1 / 32

Education and Modern Society

Societies have evolved with different levels of technology. Hunting and Gathering survival, minimal or little inequalityHorticultural domestication of animals, inequalities increased e.g. slaves. Societies have evolved with different levels of technology. 3.Agrarian large scale farming, use

urban
Download Presentation

Education and Modern Society

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Education and Modern Society Society: a group of people who share a culture in a particular territory. The Lenski’s socio-cultural evolution – process of social change resulting from new cultural information particularly technology.

    2. Societies have evolved with different levels of technology Hunting and Gathering – survival, minimal or little inequality Horticultural – domestication of animals, inequalities increased e.g. slaves

    3. Societies have evolved with different levels of technology 3. Agrarian – large scale farming, use of plows etc., greater social inequality e.g. serfs and lords. 4. Industrial societies – factories, people moved from the farms to cities, inequality formed between capitalists and labourers. 5. Post-industrial – computers – global society

    4. Social Theorists Auguste Comte (1798 -1857) Karl Marx (1818 -1883) Emile Durkheim (1858 -1917) Max Weber (1864 -1020)

    5. Auguste Comte (1798-1857) Positivism – applying the scientific method to the social world Experience of the French Revolution inspired his thinking on “the twin problems of social order and social change”

    6. Auguste Comte (1798-1857) “What holds society together?” “Why is there social order instead of anarchy or chaos?” “Once society becomes set on a particular course, what causes it to change?”

    7. Auguste Comte (1798-1857) Concluded that the answer was in applying the scientific method. This would uncover the laws that underlie society. It would not only discover social principles but it would also apply them to social reform.

    8. Auguste Comte (1798-1857) He called this new science: “SOCIOLOGY” The study of society Credited with being the “founder of sociology”

    9. Karl Marx (1818-1883) Influenced sociology but also left his mark on world history. Ranked by the Wall Street Journal as “one of the three greatest modern thinkers: (along with Freud & Einstein)

    10. Karl Marx (1818-1883) Believed people should take active steps to change society. Exiled to England from Germany for proposing revolution Believed that the engine of human history is “class conflict”.

    11. Karl Marx (1818-1883) Said that the “bourgeoisie” are locked in inevitable conflict with the “proletariat”. Purported that this struggle can only be resolved by the members of working class uniting in revolution and breaking the chains of bondage from the “Capitalist” class.

    12. Karl Marx and Early Conflict theory Everything that happens in society is caused by economic relationships. Modern industrial society is divided into: Those who own wealth –capitalists or bourgeoisie Those who produce wealth –labourers or proletariat (2 classes)

    13. Karl Marx and Early Conflict theory The result of revolution would be a “classless society” Free of exploitation Where all individuals, will work according to their abilities and receive according to their needs.

    14. Karl Marx and Early Conflict theory Marx did not consider himself a sociologist. However, his ideas have profoundly influenced the discipline – particularly “conflict theorists”

    15. Emile Durkheim (1858-1917) Contributed many important concepts to sociology First to study suicide Concluded: “People are likely to commit suicide if their ties to others in their communities are weak”.

    16. Emile Durkheim (1858-1917) Sought for the recognition of sociology as an academic discipline Sociology was seen as an offshoot history and economics Durkheim's received the first academic appointment in sociology in France in 1887 at the University of Bordeaux

    17. Emile Durkheim (1858-1917) Studied how individual behaviour is shaped by social forces. Identified social integration – the degree to which people are tied to their social group Conclude that people with weaker social ties are more likely to commit suicide.

    18. Early Functionalist theory: Emile Durkheim Social Fact: something that is external to and constraining upon the individual Mechanical Solidarity: primitive societies get along because they are unspecialized and familiar with the same tasks. (religious and premodern)

    19. Early Functionalist theory: Emile Durkheim Organic Solidarity: division of labour and specialties produce different experiences and interests (secular and modern). Anomie: feeling rootless and normless, lacking a sense of belonging- the opposite to what sociologists mean by community. Modern society produces feelings of isolation – resulting from the division of labour.

    20. Early Functionalist theory: Emile Durkheim Education: Schools are key institutions in providing moral unity through forging a sense of nationhood and a commitment to common values and beliefs. Creating cohesion or social integration. Reducing the sense of anomie

    21. Durkheim and Moral Education To provide us with the DISCIPLINE to restrain our individual passions and drives. As we learn right and wrong we normally develop self discipline. It provides us with a sense of AUTONOMY – they become our own rules. It aims to develop our sense of appreciation FOR SOCIETY and to its common morality.

    22. Max Weber (1864-1020) A contemporary of Durkheim Considered, along with Durkheim and Marx, one of the most influential sociologists

    23. Max Weber (1864-1020) Studied the rise of “Capitalism” How did it come about? Why did some countries adopt it enthusiastically while others lagged behind? Suspected that religion might be the key.

    24. Max Weber (1864-1020) The typical approach to life, during this time of history, was not to strive “to get ahead,” but to work only enough to maintain one’s usual way of life. Weber – Roman Catholic belief encourage this traditional way of life

    25. Max Weber (1864-1020) The Protestant belief system (especially Calvinism) encouraged people to embrace change. Catholic belief – accumulation of material objects was a sign of greed and discontent Protestants – denounced greed but encouraged hard work, saving money and investing money.

    26. Max Weber (1864-1920) Protestantism over took Catholicism after the Reformation of the 1500’s Led to the development of Capitalism.

    27. Max Weber and Interpretive theory Ideas and religion have created capitalism The underlying foundation of modern society is rationalization and has created: bureaucracy – large scale enterprises in the political, educational and economic realm alienation – dehumanizing us from each other.

    28. Symbolic Interactionist Theory: - George Herbert Mead and Charles Horton Cooley Generalized other – over time the combination of many significant others grows into a concept of the ‘generalized other’ so children can imagine what other people or society expects of them.

    29. Symbolic Interactionist Theory: - George Herbert Mead and Charles Horton Cooley Looking-Glass Self: A child’s self image or identity develops out of the interactions with parents, peers and teachers. Eventually they come to see themselves as others see them.

    30. Readings and Quote Card Assignment for next week Part 1 – first five articles Posted under “Notices” on the website are the assigned reading groups which identifies which one if the five articles you are to read You are to complete the “Quote Card” assignment for next week’s Seminar Group.

    31. Quote Card Assignment - for next week Format for Quote Cards and classroom strategy: Each student individually reads the article for next class. Using the in-class assignment sheets, as you read, write on the front side of the sheet a quote that catches your attention, noting the page number. These can be ideas that you find intriguing or that you agree or disagree with.

    32. Quote Card Assignment - for next week On the second side of the sheet, jot notes about any of the following: points of agreement or disagreement, questions you want to ask, insights into the connections between theory and practice, thoughtful reflection, connections to other readings, connections to your experiences. Select three quotes. They should be from various places in the article. Reference the quotes - page number in the course pack! Bring your in-class assignment sheet to class the week of October 17th, for marking before you use it in your seminar group on Oct. 24th.

    33. Quote Card Assignment - for next week One group member will start the sharing. A quote one is read and the other members of the group react to what has been read to them. The reader comments on why the quote was chosen, using the notes on the second side of the in-class assignment sheet. Each member of the group takes their turn in the sharing process. Makes sure your name is on in-class assignment and submit it to your seminar leader after class. This assignment will be evaluated on basis of completion and quality of analysis.

More Related