POWERPOINT PRESENTATION for educ110.pptx

Powerpoint presentation for Educ

1. POSTMODERN PHILOSOPHY & SOCIAL DIMENSION OF EDUCATION Presented by Glecie Mae Blanca

2. Postmodern Philosophy

3. Modernism Before Postmodernism Postmodernism has refused most of modernism’s main ideas. The most important point in modernism educational opinion is rationality. Modern education focuses on preparing students for rational society, resulting in teachers dominating and controlling students, determining their positions and futures.

4. Postmodernism Postmodern philosophy emphasizes subjectivity, local facts, interdisciplinary methods, individual and cultural differences, and creativity, rejecting objectivity, absolute fact, traditional epistemology, metaphysics, and universal moral values. Creative education encourages the exploration of new ideas and motivates students by presenting them as problems rather than introducing a theory, allowing them to solve the problem and discover the theory.  

5. Postmodernism Learners should understand that famous theories evolved through continuous experiments, acknowledge current knowledge gaps, and question all hypotheses. Creative thinking necessitates risk-taking, bravery, and the ability to make mistakes, while also considering the emotional dimension.

6. Postmodernism Postmodern philosophers emphasize diversity, democracy, awareness, and freedom in education, focusing on invention, innovation, and change. They believe that education's primary function is to challenge accepted hypotheses and foster creative thinking, promoting individual differences and skepticism.

7. Postmodern Philosophers Jacques Derrida Martin Heidegger Michel Foucault Founder of “deconstruction” Associated with phenomenology and existentialism Associated with the structuralism and post-structuralism movements

8. Jacques Derrida A French philosopher, was well known for his controversial approach to understanding the world, the deconstruction method, and was a major contributor to postmodernism.   The deconstruction method is a critical approach to analyzing literary, philosophical, and political texts, aiming to dismantle the rational purposes of early Western philosophy that governed the universe.

9. Jacques Derrida Derrida, a significant educational figure, introduced innovative methods that revolutionized education. He advised against overgeneralization in texts, urging for frank, strict, and universal commands in instructional materials to avoid nonsense.

10. Jacques Derrida Derrida rejects hierarchy and advocates for a shaky, transient interpretation of issues in education, excluding those imposed by force and authority, as he believes in the collapse and deconstruction of such structures.

11. Jacques Derrida Derrida suggests that tutors should encourage students to interact with texts rather than relying on constant interpretations, fostering critical reading skills and recognizing contradictions and gaps in texts, rather than being indifferent to these issues.

12. Jacques Derrida Tutors are not information transfer agents but rather they are facilitators so that it is the pupil who acquires knowledge, and they coordinate pupils’ learning experiences.  

13. Martin Heidegger German philosopher, is known for creating the concept of existentialist phenomenology. Existentialist phenomenology concludes that we construct our own truths from within, as opposed to theories that advocate one universal truth.

14. Martin Heidegger Heidegger posited that we construct our own reality based on our worldly involvement and innate intuitions, a concept that is central to Existential-phenomenology. This approach aims to provide a comprehensive understanding of human existence, focusing on the meanings we make in our lives and the choices we make.

15. Michel Foucault French philosopher who examined the theories of and the relationship between truth and power. Foucault established the presence of episteme in philosophy. Episteme refers to the knowledge or understanding that contributes to a society at a particular time in history.

16. Michel Foucault The speaker posited that there is no universal truth but multiple unique truths for each individual, resulting in a constant shift in the relationship between truth and power, implying power is not a possession but an implementation.

17. Teaching and Learning in the Postmodern World The postmodern instructor guides students through data and information to understand the purpose of their studies and the meaning it holds for each individual student, fostering a dynamic and ambiguous learning environment.

18. Teaching and learning in the postmodern world addresses these points : The speaker argued that there is no universal truth, but multiple unique truths for each individual, implying power is not a possession but an implementation. The postmodern class fosters a holistic approach to understanding the world, enhancing learning relationships and knowledge creation potential.

19. Teaching and learning in the postmodern world addresses these points : Meta-strategies (or meta-cognitive strategies) are required; students learn how to learn. The teacher's role in postmodernism encourages learners to find personal meaning in learning, allowing them to be more authentic.

20. Social Dimension Of Education

21. Origin of Sociology of Education The sociology of education is the study of how social institutions and individual experiences affect education and its outcome. Émile Durkheim and Max Weber are considered the fathers of sociology of education, with Durkheim's work on moral education as a foundation for social solidarity being considered the beginning of this relatively new branch.

22. Sociologists view education as a significant societal institution, with theories guiding research and policy formulation in the sociology of education, aiding in understanding educational systems.

23. Sociology The term“ sociology ” comes from the Latin word “ socius ,” which means “ companion ,” and the Greek word “ logos ,” which means “ study of ,” and literally translates to “ the study of companionship. ” So, sociology’s etymological definition of this discipline is “ the study of society .”

24. Society People in general thought of as living together in organized communities with shared laws, traditions, and values. The people of a particular country, area, time, etc., thought of especially as an organized community.

25. Education Education encompasses all learning experiences for learners, a social endeavor aimed at maximizing each member's ability. It includes teaching and learning knowledge and values, and is a systematic process involving professional teachers' instruction, teaching, and training.  

26. Theories According to some sociologists, society has two faces: the face of consensus and the face of conflict . Further, they emphasized that sociological theory should be divided into two parts between the consensus theory and the conflict theory.

27. Proponents of Consensus and Conflict Theories 1 Karl Marx 2 Emile Durkheim 3 Max Weber 4 Talcott Parsons & Robert Merton 5 Louis Althusser & Ralf Dahrendorf 6 Herbert Mead & Herbert Blumer

28. Karl Marx Marx’s class theory rests on the premise that “the history of all hitherto existing society is the history of class struggles.” Since its inception, human society has been fundamentally divided into classes, who clash in pursuit of class interests..

29. Emile Durkheim Durkheim highlights the role of labor division in modern society, which creates dependency among individuals due to their specialized work, and how this division affects their sense of belonging to the broader society.

30. Max Weber Max Weber emphasized that sociology should focus on social actions, which are actions carried out by individuals with a meaning attached, and actions that are not thought about are not considered social actions.

31. Conflict Theory Conflict Theory, a perspective rooted in Karl Marx's work, posits that social order is shaped by coercion and power, with inequality arising from disproportionate resource control. This theory focuses on the stresses and conflicts that arise from competition over scarce resources, rather than personal characteristics, and highlights inequalities within social structures.

32. Consensus Theory Social theory suggests that social change occurs in fair institutions within a fair political or economic system. It asserts that equilibrium is achieved when there is no conflict within a society. These theories maintain the social order based on accepted norms, values, roles, or regulations, promoting a fair and balanced society.

33. Consensus Theories vs. Conflict Theories Consensus Theories: See shared norms and values as fundamental to society. Focus on social order based on tacit agreements. View social change as occurring in a slow and orderly fashion. Conflict Theories: Emphasize the dominance of some social groups by others. See social order as based on manipulation and control by dominant groups. View social change as occurring rapidly in a disorderly fashion as subordinate groups overthrow dominant groups

34. Structural Functionalism Structural Functionalism states that society is made up of various institutions that work together in cooperation. Parsons’ structural functionalism has four functional imperatives also known as AGIL scheme.

35. Structural Functionalism (AGIL) Adaptation 1 Goal Attainment 2 Integration 3 Latency 4

36. 32 Structural Functionalism (AGIL) 3 4 2 Adaptation system must adapt to its environment and its needs to effectively cope with external situational exigencies. Goal attainment system must define and achieve its primary goals. Integration system must manage the interrelationship of its components and the relationship among the other three functional imperatives A.G.L. Latency (pattern maintenance ) system must provide, maintain, and renew both individual motivation and the cultural patterns that generate and maintain motivation. 1

37. Structure of the General Action System (Ritzer 2000) Cultural system (Latency Function): Providing actors with the norms and values that motivate them for action. Social system (Integration Function): Controlling its component parts. Action system (Adaptation Function): Adjusting to and transforming to the external world. Personality system (Goal Attainment): Defining system goals and mobilizing resources to attain them.

38. Functional Requisites of a social system 1 Social system must be structured so that the operate compatibly with other systems. 2 To survive the social system must have requisite from other systems. The system must meet a significant proportion of the needs of its actors. The system must elicit adequate participation from its members. It must have at least a minimum of control over potentially disruptive behavior. If conflict becomes sufficiently disruptive it must be controlled. Finally a social system requires a language in order to survive. 3 4 5 6 7 -Talcott Parsons

39. Interaction Theory Interactionist theories critique and extend functionalist and conflict perspectives, focusing on the relationship between school and society. Interactionist theories analyze everyday behaviors and interactions between students and teachers, aiming to make the "commonplace strange" and provide a comprehensive understanding of education.

40. Symbolic Interactionism Symbolic interaction theory, developed by George Herbert Mead and Charles Horton Cooley , examines society by analyzing subjective meanings imposed on objects, events, and behaviors. It views the self as a social construct shaped by social forces and structures.

41. Principles of Symbolic Interactionism 1 Human beings are endowed with the capacity for thought. 2 The capacity for thought us shaped by social interaction. In social interaction, people learn the meanings and the symbols that allow them to exercise their distinctively human capacity for thought. Meanings and symbols allow people to carry on distinctively human action and interaction. 3 4

42. Principles of Symbolic Interactionism 5 People can alter the meanings and symbols they use in actions and interactions based on their interpretation of the situation. People's ability to make changes is partly due to their ability to interact with themselves, enabling them to evaluate potential actions, evaluate their advantages and disadvantages, and ultimately make a decision. 6 7 The intertwined patterns of action and interaction make up groups and societies.

43. Socio-Cultural Functions The regularization of common tasks and activities in collective life leads to routines, norms, public behavior, and standard operating procedures. Customary laws and values guide members towards enlightenment, ennoblement, and perfectibility. Celebrating and acknowledging beneficent acts of the human race and society through collective acts of celebration and commemoration is essential. .

44. Socio-Economic Functions Promotion of self-sufficiency for the populace by both the government and the private sectors. Strengthening the agricultural and industrial economies of the country. Intervention of government in anti-social business practices. Balancing people’s needs with the country’s export business

45. Socio-Political Functions Political governance, legislation, arbitration, social service, social assistance, security and protection, punitive sanctions, implementation of social justice through laws, and social development.  

46. Thank You