SOCIAL DIMENSIONS OF EDUCATION 2. Gang – has a recognized leader, password, rules of behavior.

Definite place and time of meeting and planned activities.

 Sociology – is the systematic study of the development, Characterized by deviant, anti-social behavior.
 structure, interaction and collective behavior of organized 3. Clique – is composed of persons with the same interest on line of
group of human beings. thinking.
 Society – is derived from the Latin word “socios” meaning fellow, 4. Reference group – a group to which the individual refers and with
companion or associate. whom he identifies himself. It is more of identification rather than
o Dressler define society as consisting of all the people who actual membership one.
share a distinct continuous way of life and think of 5. Voluntary Association – members join together due to their common
themselves as one united people. decisions and needs.
o Bertrand defines society as a social group that occupies Personal Interest Group – caters to people with the same interest.
Ex. Ball Clubs
territory, recruits its members by intergroup sexual
Social Service Group – for community services
reproduction, and has a shared comprehensive culture
Ex. Rotary, Lions, NGO etc.
Political Action Group – for the promotion of a
GROUP – a unit of interacting personalities with interdependence of roles
political agenda or candidacy of a political group.
and status existing between them.

Kinds of Groups: SOCIAL STRATIFICATION – is the system or process of assigning men

their respective ranks is a society based on income or wealth, education,
1. Primary Group – intimate, face to face, informal, personal
occupation and lifestyle.
relationship among members.
• As a social structure – a structured social inequality
2. Secondary Group – impersonal, formal, contractual, business-like
• As a class system – the indicator of how much you have and earn
and casual relationship
• As a social process – made of ranking, classifying, categorizing,
3. In-Group – individual identifies himself and is given a sense of
assigning of individuals to their respective social strata
belongingness. Can be as small as the family or as big as a nation.
• As a system inequality – differences among people who are
This is further characterized by ethnocentrisms.
evaluated as being lower or higher.
Ethnocentrism – a belief that one’s group is superior over the other.
•
4. Out-Group – a group in which one has a feeling of indifference,
KINDS OF STRATIFICATION
avoidance, strangeness, dislike, antagonism and even hatred.
• Caste – system – very rigid - as people are born and they die in their
5. Peer Group – is the group where the members are of the same age
caste
and socio-economic status.
• CLASS – system – not rigid – one can change his status up or down
Types of Peer Groups
SOCIAL MOBILITY – the process of moving from one social stratum to
1. Play – group is characterized by spontaneity, informality, and with
another may either be horizontal or vertical.
minimum or no adult supervisions at all. It is common among
 Caste society denotes little or even absence of mobility
children.
 Open class society denotes presence of social mobility which allows
one to move from one level to another
  Intergenerational mobility – is the change of social status from one number of society has roles to play in that society with role goes certain
generation to the next. It is measured by comparing son’s occupation obligation. A person may have more than one role to play with its
to his father’s. A son of a respectable lawyer becomes a street- corresponding obligations. Thus a person may behave differently according
sweeper – this is extreme downward mobility. If a street- sweeper to the role
son becomes a lawyer he has experienced great upward mobility. Socialization – is the main function of the society wherein patterns of
behavior and aspects of personality are inculcated.
LANGUAGE - is an abstract system of word meanings and symbols for all According to Bertrand, socialization is the process by which the
aspects of culture. It includes speech, written characters, numerals, symbols, individual acquires the social and cultural heritage of a society
gestures and expression of non-verbal communication. Enculturation and Socialization begins with ascribed roles.
– plays a vital role in the socialization of the individual and without this man 1. Sex which is evident at birth and fixed for life divides people into
would not be able to integrate the values of his society. male and female and maybe a basis for work and behavior.
Paralanguage – the language of gestures, expressions and postures. Abnormality results when a person rejects his sex role.
Status – is the position a person occupies in a society by virtue of his age, 2. Age – changes and therefore prevents permanent role status. Adults
birth, sex, marriage, occupation and achievement. are expected to act differently from children.
3. Kin affects the social class to which one belongs. People from upper
Types of Status: class are expected to be more refined in speech and manners.
1. Ascribed Status – acquired at birth and without effort due to age, 4. Race is a basis for imposed roles. Now no more
sex, racial, ethnic or class group. Achieved Rules – an individual may have role and status at birth but he can
2. Achieved Status – is open to any individual effort, talent, income or work out his own role
by marriage Social Institutions is a group of social positions, connected by social
Determination of Status or Class: relations, performing a social life. Or it is any institution that works to
1. Occupational Scale socialize the groups of people in it.
Professional Major Social Institutions: the family, education, religion, economics, and
Semi-professional government
Clerks
Skilled Workers THE FAMILY
2. Sources of income - the smallest social institution with the unique function of producing and
Inherited rearing the young
Earned Kinds of Family Patterns
Professional Fees According to Membership:
Salaries 1. Conjugal or nuclear family – consists of husband, wife or children
3. House Type 2. Consanguine or extended – consists of married couple, their parents,
4. Dwelling Area siblings, grandparents, uncles, aunts and cousins.
5. Education According to Residence:
6. Amount of income 1. Neolocal – newly married pair mantains a separate household and live by
Role – is the part that the individual is expected to play in his social group. It themselves
is the sum of the cultural patterns associated with a particular status. Every
2. Matrilocal – when the newly married couple lives with the parents of the 1. Passive Resistance – one form of not accepting a change. It is
wife peaceful resistance with the individuals not cooperating with the
3. Patrilocal – when the newly married couple live with the parents of the change.
husband a. eg. When students exercise their rights not to vote for
Patriarchal – when the mother or females is the head and makes the major students affairs in their classroom
decisions. 2. Active Resistance – involves verbal and/or concrete actions. Actions
According to Authority: maybe in the form of rallies, position papers, defiance to authority.
1. Equalitarian – when both father and mother share in making decisions a. eg. Rallies against cha-cha
and are equal in authority 3. Passive Readiness – characterized by obedience and following the
THE SCHOOL implementation of new strategies. (changes)
-The basic purpose of education is the transmission of knowledge. a. eg. When students freely accept the rules and regulations of
The functions of the school as stated by Calderon – (1998) school without further inquiries
1. Conservation Function – conserves and preserves thru its libraries and 4. Active Readiness – characterized by raising questions that further
other devices recorded, accumulated experiences of the past generations for explore ideas before and during the implementation of change
future generations. The ability to respond to change involves the skillful ways of
2. Instructional Function – pass on the accumulated experiences of the past managing, conducting and controlling things to accomplish a change.
generation to the incoming generations. This is performed by the teachers. Important consideration at forefront of change include:
Some call this enculturation when things of local culture are taught to the 1. Relevance: there is a need for something to change and there is an
students. understanding of change and innovation and what the change offers
3. Research Function – conducts research to improve the old ways of doing as benefits.
things to improve the quality of human life. 2. Readiness: refers to the capacity of the individual and the
4. Social Service Function – rendering social service through some kind of organization to deal with the change and to be aware of the needs,
outreach program is the form of literacy, health, means of livelihood, etc. reasons, time and benefits involved.
THE SCHOOL AS AN AGENT OF CHANGE 3. Resources: include human resources, facilities, equipment, materials
The change process of the learners in the school is either a gradual or sudden and supplies needed to initiate change.
change in student’s personal and social perspectives resulting from the CULTURE
learning experiences. – is defined by Edward B. Taylor as that complex whole which includes
Change is the main goal of the school. knowledge, belief, art, law, morals, customs and other capabilities and habits
Change may be voluntary or involuntary. acquired by man as a member of a society.
Voluntary Change – change over which people have greater KINDS OF CULTURE
control. eg. Hair styles, fashion, foods 1. Non-material Culture (intangible) includes beliefs, norms, mores, laws,
Involuntary Change – change which people have little or no folkways, rituals and etc.
control. eg. Change in the physical features of human beings as they develop 2. Material Culture (tangible) includes man’s technologies, etc.
from infancy to adulthood. CHARACTERISTICS OF CULTURE
REACTION TO CHANGE 1. Culture is learned – man is not born with culture, but he is born
with the capacity to acquire and learn the culture of his group
 2. All people have varied culture – every society has its cultural • Authority – refers to the emphasis on the power and importance of
values that is entirely different from the others. authority figure
3. Culture is a group product – man cannot develop a culture of his • Economic and Social Improvement – the desire to improve the
own if he is alone standard of living in his family and his hometown.
4. Culture is transmitted – the learned culture of the past generation • Utang na Loob – means sense of gratitude
are transmitted through education • Personalism – emphasizes the importance of the person with whom
IMPORTANCE OF CULTURE one has immediate face to face contact and connection. This includes
1. Thru the development of culture man can set aside certain laws of pakiusap, lagay, areglo and palakasan
nature to conform to his needs. • Indolence – laziness
2. Thru the development of culture man can overcome his physical • Ningas Cogon – great enthusiasm at the beginning of a task, yet
handicaps after a certain period of time the enthusiasm fades.
HOW IS CULTURE TRANSMITTED • Mañana Habit – refers to procrastinations or putting tomorrow what
Culture is transmitted through can be done today.
1. ENCULTURATION – the process of learning culture of ones own • Hospitality – cordially entertaining guests and visitors even to the
group. Ex. Learning the folkways, mores, social tradition, values, point of sacrificing their own welfare
and beliefs of ones own group. • Fiesta Syndrome – refers to the lavish spending during fiesta and
2. ACCULTURATION – the process of learning some new traits from other occasions.
another culture. WEAKNESSES OF THE FILIPINO CHARACTERS
3. ASSIMILATION – the process in which an individual entirely loses • Extreme Personalism
any awareness of his / her previous group identity and takes on the • Extreme Family Centeredness
culture and attitudes of another group. • Lack of Discipline
FILIPINO CULTURAL VALUES • Passivity and Lack of Initiative
• Non-rationalism – tendency to perceive thoughts, objects, events • Colonial Mentality
and persons as sacred. • Kanya-kanya Syndrome
This includes: • Lack of Self-Analysis and Self-Reflection
Animism – belief in supernatural spirits who presumably are inferring with THE FOUR PILLARS OF EDUCATION
man’s daily affair. The International Commission on Education for the 21st century headed by
Fatalism – belief in luck, fortune telling, “bahala na” Jacques Delor in their report “Learning the Treasure Within” provides new
“swerte” or “malas”, horoscope, etc. insights into education for the 21st century.
• Social Acceptance – the desire to be always accepted by the group A. Learning to Know
Pakikisama – yielding to the decision of the majority 1. More about the acquisition of learning tools than just a collection
Euphemism – stating an unpleasant truth, opinion as pleasantly as possible. of structured knowledge.
Go-between – the use of the third party to exact favor or request from 1. The broader our knowledge, the better we can understand the
another person. This includes “hiya” and “amor propio”. many different aspect of our environment.
• Emotional Closeness and Security of the Family – means that 2. Learning how to learn by developing one’s concentration,
mutual dependence among relatives. memory skill and ability to think.
Teacher’s role: facilitator, catalyst, mentor, evaluator
B. LEARNING TO DO  Education of the heart
1. Developing personal competence rather than just certified skills  Interdisciplinary and multidisciplinary
2. Combining certified skills with personal and interpersonal initiatives 5. Lifelong Learning
3. Developing personal competence based on theoretical and practical  Relevance
knowledge.  Forward looking
C. LEARNING TO LIVE TOGETHER 6. Education for all
1. To teach students about human diversity CURRENTS TRENDS IN EDUCATION
2. Instill in them an awareness of the similarities and interdependence 1. Global Education
of all people. “Global education involves learning about those problems and issues
D. LEARNING TO BE that cut across national boundaries and about interconnectedness of systems
1. The complete fulfillment of each individual as a family and ecological, cultural, economic, political, and technological. Global education
community member, a citizen and producer, inventor of techniques involves perspective taking – seeing things through the mind of others and it
and creative dreamer. means the realization that while individual and groups may view life
2. The young should be offered every opportunity for aesthetic, artistic, differently, thus also have common needs and wants
scientific, cultural, and social discovery and experimentation. Global Education involves
3. Restore the value of oral culture and knowledge drown from children 1. Study of systems – economic, political, ecological, technological
and adult experience. 2. Study of human values – universal and diverse
EDUCATION IN THE 21ST CENTURY 3. Study of persistent problems - war and peace, human rights,
CHARACTERISTICS OF EDUCATION environmental issues
1. Quality – excellence and global competitiveness 4. Study of global history – development of global systems and human
2. Equality – accessibility, inclusive, mainstreaming and participating values.
3. Relevance – functionality, meaningfulness 2. Human Rights Education
4. Sustainability – must take care of the future Kinds of Human Rights
PARADIGM SHIFT IN EDUCATION 1. Individual Rights
1. Learner – centered education 2. Collective Rights
2. From classical to transformative education 2.1 Individual Rights – are rights possessed by individual to
Transformative Education become fully human. These are the civil, political, social, economics
An education that equips the learners with knowledge, values and and cultural rights.
skills which are necessary to make them informed. Critical, reflective and • Civil rights – are those rights possessed by human beings in order to
actively engaged in development initiative and processes demanded by our live freely and peacefully in their communities and country
country. eg. Right in life, property and liberty
The role of the teacher – educate citizens as active agents for national • Political rights – rights given to persons in order to participate in the
development. decision – making process.
3. Contextual Learning – relevance to global realities and cultural eg. Right to choose our leaders in
4. Holistic and Integrated Approach the elections
 Development of values, skills and disposition to mere Voice our opinions on the programs
knowledge of govt. that affect our lives.
 • Social rights – rights of persons in order to promote the welfare of GENDER ISSUES
the people living in the community Gender Bias is defined as the stereotypical views and different treatment of
eg. Scholarship given to poor but males and females often favoring one gender over the other.
deserving students Marginalization is a social process where a group, (women) are excluded
• Economic Rights – rights of individuals to have decent means of from the larger group (society). For example, women are considered to be a
livelihood non-essential force in the economy despite their crucial role in production, in
eg. Accessibility to jobs or the work force.
occupations Subordination refers to the secondary position of women compared to men
• Cultural rights – promotes ones culture and enjoy benefits brought in society. Women have less access to and control over resources and less
about by science and technology power and influence in making decisions and policies.
eg. Right to self-detersuination among Double / Multiple Burden refers to the division of labor of the production /
indigenous people reproduction roles of men and women which has doubled the burden of
3. Peace Education women participating in productive work activities.
Concept of Peace Gender Stereotyping is the tendency of a given culture to attribute
 State of tranquility or absence of disturbance or agitation particular traits, characteristics and roles, distinctly to men and women
 Absence of violence or war Violence is any act carried out with the intention or perceived intention of
 Can be voluntary where potential agitators choose to abstain from physically hurting another person. It includes sexual assault, rape, incest,
disturbance pornography, femicide (woman killing), and wife battering.
 May be enforced by suppressing those who might otherwise cause a Gender Responsive Development Planning is a process of planning and
disturbance action that recognizes the differences in the needs of men and women in the
 Peace is a process of adjustment between what people groups or states society
want, can and will do Gender Role – refers to everything you say or do (not just sexually but in all
Peace means: aspects of life) that indicates the degree to which you are male, female or
• Reject violence androgynous (having both male and female characteristics). Gender role is a
• Share with others set of expectations that prescribe how female or male should think, act and
• Listen to understand feel.
• Preserve the planet 5. MULTICULTURAL EDUCATION
• Rediscover solidarity - Banks and Banks (1995) define multicultural education “as a field of
4. Gender Fair Education study and an emerging discipline whose major aim is to create equal
Important Concepts: educational opportunities for students from diverse racial, ethnic,
Gender refers to the socially constructed roles, behavior, activities and social class and cultural groups
attributes that a particular society considers appropriate for men and women
Sex refers to biological differences
Gender role is defined as a set of perceived behavioral norms associated
particularly with male or female in a given social system
Gender Stereotypes – are simplistic generalization about the gender
attributes, differences and role of individual or groups