This document discusses the sociological foundations of education. It begins by defining sociology of education as the field that examines how social factors influence educational experiences and outcomes. It then provides background on the origins of sociology and discusses major social problems societies aim to address through education. Finally, it outlines different theoretical perspectives on education, including how education relates to and is influenced by society, social structures, and group interactions.

1. Sociological Foundation
of Education
Reporters: Mary Ann P. Ibojo
Hannah Chona Ibojo

2. Sociological Foundation of
Education
Schools emerges within society.
Sociology of Education is the discipline or field of study
which deals with the institution of education, and all
the other factors related to it, in society. Sociology of
education is also defined as the academic discipline
which “examines the ways in which individuals’
experiences affect their educational achievement and
outcomes” (Williams, 2011)

3. What is Sociology?
 Sociology is the study of human social
relationships and institutions.
 Sociology began in prehistoric times when
people first began to make observations
about each other’s behavior. In ancient and
medieval civilizations, philosophers and
religious leaders made some observations
about human relations to state ethical
principles.

4. Education and Society
 Auguste Comte, a Frenchman,
who did most of his writing in the
1830s, and who coined the word
“sociology” to apply to the proposed
general social science of human
behavior. Because of his initial
significant efforts to advance
sociology to the frontiers of human
knowledge, he has been known as
the “Father of sociology”

5. Sociological Foundation of
Education
1.What are the major concerns that society has
to cope with?
2.What are the determinants of social status?
What is social mobility? Social stratification?
3.Why are groups important? What are their
roles in the society?

6. 1. What are the major concerns
that society has to cope with?
Poverty, unemployment, unequal
opportunity, racism, and malnutrition are
examples of social problems. So are
substandard housing, employment
discrimination, and child abuse and neglect.
Crime and substance abuse are also
examples of social problems.

7. 1. What are the major concerns
that society has to cope with?
Juvenile
Delinquency
Congestion
Frustration
Joining a gang
Psychological needs
Poverty
Idleness
Lack of spiritual and
Moral values
Children influenced
by
bad characters
One becomes
troublemaker
Feeling of rejection
Resort to
theft/robbery
Social Problems Causes Effects

8. 1. What are the major concerns
that society has to cope with?
Social Problems Causes Effects
Lack of Peace
and Order
Ideology
Poverty
Get- rich-quick
Mentality
Lack of spiritual
and moral values
Ineffective law enforcement
Resort to insurgency
Resort to petty thefts,
Hold-ups, etc…
Unprincipled
individuals
Criminality is rampant

9. 1. What are the major concerns
that society has to cope with?
Social Problems Causes Effects
Poverty Overpopulation
Calamities
Unemployment
Graft and Corruption
Poor supply of food,
Clothing and shelter
Jobs not enough to
accommodate the
people
Depriving the
intended beneficiaries
of the benefits from
the economic
development

10. 1. What are the major concerns
that society has to cope with?
Other Social Problems
 Alcoholism
 Gambling
 Traffic Congestion
 Deforestation
 Pollution
 Unemployment
 Population explosion
 Drug addiction

11. 2.What are the determinants of social status?
What is social mobility? Social stratification?
Determinants of Social Status
 Sociologists use the term Social Stratification
to describe the system of social standing.
 Social stratification refers to a society's
categorization of its people into rankings
based on factors like wealth, income,
education, family background, and power.

12. 2.What are the determinants of social status?
What is social mobility? Social stratification?
 Social mobility is the movement in time of
individuals, families, or other social units
between positions of varying advantage in the
system of social stratification of a society.
Classical authors have studied social mobility
primarily in its contribution to class or status
group formation.

13. 3. Why are groups important?
What are their roles in the society?
 Social groups provide requirements to the
needy people. In this way, the satisfaction of
needs is the binding force among the
individuals and unites them into social group.
Society has divided people into different
groups according to their needs and interests.
 ‘These groups have reciprocal role in
society. They help one another and satisfy
the needs of the people. The function of the
institutions depends upon the groups of
people working in them.

14. Type of Groups
1. Integrated Group
The members have common action in shared
meanings and values.
2. Crowd
Members act together based on a shared
emotion or feelings, as in religious revival
meetings, revolutionary mobs, a football rally, a
lynching party, or a panic.

15. Type of Groups
3. Audience or Mass
Members act together based on a common attitude
without interaction among the members; such as people
at film showing, readers of newspapers, and observers
of a billboard advertisement.
4. Public
This refers to the number of people in some form of
communication with each other who have a common
interest, which they talk about and consider the merits
and demerits of, but do not necessarily come to a
common agreement.

16. Society
Education
Politics
Economic
Home
Schools

17. Three Main Theoretical
Perspectives
 Structural Functionalism: This perspective
views education as a crucial and integral institution
that provides several benefits to society (Henslin,
2017). The first manifest function of education is
providing a source of knowledge and teaching
essential aptitude, required both for social survival
and economic necessities. Standardized testing scores
help employers discern and select the ‘good’
potential workers from the ‘bad’ wherever there is a
lack of prior knowledge about each of them.

18. Theoretical Perspectives on
Education
 •Symbolic Interactionism: This perspective focuses
on the interaction taking place in schools–in classrooms,
playgrounds, etc., between students and teachers, and among
students themselves, and how these can affect the individuals
involved in the interactions. Socialization into gender roles is a
primary example of the influence of in-school interaction upon
individuals. Teachers’ expectations, type of peer groups, etc.,
have an impact on the performance of students (higher the
teacher’s expectations, the better the students will perform, and
vice versa) (Henslin, 2017). Expectations of students oneself
based on their life situations (such as financial conditions) also
affect an individual’s educational performance.

19. Theoretical Perspectives on
Education
 •Conflict Theory: This theoretical perspective is
inherently skeptical and critical of the education
system. According to conflict theorists, education
serves the purpose of introducing, reiterating, and
maintaining the class division which is present in
society. They posit the presence of a “hidden
curriculum” which instills values such as submission
to power or authority, adherence to social or cultural
rules (such as maintenance of racial discrimination,
treating students from different social classes
differently), etc. (Henslin, 2017).

20. Social Organizations and the
theory of Social Order
 Institutions and groups
 Formation and change
 Manner of functioning
 Relation to individuals and each other
 Specific institutions such as:
 Family
 Church
 Industry
 Government

21. Family-School-Community
Realationship
 Family-school-community partnerships
are a shared responsibility and reciprocal
process whereby schools and other
community agencies and organizations
engage families in meaningful and culturally
appropriate ways, and families take initiative
to actively support their children's
development and learning.

23. Family-School-Community
Realationship
 Family-school-community partnerships
are a shared responsibility and reciprocal
process whereby schools and other
community agencies and organizations
engage families in meaningful and culturally
appropriate ways, and families take initiative
to actively support their children's
development and learning.

24. Schools as Agents of Change
Changing the literacy. From 3Rs to cultural
literacy, scientific literacy, computer literacy,
technological literacy, television(or electronic)
literacy, and information literacy
 Dealing with Diversity
 Diversity of culture. Impact of globalization
 Race, Class, Gender, and Sexual Orientation
 How do Adventist schools deal with this?

25. Knowledge as Agent of Change
Has knowledge grown?
 Explosion of Knowledge
 What Knowledge Is of Most Worth?
 Organizing Knowledge
 Subject-centered
 Areas of Knowledge

26. Processing Social-Educational
Priorities
What is your schools priority?
 Education for All Students
 Child-centered, Activity-centered, Experience-
centered
 Focus on Academically Talented Students
 Curriculum to challenge the “smart” students
 Focus on Disadvantaged Students
 How to help the disadvantage students gain
same acces to education?

27. Planning for Educational Change
 What is the aim of education? Should aim of
education changeable?
 Schools should prepare education that is not
separate from the world. The world is not static.
 Creating relevant curriculum for the changing world.
 Adventist education
 Preparing the students for the world today and the
world to come. (White)

28. Christian Curriculum and Society
 The curriculum must prepare each student
“for the joy of service in this world and for the
higher joy of wider service in the world to
come” (White, Education, p. 13)
 Christian curriculum should Consider the
world today. But Christian curriculum should
not forget the curriculum for preparing student
for kingdom.

29. THANK YOU