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Unit 3

Characteristics of Culture

Culture has five basic characteristics: It is learned, shared, based on symbols,

integrated, and dynamic. All cultures share these basic features.

● Culture is learned. It is not biological; we do not inherit it. Much of

learning culture is unconscious. We learn culture from families, peers,
institutions, and media. The process of learning culture is known
as enculturation. While all humans have basic biological needs such as food,
sleep, and sex, the way we fulfill those needs varies cross-culturally.
● Culture is shared. Because we share culture with other members of our
group, we are able to act in socially appropriate ways as well as predict how
others will act. Despite the shared nature of culture, that doesn’t mean that
culture is homogenous (the same). The multiple cultural worlds that exist in
any society are discussed in detail below.
● Culture is based on symbols. A symbol is something that stands for
something else. Symbols vary cross-culturally and are arbitrary. They only
have meaning when people in a culture agree on their use. Language, money
and art are all symbols. Language is the most important symbolic component
of culture.
● Culture is integrated. This is known as holism, or the various parts of a
culture being interconnected. All aspects of a culture are related to one
another and to truly understand a culture, one must learn about all of its
parts, not only a few.
● Culture is dynamic. This simply means that cultures interact and change.
Because most cultures are in contact with other cultures, they exchange
ideas and symbols. All cultures change, otherwise, they would have
problems adapting to changing environments. And because cultures are
integrated, if one component in the system changes, it is likely that the entire
system must adjust.

Concepts of Cultural Trait, Cultural Complex and Cultural Pattern

All societies have a culture, i.e. a patterned whole consisting of the material and
non material substances. All cultures have the same basic organization although
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the cultures developed by societies vary from another. The parts or components of
culture are the following.

1. Cultural Traits
Cultural traits are the single elements or smallest units of a culture. They are “units
of observation” which when put together constitute culture. According to Hoebel
cultural trait is “a repeatedly irreducible unit of learned behavior pattern or
material product there of”. Any culture can be seen as to include thousands of such
units.

Thus shaking hands, touching the feet, tipping hats, the kiss on the cheeks as
gesture of affection, giving seats to ladies first, saluting the flag, wearing white
‘sarees’ at mourning, taking vegetarian diets, walking barefooted, drinking water
on the idols, carrying ‘kirpans’, growing beard and hair, eating in brass utensils etc.
are cultural traits.

Thus traits are the elemental units of a culture. It is these traits which distinguish
one culture from another. A trait found in one culture may have no significance in
other culture. Thus offering water to sun may have significance in Hindu culture
but none in the western culture.

2. Cultural Complex
According to Hoebel, “Cultural complexes are nothing but larger clusters of traits
organized about some nuclear point of reference”. Cultural traits, as we know, do
not usually appear singly or independently. They are customarily associated with
other restated traits to from cultural complex.

The importance of a single trait is indicated when it first go in to a cluster of traits,

each one of which performs a significant role in the total complex.

Thus, kneeling before the idol, sprinkling sacred water over it, putting some food
in its mouth, folding hands, taking ‘prashad’ from the priest and singing ‘arati’
form a religious complex.

3. Cultural Pattern
A cultural pattern is formed when traits and complexes become related to each
other in functional roles. Each cultural complex has a role to play in society. It has
got definite place within it. The cultural pattern of a society consists of a number of
cultural complex.
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Thus the Indian cultural pattern consists of Gandhism spiritualism, joint family
caste, system and ruralism. So there is a cultural complex consisting of a numerous
cultural traits. According to Clark Wissler there are nine basic cultural traits which
give rise to cultural pattern. These are;

1. Speech and Language

2. Material trails.
(a) Food habits
(b) Shelter
(c) Transportation
(d) Dress
(e) Utensils, tools etc.
(f) Weapons
(g) Occupations and industries.
3. Art
4. Mythology and scientific knowledge.
5. Religious practices.
6. Family and social systems.
7. Property.
8. Government.
9. War.

Cultural diversity and importance

Culture is that which shapes us; it shapes our identity and influences our behavior.
Culture is our “way of being,” more specifically, it refers to the shared language,
beliefs, values, norms, behaviors, and material objects that are passed down from
one generation to the next.
The term “culturally diverse” is often used interchangeably with the concept of
“multiculturalism.” Multiculturalism is defined as:
“…a system of beliefs and behaviors that recognizes and respects the presence of
all diverse groups in an organization or society, acknowledges and values their
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socio-cultural differences, and encourages and enables their continued

contribution within an inclusive cultural context which empowers all within the
organization or society.4
Sociologist Dr. Caleb Rosado, who specializes in diversity and multiculturalism,
described seven important actions involved in the definition of multiculturalism:5
● recognition of the abundant diversity of cultures;
● respect for the differences;
● acknowledging the validity of different cultural expressions and
contributions;
● valuing what other cultures offer;
● encouraging the contribution of diverse groups;
● empowering people to strengthen themselves and others to achieve their
maximum potential by being critical of their own biases; and
● celebrating rather than just tolerating the differences in order to bring
about unity through diversity.

IMPORTANCE
Culture is the lens with which we evaluate everything around us; we evaluate what
is proper or improper, normal or abnormal, through our culture. If we are
immersed in a culture that is unlike our own. we may experience culture shock and
become disoriented when we come into contact with a fundamentally different
culture. People naturally use their own culture as the standard to judge other
cultures; however, passing judgment could reach a level where people begin to
discriminate against others whose “ways of being” are different than their own—
essentially, we tend to fear that which we do not understand.
Cultural diversity is important because our country, workplaces, and schools
increasingly consist of various cultural, racial, and ethnic groups. We can learn
from one another, but first we must have a level of understanding about each other
in order to facilitate collaboration and cooperation. Learning about other cultures
helps us understand different perspectives within the world in which we live, and
helps dispel negative stereotypes and personal biases about different groups.
In addition, cultural diversity helps us recognize and respect “ways of being” that
are not necessarily our own, so that as we interact with others we can build bridges
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to trust, respect, and understanding across cultures. Furthermore, this diversity

makes our country a more interesting place to live, as people from diverse cultures
contribute language skills, new ways of thinking, new knowledge, and different
experiences.
Cultural diversity supports the idea that every person can make a unique and
positive contribution to the larger society because of, rather than in spite of, their
differences. Imagine a place where diversity is recognized and respected; various
cultural ideas are acknowledged and valued; contributions from all groups are
encouraged; people are empowered to achieve their full potential; and differences
are celebrated.

Cultural elements of Pakistani community

1. Religious Uniformity
Pakistan came into existence to provide its people with a system based on Islam.
The people, in spite of some language differences, customs and traditions
commonly follow one religion. Islam is practiced by all Pakistanis.
2. Language
A number of languages are spoken in Pakistan. Some of them are Punjabi, Sindhi,
Pushto and Baluchi. But Urdu is spoken and understand in all parts of Pakistan.
Being the official language, it is the media of communication between all regions
of Pakistan.
3. Literature and Poetry
Literature is an important aspect of our cultural life. Most of our poets reflect
Islamic code and deliver the message of love and brotherhood. A similarity of
thought among poets and writers of all regions is an important factor of our
cultural life.
Sufi poets occupy an honored place. Sufis like Lal Shahbaz, Data Ganj Baksh,
Shah Abdul Lateef, Sachal Sarmast, Hazrat Sultan Bahu and Waris Shah rendered
meritorious services for the spread of Islam in the subcontinent.
4. Dress and Diet
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Dress is an important manifestation of culture. Regional dresses of Pakistan have

undergone changes due to local traditions, economic conditions, and wealth. But in
all provinces, people generally wear the traditional dress by Salwar Kameez.
The food we consume and social etiquette confirms strictly with Islamic principles.
5. Mixed Culture
Pakistani culture is a mixed culture although majority of people are Muslims by
birth and faith. However there is great influence of Hindu and British culture on
present Pakistani society.
6. Male Dominated Society
In Pakistani culture the male member of the family enjoys the key position. The
family is headed by a male member and in most cases, he is the sole source of
income for other members of the family.
7. Arts and Architecture
The iconoclasm of Islam has given a characteristic form and pattern in the use of
elegant designs, based on geometric figures and floral forms borrowed from nature.
The Shah Jahan Mosque, Shalimar Garden, Badshahi Mosque, Shahi Qila and
many such graceful buildings are a living proof of the splendid Mughal
architecture.

8. Handicrafts
Embroidery, leather works, glazed pottery, woodwork, carpet making, metal crafts,
and ivory are the essential parts of our culture. Pakistani craftsmen are considered
the best in their craftsmanship. They are known for the high quality works which is
very popular in foreign countries.
9. Sports
Games like wrestling, hockey, cricket, football, squash etc are popular in every
part of our country. These games reflect our cultural identity.
10. Education
Pakistan’s educational system plays a vital role in the formation of culture, unity
and solidarity of the nation. Therefore, it is important that the entire curriculum
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from kindergarten to high school be placed in accordance with the ideology of

Pakistan.
11. Religious Festivals
Festivals play an important part of our culture. Eid al-Fitr and Eid al-Adha are our
two main religious festivals. They are celebrated with great happiness throughout
the country.

Role of education and school in protection and transmission of culture

Culture and Education:

An education system is the reproductive organ of every culture. Education

includes both formal schooling and informal transmission of knowledge, skills, and
attitudes. Individual members of a society grow old and die, while new members
are born and grow to maturity. Yet a society's culture is a living entity which
transcends all the society's individual members. A culture changes over time, but
has a recognizable continuity of basic values and behavioural patterns that
distinguishes it from other cultures. That continuity is provided by the educational
system.
If an educational system is altered, its transmission of culture will be
distorted. The deliberate alteration of an educational system can be a very effective
way to change a culture. Education is conceived as a systematic effort to maintain
a culture. In technical sense education is the process by which society through
school, colleges, universities and other institutions deliberately transmit its culture
heritage, accumulated knowledge, values, and skills from one generation to
another. Education is act an instrument of cultural change as well social change.
Curriculum writers and school administrators can have conferences, publish
papers, and make decisions to change the curriculum, the teaching methods, or the
administrative structures in order to guide the acquisition of student knowledge,
skills, and attitudes regarding culture, values into social change.
All these collectively form the personality that develops in the process.
Therefore, it is necessary to inculcate the importance of education and value-based
living for a truly sustainable development of the rural sector. The maxims of
Gandhiji, Tagore, Vinoba Bhave and many other social activists, bordering one
equitable living, rural empowerment, voluntary rural reconstruction and
transformation, and sustained rural development, have to be made as the central
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themes of the education system. Education founded on strong cultural values will
help students understand and acknowledge the significance of culture and social
change in the development context.
Culture also includes art music, customs, values, and the old tradition of our
elders. And because of this advancement and invention, culture is changing and
adopting new ideas to survive in the society. Culture also increases the economy
and growth of the country. When the phrase education rooted in culture, what it
means that education has to serve as an engine for development, social change,
especially in the rural areas.
Influences of Education on Culture
1. Preservation of Culture: Culture is the blood vein of a society, which needs to
be conserved. It is an important function of education to help in the preservation
of culture or social heritage. Education, through its specialized agencies, tries to
inculcate the traditions, customs, values, arts, morals etc. into the tender minds
of pupils.

2. Transmission of Culture: In addition to preservation of culture, it is a task of

education to maintain the continuity of culture by handing down the existing
cultural experiences, values, traditions, customs etc. from one generation to
another through its various programmes and practices. Without this
transmission, the nation’s survival may be the toughest task and the progress of
mankind can be stifled. Society reels in utter chaos and confusion. The famous
sociologist, Ottaway writes, “The function of education is to transmit the
social values and ideals to the young and capable members of society”.

3. Promotion of Culture:   Besides preservation and transmission, another vital

function of education is to modify the existing cultural patterns in the light of
changes visible in the needs and demands of the society. These changes are
heightened owing to cross-cultural variables. Thus, new cultural patterns are
formed by replacing and reorienting the old outmoded cultural forms to suit the
changing needs of time and man. Therefore, society makes ostensible progress.
This part of education is called progressive function of education. As such,
education performs by constantly reorganizing and reconstructing human
experiences for the promotion and enrichment of culture.
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4. Equips Man to Adapt to Changing Cultural Patterns: It is an admitted fact

that every generation after generation modifies the old and archaic cultural forms
and adds new ones to the best advantage of theirs. This is possible through
educational means and method. Moreover, education equips the individual to
adjust him or herself to the changing cultural forms and patterns for better and
successful living.

5. Moulding the Personality: It is a universal element of culture that personality

is shaped and moulded by education. An individual’s personality goes on
developing when he or she continues to forge a web of relationship with other
members of society. This form of interaction is made possible by education
according to the behavioural patterns or culture of the existing society. In simple
words, culture is an informal agency of social control which helps in moulding and
shaping the behaviour of the individuals in a desirable way.

6. Restoring Unity of Mankind through Diffusion of Culture: It is a dire

necessity of the civilization that unity of mankind is to be restored. It is to be made
possible through education which assists in diffusion of culture in an effective
manner. Education should treat human culture as a whole like a full-blossom
flower whose different petals represent different groups.

Education, further, helps in disseminating the modern cultural values like co-
operation, unity, mutual understanding, brotherhood of men, love and appreciation
for others etc. to the mankind for its enduring survival.
7. Removing Cultural Lag: The concept of cultural lag is attributed to the famous
sociologist Ogburn. When there exists a difference between material culture and
non-material culture, there emerges this lag concept. As it is seen, material culture
is advanced due to the rapid strides in science and technology and people adopt the
modern life styles ignoring non-material part of culture. Therefore, non-material
culture lags behind the former. This situation is cultural lag which needs to be
eliminated by education through its various programmes and myriad activities.
Cultural is antithesis to social change and progress of the civilization.

Impact of media on school and culture

Media: Media is Any medium through which any sort of information reach the
people ¬ Print Media: 1)Newspaper 2)Magazine ¬ Audio Media: 1)Radio ¬ Audio-
Video Media: 1)Television 2)Internet.
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Function of Media
1. To inform People come to know what, when, where, who, why & How the
things are happening It brings about greater awareness among the masses
about men and materials.
2. To educate Media educates people by giving information about food, health,
employment, agriculture, technology, modernization etc.
3. To entertain Movies, serials, animations, music etc.

Transparency: Media has helped to make the working of a nation extremely

transparent. According to the experts, it is the third pillar of democracy after the
government and the people. Common man can air his grievances without any
problem through the social media so that the higher authorities of the ruling class
can take action for their good. Unlike the past when decision making was masked
by opacity, the functioning of the modern government is scrutinized lock stock and
barrel by the media.

Impact of media on school and culture

1. In the last 50 years, media influence has grown exponentially with time.
2. First there was the telegraph, then the radio, the newspaper, magazines,
television and now the internet.
3. The media boom has also brought a revolutionary change in the morals and
ethics of society
4. The media has a huge impact on society and also on public opinion.
5. They can shape the public opinion in different ways depending on what is
the objective
6. We make our buying decisions based on the adverts we see on different
avenues of the media such as TV, newspapers or magazines.
7. The media can sometimes go out of the way in advertising or glorifying
certain issues.
8. Media provide news and information required by the people.
9. Media can educate the public.
10.Media helps a democracy function effectively.
11.They inform the public about government policies and programmed and how
these programmed can be useful to them
12.This helps the people voice their feelings and helps the government to make
necessary changes in their policies or programmed.
13.Media can entertain people.
14.Media can act as an agent of change in development.
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15.Media has brought people of the world closer to each other.

16.Media promote trade and industry through advertisements
17.Media can help the political and democratic processes of a country.

The Negative Impact

1. Many students rely on the accessibility of information on social media
specifically and the web in general to provide answers.
2. That means a reduced focus on learning and retaining information.
3. Students who attempt to multi-task, checking social media sites while
studying, show reduced academic performance
4. Their ability to concentrate on the task at hand is significantly reduced by
the distractions that are brought about by YouTube, Facebook or Twitter.
5. The more time students spend on social sites; the less time they spend
socializing in person. Because of the lack of body signals and other
nonverbal cues, like tone and inflection, social networking sites are not an
adequate replacement for face-to-face communication. Students who spend a
great deal of time on social networking are less able to effectively
communicate in person.
6. The popularity of social media, and the speed at which information is
published, has created a lax attitude towards proper spelling and grammar)
7. The degree to which private information is available online and the
anonymity the internet seems to provide has made students forget the need
to filter the information they post.

The Positive Impact

1. Social networking has increased the rate and quality of collaboration for
students.
2. Social networking teaches students skills they’ll need to survive in the
business world.
3. By spending so much time working with new technologies, students develop
more familiarity with computers and other electronic devices.
4. The ease with which a student can customize their profile makes them more
aware of basic aspects of design and layout that are not often taught in
schools.

Impact of technology on school and culture

Technology
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Technology is defined as “any object or process of human origin that can be used
to convey media.”
In this sense, technology includes phenomena as diverse as books, films,
television, and the Internet. With respect to education, media are the symbol
systems that teachers and students use to represent knowledge; technologies are the
tools that allow them to share their knowledge representations with others.

Impact of Technology on School and Culture

There are two major approaches to using media and technology in schools.
First, students can learn “from” media and technology, and second, they can learn
“with” media and technology.
Learning “from” media and technology is often referred to in terms such as
instructional television, computer-based instruction, or integrated learning systems.

Learning “with” technology is referred to in terms such as cognitive tools and

constructivist learning environments.

Television and the computer are the two primary technologies used in school and
community.
● Computers as tutors have positive effects on learning as measured by
standardized achievement tests, are more motivating for students, are
accepted by more teachers than other technologies, and are widely supported
by administrators, parents, politicians, and the public in general.
● Students are able to complete a given set of educational objectives in less
time with CBI than needed in more traditional approaches.

Media is a pillar of Society, and a healthy Society is not possible without a Healthy
Media.
Media should take responsibility to preserve Culture. Media should understand the
possible effects of their reports on Public Different programs for different age.
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UNIT 5

Social Institutions
Social institutions are mechanisms or patterns of social order focused on meeting
social needs, such as government, economy, education, family, healthcare, and
religion. Some sociological methods focus on examining social institutions over
time, or compare them to social institutions in other parts of the world.
Types of Social Institutions

Community
A community may be a group of people who live in the same geographic region,
but the term also refers to individuals who have common interests and goals. An
example of a geographic community is people in a town or city, whose common
interest could be their community’s safety and prosperity. An example of a non-
geographic community would be those who have common goals, such as the
“LGBTQ community,” whose members seek equal rights and opportunities for
those who are lesbian, gay, bisexual, transgender, or queer.

Community service organizations

These organizations serve a community by fulfilling a need or providing an
opportunity to participate in the community. For example, a local social service
organization may sponsor projects such as clearing up litter or providing
scholarships to needy students. A local club, such as a chess club, may invite
participants to learn and enjoy the game. On a national or international level, social
institutions include Médecins Sans Frontières (Doctors without Borders).

Education and Schools as a Social Institution

Schools are institutions in the sense that students have come together to
learn scientific knowledge, develop skills, acquire values, and develop
good habits (such as study habits, self-discipline, and hygiene).  The school as a
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social institution prepares students to contribute to society and have

a productive future. In addition to mastering the curriculum, students are also
learning how to interact with others, such as peers and teachers, which involves
governing their behavior, conforming to established norms and values, and
negotiating outcomes.

Family as a Social Institution

In sociology, the family is considered a social institution. Through parents and
other family members, individuals learn to define goals and expectations. The
family affects the individual’s habits, beliefs, and values, and helps define what
is normal and what is not.

Traditionally, a family is defined as a group of people who are related to an

individual by blood, marriage, or adoption. However, it can also refer to other
kinds of relationships. For example, members of the wider community may teach
values or beliefs that affect an individual’s decisions. The individual may turn to
others outside the traditional unit when s/he is under stress or need support.

Additionally, families can be nuclear or extended. A nuclear family consists

of parents, siblings, and offspring. An extended family consists
of grandparents, aunts, and uncles. The nuclear family tends to have a greater
impact on individual social norms compared to the extended family.

While families and education influence our goals, expectations, and

norms, genetics also play an important role in defining behaviors (including
criminal behavior) and the ability to interact socially.

Epigenetics refers to the environment’s effect on our genes.  For example, an

epigeneticist may study families who have endured trauma or tremendous stress
during their lives to determine whether the second or third generations show signs
of anxiety or depression. Surprisingly, anxiety disorders were found to be
significantly more common up to the third generation, even when the parents
(second generation) reported no major stressful events in their lives.

The main five goals of the family as a social institution are:

● Reproduce
● Protect offspring
● Teach the children how to socially interact
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● Show affection and love

● Teach offspring how to function in society

Educational institution means a preschool, a public or private elementary or

secondary school, an institution of undergraduate higher education, an institution
of graduate higher education, or an institution of professional education, or an
institution of vocational education, that operates a program of scholarly research.
To be in this category, a requester must show that the request is authorized by and
is made under the auspices of a qualifying institution and that the records are not
sought for commercial or private use, but are sought to further scholarly research.

FUNCTIONS OF EDUCATIONAL INSTITUTION:

Socialization
1. Technologically simple societies look to families to teach skills and values
and thus to transmit a way of life from one generation to the next.
2. As societies gain more complex technology, the school became the first
formal agency which exposes the child to the rules of the larger society.
3. In primary school, children learn language and basic mathematical skills. In
addition, all educational institutionsteaches cultural values and norms.
4. Here the child learns to recognize and obey rules, learn to behave in group
settings, sit quietly and listen to teachers, participate in social events, and
accept responsibilities.
Cultural Transmission:
1. The system of education transmits our cultural values to the next generation.
2. During education, the teacher while teaching, learns the socio-cultural norms
himself.
3. While teaching (s)he adds her/his own experiences in the knowledge what
he received from his parents and teachers.

Social control.
1. Schools are responsible for teaching values such as discipline, respect,
obedience, punctuality, and determination.
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2. Schools teach conformity by encouraging young people to be good students,

hardworking future workers, and law-abiding citizens
Cultural Innovation:
1. Educational institutions create and transmit cultural values.
2. The teacher does not transmit the same knowledge without change. By
adding his experience, he makes knowledge up-todate and according to the
requirements of society. The teacher educates the new generation thus brings
social change.
3. Center of higher education bring change in our lives through the research
conducted by the scholars.
Social Integration: •
1. Educational institution molds a diverse population into a unified society.
2. It creates social organization in the society by harmonizing the attitudes,
ideas, habits, customs, emotions and sentiments of the people.
3. Especially important in nations with social diversity.

Patriotism:
1. Patriotism develops through education in the young generation.
2. The children recognize themselves and their duties towards nation.

Social Placement:
1. Educational institutions identify and develop talent in students. Children
achieve their status according to merit.
2. Educational institution enhances meritocracy by rewarding ability and effort
regardless of social background and provides a path to upward social
mobility.

Future Occupation:
1. Education directs towards selection of future occupation.
2. It also provides occupational training, and teaches the skills needed to
perform roles in increasingly specialized occupations.
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Custodial Care:
1. Child care for the growing number of one parent and two-career families.
2. Children in their early age are the participating members of ‘play group’,
‘nursery’, or ‘day care center’.
Problems/ conflict perspective:
1. Inequality among schools: Just as students are treated differently within
schools, schools themselves differ in basic ways. i.e, Public and Private.
2. Credentialism: It is evaluating a person on the basis of educational degrees.
In modern societies, credentials (diplomas, degrees) say ‘who you are’ as
much as family background.

Hidden Curriculum:
1. According to conflict theorists, the hidden curriculum is the transmission of
cultural values and attitudes, such as conformity and obedience to authority,
through implied demands found in the rules, routines, and regulations of
schools.

Religious institutions
Religious institution means any mosque, church, synagogue, temple or building
which is used primarily for religious worship and related religious activities.

ROLE OF SOCIAL INSTITUTIONS IN PAKISTANI SCHOOLS
 There are five social institutions on which society revolves and if any of the institu
tion become weak that it results in destruction and disturbance of society
science and medicine Military
GENERAL FUCTIONS OF SOCIAL INSTITUTIONS
1. Institution Satisfy the Basic Needs of Society.2. Institution Define Dominant So
cial Values. “Bill of Rights”
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 3. Institutions Establish Permanent Patterns of Social BehaviorMonogamy4. Instit
utions Support Other Institutions. “Adultery”.
 5. Institutions Provide Roles for Individuals. Husband and Wife.
SPECIFIC FUNCTIONS OF INDIVIDUAL INSTITUTIONS
THE SPECIFIC FUNCTIONS OF THE FAMILY
1. The control and regulation of sexual behavior.
2. To provide for new members of society (children).
3. To provide for the economic and emotional maintenance of individuals.
4. To provide for primary socialization of children.
THE SPECIFIC FUNCTIONOF RELIGION
1. Providing solutions for unexplained natural, phenomena.
2. Supplying a means for controlling the natural world.
3. Religion tends to support the normative structure of the society.
4. Furnishing a psychological diversion from unwanted life situations.
5. Sustaining the existing class structure.
6. Religion serves as an instrument of socialization.
7. Religion may both promote and retard social change.
8. Religion may both reduce and encourage conflict in groups
THE SPECIFIC FUNCTIONS OF GOVERNMENT
 1. The Institutionalization of norms (Laws).
2. The enforcement of laws.
3. The adjudication of conflict (Court).
4. Provide for the welfare of members of society.
5. Protection of Society from external threat.
THE SPECIFIC FUNCTIONS OF EDUCATION
1. Transmitting culture.
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2. Preparation for occupational roles
3. Evaluating and selecting competent individuals
4. Transmitting functional skills for functioning in society.
SPECIFIC FUNCTIONS OF ECONOMY
1. Provide methods for the production of goods and services.
2. Provide methods for the distribution of goods and services.
3. Enable society’s members to consume goods and services which are produced.
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UNIT 6
Teacher as an integral part of community:
Teachers are arguably the most important members of our society. They give
children purpose, set them up for success as citizens of our world, and inspire in
them a drive to do well and succeed in life. The children of today are the leaders of
tomorrow, and teachers are that critical point that makes a child ready for their
future. Children carry what they are taught at a young age throughout the rest of
their lives. They will use what they have learned to influence society. Everyone
knows that today’s youth will become tomorrow’s leaders, and teachers have
access to educate the youth in their most impressionable years — whether that is in
teaching preschool, teaching extracurriculars, sports or traditional classes.
Teachers have the ability to shape leaders of the future in the best way for society
to build positive and inspired future generations and therefore design society, both
on a local and global scale. In reality, teachers have the most important job in the
world. Those who have an impact on the children of society have the power to
change lives. Not just for those children themselves, but for the lives of all. Great
teachers have the ability to change lives for the better. Teachers can act as a
support system that is lacking elsewhere in students’ lives. They can be a role
model and an inspiration to go further and to dream bigger. They hold students
accountable for their successes and failures and good teachers won’t let their
talented students get away with not living up to their full potential. Great teachers
have the ability to change lives for the better.
Role Models
Teachers are the ultimate role models for students. The fact that students come
into contact with many different types of teachers in their academic career means
that more likely than not, there will be a teacher that speaks to them. The teacher-
student connection is invaluable for some students, who may otherwise not have
that stability. Teachers will stay positive for their students even when things can
seem grim. A great teacher always has compassion for their students,
understanding of their students’ personal lives, and appreciation for their academic
goals and achievements. Teachers are role models for children to be positive,
always try harder, and reach for the stars.
They Provide the Power of Education
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Knowledge and education are the basis for all things that can be accomplished in
life. Teachers provide the power of education to today’s youth, thereby giving
them the possibility for a better future. Teachers simplify the complex, and make
abstract concepts accessible to students. Teachers also expose children to ideas and
topics that they might otherwise not have come into contact with. They can expand
on interests and push their students to do better. Teachers don’t accept failure, and
therefore, students are more likely to succeed. Teachers know when to push
students, when to give a gentle nudge in the right direction, and when to let
students figure it out on their own. But they won’t let a student give up.
Guidance
Teacher provide guidance to students of all types. Teachers are able to see each
child’s strengths and weaknesses and can provide assistance and guidance to either
get them up to speed or push them higher. They will help to reveal student’s best
skills and teach valuable life skills as well, such as communication, compassion,
presentation, organization, following directions, and more. They are also a source
of inspiration and motivation. Teachers inspire students to do well, and motivate
them to work hard and keep their academic goals on track.
Dedication
One of the most important parts of teaching is having dedication. Teachers not
only listen, but also coach and mentor their students. They are able to help shape
academic goals and are dedicated to getting their students to achieve them.
Teachers have patience for their students and are understanding when a concept
isn’t taking. Teachers do what they do because they want to help others. They are
not teaching for recognition or a paycheck but because they have a passion for
youth and education. Teachers typically believe in the power of education and the
importance of providing children with good role models and are teaching because
of that belief. They are dedicated to the cause. Finally, teachers’ dedication is
shown by their ‘round-the-clock work habits. Teachers don’t stop working when
the school bell rings. They are grading papers, making lessons, and communicating
with parents after school and on weekends. Most teachers arrive earlier than school
starts to set up their day and provide extra assistance to struggling students.
Teachers Play a Great Role in the Economic Development of the Country
Education is a fundamental aspect in the development of a country. If the youth of
a society is educated, a future is born. Teachers provide the education that
22

improves quality of life, therefore bringing so much to both individuals and society
as a whole. Teachers increase productivity and creativity of students and therefore,
of future workers. When students are pushed to be creative and productive, they
are more likely to be entrepreneurial and make technological advances, ultimately
leading to economic development of a country.
The Most Important Characteristics of a Great Teacher
The following attributes make the difference between a good teacher and a truly
great teacher who becomes an inspiration to their students.
1. Compassion: Compassion is important not only when dealing with the students
but also other teachers, other school staff, and parents.
2. Passion for Learning and Children: Teaching can be incredibly stressful, so
great teachers must have a deep passion to keep them going every day.
3. Understanding: Teachers need a deep understanding of where their students are
coming from — their backgrounds, their struggles, and their abilities.
4. Patience: Patience is key. This is very true of teaching, and not just patience
with the students! Teachers also need patience in dealing with the school system,
bureaucracy, and parents as well.
5. Ability to Be a Role Model: Teachers must come into work every day knowing
their students will soak up their actions like sponges. They must show how to be a
good person not just by telling, but also by being.
6. Communication Across Generations and Cultures: Teachers need to be able
to effectively communicate with students from multiple cultures and generations,
as well as teaching staff and superiors with various backgrounds and from other
generations.
7. Willingness to Put in the Effort: If a teacher doesn’t care or doesn’t make the
effort, their students won’t either. If a teacher shows students that they do truly
care, they’ll do the same.
Effects of teachers and school on individual and group behavior.

Individual behavior
1. Responses to external and internal stimuli that are either negative or
positive.
23

2. Classroom behavior is stimulus driven responses that occur specifically

within the classroom.
3. Students are acting in the classroom in response to what is going on or
present around them.
4. Individual behavior is a major issue in school and students must be
respectful around members of staff and other pupils.

Group behavior
1. A group can be defined as two or more individuals interacting and
interdependent on each other, who come together to achieve some goals.
2. Students perform as group behavior in school, they all meet at school
platform in order to get quality education.
3. They get suggestion from each other, sympathies with each other and imitate
each other.

Effect of teachers and school on individual behavior.

A good teacher is first of all good human being, someone who is in
personality, character and attitudes exercises a wholesome and inspiring
influence young people. Qualities of good teaching that somehow strikes a
spark deep inside the student’s life and change it and good school is that
which disciplined their life. Some common effects on an individual are
following.
1. Awareness: Teacher and school raise the level of awareness of an individual
about his life, career, academics etc.
2. Sense of responsibilities: Make an individual responsible person regarding
their studies, school life, daily life etc.
3. Practical guide: School and teacher plays a role of practical guide of an
individual in the school and beyond the school.
4. Inspiration: An individual is inspired by the teachers and school of their
values, attitudes toward learning and aspiration are also developed.
5. Encouragement: Encourage an individual to serve in daily life, decision
making communication skill etc. enhanced.
6. Challenge: Make an individual challengeable of which an individual aspire
and climb to higher intellectual, spiritual, social and cultural heights.
7. Prodded: teacher and school works an agents to prodded an individual from
one rank to another, and able them to survive in any environment and
society.
Effects of teacher and school on group behavior
A successful society is that which they met to their goals which is set by their
educational institutions and leaders; schools and teachers. Teachers and schools
24

plays their role by acquaint their students with the ideals, ethical values, culture
attainments, political principles, social customs, and economic principles that
determine the character and quality of civilization. Some common effects on group
behavior of teachers and schools are following.
1. Team work: Enable the students to work I team or in groups.
2. Cooperation: group members cooperate with each other, understand
problem of each other’s and try to resolve it by cooperation.
3. Target achievement: target are set to every individuals in group and every
one to achieve this and meet to their objectives.
4. Friendship: friendship is an important factor of group behavior. every
success group have success friendship and which is mostly come with the
effectiveness of school and community.
5. Leadership: leadership qualities has been enhanced, if leader than learn how
to manage their colleagues, and how to work under a leader or mentor etc.
6. Discipline: Discipline is important need for every individual in all areas of
life. It is enhanced by working in groups under a leader or mentor.
7. Communication skills: Communication skills is so much important for
group behavior. Lear how to communicate for some purpose and how to
deliver message that is god or bad.
8. Competition: Skills of competition is developed. Learn how to compete
with their fellows and then students will work hard.

Conclusion: Teacher and school plays an important role on individual and group
behavior. Each individual has train and guide by school and teachers and then
these individuals are the member of group behavior(society), which make it
effected.
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UNIT 7

Teacher as a social activist???

Teacher’s leadership roles inside and outside school

Teacher leaders assume a wide range of roles to support school and student
success. Whether these roles are assigned formally or shared informally, they
build the entire school's capacity to improve. Because teachers can lead in a
variety of ways, many teachers can serve as leaders among their peers.
The following 10 roles are a sampling of the many ways teachers can contribute
to their schools' success.

1. Resource Provider
Teachers help their colleagues by sharing instructional resources. These might
include Web sites, instructional materials, readings, or other resources to use
with students. They might also share such professional resources as articles,
books, lesson or unit plans, and assessment tools.

2. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching
strategies. This help might include ideas for differentiating instruction or
planning lessons in partnership with fellow teachers.

3. Curriculum Specialist
Curriculum specialists lead teachers to agree on standards, follow the adopted
curriculum, use common pacing charts, and develop shared assessments.

4. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new
ideas, often by demonstrating a lesson, coteaching, or observing and giving
feedback. Consultation with peers enhances teachers' self-efficacy (teachers'
belief in their own abilities and capacity to successfully solve teaching and
learning problems) as they reflected on practice and grew together, and it also
encouraged a bias for action (improvement through collaboration) on the part of
teachers.
26

5. Learning Facilitator
Facilitating professional learning opportunities among staff members is another
role for teacher leaders. When teachers learn with and from one another, they can
focus on what most directly improves student learning. Their professional
learning becomes more relevant, focused on teachers' classroom work, and
aligned to fill gaps in student learning. Such communities of learning can break
the norms of isolation present in many schools.

6. Mentor
Serving as a mentor for novice teachers is a common role for teacher leaders.
Mentors serve as role models; acclimate new teachers to a new school; and
advise new teachers about instruction, curriculum, procedure, practices, and
politics. Being a mentor takes a great deal of time and expertise and makes a
significant contribution to the development of a new professional.

7. School Leader
Being a school leader means serving on a committee, such as a school
improvement team; acting as a grade-level or department chair; supporting
school initiatives; or representing the school on community or district task forces
or committees. A school leader shares the vision of the school, aligns his or her
professional goals with those of the school and district, and shares responsibility
for the success of the school as a whole.

8. Data Coach
Although teachers have access to a great deal of data, they do not often use that
data to drive classroom instruction. Teacher leaders can lead conversations that
engage their peers in analyzing and using this information to strengthen
instruction.

9. Catalyst for Change

Teacher leaders can also be catalysts for change, visionaries who are “never
content with the status quo but rather always looking for a better way” Teachers
who take on the catalyst role feel secure in their own work and have a strong
commitment to continual improvement. They pose questions to generate analysis
of student learning.
27

10. Learner
Among the most important roles teacher leaders assume is that of learner.
Learners model continual improvement, demonstrate lifelong learning, and use
what they learn to help all students achieve.

Roles for All

Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some
leadership roles are formal with designated responsibilities. Other more informal
roles emerge as teachers interact with their peers. The variety of roles ensures
that teachers can find ways to lead that fit their talents and interests. Regardless
of the roles they assume, teacher leaders shape the culture of their schools,
improve student learning, and influence practice among their peers.

Community Outreach Coordinator

A transformative outside-the-classroom leadership opportunity is the school

community outreach coordinator, who arranges after-hours or weekend events that
involve students and their families and community members. An event like a
fundraiser is an impactful way for schools to raise money for special supplies, field
trips, and scholarships. Teachers who can gather resources to manage events like
this are how schools and communities intertwine and benefit each other. This
teacher leader is a go-getter who can access resources, motivate volunteers, and
ultimately support students and their families.

Extracurricular Activity Sponsor

Extracurricular activities are crucial to involve students in their school

communities and engage them in topics outside of general K-12 curricula.
Countless studies show that student involvement in extracurriculars is directly
beneficial to their academic success and personal perseverance. Teachers can take
the initiative by starting a club or sport and host students after school or during
lunch for meetings. Leading a club is also a way for teachers to share their personal
interests or past professional experience with students and help students think
about future career choices that interest them.
28

Who Are Stakeholders in Education?

What is a stakeholder? One might think of a person holding a wooden stake, like
the kind driven through the hearts of vampires in folklore. But the
word stakeholder refers to a person who has an interest or concern in the
organization at hand. So, in terms of education, a stakeholder is someone who has
a vested interest in the success and welfare of a school or education system. This
includes all parties that are directly affected by the success or failure of an
educational system, as well as those indirectly affected.

Examples of Stakeholders in Education

Let's take a moment to brainstorm who some of these stakeholders may be. School
board members, administrators, and teachers immediately come to mind. They
each want their work to have a positive impact on children, and their jobs are
directly affected by the success of the school system. Parents desire a successful
education system for their children, while the students themselves have an interest
in receiving a good education. It's also easy to imagine the influence the education
system has on government officials, like city councilors and state representatives,
as voters may base their decisions on the way such officials support the school
system.
In fact, the community as a whole is a stakeholder in its education system. This is
because local schools educate future employees, business owners, and community
leaders. A solid education program builds a stronger community by better
preparing its students to be successful community members.
Since all members of a community are stakeholders in its education system, you
may be wondering how each individual stakeholder is important. Every different
stakeholder plays a different, significant role in support of the education system.
Let's explore those roles.

The Roles of Various Stakeholders

Let's use an example to illustrate how different stakeholders in education interact
for the benefit of a school system. Say that the local school board wants to foster a
greater interest in science and technology among students in the school district.
The board passes a resolution requesting that each school in the district develop a
program that will meet this goal, and along with administration, works to raise
funds for such programs. How do the other stakeholders fit into this goal?
School administrators, such as the superintendent and principals, support the goal
of the school board by developing a plan of action to meet the board's expectations.
29

UNIT 4
School as a social, cultural and community institutions

SCHOOL
1. An institution for educating students
2. School is a social organization establish to transfer the value of community,
society or a nation through the planned educational experience s to the
younger generation.

Institution
An institution is the bearer of a set o practices, a structure al arrangement and a
configuration of rules, which determines what is exemplary behavior.

Major institution
Every society has mainly five social institutions  School  Government 
Education  Family  Religion  Economic institution

School as a social institution

1. School is an established sets of norms and subsystem that support each
society‘s survival
2. School is the most imp social institution
3. School has identifiable structure and set of functions
4. School is the place where child learn interacting and communication skills

SCHOOL AS a CULTURA INSTITUION

1. Transmit the culture
2. School is an institution by which society thorough school Colleges
University and other institution deliberately transmit its culture heritage, its
accumulated knowledge, values and skills from one generation to another

Culture development
1. School is an agent for culture development
2. School better prepare individual for life in a society that is being enriched by
different culture,
3. Education needs freedom of expression, freedom of participation,
knowledge and culture creativity
30

Preserve the culture

A society established school to preserve and transmit its culture to the coming
generations.

Role of the school in the community

1. The school “represents the future.” Because of the school, “the way they
(students) used to dream in their past is totally different nowadays.”
2. The school “transforms our children.”
3. “The school is the strength of the society.”
4. “The school is a development agent for the community.” 
5. The school “shines the community.”
6. The school “makes our children dream differently.”
7. The school is “a daily bread that feeds our kids brain and a pride for their
future.” “If there is no school, there is no future for our kids, either.”
8. The school is “educating people who solve the problems of the country and
the community.”
9. The school “means hope for us and our children.”
10.The school is “like a treasure that was hidden somewhere and this
community is the one who found it.”

Effect of school on community

1. Alone we can do so little; together we can do so much (Helen kelter )
2. School continue to enrich student experience s at home
3. School strengthen the valuable personal traits and characteristic initially
developed
4. School increased social and political capital of participant s
5. Higher quality learning progress for students

Effect of community on school

1. Parents are the first teachers and responsible for the development of value,
attitude and habits.
2. Member of the community are Highly motivated to participate in whole
school activities and project that will rebound to the uplifting of the moral
and quality of life in their own locality by inviting community members to
join in school festivities
31

School as a hub for community services

“Schools are often at the heart of any community – they are very vibrant places
where mums and dads, grandparents, children and young people congregate to
learn, socialize and build social networks” Executive director, Early Years and
Child Development, Department for Education.

Community school • According to the Coalition for Community Schools, a

community school is “both a place and a set of partnerships between the school
and other community resources.” And “its integrated focus on academics, health
and social services, youth and community development, and community
engagement leads to improved student learning, stronger families, and healthier
communities. Using public schools as hubs, community schools bring together
many partners to offer a range of supports and opportunities to children, youth,
families, and communities.”

A community school is a school in which community organizations offer

coordinated educational and social services within the school building. The school
becomes a hub of resources that support learning and nurture the well-being of
students and families.

Schools as community hubs

Schools as community hubs is a vision for public schools, preschools and facilities
to be more accessible and shared across communities. This approach will enhance
education and wellbeing outcomes for children and young people and build
connections and opportunities for lifelong learning in communities.

Approach: The schools as community hubs approach has been shown to improve
attendance rates, parent engagement and encourage different ways to meet
complex and changing needs of students. The goal is to build a community where
children, young people, teachers, parents and community members work together
interactively, recognizing that children and young people learn best with real-life
situations and hands-on activities.