Empire, of which Pakistan was a part. In fact, the Pakistani
satraps were at one time the richest and most productive of the massive Persian Empire. Other key
influences include the Afghan Empire, Mughal Empire and later, the short lived but influential, the
British Empire. Pakistani society is largely multilingual, multi-ethnic and multicultural. Though cultures
within the country differ to some extent, more similarities than differences can be found, as most

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Pakistanis are mainly of Aryan heritage or have coexisted side by side along the Indus River for several
thousand years, or both. However, over 60 years of integration, a distinctive "Pakistani" culture has
sprung up, especially in the urban areas where many of the diverse ethnic groups have coexisted and
the country now having a literacy rate of 55%, up from 3% at the time of independence. Traditional
family values are highly respected and considered sacred, although urban families increasingly form
nuclear families, owing to socio-economic constraints imposed by the traditional culture of the
extended family. Pakistani Culture is very unique in terms of its social and ethical values. These values
are something which are given due importance. This culture revolves around the religion of Islam which
teaches equality among every human being that exists on this planet. Pakistan’s culture is very diverse.
Pakistani culture has the following elements:

1. Islamic Values

Pakistani culture is actually a part of the contemporary Islamic civilization which draws its value and
traditions from Islam and rich Islamic history. Majority of population comprises of Muslims and follows
teachings of Islam, i-e., belief in one Allah, Prophethood of Hazrat Muhammad P.B.U.H, brotherhood,
equality and social justice etc. Islam is religion of peace and patience. Pakistani society is very
cooperative. National calendar is marked by religious days which are observed with great devotion.

2. Religious Festivals

Festivals play an important part of our culture. Eid-ul-Fitr and Eid-ul-Azha are our two main
religiousfestivals .They are celebrated with great happiness throughout the country.

3. National and Regional Languages:

Pakistan is a large country which comprises of four provinces, the Federally Administered Tribal Areas
(FATA) and Federally Administered Northern Areas (FANA). All of these component parts have their own
regional languages. As such Punjabi, Pashtu, Sindhi, Balochi, Barohi and Kashmiri are regional languages.
However, Urdu is the national language which is spokin and understood in all parts of the country.

4. Mixed Culture

Practically speaking Pakistani culture is a beautiful blend of the Punjabi, Sindhi, Pathan, Baluchi, Barohi,
Seraiki and Kashmiri cultures. In addition, the presence of Hindu community in Sindh gives touches of
dance and music in the Sindhi region. The Hindus sing Bhejan but Pakistani culture has adopted Qawwali
which is a praise of the Holy Prophet P.B.U.H.

5. Rich Literature

Pakistani culture is rich in the literatures of Urdu, Punjabi, Sindhi, Pashtu, Baruhi, Baluchi and Kashmiri
languages. Urdu literature boasts of the masterpieces of Maulana Azad, Iqbal, Shibli, Hali, Ghalib, Agha
Hashar, Manto and Faiz whereas the Punjabi literature stands out with great names like Waris Shah,
Sultan Bahu, Ghulam Farid, Bulhay Shah and Shah Hussain etc. Similarly, Sindhi literature glitters with

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the masterpieces of Shah Abdul Latif, Sachal Sarmast, Shah Qadir Bakhsh, and Faqir Nabi Bakhsh. The
Pushto literature also boasts of names like Sheikh Saleh, Raghoon Khan, Akhund dardeeza, Khushal Khan
Khattak and Rahman Baba. The Baluchi literature comprises of masterpieces of Jam Durk, Muhammad
Ali, Zahoor Shah Hashmi, Ghani Parvez, Hasrat Baluch, Abbas Ali Zemi and Aziz Bugti etc.

6. Male Dominated Society

Pakistani society is dominated by male members. Each family is headed by the senior most male
member who is responsible for arranging the bread and butter of the family.

7. Variety of Dresses

Pakistani culture is rich in variety of dresses: The people of Punjab, the Pathans of KPK, the Baluchi
people and the Sindhis wear their own distinct dresses. These dresses are very colorful and prominent
and give attractive look during national fairs and festivals.

8. Fairs and Festivals

The culture of Pakistan has great tradition of fairs and festivals. These fairs are held in all parts of the
country. Moreover, annual urs of great saints are held to commemorate their anniversaries. On these
occasions, fairs are also held in which people take part in great numbers. Out of these the Horse and
Cattle shows of Lahore, Mianwali and Sibi are famous wheseas the Polo festival fo Gilgit is prominent at
national and international level. Moreover annual urs of Hazrat Daata Ganj Bakhsh, Madhu Lal Hussain,
Baba Bulhay Shah, Baba Farid Gunj Shakar, Baba Gulu Shah, Pir Jamaat Ali Shah, Abdul Latif Bhitaii,
Hazrat Noshah Ganj Bakhsh, Bari Imam, Lal Shahbaz Qalandar, and Bahauddin Zakriya are celebrated
with great fervour.

9. Sports

Pakistani people are great lovers of sports and games. Modern games like hockey, cricket, football,
badminton, squash, table tennis and lawn tennis are played throughout the country. In addition
wrestling, boxing, and athletics are also very popular among masses. Pakistan has produced great
sportsmen in the past. These include Bholu in Wrestling, Hanif, Miandad, Imran, Wasim Akram, and
Inzamam in cricket, Shehnaz sheikh, Islahuddin, Khalid Mahmood, Akhtar Rasool, and Munir Dar in
hockey and Jahangir, Jansher in squash.

10.Handicrafts

Pakistan enjoys great distinction in handicrafts at international level. Wooden furniture of Chiniot, sports
goods of Sialkot and embroidery of Multan and Hyderabad is world famous.

11.Arts and Architecture

The iconoclasm of Islam has given a characteristic form and pattern in the use of elegant designs, based
on geometric figures and floral forms borrowed from nature. The Shah Jahan Masjid,Shalimar

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Garden,Badshahi Masjid,Shahi Qila and many such graceful buildings are a living proof of the exellent
Mughal architecture.

12.Recreational Activities-Sports

The recreational activities all over the Pakistan are common. The games like wrestling, hockey, cricket,
football, squash, Kabaddi etc are popular in every part of our country. These games reflect our cultural
identity.

13.Education

Education contributes a great deal in developing national character. Educational system plays a vital
role in the formation of culture, unity and solidarity of a nation. it is ,therefore, important that the entire
syllabi right from the lower to higher level should be placed in accordance with the ideology of Pakistan.

14. Ulema,Mushaikh and Sufi Poets

Ulema,Mashaikh and Sufi Poets occupy an honoured place in our cultural aspect of life. Sufis like Lal
Shahbaz,Data Ganj Baksh,Shah Abdul Lateef,Sachal Sarmast,Hazrat Sultan Bahu and Waris Shah
rendered meritorious services for the spread of Islam in the Sub Continent. CONCLUSION Culture which
includes religion, literature art, architecture, dresses, music manners and customs has its roots in the
Islamic culture Islam has described the rights and duties of every individual. Even in drinking, eating and
dressing, we have to observe certain rules prescribed by Islam. So it may be said that Pakistani culture
represents the true picture of Islamic culture.

CONCLUSION:

Culture which includes religion, literature art, architecture, dresses, music manners and customs has its
roots in the Islamic culture Islam has described the rights and duties of every individual. Even in drinking,
eating and dressing, we have to observe certain rules prescribed by Islam. So it may be said that
Pakistani culture represents the true picture of Islamic culture

Reference:
 8606 course code book “Citizenship Education And Community Engagement”
 www.google.com
 www.eHow.com
 www.wikipedia.com
 www.sociologydiscussion.com

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 QUESTION NO. 3

Discuss the impact of institutional rules on the behavior of an individual.

Answer:
Education and religion have both been important factors in many societies around the world. Both
shape how our societies interact within our own society and with other societies around us. The shaping
of our societies begins with our families and friends shaping how our future lives will take place. This is
when formal education and religion are brought about. Even in "primitive" societies, there are highly
developed methods of conveying knowledge and values. These methods will affect reception of new
ideas. The effective communicator learns and uses the insider formats and channels. As the child grows
he/she comes in contact with neighborhood children and people. This extended group forms the
community or social environment. The child’s thinking and behavioural patterns are influenced by them
too. Our community does not consist of our neighbors alone. Our friends, people who follow the same
religion and religious practices; people belonging to same caste, all are part of the community we
belong. In fact all the people we come in close contact are part of our community. All these people play
an important role in the child’s development. When the child starts going to school he/she meets many
children coming from different background. All this forms the part of the child’s social environment.
After family the child’s teachers and peer group is the second largest influence in a child’s life. By peer
group it is meant the fellow students, neighbourhood children and people of the same age-group. As
you have read in the lesson on adolescence that at this age peer group Social Institutions becomes even
more important them parents, simply because at this age children spend longer time with them than
their parents. Diana Kendall said “Education is the social institution responsible for the systematic
transmission of knowledge, skills, and cultural values within a formally organized structure”.
Functionalists believe education is one of the most important parts of our society. There are both
manifest and latent functions of education. (Kendall, 2006) The manifest functions of education are
socialization, transmission of culture, social control, social placement, and change and innovation.
Socialization is the subject matter learned according to age and skill level. Transmission of culture is how
people learn of new cultures and those new to our culture are assimilated into our society. Social
control teaches students how to maintain order in their society via discipline and the following of rules.
Social placement determines who is best suited for what job in their society. Finally change and
innovation is simply what it appears to be: students bring about change and make things new and
better. (Kendall, 2006) 90 The last leg of education is college. Universities provide students with major
degrees that they can take with them to gain high paying jobs that are worthy of their hard work for so
many years of school. Education enables a person to fulfill his dreams by attaining a degree and get a job
of this own choice. Just like the segregation in middle and high schools there is much cultural diversity in
a college. Students are subject to the sight of those that may or may not be of the same racial and ethnic
background as themselves as college continues. (Kendall, 2006)

Over the last decade, the concepts of ‘institutions’ and ‘institutional development’ have become heavily
embedded in the language of aid. Current development themes, such as markets that work for the poor,

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good governance and rights-based approaches, demand a strong emphasis on institutions. Yet there is
confusion about how to define these concepts and how to translate them into practical methods for
analysis. There are also many challenging questions about how institutions evolve and to what extent
they can be purposefully designed or changed. Nevertheless, the well-being of people and the
environment hinges on finding new ways to transform institutions to cope with the challenges created
by technology-focused development. Interactive forms of society-wide learning need to be evolutionary
rather than linear, and must be founded on a solid understanding of the institutional complexity of
social systems. These ideas have major implications for the goals, processes and mechanisms of aid.

a) The Impact of School

These are the most formative years of a child’s life. As the child grows he/she go to school. In the child’s
development school plays the second most important role. Its role is almost as important as family. A
school and a college are called Alma Mater. It is derived from a Latin word meaning nourishing (dear)
mother. In this period of life teachers are like parents to him/her. He/she listens to them, loves them,
fears them, and respects them. Children are taught many things at school. They not only learn to read
and write, but learn to work in a group, in a team. One can say that the family sows a seed which
blossoms into a flower in the school. A child’s skill development takes place at schools. He discovers
his/her talent and capacities. He/she learns to make friends, to get along with others, to socialize to be
disciplined and to be a responsible citizen. School is the place where the child receives most of his
education. Education includes imparting knowledge, training and guidance. Although education is a
lifelong process, the main role at school is to develop the child’s in born capacities and talents in such a
way that a child can use them lifelong. During this period character building also takes place. One learns
about culture and religion. Education is important from both individual and society’s point of view. At
the individual level a child’s physical, mental, spiritual, cultural capacity, personality and character
building have to be taken care of. From society’s point of view one has to develop into a responsible
citizen, serve the society and country in a selfless manner, try to remove the social evils, help building a
better society, develop leadership qualities, and learn to live and serve in a democratic manner. At
social level too there has to be an emotional bonding. One learns to take pride in one’s culture, religion,
community and country. School education also takes into account the progress taking place in the world
in different fields. Everyday new scientific discoveries and inventions are taking place. Science and
Technology is developing in leaps and bounds. A child should know and learn about them in such a way
that they are useful for future career and life. To sum up the education should be such that it helps in
the overall development of the child.

Children are also influenced by the kind of books they read. Here parental and teacher’s guidance play
an important role. Reading is a good habit. Here the context is the books outside school syllabus.
Reading not only improves knowledge it gives greater command over language. It increases the child’s
vocabulary. Books are store houses of knowledge, and knowledge is power. Knowledge gives
selfconfidence and maturity and helps to develop a person fully.

b) The Specific Functions of Educational Institutions

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1. Transmitting culture.

2. Preparation for occupational roles

3. Evaluating and selecting competent individuals

4. Transmitting functional skills for functioning in society

Teachers Role to Optimize the Functioning of Group:

All of the roles described here are played by individuals in groups either because the role fills a strong
personal need or because the group expects or enjoys it. By playing a role, an individual finds a place
within the group one of the main desires of almost all students and becomes a functioning part of the
group.

1. Psychological Roles of Teachers:

The ways in which groups and individuals behave in the classroom are greatly influenced by how they
perceive the teacher. Like it or not, teachers fill many different roles and present many different images.
Some of these roles and images are:

2. Representatives of society:
Teachers reflect and develop values, moral attitudes, and thinking patterns typical of the community.
Teachers also judge students' behavior, character, work, and progress.

3. Source of knowledge:
Teachers are the primary source of knowledge, a resource from which to obtain information. Teachers’
help students learn by giving directions, furnishing information, requiring that work be done, removing
obstacles to learning, and facilitating problem solving.

4. Role of Director
Teachers arbitrate and make decisions when disputes arise. They maintain security in the classroom;
discover wrongdoing, and handout consequences. They are responsible to model customs, manners,
values, and beliefs that students are to imitate. This all ultimately help to anxiety by maintaining
standards of behavior, consistent environments, regular schedules, and freedom from danger or threat.
As you can see, teachers are assigned many roles by students. Sometimes they have little choice about
those roles, but they can usually decide in part on the roles and on how and when to assume them. They
may assume some roles wholeheartedly and avoid others completely, depending on how they wish to
relate to students. Sometimes they may adopt or avoid certain roles, if they are aware of a strong group
need. In any event, teachers need to be sure that they are steady and consistent in the roles they do
assume. A teacher who continually points out the bad behavior of a particular child is possibly setting up
non-conducive environment that will allow the students and the teacher to produce their anger and

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aggression. A teacher who openly criticizes particular manual/rules that he/she is required to use is,
without realizing it, encouraging the children to resist the work associated with that manual. One of the
reasons for the children’s so-called negativity may be their identification with the teacher. If she does
not like the manual, they won’t like it or want to use it. So, although the pupils’ behavior is reflecting
their alliance with the teacher, their negative behavior may be interpreted as disobedience. If the
teacher goes on this assumption, without checking with her students, he/she may feel justified to
scolding the students. Unconsciously, the children’s behavior gives the teacher the excuse to scold
them, rationalizing that they were not doing their work properly. He/she feels justified in showing anger
toward bad kids rather than acknowledging her/his own anger and frustration. Often teachers and class,
or the whole school, staff and pupils, “the group as a whole,” struggle with such problems as severe
anxiety, fear of other attacks, discomfort within the school itself, and diversity of ethnicity, and
language. The enormous psychological power of many individuals in a group situation may create
behavioral reactions that would not occur in a oneto-one situation. The group-as-a-whole produces an
entirely different personality than that of the individuals from whom the character emerged. In other
words, the characteristics of the class group are broader and more encompassing than that of one
individual student. “Class as a whole” issues also lead to role-taking by individual members or role
assignment to members via group pressure. For example, if a lesson is boring, some student will
invariably become “time keeper,” letting the teacher know that the class has had enough, or the “class
clown” will distract the lesson with jokes and funny behavior. Children’s methods of developing a sense
of safety within the class setting are understandably weak and often regressive. The methods they use
will be determined by ego and superego development, as well as control over impulsive behavior. This
developmental process will determine how much psychic energy is available to focus on the subject at
hand. There are many other dynamic conditions that emerge in school settings without the knowledge
of the participants. For example, teachers may use punitive disciplinary tactics because of their own
overly strict upbringing, or they may encourage raucous acting out because of their desire to be
rebellious. Most teachers would agree that class order or class control is an important challenge. In
order to address the issues of class order and to create an environment most conducive to classroom
learning, it is helpful to understand the causes of class management difficulties

Reference:
 8606 course code book “Citizenship Education And Community Engagement”
 www.google.com
 www.eHow.com
 www.wikipedia.com
 www.sociologydiscussion.com

12
 QUESTION NO. 4

Explain the functions of different agencies in socialization. Determine the role

and responsibilities of teacher in socialization.
Answer:

Functions of different agencies in socialization Agents of Socialization Agencies of socialization are

categorized into two as primary and secondary. Primary agents familiarize a child to the society and
family is a crucial primary agent of socialization. Secondary agents or agencies familiarize a child to an
organized place or institution and it is more systematic than primary agents of socialization. The best
example is none other than the school wherein there is a particular set of rules and regulations to be
followed. Family, school, peer groups, mass media, education institutions, work places, religion and
politics are key agents of socialization.

Family
Family is the most important and crucial institution of socializing a child. Soon after the birth, a child has
to be with the mother and the child learns particular behavioural patterns from her. Of course, this is a
crucial experience in his/her life. Subsequently he/she learns to interact with other members/individuals
in the family. Activities such as sucking milk, smiling, carefulness and tottering are important in primary
socialization. The infant gets fulfilled all physical and psychological needs within the family itself. Child
rearing practices such as nutrition, sleeping and use of toilets are to be trained at home. However, all
these practices keep changing from society to society. In Asian countries these practices are experienced
with simplicity and relaxation on the contrary rigid practices are followed in western countries since in
western countries such as Britain, France, Germany, etc, the mother does not be with the child for a
long period of time. However, Asian mother stays with the child for a long period in comparison to
western mother. In addition to child rearing practices, rewarding, threatening, punishing, bargaining
and pleading help to socialize a particular child. Intention of all these methods is to make the child
conformed to the society. As far as sociologists are concerned, early childhood experiences affect the
personality development. Both love and affection of parents strongly influence the development of his
personality. At the same time, lack of warmth, love and affection form an affectionless figure or
personality. When a particular individual has both over-affection, he becomes an unbalanced character.
The individual who has the excessive love and affection is not self-confident while who is rejected can be
harmful to the society.

School
The school is another important and crucial agent of socialization. The child who has been with the
family for years extends his relationship with the outer society through school. The child receives his
school education from six to eighteen years. The school is known as a micro system and it is an
institution where learning takes place and individuals develop. The school provides the intellectual and
social experiences from which individuals develop knowledge, skills, customs, beliefs, interest, and

13
attitudes that characterize them and shape their abilities to perform adult roles. However, provision of
good members to the society is the objective of education. Subject knowledge which is being taught by a
set of teachers is exclusively a new experience. However, just after the admission to the school
emotional bond and relationship the child had with the family and its members keeps reducing. The
child is able to develop his skills through the new environment. At the same time he has the ability to
identify the school as a place where his ideas and activities are appreciated and admired. The rewards
he receives as appreciation, commendation, etc, may influence over the formation of his personality.
Imitation affects the formation of the personality of an individual. The child has the opportunity to
associates closely with the teacher in subject oriented activities and in extra curricular activities. He is
motivated to imitate his teachers. The personality of the child is formed by following and imitating not
only external characteristics of teachers such as accent, behaviour, handwriting, etc, but also their ideas
and opinions as well.

Peer Groups
A peer group is a social group consisting of people who are equal in such respects as age, education, or
social class. Friendship groups and age grades are also known as peer groups. In course of child's growth,
he is motivated to be with the friends of his age. It is mainly prominent from teen ages to adulthood.
The socialization that takes place with peers is different from those of the family and school. Similar
tastes, likes, dislikes and ideas influence of the formation of such groups. Those who like sports and
music get together and form into groups is such an example. In peer groups, the child acquires a greater
understanding in respect of conforming to laws and regulations. The child who does not conform to
standard laws and regulations is rejected with ease from his group. Not being able to abide by the rules
and regulations of the sports team and being unable to obey the order of its leader may be subjected to
ejection. According to ideas and activities of the members certain controlling methods such as
commending, accepting, punishing or rejecting are operative within a group. Children who are
disobedient to their children may be subjected to ideas and control of such groups. Peer groups are
important as a place where in an individual could discuss certain issues, problems and matters which
cannot be discussed with their adults in the family or school. Owing to movement with peers, a
particular individual is able to solve certain problems. Socialization takes place by imitating the
individuals who are appreciated by the peer group as well. Things such as accent, fashions, hair styles,
ways of behaviour, etc, are often imitated.

Mass Media
Theorists, like Parsons, and textbook authors, like Ely Chinoy (1960), and Harry M. Johnson (1961),
recognized that socialization didn't stop when childhood ended. They realized that socialization
continued on into adulthood, but they treated it as a form of specialized education. Johnson (1961), for
example, wrote about the importance of inculcating members of the US Coastguard with a set of values
so as to respond to commands and act in unison without question. Some scholars accused theorists of
socialization of not recognizing the importance of the mass media which, by the middle of the twentieth
century, was becoming more significant as a social force. There was concern about the link between

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television and the education and socialization of children, a concern that continues today, but when it
came to adults, the mass media were regarded merely as sources of information and entertainment,
rather than molders of personality.

Other agencies of socialization :

People are also influenced by other agencies of socialization as well. The other most predominant agent
amongst them is religion. Religion or religious conviction forms social and cultural patterns for
individuals. The manner the Muslims dress is not the way for other religious groups. Any religion
inculcates moral values such as love and compassion for others. Religions do not permit anyone to
engage in adultery and theft and robberies. Also, scouts, youth organizations, the military and
employment settings are some agents of socialization. In some countries the military training is even
given to ordinary youths recruited for some other professions since it helps to produce individuals with
discipline.

Role of Teacher
1. Teachers are carries of either positive or negative behaviour toward students.

2. Teachers must love their career to pass enthusiasm, to assists, and to provide a warm environment to
the students.

3. Teachers are the second mothers for the students because students spend a lot of time with their
teachers.

4. A teacher is someone who becomes through many years of training and experiences in the field.

5. A teacher carries a big responsibility in her classroom. One reason is that all students depend on
her/him.

6. The teacher must create a warm and protective environment but at the same time professional.

7. Sometimes, the teacher’s caring attitudes could have a long positive or negative influence on
students.

8. Sometimes, the behaviour of students demonstrates that something is not going right. Therefore, the
teachers must pay attention to any suspicious sings that could bother the student.

9. The teachers must let student know how he/she feels when students do not trust in her maybe it
would help students to change their minds about telling the teacher his/her problem.

10. A teacher is someone considered as an ideal self or a role model by children.

11. Teachers have a responsibility to demonstrate highest examples of acceptable behaviour, be it in

class or outside the classroom.

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12. We know the lasting, deep and permanent impressions formed by teachers on young minds. So what
are the qualities or attributes that we would like to see in teachers who are incharge of influencing or
modeling our children?

Responsibility of Teacher :
A teacher carries a big responsibility in her classroom. One reason is that all students depend on
her/him. Everything the teacher says will have an impact on the students. If the teacher feels 15 joy or
feels anger, it will be spread among children because the attitudes of the teacher gets contagious. If the
teacher laughs, students also laugh, why? Because teachers are responsible for the social behaviour in
the classroom. If something goes wrong the only responsible is the teacher even if it was not their foul.
The teacher must create a warm and protective environment but at the same time that approach should
be professional. If students feel secure in the classroom the result will be shown in the academic
progress. A good start could be a mutual trust with each student. Teaches have the responsibility to
know his/her students in the classroom. Each day, the teachers show one of their attitudes that the
students are unaware. Also, the students do the same in order for the teacher to get to know them, too.
This is a good exercise to do because it benefits the whole class to break the ice. The first days most of
the students are afraid of the teacher because they do not know how is the teacher’s personality. It will
change until the point that the teacher and students discover to have common hobbies with each other.
Sometimes, the teacher’s caring attitudes could have a long positive or negative influence on students.
Student’s self-esteem could be lift up because it could create ambitions in their minds for future
academic success. Psychologically, students could be affected if they have problems with their teachers.
One of the results could be that students will avoid going to school. As professional teachers, we do not
want any conflict with the students.

Reference

 Children’s play council, 1998 London National Children Bureau

Donnelly, P & Coakley, J (2002). Prespectives on social inclusion
 8606 course code book “Citizenship Education And Community Engagement”
 www.google.com
 www.eHow.com
 www.wikipedia.com
 www.sociologydiscussion.com

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 QUESTION NO. 5

Discuss the role of religious groups in influencing social behavior. Explain the
importance of economic, political and educational institutions in the society .

Answer:
Another topic that has about as much diversity as today’s educational system is that of religion. Diana
Kendall states “Religion is a system of beliefs, symbols, and rituals, based on some sacred or
supernatural realm, that guides human behavior, gives meaning to life, and unites believers into a
community”. Religion can commonly be seen as man’s (or woman’s) explanation to many unanswerable
questions such as the meaning of life. It tells us “why we exist, why people suffer and die, and what
happens when we die” according to our textbooks. The religions that are created are categorized by
their beliefs and gods. Religions entail beliefs about the world, universal order and good, spiritual beings
and powers, as well as rituals and ceremonies. For many peoples, religion is not separated into a
separate sphere of life but is part of the fabric of society, making "conversion" difficult, because of the
"religious" identity of the society. Concepts of loyalty, identity, faithfulness and personhood are in this
category. Political and religious institutions are often related. This may involve "religious" ceremonies of
cultural identity. We learn a lot from our cultural heritage. Our religion also gives us an identity as our
family and community. We are influenced by our religious teachings and practices. One feels solidarity
and brotherhood with the people following the same religion. It also gives a feeling of security. Usually
our religion is determined by birth. The important thing to remember is that whatever religious
practices we follow, there are certain basic truths and values which are common to all. Religion teaches
us to be truthful, not to steal, not to cheat any one, love the fellow beings, be tolerant, be good to
others and so on. Our religion is a way of life. If we follow above tenets we will play a positive role in
every share of life. We have to learn to use religion in a positive way. While following one’s own
religious practices one should be respectful to people following other religions. Religion and faith gives
us inner strength, the strength to face difficult situation in life. Religion also teaches us to lead a
disciplined life. Though religion influences us a great deal, a lot depends on the kind of interpretations
that is passed on to us. We are all familiar with the famous lines of our Great poet Allama Iqbal
“Mazahab nahni Sikhata aapas mai bair rekhna” No religion teachers us to fight with each other. But we
see different religions groups fighting. We should try to understand the process behind it. If people
follow the true spirit and teachings of their religion it can have a very good influence in building their
outlook and personalities.

Importance of Economic Institutions:

Sociologists understand the economy as the set of arrangements by which a society produces,
distributes, and consumes goods, services, and other resources. Economic Institutions involve the
production of goods and the organization of labor, the provision of care and similar factors, not just
money, buying and selling. Every society has systems of provision or procurement. According to Diana
Kendall, “economy is the social institution that ensures the maintenance of society through the

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production, distribution, and consumption of goods and services”. It is obvious that a country’s political,
legal, economic and social institutions will affect its rate of economic growth. However, it is much more
difficult to identify exactly which institutions matter and exactly how they matter. This is an issue of
some practical importance. Countries are free to redesign their institutions in order to improve their
economic performance. But, unless they can pinpoint the beneficial aspects of particular institutions,
the only option is to import wholesale the institutional structures of another, more economically
successful country. 18 Economies have come in many different forms throughout the years. The way of
improving an economy has even changed based on the situation a nation is currently in pre-industrial,
industrial, and post-industrial. Pre-industrial economies are part of a more hunting and gathering
culture. Industrial economies depend on alternative sorts of energy and machinery. Postindustrial
economies rely on provision of sources and contain fast-food, transportation, and technology.

Importance of Political Institutions:

Politics is the social institution through which power is acquired and exercised by some people and
groups. Politics is present in every society today in the form of a government or state. Political sociology
is the process in which politics is studied in its relation to other factors such as the economy, education,
or media (Kendall, 2006). Every society has an organizational principle, with authority figures, with
defined roles and obligations. There are written or oral laws. Some societies are tightly knited, while
others are very loosely organized. Institutions that pertain to the governance of a society, its formal
distribution of authority, its use of force, and its relationships to other societies and political units. The
state, an important political institution in modern societies, is the apparatus of governance over a
particular territory. Politics brings about power and authority to those with power. Unfortunately
politics often times brings about corruption and abuse of the power or authority gained. Those with
power will very likely try to confuse their abuse of power forcefulness used to gain that power by falsely
showing they have authority (Kendall, 2006).

Importance of Educational Institution:

Education and religion have both been important factors in many societies around the world. Both
shape how our societies interact within our own society and with other societies around 19 us. The
shaping of our societies begins with our families and friends shaping how our future lives will take place.
This is when formal education and religion are brought about. Even in "primitive" societies, there are
highly developed methods of conveying knowledge and values. These methods will affect reception of
new ideas. The effective communicator learns and uses the insider formats and channels. As the child
grows he/she comes in contact with neighborhood children and people. This extended group forms the
community or social environment. The child’s thinking and behavioural patterns are influenced by them
too. Our community does not consist of our neighbors alone. Our friends, people who follow the same
religion and religious practices; people belonging to same caste, all are part of the community we
belong. In fact all the people we come in close contact are part of our community. All these people play
an important role in the child’s development. When the child starts going to school he/she meets many

18
children coming from different background. All this forms the part of the child’s social environment.
After family the child’s teachers and peer group is the second largest influence in a child’s life. By peer
group it is meant the fellow students, neighbourhood children and people of the same age-group. As
you have read in the lesson on adolescence that at this age peer group Social Institutions becomes even
more important them parents, simply because at this age children spend longer time with them than
their parents. The manifest functions of education are socialization, transmission of culture, social
control, social placement, and change and innovation. Socialization is the subject matter learned
according to age and skill level. Transmission of culture is how people learn of new cultures and those
new to our culture are assimilated into our society. Social control teaches students how to maintain
order in their society via discipline and the following of rules. Social placement determines who is best
suited for what job in their society. Finally change and 20 innovation is simply what it appears to be:
students bring about change and make things new and better. (Kendall, 2006)
Reference:
 8606 course code book “Citizenship Education And Community Engagement”
 www.google.com
 www.eHow.com
 www.wikipedia.com
 www.sociologydiscussion.com

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