DEPARTMENT OF education

SESSION 2017-2018
SEMINAR PRESENTATION ON
Explain sociology of knowledge, state how
privileging of certain kinds of knowledge through
curriculum and its impact upon unequal learning
opportunities.

GROUP-2
Presented by Submitted to
Sr. Mini jose, Fr. Thomas CMI
Sr. Bindhu Joseph,
Sibi Jacab,
Itishri,
Shilpi Prerana Tirkey,
Albert Xalxo
Jyoti Tomar
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 SEMINAR PRESENTATION ON
Explain sociology of knowledge, state how
privileging of certain kinds of knowledge through
curriculum and its impact upon unequal learning
opportunities.

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 SYNOPSIS

INTRODUCTION

MEANING OF SOCIOLOGY

DEFINITIONS OF SOCIOLOGY BY FAMOUS SOCIOLOGISTS

SOCIOLOGY OF KNOWLEDGE

THE SPECIFIC TYPE OF KNOWLEDGE

SOURCE OF KNOWLEDGE

CONTRIBUTION OF THE SOCIOLOGICAL TENDENCY IN EDUCATION

ECLECTIC (diverse) TENDENCY AND CURRICULUM

PRINCIPLES OF CURRICULUM OF CONSTRUCTION

KNOWLEDGE THROUGH CURRICULUM

THROW LIGHT ON CERTAIN KINDS OF KNOWLEDGE THROUGH CURRICULUM

AND ITS IMPACT UPON UNEQUAL LEARNING OPPORTUNITIES.

CONCLUSION

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INTRODUCTION
Sociological basis of education emphasizes the need that through education, the
individual needs, propensities, interests, capacities and tendencies should be molded to
achieve social welfare and social development. Hence, only those subjects and activities
should be included in the curriculums which are useful from the point of view of society. In
other words, curriculum should be constructed in accordance with the needs, requirement,
conditions and aspirations of society so that qualities point, the curriculum should contain
language, arithmetic, health education, physical education, social studies, general science,
subjects to enable children to earn livelihood, experimental arts, music and such other
socially useful subjects which develop the individual side by side with society.

MEANING OF SOCIOLOGY

The term sociology is composed of two words; Latin word ‗Socius’ means companion
or associate and Greek word ‗Logos’means study. Thus etymological meaning of sociology
is, ―The science of society‖. However, almost all sociologists differ in their views regarding
the exact definition of the term. They generally define sociology as study of:

Social action- Max Weber

Interactions- Gillin and Gillin

Social relationships- MacIver and Page, A.W. Green

Social groups- M. Johnson

Social institutions- Durkheim

Society- Giddings, ward

DEFINITIONS OF SOCIOLOGY BY FAMOUS SOCIOLOGISTS

Auguste Comte: Comte defines Sociology as the science of social phenomena ―subject to
natural and invariable laws, the discovery of which is the object of investigation‖.

Kingsley Davis: ―Sociology is a general science of society‖.

Morris Ginsberg: ―In the broadest sense, Sociology is the study of human interactions and
inter-relations, their conditions and consequences‖.

Anthony Giddens: ―Sociology is the study of human social life, groups and societies‖.

SOCIOLOGY OF KNOWLEDGE

The sociology of knowledge is the study of the relationship between

human thought and the social context within which it arises, and of the effects prevailing
ideas have on societies. It is not a specialized area of sociology but instead deals with broad

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fundamental questions about the extent and limits of
social influences on individuals' lives and the social-
cultural basics of our knowledge about the
world.[1] Complementary to the sociology of knowledge is
the sociology of ignorance, including the study of
nescience, ignorance, knowledge gaps, or non-knowledge
as inherent features of knowledge making.

The sociology of knowledge was pioneered primarily by

the sociologist Émile Durkheim at beginning of the 20th
century. His work deals directly with how conceptual
thought, language, and logic could be influenced by the sociological milieu out of which they
arise. In an early work co-written with Marcel Mauss, Primitive Classification, Durkheim and
Mauss take a study of "primitive" group mythology to argue that systems of classification are
collectively based and that the divisions with these systems are derived from social
categories Later, Durkheim in The Elementary Forms of the Religious Life would elaborate
his theory of knowledge, examining how language and the concepts and categories (such as
space and time) used in logical thought have a sociological origin. While neither Durkheim,
nor Mauss, specifically coined nor used the term 'sociology of knowledge', their work is an
important first contribution to the field.

The specific term 'sociology of knowledge' is said to have been in widespread use
since the 1920s, when a number of German-speaking sociologists, most notably Max
Scheler and Karl Mannheim, wrote extensively on sociological aspects of knowledge. With
the dominance of functionalism through the middle years of the 20th century, the sociology
of knowledge tended to remain on the periphery of mainstream sociological thought. It was
largely reinvented and applied much more closely to everyday life in the 1960s, particularly
by Peter L. Berger and Thomas Luckmann in The Social Construction of Reality (1966) and
is still central for methods dealing with qualitative understanding of human society
(compare socially constructed reality). The 'genealogical' and 'archaeological' studies
of Michel Foucault are of considerable contemporary influence.

THE SPECIFIC TYPE OF KNOWLEDGE

1. Testimony authoritative- it could be said that whatever knowledge we have acquired

coversa the major part of our sensory organ and reasoning – earth revolves around the
sun, Taj Mahal build by Shahjahan.

2. Empirical knowledge- from our experience, observation and what are analysis to see
other than called empirical knowledge, means from our experience and our
observation, we can easily learn that how we can come out from any problem

3. Knowledge based on reasoning- human learn from their past and from his past
experience they can do they present and future better and they can easily come out
from any problem.
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4. Scientific knowledge- this knowledge is evaluated to science or the person interest in
science with experiment, this type of knowledge could be acquired by reasoning and
sensory organs help.

5. Intuitive knowledge- intuitive knowledge is kind of abstract knowledge which could

be followed by intuition, for example- what is correct or what is wrong.

6. Revealed knowledge- the knowledge acquired all kinds of religions for example:
Quran, Bible, ved etc.

SOURCE OF KNOWLEDGE

In epistemology, a common concern with respect to knowledge is what sources of

information are capable of giving knowledge.

The following are some of the major sources of knowledge:

1. Perception — that which can be perceived through the experiences of the senses. The
view that experience is the primary source of knowledge is called empiricism.
2. Reason — Reason can be considered a source of knowledge, either by deducing
truths from existing knowledge, or by learning things a priori, discovering necessary
truths (such as mathematical truths) through pure reason. The view that reason is the
primary source of knowledge is called rationalism
3. Introspection — knowledge of one‘s self that can be found through internal self-
evalution. This is generally considered to be a sort of perception. (For example, I
know I am hungry or tired.)
4. Memory — Memory is the storage of knowledge that was learned in the past —
whether it be past events or current information.
5. Testimony — Testimony relies on others to acquire knowledge and communicate it
to us. Some deny that testimony can be a source of knowledge, and insist that beliefs
gained through testimony must be verified in order to be knowledge.

CONTRIBUTION OF THE SOCIOLOGICAL TENDENCY IN EDUCATION

In modern education, the sociological point of view is reflected in widening the scope
of curriculum, attaching importance to co-curriculum activities, regarding schools as a
miniature society where all the activities are rehearsed. The sociologists hold that the
program of education should be life-centered, and the aim of educationist to foster efficient
citizenship among the pupils. Modern education holds a balance between the individual and
social claims in education and regards their interests as closely bound with each other.

The sociological movement is not concerned with the reform of education; it keeps
rather of the whole society within its preview. In the beginning, the movement for reform in
education from the stand point public welfare was started in Germany, but t he problems of
social welfare gradually cropped up in many European countries where industrial revolution
mane progress. Consequently, the movement for reform of education with view to eradicate
social evils becomes popular as a part of bigger movement of social reform. Education,
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according to the sociological view point, aims at strengthening the social structure and
through that improving condition of living and growth of all individuals. This view is
dominating our outlook today as well.

ECLECTIC (diverse) TENDENCY AND CURRICULUM

Adjustment is the key to success in the present-day life which is very much
complicated. The conditions of living today are very different from those we had only two
decades ago, science has made tremendous progress and men and women all over the world
are coming closer and closer. Science has also brought about change in our attitudes and
outlook towards life. In addition to the rapid advances made by science, we have also to face
complexities of different cultures and their diversities as we come in contact with people of
different parts of the world. We cannot live in isolation and we must learn to live with others.
This makes its necessary for as to learn the value of adjustment. Conflicts are to be avoided
and life is to be lived graciously ad harmoniously.

Eclecticism is a term used to denote and outlook which does not conform to one
single philosophy or principle but which believe in a fusion of a worthwhile ideas, concepts
and practices, whether they relate to individual ways of living and thinking or to a group life.
The diverse elements have utility of their own if they cater effectively to new situations
which do not run in contrary to the spirit of other ideas already accepted. Eclecticism is
characteristic of the present-day modes of living, thinking, and behaving. We do not stick to
one rigid or fixed dogma, creed, or belief, but on the other hand, we express through our
behavior and thinking, in our dresses, manners and concepts, in our relationship with others,
our adherence to a comprehensive philosophy which is a harmonious blending of several
philosophic and cultures. In education, we do not follow a dogmatic approach, not do we
exhibit boundless regard for one single doctrine; rather, we believe in borrowing from, and
accepting, useful features of the diverse educational philosophies and tendencies and
harmonizing them for our purpose so as to help ourselves in preparing policies and programs
for meeting the needs of our society. If we analyses the trends in present-day education, we
find that their origin is traccable not to one school of philosophical though or to one
movement in education but to different educational philosophies and movement in education
but to different educational philosophies and movements. Idealism, naturalism, pragmatism
and psychological scientific and sociological tendencies-all these have been harmonized to
give education today its present shapes.

The eclectic tendency in education reflects itself at the aims of education, contents
and method of teaching. Present- day tendencies in this respect are not especially attributable
to a single or particular school of thought or educational philosopher, but to the cumulative
experience of the human race. They have taken the best and the acceptable out of philosophy
as regards its aims procedures of instruction.

PRINCIPLES OF CURRICULUM OF CONSTRUCTION

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 In the above lines various bases in connection with the construction of curriculum
have been discussed. From this we can deduce some salient principles of curriculum
construction which are as follows:

1. Principles of Child-Centered Education

Curriculum should be child centered. In other words, while constructing a suitable

curriculum, the interests, needs, capacities, age and the level of intelligence of children
should be kept in full view and close attention.

2. Principle of Relation with life:

In the curriculum, only those subjects should be included which are relevant to actual living
directly. The old and prevalent curriculum is under heavy fire only because to its irrelevancy
to the actual living conditions of children.

3. Principle of Utilizing creative and Constructive powers:

Those subjects should be assigned prominent place in the curriculum which develop the
creative and constructive capacities and abilities of children. Rayment rightly says: ―In a
curriculum that is suited to the needs of today and of the future, there must be a definite bias
towards definite creative subjects.

4. Principle of interrelation of play and work activities:

While constructing a curriculum, the learning activities and experiences. It should be

made so much interesting that a child gains experiences should be made so much interesting
that a child gains knowledge and learning from them in the lay way spirit, thinking them as
very interesting and captivating. According to Crow and Crow ―the aim of those who guide
the learning process should be so as to plan learning activities that the play attitude is
introduced.

5. Principle of the knowledge of culture and civilization:

The curriculum should include those subjects, activities and experiences which convey to
the children the knowledge and understanding of their cultural values and civilization. In
other words, curriculum should preserve and develop culture and civilization.

6. Principle to Totality of experience:

The curriculum should include the integrated whole of human experiences as one unit. In
other words, curriculum should include both the literary and academic subjects as well as the
sum total of varied human experiences which a child receives in the school campus, in the
classrooms, on the playing fields, in the libraries and laboratories and through the various
informal contacts with the teachers and other educationists. The secondary education
commission report also emphasizes this as: ―curriculum does to mean only the academic
subjects, but it includes the totality to experiences‖.
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 7. Principle of achievement of wholesome Behavior pattern:

Curriculum subjects, activities and experiences should inculcate in the children social and
moral qualities which shape curious behavior towards other. Crow and Crow aptly remark:
―The curriculum should be so framed that it may help the children in the achievement of
wholesome behavior patterns.‖

8. Principle of Utility:

Curriculum should include those subjects‘ activities and experiences which are useful to
the present life as well as the future life of children. Irrelevant and useless material should
find no place in the curriculum. There is enough dead wood in the curriculum of modern
times, which needs to be removed and replaced by needful and relevant materials.

9. Principle of future orientation:

Curriculum subjects and materials should be forward looking so that the child is able to
solve the various problems that are to come before him in the immediate as well as remote
future, and also to find out suitable solutions land achieve harmonious adjustment with the
changing conditions and situations of life in a progressive way. This capacity for adjustment
should enable the child to modify the environment according to his needs.

10. Principle of variety and flexibility:

Different children have different inherent interests, aptitudes, urges, tendencies, capacities
and abilities. In view of these variations and differences, there should be enough flexibility
and elasticity in the curriculum to suit the varieties. The secondary education commission
Report expresses the view as: ―There should be enough variety and elasticity in the
curriculum to allow for individual differences and adaptation to individual needs and interest.

KNOWLEDGE THROUGH CURRICULUM

Knowledge which is conceived to be of most worth by social efficiency developers

and which they design their curricula to convey has two characteristic. First, its nature is that
of a capability for action which can be taught to learners. And second, its identification and
its worth demand the acceptance of the duality between subjective and objective reality.
When we use the word curriculum what does that means in respect to knowledge, curriculum,
if said that make class 12th curriculum than what it means, what all features are included in
it? On the basis of grade or class contents or subject matter is added in curriculum. This
means knowledge of what to be taught and how much to be taught is included in curriculum.
For eg. In math‘s curriculum from 1 to 100 to be taught in class I, 2 digits number, addition,
subtraction tables etc. are taught. Gradually, in class II multiplication, division of two digits,
addition of more digits is taught further. Similarly, in language curriculum for language
alphabets are taught in class I and further two letter words and framing of words is taught.
Further, in class II framing of sentence and more poems reading is done. Further, as gradually
poetry and lessons are taught in class III and IV th.
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THROW LIGHT ON CERTAIN KINDS OF KNOWLEDGE THROUGH
CURRICULUM AND ITS IMPACT UPON UNEQUAL LEARNING
OPPORTUNITIES.

The central task of education within the schools is taken to be extension of the
components of the equivalence class containing the academic discipline, the world of the
intellect, and the world of knowledge. One of the striking characteristics of the modern view
of the world of the discipline, knowledge, and intellect is that there exist ―distinctive
disciplines of knowledge.‖ There is not just one academic discipline. There is not just one
way of knowing. There are many distinct and separate academic disciplines bearing such
names, as Mathematics, Philosophy, History, Economics, Psychology and Biology.

Each discipline is autonomous. It determines the nature of its own knowledge and
ways of knowing. It can be judged only according to its own criteria. Each is self-governing
and none is responsible to any authority outside or beyond itself.

One of the three basic descriptions has generally been used to define the nature of an
academic discipline. Such include describing an academic discipline a defined area of study.
As a community, each discipline has characteristics, such as a tradition and a history, a
heritage of literature and artifacts, a specialized language, a communications network, and an
evaluative and affective stance. The members of a discipline share a specialized grammar and
logic for expression of ideas, and a territorial possession over a particular set of concepts,
beliefs and knowledge.

CONCLUSION:

The sociology of knowledge is a subfield within the discipline in which researchers

and theorists focus on knowledge and knowing as socially grounded processes, and as such,
knowledge is understood to be a social production. Given this, knowledge and knowing are
contextual, shaped by interaction between people, and fundamentally shaped by one‘s social
location in society, in terms of race class, gender, sexuality, nationality, culture, religion,
etc.—what sociologists refer to as ―positionality,‖ and the ideologies that frame one‘s life

Bibiograhpy:

http://www.digitalglober.com/meaning-nature-scope-of-sociology/

https://en.wikipedia.org/wiki/Sociology_of_knowledge

https://www.thoughtco.com/sociology-of-knowledge-3026294

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