Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Ajuy Campus, San Antonio, Ajuy, Iloilo

PED 103
The Teacher and The Community, School Culture & Organizational Leadership

Reporter’s Name: Canindo, Leah Therese S. Program/Year/Section: BSEd Math 2-A

CHAPTER 3
Social Science Theories and Their Implications to Education
Learning Outcomes:
By the end of the chapter, learners must be able to:
1. explain the key concepts and principles of major social science theories;
2. design instructional strategies incorporating social science theories; and
3. recognize the significance of social science theories in education.

THE SOCIAL THEORIES

1. Structural-functional Theory (also known as Functionalism or Functionalist Theory)
Herbert Spencer, the proponent of structural-functional views society as “a system of
interconnected parts of each with a unique function. The parts have together for stability and balance of
society.” Functionalism comprises society or social structure (patterns of organization, institutions,
roles), functions (purposes or consequences of social structures) and equilibrium (balance among
social components). When one component of society does not do its part, society will not function well,
which leads to disruption of stability in society.
Key theorists include Émile Durkheim (emphasis on social solidarity), Talcott Parsons (systematic
approach to social structures) and Robert Merton (focus on manifest and latent functions).
The functionalist theory of education focuses on how education serves the need of society through
the development of skills encouraging social cohesion. Education is concerned with transmission of
core values for social control and socializing people by bringing together people with different
backgrounds. Functionalists see education as a beneficial contribution to an ordered society.
Functionalism does not encourage people to take an active role in changing their social environment,
even such change will benefit them. Instead, functionalism sees active social change as undesirable
because the various parts of society will compensate naturally for any problems that may arise. Schools
can compensate the lack of time and the lack of parental advice from home.
Purposes of Schooling according to Functionalists
1. Intellectual purposes – acquisition of cognitive skills, inquiry skills
2. Political purposes – educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order; public civility and conformity to laws
3. Economic purposes – prepare students for later work roles; select and train the labor force
needed by society
4. Social purposes – promote sense of social and moral responsibility

2. Conflict Theory
According to this theory, there are always two opposing sides in a conflict situation. People take
sides between maintaining the status quo and introducing change then arrive at an agreement. Conflict
theory assumes that society is divided into opposing groups (e.g., capitalists vs. proletariat), conflict
drives social change, and economic factors shape social relationships.
Conflict theorists find potential conflict between any groups where inequality exists. They note that
unequal groups usually have conflicting values, and agendas, causing them to compete against one
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
Ajuy Campus, San Antonio, Ajuy, Iloilo

another. This constant competition between groups forms the basis for the ever-changing nature of
society.
Characterized by social inequality – dominant groups exploit and oppress subordinate ones, power
struggles which arises from competing interests and resources, driving social change through
revolution and collective action. For example, the factory workers want change – better working
conditions, higher salaries. The factory owners naturally are opposed to such. The resolution of the
conflict, however, leads to a compromise, a change in the way the factory is managed where both
workers and owners are happy.
How Proponents of Conflict Theory Regard Education
According to the conflict theory, education is not truly a social benefit or opportunity as seen by
the functionalists. Rather, education is a powerful means of maintaining power structures and
creating a docile work force for capitalism. Key theorists include Karl Marx, Friedrich Engels,
Antonio Gramsci (Cultural hegemony and education, 1971), Michael Foucault, Herbert Marcuse
(One-dimensional Man, 1964), Paulo Freire (Pedagogy of the Oppressed, 1970) and Henry Giroux
(Critical Pedagogy, 2011). They argue that education perpetuates inequality by reinforcing dominant
ideologies, excluding marginalized perspectives and maintaining social control. Conflict theorists
call this the “hidden curriculum.” The “hidden curriculum” socializes young people into obedience
and conformity for them to be developed as docile workers.
Functionalists disagree strongly. They assert that if schools teach adherence to policies,
obedience to rules, respect for persons including authorities, punctuality and honesty, civil right it is
because they are the very principles dear to a democratic way of life. It is not because they want to
make the workers remain docile, unquestioning and subservient forever while those in power
remain in power.

3. The Symbolic Interactionist Theory Perspective

Symbolic Interactionist Theory posits that society is constructed through symbolic communication,
meaning-making and dynamic interactions, shaping individual identities and social realities.
Key theorists are George Herbert Mead (Mind, Self, and Society, 1934), Herbert Blumer (Symbolic
Interactionism, 1969), Erving Goffman (The Presentation of Self, 1959) and Charles Horton Cooley
(Human Nature and the Social Order, 1902).
Three tenets of symbolic interactionist theory are:
1. An individual’s action depends on meaning. We act based on the meaning we give to
symbols – actions, objects or words. If students understand the teachers believe in their best prove
that indeed the are able. If a teacher does otherwise, a student tends to behave in accordance with
teacher’s poor perception.
2. Different people may give different meanings to the same thing. When teachers are strict,
some students see it as an expression of care. Others may rebel because they perceive teacher’s
behavior as limiting their moves and desires.
3. Meanings change as individuals interact with one another. After you have taught well, your
first impression of teaching as boring is changed to teaching is exciting.
Implications to Teaching
The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists
to consider the symbols and details of everyday life, what these symbols mean, and how people
interact with each other.
Symbolic interactionist theory states that people interact using symbols, with language being a
primary symbol. Individuals attach meanings to these symbols and act based on their interpretations.
Effective communication occurs when the sender's intended meaning aligns with the receiver's
understanding. Words are dynamic and require intention and interpretation, highlighting the importance
of shared meaning in conversations to avoid misunderstandings.
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
Ajuy Campus, San Antonio, Ajuy, Iloilo

Weakness of Symbolic Interaction Theory

Critics of symbolic interactionism argue that it overlooks the macro level of social interpretation,
focusing too narrowly on individual interactions and missing larger societal issues. While the theory is
rooted in Max Weber's idea that individuals act based on their interpretations of meaning, it was George
H. Mead who introduced this perspective in American sociology during the 1920s.

Summary
• Functionalism is a theory of society that focuses on the structures that create the society and on how
the society is able to remain stable.
• Functionalists are for stability and a state of equilibrium in society.
• To maintain this state of stability, various institutions are expected to do their part.
• For the functionalists, change is necessary only when things get unstable.
• Conflict theory welcomes conflict for conflict paves the way to change to the establishment of a new
society.
• Symbolic-interactionist theory is focused on individuals who act based on meaning which is based on
the individual's experience. These meanings are not permanent. They change over time as the
individual continues to interact with others and with symbols.

Activity:
Instruction: Answer the following concisely.
1. The purposes of schooling according to the functionalist theory are:
1) Intellectual purposes - acquisition of cognitive skills, inquiry skill
2) Political purposes educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order, public civility and conformity to laws
3) Economic purposes - prepare students for later work roles; select and train the labor force
needed by society
4) Social purposes promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of socialization
such as the family and the church
Cite how schools at present are working on the realization of these 4 purposes as cited by the
functionalists.
2. Adherents to the conflict theory claim that schools teach loyalty so that those in power remain in
power and those below will forever be at the bottom. Do you agree? Why or why not?
3. Individuals act based on meaning. This meaning is based on individuals' experiences. Meanings
change. Give two implications of these symbolic interactionist thoughts to education.

References
Prieto, N.G., Arcanghel, C.N., & Corpuz, B.B. 2019. The Teacher and the Community, School
Culture and Organizational Leadership
Calhoun, C. (2002). Classical Sociological Theory.
Ritzer, G. (2013). Sociological Theory.
McLaren, P. (2005). Life in Schools.
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
Ajuy Campus, San Antonio, Ajuy, Iloilo

Apple, M. W. (2013). Can Education Change Society?

Bowles, S., & Gintis, H. (1976). Schooling in Capitalist America.
Reynolds, L. T., & Herman-Kinney, N. J. (2003). Handbook of Symbolic Interactionism.