PROFED110 – LESSON 3 OUTPUT

I. Complete the table below by supplying the required information in each column. You may refer to Lesson 3 of our Module for ideas and
answers. (20 points)
THEORETICAL LEVEL OF ANALSYSIS IMPORTANT MAJOR PROPONENTS VIEW ON SOCIETY VIEW ON EDUCATION
PERSPECTIVE TERMS/CONCEPTS
(macro-level or micro- (Full names) (Bullet form) (Bullet form)
level) (Bullet form)

A. Structural Structural functionalism  has a unique  Herbert Spencer  that human  the role of schools
functional theory is a macro-level theory function. societies tend to is to prepare
that sees society as an  there is peace, evolve toward students for
interconnected system stability, increased participation in
with each part having a equilibrium, and differentiation, in the institutions of
different function while harmony in which society.
still working together. society. institutions  education focuses
 nurturing and become on how education
socializing increasingly serves the need of
 knowledge, skills, specialized in the society through
and values functions they the development
 The functionalist perform. of skills
theory is focused  it says that encouraging social
on social stability society is based cohesion.
and solidarity. on mutual  Education is
agreements. concerned with
 Society is socializing people
compared to the by bringing
human body with together people
different but from different
interrelated parts backgrounds.
performing  Functionalists see
different education as a
functions. beneficial
 contribution to an
ordered society

B. Conflict Theory Conflict theory is a  the status quo  Karl Marx  Conflict theorists  the educational
macro-level theory. and introducing find potential system reinforces
People construct their change then conflict between and perpetuates
roles as they interact; arrive at an any groups social inequalities
they do not merely learn agreement. where inequality that arise from
the roles that society has  the way to the exists racial, differences in
set out for them. establishment of gender, religious, class, gender, race,
a new society. political, and ethnicity.
 note that unequal economic, and so  education is a
groups usually on. powerful means of
have conflicting  Conflict theorists maintaining
values note that unequal power structures
groups usually and creating a
have conflicting docile work force
values and for capitalism.
agendas, causing  The purpose of
them to compete education is to
against one maintain social
another. inequality and to
preserve the
power of those
 who dominate
society and teach
those in the
working class to
accept their
position as a
lower-class
worker of society?
 including
 authorities,
punctuality and
honesty, civil right

C. The symbolic Symbolic interactionism  An individual's  George H. Mead  Let us use  The symbolic
interactionist is a micro-level theory action depends (1863-1931) positive symbols interactionist
theory perspective that focuses on the on meaning.  Max Weber’s in the form of perspective
relationships among  Different people gestures, words, focuses on social
individuals within a may give actions, and interaction in the
society. different appearances c— classroom, on
meanings to the to express our school
same thing. trust, belief in playgrounds, and
 Meanings change our students' at other school-
as individuals abilities, an related venues.
interact with one affirmation of  Social interaction
another. their being. In contributes to
fact, our belief in gender-role
our students also socialization, and
has positive teachers'
effect in us. expectations may
 We find affect their
ourselves more students'
prepared in class, performance.
more caring,  education helps
truly socialize children
professional. and prepare them
 It is a perspective for their eventual
that sees society entrance into the
as the product of larger society as
shared symbols, adults. The
such as language. conflict
perspective
emphasizes that
education
reinforces
inequality in the
larger society.