Ed 304 - Godinez - Journal 3
Ed 304 - Godinez - Journal 3
Ed 304 - Godinez - Journal 3
(Monday)
“Humans do not just act upon their environment, but they also interpret
their environment and then respond to it”
-Herbert Blumer
Today marks our seventh virtual meeting due to the fact that our beloved
instructor has to attend a very important meeting in Cebu. Our virtual class
started at exactly 6:30 p.m. with a warm greetings from Ms. Rhona Lee
Amarante (reporter). It was then followed by an opening prayer that was led to
us by one of the members of group 3, Ms. Via Kristine Kaye D. Alcala. Ms.
Rhona Lee C. Amarante was the one who introduced their assigned topic,
which was all about the Post Modern Philosophies: Social Dimensions of
Education comprises of Conflict and Consensus Theory, Structural
Functionalism and Interactionist Theory. Following that, an icebreaker called
Guess the Gibberish Words was presented. The reporters will project a
gibberish word, and we will be asked to guess what it is. Ms.Rhea Maye
Mejares volunteered to answer the first word, conflict theory, and she was
correct in her answer.. It was then followed by Mr. Jessiejune Leones and his
response, Structural Functionalism, was likewise correct. The third to respond
on the said ice breaker was Ms. Glesie jane Luz. Luz, like the first two
Ms. Via Kristine Kaye D. Alcala was the group's first reporter, and she
began her report by introducing the Consensus and Conflict Theory, which
was her assigned subtopic. She then went on to describe what Consensus
and Conflict Theory is all about. According to her report, the social dimension
of education encompasses much more than interpersonal interactions and the
development of social skills that will help students throughout their lives.
Education, in and of itself, promotes the social structure; it supports the
collective ideas and goals of its citizens. Some sociologists believe that
society has two faces: one of consensus and the other of conflict. She started
by explaining what consensus theory has always been about. Consensus
theory is a social theory that claims that social change should take place in
institutions given by a fair political or economic system. The absence of
conflict within a society is also described as a condition of equilibrium,
according to the theory. This theory likewise considers shared norms and
values to be important to society, places a premium on social order based on
unspoken agreements, and views social change as slow and orderly. In
education, it is considered that those who do not do well in school are lazy or
lack intellectual talents, based on the notions of Consensus theorists. This
hypothesis is likely to support individualized education and educational
opportunities for various groups of people. It also, on the other hand, argue
that a 'healthy society' is one that places a high value on human life.
Consensus — a broad agreement on a set of common ideals. They believe
that solid institutions like the nuclear family and schooling are critical for
children's socialization into common norms and values. True, individual liberty
is limited in such a setting, but this is considered as a positive for society as a
whole, as well as the individual.
In contrast, the role of coercion and power in the formation of social order
is emphasized in conflict theory. This viewpoint was influenced by Karl Max's
ideas on society being divided into groups that compete for social and
economic resources. We were also introduced to the Conflict Model, which is
concerned with the pressures and conflicts that arise in society as a result of
competing for scarce resources. It focuses on disparities that are embedded
in social institutions rather than those that arise as a result of individual
differences. This idea views education as a concealed curriculum in which
young people are socialized into obedience and compliance in order to evolve
into docile laborers.These assert that adherence to policies, compliance to
regulations, respect for people, including authorities, punctuality, and honesty,
as well as civil rights, are taught in schools because they are fundamental
values of a democratic way of life. Education's objective is to sustain social
inequality and protect the authority of those who rule society by teaching
individuals in the working class to accept their status as a lower-class worker.
Karl Marx, Emile Durkheim, and Max Weber are proponents of consensus
and conflict sociological and social theories.
Karl Marx
(1818-1883)
She then gave us an overview of Karl Marx's life, stating that Karl Heinrich
Marx was born on 5 May 1818 in Trier, western Germany, the son of a
prominent Jewish lawyer, according to her research. Marx studied law in Bonn
and Berlin, but he was also exposed to Hegel and Feuerbach's views. He
earned his doctorate in philosophy from the University of Jena in 1841. Marx
and his wife Jenny went to Paris, a hotbed of radical thinking, in 1843, after a
brief stint as editor of a liberal weekly in Cologne. There, he became a
revolutionary communist and befriended Friedrich Engels, his lifelong
colleague. After being expelled from France, Marx spent two years in
Brussels, where he deepened his friendship with Engels. They co-authored
the manifesto 'The Communist Manifesto,' which was published in 1848 and
claimed that all of human history had been founded on class struggles, but
that they will vanish with the victory of the proletariat.
Marx traveled to London in 1849, where he would spend the rest of his
life. His family remained in poverty for a number of years, but the wealthier
Engels was able to help them to a greater extent. Marx gradually emerged
from his political and spiritual solitude and published 'Das Kapital,' his most
important body of work. The first book of this 'bible of the working class' was
published during his lifetime, and Engels edited the following volumes after his
friend's death. Karl Marx's creativity and physical health were deteriorating in
his latter years. He went to health spas and was devastated by the deaths of
his wife and one of his daughters in 1881. He died on March 14, 1883, and
was buried in London's Highgate Cemetery.
Karl Marx was a well-known sociologist [and philosopher] in his time and
continues to be so now. His theory of Class Conflict, or simply Conflict
Theory, is his most well-known contribution. Marx's idea led us to a new way
of looking at a society's evolution from a different standpoint. According to this
idea, all industrial societies are divided into two primary classes: the
bourgeoisie (rulers) and the proletariat (ruled); the wealthy has authority over
the workers; and two opposing groups must coexist in order to thrive. And
progress will only happen if a perfect revolution is achieved, overthrowing
those who are positioned above the disadvantaged in society. In opposition to
Herbert Spencer's thesis that asserts that in order for a society to thrive, its
interconnected parts must work together.
Emile Durkheim
(1858-1917)
Max Weber
(1864-1920)
Max Weber's social action theory was well-known. The Social Action
Theory is not based on emulating a person's behavior. Humans are capable
of more than just duplication and imitation when it comes to social action. For
example, dropping a glass on the floor by mistake is not a social action
because it is not deliberate or intentional. Washing an automobile, on the
other hand, is a social action because it is done consciously and with a
purpose. Another example is that a bicycle accident is not a social activity
because it is not the product of any deliberate mental process. A wood cutter,
on the other hand, has a purpose in mind when he or she cuts wood. As a
result, he defines social action as a subjective form that a person can have in
their way of thinking and doing, and how these forms can affect others'
behavior, establishing society as it interacts to and connects with others. A
group of people who have similar behaviors and share a same belief without
losing sight of their own individuality. Traditional social action, affective social
action, rational social action with values, and instrumental social action were
all separated into four categories by Max Weber's Social Action Theory. They
guide this theoretical study to understand human actions in society and how
subjectivity influences other human beings' behavior. Through Weber's social
actions, cultures were formed, which are ways of thinking and acting in a
community that begin with an individual and are generalized by others
(society). With the passage of time, these social actions have experienced
changes and modifications.
The social action model, on the other hand, tends to overlook larger social
structures. There are other theories that research is skewed by the
subjectivity of researchers, resulting in outcomes that are at least partially
fictitious reports. Because social action theory is often subjective, it does not
appear to be as 'solid' as structuralist methods based on facts. Despite its
subjectivity, I believe it provides insight into how the social creation of
meanings through interaction has ramifications for individuals in societies
where people develop or construct organizations and structures. People are
also social actors, with agency and accountability for their own actions. Weber
highlighted that sociology can comprehend the orientation, motivation, and
causes of actions committed by individuals using the idea of subjective
meaning, even if these motives cannot be seen. Hopefully, today's youth have
the desire to retain their intellectuality by reading in order to keep their
analytical knives sharp and well-organized.As what Dr. Jose P. Rizal once
said and I quote, "The youth is the hope of this nation."
March 23, 2022
(Wednesd
ay)
For our eight virtual meeting, we started at 6:34 pm, 4 minutes late than
usual due to previously scheduled classes being prolonged. The opening
prayer was led by Ms. Maylin Alcantara, the reporter. She then went on to talk
about her allocated subtopic under Post Modern Philosophies: Social
Dimensions of Education, which was on the second theory, Structural
Functionalism.
Parson aimed to create and establish a general analytic model that could
be used to study a wide range of collectivities. Unlike Marxists, who
concentrated on the occurrence of radical change, Parsons looked into why
societies are stable and functional. AGIL is his model, and it reflects the four
basic functions that all social systems must accomplish in order to survive.
The following are some of the initial open systems theories of organizations:
First, adaptation. It's a system that has to deal with external pressures. It must
adapt to its surroundings as well as the environment to its requirements.
Second, objective attainment. This entails, among other things, accumulating
resources and manufacturing commodities for social transfer. It is a system's
responsibility to define and achieve its key objectives.This necessitates
political resolutions as well as societal goals. Third,integration. It is a system
that must control the interrelationships between its constituent pieces. It also
has to deal with the interplay between the other three functional imperatives
(A, G, L). This necessitates, for example, a pretty constant religious system
and, on a more basic level, a shared language. Finally, latency (pattern
maintenance). Individual motivation as well as the cultural patterns that
develop and sustain motivation must be provided, maintained, and renewed
by the system. This refers to institutions such as family and school that serve
as a conduit for the transmission of belief systems and values from one
generation to the next. These four functions are designed to be simple to use.
For example, a hunter-gatherer tribe must obtain food from the outside world
by killing animals and gathering other items. They'll need a set of objectives
and a system to help them make decisions like when to migrate to better
hunting areas. A unified belief system is also required for the tribe to enforce
acts and decisions as the community sees suitable. Finally, some type of
educational structure is required to pass on hunting and gathering skills as
well as the common belief system. If these conditions are met, the tribe will be
able to continue to exist.
(Friday)
“I am not what I think I am, and I am not what you think I am. I am what I think
you think I am.”
– Charles Cooley
At esactly 6:32 p.m., we began our ninth virtual meeting. Ms. Rhona Lee
C. Amarante, the group three's last reporter, led a prayer.She also did a recap
of Ms. Via Kristine Kaye Alcala's report, which was on The Consensus and
Conflict Theory as well as The Structural Functionalism Theory, which was
discussed by Ms. Maylin Alcantara. She introduced her allocated subtopic,
which was all about Interactionist Theory, without further ado. The word
"interactionalist" stems from the root word "interaction," according to her
report. Interactionism is a sociological theory that views social processes
(such as conflict, collaboration, and identity formation) as arising from human
contact. Scholars that take this approach look at how people behave in
society and feel that meaning is created via interactions between people.
Humans, according to this view, are "Social Actors" who have a significant
impact on how we choose to behave in a given situation. She also
emphasizes Non-Symbolic and Symbolic Interaction as the two basic forms of
social interaction. Blumer's distinction between two basic sorts of social
contact (following Mead) is applicable here. The first, non-symbolic encounter
– Mead's gesture discussion — is devoid of thought. Mental processes are
required for the second symbolic encounter (Ritzer, 2000). Mead's approach
to symbolic interaction was founded on three fundamental assumptions. The
first is that people react to items they come across based on their personal
interpretations of them.Second, we learn what things are by witnessing how
other people react to them, which is done through social contact. (Things, in
this sense, relate not only to items, but also to people, activities, and
situations.) Third, the sounds (or words), gestures, facial expressions, and
body postures we employ in dealing with others acquire symbolic meanings
that are shared by people of the same culture as a result of continual
interaction. A symbolic gesture has a deeper meaning than the act itself. A
handshake, for example, is a common welcoming gesture among Filipinos. As
a result, it implies more than a reciprocal clutching of fingers and palms. It
indicates the mutual awareness of both parties that a social encounter is
about to commence. In some cultures, such as Japan, a bow is used to
convey or represent eagerness to interact.
Charles Horton Cooley, the fourth of six children, was born on August 17,
1864 in Ann Arbor, Michigan. He was the son of Mary Elizabeth Horton and
Thomas McIntyre Cooley, a distinguished law professor and State Supreme
Court Justice. Cooley was a shy, passive youngster when he was younger.
His successful father intimidated and alienated him, a trait that he carried with
him for the remainder of his life. Cooley attended Ann Arbor public schools
and graduated from high school in 1880. Symbolic contact, according to
Cooley, is the "looking-glass self" or so-called "self mirroring." "We see
ourselves as others perceive us," says the author. "We form our self-image
based on the messages we receive from others, as we interpret them."
Cooley's ultimate goal was to demonstrate that the facts of social life are
mental, and that people's, groups', and institutions' behavior is the outcome of
fundamental mental processes.
This lesson, I believe, was a true eye opener for me because it not only
gave me an overview of what it encompasses, but it also taught me valuable
life lessons that I can apply in my daily life. At the conclusion of this session, I
understood that instructors had the largest impact on students' lives since
students spend more time with their teachers than they do with their families.
This is backed up by teacher expectancy, which is important since how a
teacher perceives a student can have a substantial impact on their conduct. It
is said that a teacher's impression will cause a student to change and adapt to
the teacher's expectations. So, if a teacher labels a learner as "stupid or
dumb," the student will most likely become that way. Because school is an
institution packed with interaction, which provides meaningful and relevant
learning in the students in various aspects, the lesson is that teachers in the
real world should create a pleasant atmosphere in the classroom to mold and
shape the students' right. Furthermore, as our beloved lecturer in this subject,
Dr. Edmark Ian L. Cabio, once reminded us, being a teacher implies a higher
responsibility than simply giving courses to your students. Every time we are
in the classroom, teachers have the opportunity to assist their students by
lending an ear. This simply means that listening is one of the most effective
ways to help your learners. In the future, as an educator, I will utilize all I've
learned from this lesson and in that way I can envision myself as an effective
educator and nation builder.