Education and Culture

2. Proposes that societies, like biological
organisms, develop through phases of
increasing complexity and are independent
with their environments.
According to Spencer evolution was
progressive and that natural selection
resulted in the survival of the fittest,
enabling strong societies to survive and the
weak ones to perish.

3. Current evolutionists believed that evolution
does not necessarily result in changes for the
better and that whole societies increase in
complexity, good as well as bad effects may
arise ( example: technological inventions)

4.  Can provide the underpinnings for judging
outcome of varied social forces like:
a. understanding current changes
b. predicting the future
Nature of social evolution
a. simple- families
b. compound- families into clans
c. doubly compound – tribes
d. trebly compound- tribes intonation

5. Considered as the second founder of
Sociology
Publication of the first sociology textbook in
1855 entitled “Social Statics”.
He did not feel compelled to correct or
improve the society.
Inspired by Darwin’s study of the origin of the
species.

6. Used this concept of the evolution of animals
to explain how societies change overtime.
Adapted Darwin’s evolutionary view of the
“survival of the fittest”
It is natural that some people are rich while
others are poor
Societies are bound to change, therefore, one
need not be highly critical to present social
arrangements or work actively for social
change.

7. Viewed society as a giant organism
Believed that overall society existed in a state
of functional equilibrium (an ongoing
process). It implies neither a lack of conflict
nor a perfect harmony, but rather a
constant state of readjustment.

8. Addresses the question of social organization
and how it is maintained.
Legacy of Durkheim and Spencer
Roots is in natural science and the analogy
between society and an organization.
In the study of society, a sociologist tries to
identify the structures of society and how they
function.
Sometimes called “ConsensusTheory” because
it emphasizes harmony and adaptation

9. First sociology professor in France
Concern on the balance between regulation
and freedom.
Studied on suicide
Interest was the consequence of work in
modern societies.
Growing division of labor found in the
industrial societies lead to what he called
ANOMIE.

10. Concerned about the dangers brought about
by modern societies like alienation,
loneliness, and isolation.

11. A. Stability- whether it contributes to the
maintenance of the society.
B. Harmony- parts of an organism working
together for the good of the whole.
C. Change occurs through evolution
1. adaptation of social structures to
new needs and demands and the
elimination of unnecessary or
outmoded structures

12. families
neighbours
associations
schools
churches
banks
countries

13. 1. Ascribed by birth
(sex, age & race)
2. Ascribed by
achievements ( school,
graduate, president,
priest, lawyer)

14. Proposed that society can best be studied
through conflict and power struggle
History was a series of class struggle between
the owners of production workers, the
dominant and the dominated, the powerful
and the powerless.
Structure of society was determined by:
a. Economic organization
b. Ownership of property

15. Reflected by:
a. personal beliefs
b. cultural values
c. religious dogmas
d. institutional organizations
e. class hierarchy

16. Requires a critical examination of the
competition and conflict in the society ( some
are winners, some are losers)
Tensions are inevitable. For every idea, there
is a counter- idea. For every winner, there is a
loser.
Addresses the points of stresses and conflicts
in the society and the ways they contribute to
social change.

17. Tensions are inevitable. For every idea, there
is counter-idea. For every winner there is a
loser. (Karl Marx)

18. Bourgeoisie-ownership of
private property that is
used as a means of
production, rich business
Petite Bourgeoisie- class of
small business owners
Peasantry- workers
Lumprenproletariat- the
class of people w/o a steady
job who lead marginal &
often criminal lives living on
the crumbs of society

19. The Dialectic-change
occurs through conflict
rather than through
evoultion
Economic
Determinism-economic
competition is at the
root of all social
realtionships
Social Activism- first
task of social analysis is
social criticism

20. How society affect individuals and vice versa
Social interaction with others enables
individuals to acquire beliefs, values, and
language of the society
Families provide the foundation of this social
interaction
Children in their early years take the roles of
their parent-they adapt & internalize other
values, attitudes, and behaviour.

21. Meaning is the
construction
of social reality
Language is
the source of
meaning
Thought or
taking the role
of the other

22. Life is a continual occurrence of rewards and
costs exchange

23.  Most human stratifications are derived from
the actions of other humans
New associations are started because they
are expected to be rewarding and old
associations continue because they are
rewarding
When we received rewards or benefits from
others, we are obliged to reciprocate by
supplying benefits to them in return.

24. Giving is more blessed than receiving,
because social credit is profitable to social
indebtedness

25. Learning to
know
Learning to
do
Learning to
live together
Learning to
be

26. Implies learning how to learn
by developing one’s
concentration, memory
skills, and ability to think.
A background that provides
the passport of lifelong
education, in so far as it gives
people a taste- but also lays
the foundation-for learning
throughout life.
This type of learning is
concerned less with the
acquisition of structured
knowledge but more with
the mastery of learning tools.
To learn to know, students
need to develop learn-to-
learn skills.

27. 1. Learning to read
with
comprehension
2. Listening,
observing, asking
questions
3. Data gathering
4. Note taking
5. Accessing,
processing &
selecting
information

28. 1. Entail the acquisition of a
competence that enables
people to deal with a
variety of situations.
2. Demonstrates that in
order to learn to live and
work together productively
and harmoniously, we must
first find peace w/in
ourselves.
3. Anchored w/in the
context of lifelong learning
and technical and
vocational education &
training.
4. Preparation for life and
the world of work

29. facilitator catalyst
monitor evaluator

30. Reaching out to
embrace the whole of
society and the entire
lifespan of the
individual

31. Represents the skilful,
creative & discerning
application of knowledge
because one must first learn
how to :
1. Learn effectively
2.Think creatively, critically
and holistically
3. How to deeply
understand the information
that is presented, and its
systematic implications for
individuals and for society.

32. The one most vital to
building a genuine and
lasting culture of peace in
both
Teacher should help the
students to develop an
understanding of other
people & appreciation of
interdependence.
The teacher should help
students to realize the value
of being able to live together
in their gradually enlarging
world: home, school,
community, town, city, etc.

33. Refers to the role of
education in
developing all the
dimensions of the
complete person:
1. physical
2. Intellectual &
emotional
3. Ethical integration of
the individual into a
complete man

34. 1.Towards a
scientific
humanism
2. Creativity
3.Towards
social
commitment
4.Towards
the complete
man

35. 1. Learning to know-
acquiring the instruments
of understanding
2. Learning to do- so as to
be able to act creatively in
one’s environment.
3. Learning to live together-
so as to participate in and
cooperate w/other people
in all human activities
4. Learning to be- so as to
better develop one’s
personality & to act with
ever greater autonomy,
judgment & personal
responsibility