Social Science Theories

A. Evolutionary Theory

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.

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)

Can provide the underpinnings for judging outcome of varied social forces like:

a. understanding current changes

b. predicting the futureNature of social evolution

a. simple- familiesb. compound- families into clansc. doubly compound – tribesd. trebly compound- tribes

intonation

Herbert Spencer (1820-1903)

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.

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.

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.

B. Structural-Functional Theory

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 “Consensus Theory” because it emphasizes harmony and adaptation

DAVID EMILE DURKHEIM

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.

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

3 Major Assumptions behind the Theory

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

Component parts of a social structure:

familiesneighboursassociations

schoolschurches

bankscountries

2 Status

1. Ascribed by birth (sex, age & race)

2. Ascribed by achievements

( school, graduate, president, priest,

lawyer)

C. Conflict Theory

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 organizationb. Ownership of property

Reflected by:a. personal beliefsb. cultural valuesc. religious dogmasd. institutional organizationse. class hierarchy

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.

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

Capitalist Society

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

3 Guiding Principles

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

D. Symbolic Interaction Theory

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.

Three Core Principles

Meaning is the construction of social reality

Language is the source of

meaning

Thought or taking the role

of the other

E. Exchange Theory

Life is a continual occurrence of rewards and costs exchange

Basic Assumptions

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.

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

The 4 Pillars of Education

Learning to know

Learning to do

Learning to live

together

Learning to be

Learning to Know

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.

…to learn to know, students need to develop learn-to-learn skills

1. Learning to read with

comprehension

2. Listening, observing,

asking questions

3. Data gathering

4. Note taking

5. Accessing, processing &

selecting information

2. Learning to do

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

What is the role of the teacher?

facilitator catalyst

monitor evaluator

Education is…..

Reaching out to embrace the whole of society and the entire lifespan of

the individual

…learning to do:

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.

3. Learning to live together

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.

4. Learning to be

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

Universal Aims of Education

1. Towards a scientific humanism

2. Creativity

3. Towards social

commitment

4. Towards the

complete man

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