Académique Documents
Professionnel Documents
Culture Documents
Introduction
2.0
Objectives
3.0
Main Content
3.1
Origin of Sociology
3.2
Meaning of Sociology
3.3
Scope/nature of Sociology
3.4
3.5
Functions of Sociology
3.6
Meaning of Education
3.7
4.0
Conclusion
5.0
Summary
1.0
INTRODUCTION
OBJECTIVES
MAIN CONTENT
Origin of Sociology
Industrial Revolution
Europe
was
changing
from
agriculture
to
factory
production.
Hugh numbers of people moved to the cities in search of
work.
In cities people met the challenges of poverty, filth and
crowding.
The traditional order was challenged by the industrial
revolution and this gave way to democratic changes.
Social changes undermined the traditional explanations of
human existence.
Travel
The Europeans had been successful in getting colonies
around the world.
The colonies they obtained exposed Europeans to totally
different cultures; they began asking questions why
cultures differ.
Success in natural sciences
It seemed logical to discover the laws underlying social
phenomena.
3.2
Meaning of Sociology
Scope/nature of Sociology
Functions of Sociology
3.6
Meaning of Education
3.7
4.0
CONCLUSION
SUMMARY
UNIT 2:
CONTENT
1.0
Introduction
2.0
Objectives
10
3.0
Main Content
3.1
Labeling theory
3.2
Functionalist Perspective
3.3
Conflict theory
3.4
4.0
Conclusion
5.0
Summary
1.0
INTRODUCTION
11
3.1
Labeling theory
think
is
abnormal
behaviour,
and
what
are
the
the process by
3.2
Herbert Spencer
Auguste Comte
The structure functional approach is sometimes referred to as
the consensus model. The theory looks at society from a macro
sociological point of view.
15
basic
skills
like
reading,
writing
and
subjects
like
mathematics.
Transmitting
specific
knowledge
in
3.3
Conflict Theory
Conflict theory draws much of its inspiration from the works
of Karl Marx (1818 1883). This theory stresses that change
in society is
brought about by
Middle class
This class comprises of professional workers such as
doctors, engineers, lawyers and accountants. Majority
of these people do not own the businesses or
institutions they work for. They achieve their positions
through school and getting an educational qualification.
Working or lower class
This class comprises of people who do not own any
businesses.
They
have
less
or
no
educational
19
and extend what they own. As for the people who have little
or no wealth, it is up to them to try and improve their lives.
Functional theorists do recognise social inequality, but they
say that inequality is functional for society. For example the
most qualified people, get the most important job. Conflict
theorists on the other hand, begin with the idea that a
society is economically unequal. From this point, those who are
most powerful in the society will try to socialize the least
powerful into accepting inequality in any way they can. The
way this is done is through socialization. The wealthy and
powerful occupy the most important and influential positions
in the society. They use their power to advance their own
interests through the following processes:
Convincing
people
that
their
lack
of
wealth,
20
21
22
3.4
23
mind, self and society. It was then that the term symbolic
interactionism was coined by his student Herbert Blumer.
Mead focused on the one to one analysis of situations and small
groups. He paid much attention to body language such as a nod
and how another person would respond to such a gesture.
The interactionist view of the society is that people influence
each others everyday social interactions. They believe that an
individual
will
interaction.
create
his/her
own
social
world
through
object
to
themselves.
People
then
respond
to
CONCLUSION
4.0
SUMMARY
make
conflict
inevitable.
Such
conflict
can
be
UNIT 3:
Contributions
of
Early
Thinkers
to
Sociology
CONTENT
1.0
Introduction
2.0
Objectives
3.0
Main Content
3.1
Auguste Comte
25
1.0
3.2
Herbert Spencer
3.3
Karl Marx
3.4
Emile Durkheim
3.5
Max Weber
4.0
Conclusion
5.0
Summary
INTRODUCTION
This Unit looks at the renounced founding fathers of sociology.
You are asked to study these early sociologists because of their
great contributions to the origin and development of sociology.
2.0
OBJECTIVES
By the end of this unit you should be able to:
a. List the founding fathers of sociology
b. Identify specific contributions of the founding fathers of
sociology
3.0
MAIN CONTENT
In this unit emphasis is on the founding fathers of sociology and
their major contribution to sociology.
3.1
Auguste Comte
26
Metaphysical stage
Mysterious and abstract forces replace the supernatural
forces as the power that explains the activities of the
world
28
3.2
Herbert Spencer
29
Karl Marx
30
the
newspaper
was
banned
by
the
Prussian
authorities.
Marx moved to France where he was offered the post of editor
of a new political journal, called Franco German Annals. After
writing an article for the Franco German Annals in February
1844, the journal was banned in Germany.
In 1844 Marx wrote Economic and Philosophic Manuscripts. In
this work he developed his ideas on the concept of alienation.
Marx identified three kinds of alienation in capitalist society.
First, the worker is alienated from what he/she produces.
Second, the worker is alienated from him/herself; only when
he/she is not working does he/she truly feel him/herself. Finally,
in a capitalist society people are set against other people. Marx
believed
the
solution
to
this
problem
was
communism.
would
be
established
by
the
proletariat.
there are two major classes, those who own the means of
economic production and those who do not. These are the
bourgeoisie and proletariat respectively. The bourgeoisie own
the means of production such as factories, businesses and
equipment used to produce wealth. The proletariats are the
workers. According to Marx the bourgeoisie in a capitalist
society exploit the workers. They pay them just enough wages
for food and a place to live in. The workers do not realize that
they are being exploited meaning they have a false consciousness
or a mistaken sense, that they are well off. They think that they
can depend on their bosses to do what is best for them.
The capitalist system is dependent upon the extraction of profit
by the owner from the labour of the proletariat (surplus value).
In order to accomplish this, the bourgeoisie class must
legitimate their claim to the surplus value either by social norms
or
by
force.
For
Marx
the
social
institutions
(the
34
Emile Durkheim
In
such
society
social
order
is
based
on
36
is
social
integration
according
to
Durkheim?
37
3.5
Max Weber
39
Traditional authority
Obedience is based on the acceptance of custom
It is legitimated by the sanctity of tradition
Members hold the belief that the social order was created
by god and that it is mans duty to conform. This is the
basis of the divine right and authority of chiefs.
Traditional power does grow and decline. Today the
authority of chiefs in Zambia has continued to diminish
because the government does want challenges in trying to
unite its people.
Traditional authority is not limited to chieftaincy but
there are those who are able to command because
subordinates customarily accept their authority.
Charismatic authority
Authority is given to a person because of his/her personal
magnetism.
It is based on a leader who embodies a movement and is
obeyed for ideological reasons.
It rests heavily on the leaders personal qualities and
characteristics.
In a school situation, pupils obey a teacher because of
his/her person mystique.
In schools charismatic leaders are rarely found.
Charismatic leaders tend to arise when social order breaks
down and people feel insecure and are looking for someone
to solve their problems for example in time of economic
depression and political change.
40
whereby
superstitions,
thought
emotions,
and
action
tradition
and
motivated
by
respect
for
the
calculated
use
of
resources
for
the
basis
of
technical
competence,
not
personal
example
college
diploma
or
teaching
service
examinations.
Workers do not own their offices. Positions remain the
property of the organization. Office holders are supplied
with the items they require to perform their work.
Employment by the organization is defined as a career.
Promotion is based on seniority or merit or both. After the
probation period, workers gain the security of tenure and
are protected against dismissal.
42
into
how
it
makes
it
bureaucracy.
What is Rationalization?
43
D. customs
4.0
CONCLUSION
The classical founders of sociology that you have just studied
contributed immensely to the subject of sociology and sociology
of education.
5.0
SUMMARY
This Unit looked at the renounced founding fathers of sociology.
44
45
UNIT 4 APPROACHES
SOCIOLOGY
TO
AND
THE
STUDY
SOCIOLOGY
OF
OF
EDUCATION
CONTENT
1.0
1.0
Introduction
2.0
Objectives
3.0
Main Content
3.1
Positivism
3.2
Phenomenology
4.0
Conclusion
5.0
Summary
INTRODUCTION
Approaches to the study of sociology and sociology of education
are broad assumptions about human social behaviour and the
society. These approaches provide us with the viewpoint of the
study of human problems. There are two main approaches in
sociology. These are positivism, the traditional scientific
perspective and phenomenology a less scientific approach
because some researchers reject the idea of applying theories.
2.0
OBJECTIVES
By the end of this unit you should be able to:
a. Explain the meaning of positivism and phenomenology
46
Positivism
48
Phenomenology
This
perspective
phenomenologist
is
originates
concerned
from
with
Max
Weber.
understanding
The
human
behaviour from the actors point of view. For example you spot a
mound in a distance it looks like a small hill. You ask yourself
what shape it is. How do you know it is a mound and not an
elephant? Would anything convince you that it was not an
elephant? Your friend warns you that it is not a mound but an
elephant. You get closer to the mound and see it move. We take
such experiences for granted. The phenomenological aim is to
stop
taking
experiences for
granted,
even the
simplest
49
4.0
CONCLUSION
The two approaches we looked at each focuses on different
aspects of social reality. Both of them have a significant role in
helping you understand the nature of our society.
5.0
SUMMARY
Two points are important in this unit.
Positivists
prefer
structural
explanations
and
avoid
50
References
Banks, O (1968) The Sociology of Education. BT. Batesford Ltd,
London
Datta, A (1988) Education and Society: with Special Reference to
Africa. London: Macmillan
Ezewu, E (1983) The Sociology of Education. Lagos: Longman
Giddens A (2008) Sociology: Polity press, Malden
Kirby M etal (2000) Sociology in Perspective: AQA Edition. Heinemann,
Oxford
Musgrave, PW (1965) Sociology of Education. Methuen and Co Ltd,
London
Swift, D.F (1969) The Sociology of Education: An introductory Analytic
Perspective. Routledge and Kegan Paul Ltd, London
Zanden J.W.V (1988) The Sociology Experience: An Introduction to
Sociology: Random House, New York
51