EDU 121

SOCIOLOGICAL AND PHILOSOPHICAL FOUNDATIONS OF EDUCATION

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COMR. ODESANYA SAMUEL
EDU121–SOCIOLOGICAL AND PHILOSOPHICAL
FOUNDATIONS OF EDUCATION
The man is born in society and has to develop his personality in the society .According to Ross
"Individuality is of one value and personality is a meaningless apart from social environment. In
the social environment individual interact with forces which influences him and he also
influence the society. An individual can learn very little by himself .In his learning society
contributes very significantly. Man lives in the society, acquires socialization through his
contact with family, his relatives, friends. He learns basic things with mutual behaviour through
this contact. If individual is left alone without any companions and society then his learning will
not take place, therefore for education the presence of other people, means society is very
necessary. Education and society are interdependent and complimentary to each other .No
educational system can be understood without looking at the canvass of society. Society can
never progress without the sound system of education .Education should enable the pupil to be a
useful member of society.

MEANING, NATURE OF EDUCATIONAL SOCIOLOGY

A man is social animal and lives in society and society is made up of network of human
relationships. Their style of living, idea, attitudes are similar. Sociology is a science that studies
the relationship of men and their environment .Educational sociology is one of the branches of
sociology. It tries to tell the meaning of education through the sociological point of view.

MEANING OF SOCIOLOGY:
Sociology can be defined as the study of man and his environment in their relation with each
other .In 1837 French philosopher Auguste Comte first coin the word sociology ,By sociology
he meant the application of scientific method in the study of the relationship between the
society and individual.
The word “Sociology” was coined from two words viz: Latin word for society (socio) and the
other a Greek word for science (logy). Combining these two words, socio + logy gave birth to
the concept “SOCIOLOGY”
1. E.T.Hiller: "Sociology is the study of relations between individuals, their conduct and
reference to one another and standard by which they regulate their association.
2. Moor and Cole: "Sociology studies plural behaviour". By plural is meant that
behaviour of individuals which is performed in relation to other individuals.
3. Max Weber: Sociology is the science which attempts the interpretative
understanding of social actions.
4. According to Duncan: “Sociology is the scientific study of the processes of ractions
5. E.Durkheim expain: “sociology as the science of collective representation”

From above we can say that sociology is concerned with human relationships, Thus Sociology
may be roughly defined as a systematic study of the individual and society in an inter -acting
and inter-learning relationship with each other.It is the study of social relationships.It studies
the human behaviour in groups, the social structure and social phenomenon. In the study of
sociology different interactions are involved.

WHAT IS SOCIAL FOUNDATIONS OF EDUCATION?

Social Foundations of Education draws upon several disciplines and fields to examine
education, namely history, philosophy, comparative/ international education, cultural studies,
sociology, and political science. Social Foundations inquiry helps to sharpen students’
capacities to understand, analyze, and explain educational issues, policies, and practices in order
to improve education.

Thus, the purpose of Social Foundations study is to draw upon these humanities and social
science disciplines to develop students’ interpretive, normative, and critical perspectives on
education, both inside and outside of schools (Council for Social Foundations of Education,
1996, 2004). The development of such perspectives helps educators to “exercise sensitive
judgments amidst competing cultural and education values and beliefs” (CSFE, 1996).

Rather than reducing education to a formula for best practice, courses in the Social Foundations
of Education challenge students to think deeply about the relationships between education
(formal and informal) and society(ies) at large. Social Foundations encourages educators to use
“critical judgment to question educational assumptions and arrangements and to identify
contradictions and inconsistencies among social and educational values, policies, and practices”
(CSFE, 2004).
WHAT ARE INTERPRETIVE, NORMATIVE, AND CRITICAL PERSPECTIVES?
Each perspective or method of inquiry is described as follows:
Interpretive perspective: Students use concepts and theories from the humanities and social
sciences to examine educational phenomena. Social Foundations perspectives (comparative,
cultural, historical, and philosophical) are applied to examine and analyze an educational aspect
or issue and these perspectives affect the meaning and interpretation of that educational issue.
Normative perspective: Students examine education in relation to differing value orientations
and assumptions about schooling and education. Educational issues, policies, and practices are
examined in light of differing value positions and students engage in reflection and
development of their own values about education (Kubow & Fossum, 2007). Critical
perspective: Students develop the ability to question the contradictions and inconsistencies
among educational values, policies, and practices.

How important are these Social Foundations of Education perspectives to teacher professional
standards?
These perspectives are not only important to the development of pre-service and in-service
educators but also central to the professional standards promoted by the National Council for
Accreditation of Teacher Education (NCATE) and the National Board for Professional
Teaching Standards (NBPTS). Thus, all preparation programs for prospective teachers and other
professional educators must include study in the Social Foundations of Education.
Principle #1: The educator has acquired a knowledge base of resources, theories, distinctions,
and analytic techniques developed within the humanities, the social sciences, and the
foundations of education. That is, the educator has developed habits of using this knowledge
base in evaluating and formulating educational practice.
Principle #2: The educator understands and can apply normative perspectives on education and
schooling. That is, the educator understands and employs value orientations and ethical
perspectives in analyzing and interpreting educational ideas, issues, and practices.
Principle #3: The educator understands and can apply critical perspectives on education and
schooling. That is, the educator has developed habits of critically examining educational
practice in light of this knowledge base.
Principle #4: The educator understands how moral principles related to democratic institutions
can inform and direct schooling practice, leadership, and governance. That is, the educator
understands how knowledge from Social Foundations of Education illuminates the conditions
that support education in a democratic society.

Principle #5: The educator understands the significance of diversity in a democratic society
and how that bears on instruction, school leadership, and governance. That is, the educator
understands how social and cultural differences originating outside the classroom
and school affect student learning and how educational understanding includes sensitivity to
human potentials and differences.
Principle #6: The educator understands how philosophical and moral commitments affect the
process of evaluation at all levels of schooling practice, leadership, and governance. That
is, the educator can articulate the moral and philosophical assumptions underlying evaluation
measures or processes.

EDUCATION AS A PROCESS OF SOCIALIZATION

There is closed relationship between an individual (student) and school. As a social institution
school has to perform the function of socialization .The school teaches the accepted ways of
behaviour within the group to the child. The child learns the patterns of behaviour needed to
good life in the society. They learn their roles and roles of the other in the school and thus
socialization takes place in the school.

SOCIALIZATION
Socialization is the process by which the new generation learns the knowledge, attitudes and
values that they will need as productive citizens.
Socialization is the process by which an individual becomes a recognised, cooperative and able
member through his interaction with social environment.
Socialization is process; through this process an individual learn kind of behaviour, values and
other's expectations.
E. Durkheim,a French educational sociologist has explained the role of education in
socialization of child as “Education is the influence exercised by adult generation on those that
are not yet ready for social life .Its object is to arouse and to develop in the child a certain
number of physical ,intellectual and moral traits that are demanded of him by the society. More
briefly education is a socialization of the young generation. School is the essential part of the
society. It works like the social organization because school provides an exposure to every
individual and it prepares the students to learn social roles according to their capacities in the
school. Every student passes most of the time of his day in school and this time is utilized to
learn different social things .Every individual learns about social life, social norms and social
believes in school Hence in the process of socialization school plays a very significant role.
Most important function of school is preservation of culture and civilization, every society has
own customs, convention, traditions, norms, art, religion,
which has inherited from ancient period, in this process of socialization school help us to hand
over the cultural values and behaviour patterns of the society to his young generation. In this
process of socialization student acquire the knowledge of cultural values and different norms of
the society. Through education students get knowledge of 3R's i.e. Reading, writing and
arithmetic which help students to work skillfully in day to day life and live happily in the
society. It is a only school education which convert these 3R's in to 7R's
i.e Reading, writing and arithmetic relationship, responsibilities ,recreation and reorganization
.only through school education students make familiar about social responsibilities as social
being. School provide democratic climate which helps student to acquire democratic norms
.Students learn how to live with democratic norms and how to behave with each other which
help in the process of socialization. School education is a process of living through continuous
reconstruction of the individual which enable students to control his environment and fulfill
possibilities. School encourages students to participate in various kinds of co-curricular
activities; these activities help students to develop leadership among them. The school
provides social environment before children by organizing community work, social service
camp and social functions and annual functions ,so that all the social norms and values namely
sympathy, co-operation, tolerance
,social awareness in them, thus school develops social dealing in all children. In the light of
above discussion we can say that school has special significance in the socialization process
.education is a continuous and dynamic process, which develops thinking and reasoning
,problem solving, skills, cultural values, democratic values, adjustment among the students to
behave properly in the society ,this shows that education as a process of socialization.

AGENTS OF SOCIALIZATION
Socialization helps people learn to function successfully in their social worlds. How does the
process of socialization occur? How do we learn to use the objects of our society’s material
culture? How do we come to adopt the beliefs, values, and norms that represent its nonmaterial
culture? This learning takes place through interaction with various agents of socialization, like
peer groups and families, plus both formal and informal social institutions.
SOCIAL GROUP AGENTS
Social groups often provide the first experiences of socialization. Families, and later peer
groups, communicate expectations and reinforce norms. People first learn to use the tangible
objects of material culture in these settings, as well as being introduced to the beliefs and values
of society.

FAMILY
Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members
of an extended family, all teach a child what he or she needs to know. For example, they show the child
how to use objects (such as clothes, computers, eating utensils, books, bikes); how to
relate to others (some as “family,” others as “friends,” still others as “strangers” or “teachers” or
“neighbors”); and how the world works (what is “real” and what is “imagined”).
As you are aware, either from your own experience as a child or from your role in helping to
raise one, socialization includes teaching and learning about an unending array of objects and
ideas.
Keep in mind, however, that families do not socialize children in a vacuum. Many social factors
affect the way a family raises its children. For example, we can use sociological imagination to
recognize that individual behaviors are affected by the historical period in which they take
place. Sixty years ago, it would not have been considered especially strict for a father to hit his
son with a wooden spoon or a belt if he misbehaved, but today that same action might be
considered child abuse.

Sociologists recognize that race, social class, religion, and other societal factors play an
important role in socialization. For example, poor families usually emphasize obedience and
conformity when raising their children, while wealthy families emphasize judgment and
creativity (National Opinion Research Center 2008). This may occur because working- class
parents have less education and more repetitive-task jobs for which it is helpful to be able to
follow rules and conform. Wealthy parents tend to have better educations and often work in
managerial positions or careers that require creative problem solving, so they teach their
children behaviors that are beneficial in these positions. This means children are effectively
socialized and raised to take the types of jobs their parents already have, thus reproducing
the class system (Kohn 1977). Likewise, children are socialized to abide by gender norms,
perceptions of race, and class-related behaviors.

In Sweden, for instance, stay-at-home fathers are an accepted part of the social landscape. A
government policy provides subsidized time off work—480 days for families with newborns—
with the option of the paid leave being shared between mothers and fathers. As one stay-at-
home dad says, being home to take care of his baby son “is a real fatherly thing to do. I think
that’s very masculine” (Associated Press 2011). Close to 90 percent of Swedish fathers use their
paternity leave (about 340,000 dads); on average they take seven weeks per birth (The
Economist, 2014). How do U.S. policies—and our society’s expected gender roles—compare?
How will Swedish children raised this way be socialized to
parental gender norms? How might that be different from parental gender norms in the United
States?

PEER GROUPS
A peer group is made up of people who are similar in age and social status and who share
interests. Peer group socialization begins in the earliest years, such as when kids on a
playground teach younger children the norms about taking turns, the rules of a game, or how to
shoot a basket. As children grow into teenagers, this process continues. Peer groups are
important to adolescents in a new way, as they begin to develop an identity separate from their
parents and exert independence. Additionally, peer groups provide their own opportunities for
socialization since kids usually engage in different types of activities with their peers than they
do with their families. Peer groups provide adolescents’ first major socialization experience
outside the realm of their families. Interestingly, studies have shown that although friendships
rank high in adolescents’ priorities, this is balanced by parental influence.

INSTITUTIONAL AGENTS
The social institutions of our culture also inform our socialization. Formal institutions— like
schools, workplaces, and the government—teach people how to behave in and navigate these
systems. Other institutions, like the media, contribute to socialization by inundating us with
messages about norms and expectations.
SCHOOL
Most U.S. children spend about seven hours a day, 180 days a year, in school, which makes it
hard to deny the importance school has on their socialization (U.S. Department of Education
2004). Students are not in school only to study math, reading, science, and other subjects—the
manifest function of this system. Schools also serve a latent function in society by socializing
children into behaviors like practicing teamwork, following a schedule, and using textbooks.

School and classroom rituals, led by teachers serving as role models and leaders, regularly
reinforce what society expects from children. Sociologists describe this aspect of schools as the
hidden curriculum, the informal teaching done by schools.
For example, in the United States, schools have built a sense of competition into the way grades
are awarded and the way teachers evaluate students (Bowles and Gintis 1976). When children
participate in a relay race or a math contest, they learn there are winners and losers in society.
When children are required to work together on a project, they practice teamwork with other
people in cooperative situations. The hidden curriculum prepares children for the adult world.
Children learn how to deal with bureaucracy, rules, expectations, waiting their turn, and sitting
still for hours during the day. Schools in different cultures socialize children differently in order
to prepare them to function well in those cultures. The latent functions of teamwork and dealing
with bureaucracy are features of U.S. culture.

Schools also socialize children by teaching them about citizenship and national pride. In the
United States, children are taught to say the Pledge of Allegiance. Most districts require classes
about U.S. history and geography. As academic understanding of history evolves, textbooks in
the United States have been scrutinized and revised to update attitudes toward other cultures as
well as perspectives on historical events; thus, children are socialized to a different national or
world history than earlier textbooks may have done. For example, information about the
mistreatment of African Americans and Native American Indians more accurately reflects those
events than in textbooks of the past.

THE WORKPLACE
Just as children spend much of their day at school, many U.S. adults at some point invest a
significant amount of time at a place of employment. Although socialized into their culture
since birth, workers require new socialization into a workplace, in terms of both material culture
(such as how to operate the copy machine) and nonmaterial culture (such as whether it’s okay to
speak directly to the boss or how to share the refrigerator).
Different jobs require different types of socialization. In the past, many people worked a single
job until retirement. Today, the trend is to switch jobs at least once a decade. Between the ages
of eighteen and forty-six, the average baby boomer of the younger set held 11.3 different jobs
(U.S. Bureau of Labor Statistics, 2014). This means that people must become socialized to, and
socialized by, a variety of work environments.
RELIGION
While some religions are informal institutions, here we focus on practices followed by formal
institutions. Religion is an important avenue of socialization for many people. The United States
is full of synagogues, temples, churches, mosques, and similar religious communities where
people gather to worship and learn. Like other institutions, these places teach participants how
to interact with the religion’s material culture (like a mezuzah, a prayer rug, or a communion
wafer). For some people, important ceremonies related to family structure—like marriage and
birth—are connected to religious celebrations. Many religious institutions also uphold gender
norms and contribute to their enforcement through socialization. From ceremonial rites of
passage that reinforce the family unit to power dynamics that reinforce gender roles, organized
religion fosters a shared set of socialized values that are passed on through society.

GOVERNMENT
Although we do not think about it, many of the rites of passage people go through today are
based on age norms established by the government. To be defined as an “adult” usually means
being eighteen years old, the age at which a person becomes legally responsible for him- or
herself. And sixty-five years old is the start of “old age” since most people become eligible for
senior benefits at that point.
Each time we embark on one of these new categories—senior, adult, taxpayer—we must be
socialized into our new role. Seniors must learn the ropes of Medicare, Social Security benefits,
and senior shopping discounts. When U.S. males turn eighteen, they must register with the
Selective Service System within thirty days to be entered into a database for possible military
service. These government dictates mark the points at which we require socialization into a new
category.

MASS MEDIA
Mass media distribute impersonal information to a wide audience, via television, newspapers,
radio, and the Internet. With the average person spending over four hours a day in front of the
television (and children averaging even more screen time), media greatly influences social
norms (Roberts, Foehr, and Rideout 2005). People learn about objects of material culture (like
new technology and transportation options), as well as
nonmaterial culture—what is true (beliefs), what is important (values), and what is expected
(norms).
 AREA OF CONCENTRATION
1. is the mental and cultural sciences that deals with the activities of the
individual member of a group SOCIAL SCIENCE
2. describes the pattern of human interaction SOCIOLOGY
3. Human behavior with interaction to others is called SOCIOLOGY
4. is the core concept and unit of analysis GROUP
5. is the scientific study of the relationship between education and society and
howthey influence each other SOCIOLOGY OF EDUCATION
6. SCOPE OF SOCIOLOGY
It study the aspect of school life It
study education concept
It study social system and institution
7. are concepts that describes human societies as a group and also gives explanation as
theway of life SOCIOLOGY CONCEPT
8. is a group of people who interact with one and other and share common belief
practice SOCIETY
9. Societies is classified on parameters 2
10. and are Africa state that are transitional phase NIGERIA AND GHANA
11. are people living together in a common or sharing the same boundaries in a
permanent territories is called COMMUNITY
12. is concerned with the welfare and affair of people POLITICS
13. 13. is the way of both understanding and organizing human life
14. Culture is CULTUREDYNAMIC
15. asserts that culture is transmitted from generation to generation MERRY 2005
16. is the meeting point between sociology and anthropology CULTURE
17. is the description and explanation of similar difference among human and ethnic group
ANTHROPOLOGY
18. is the way a group does things FOLKWAYS
19. is the strong ideas of right and wrong MORES
20. is the interpretation and function of a trait concept varies from on cultural setting
CULTURAL RELATIVISM
21. is when you have affection for anything pertaining to your culture
ENTHNOCENTRISM
22. is the acquisition of one’s own culture ENCULTRATION
23. Acculturation is brought about by CULTURAL DIFFUSION
24. is the differences among group society STRATISFICATION
25. is the process in which people acquire the benefits attitudes, values and custom
inculture SOCIALIZATION
26. is the organization of society hierarchal order SOCIAL STRATISFICATION
27. Who propound the aim of socialization SEWEJE 1989
28. Socialization is non structured in an informal system and it is in formal institution
STRUCTURED
29. Socialization in school setting takes place under the guidance of a professional teacher while
ininformal situation can be FOSTERED IN THE HOME
30. is the family of orientation THE NATAL FAMILY
31. is the family of procreation CONJUGAL FAMILY
32. is the family made up of father, mother and children NUCLEAR FAMILY
33. The family living together under the authority of one head is called the JOINT FAMILY
34. The head of such a joint family living is called the MOGAJI IN YORUBA LAND
35. is formed when young career men and women opt for parenthood without
marriage ONE- PARENT FAMILY
36. is a primary formal agent of education THE SCHOOL
37. The word peer means EQUAL
38. is a group composed of individual who are equal PEER GROUP
39. Religion is referred to as the religion of the ancestors of the Africans.
INDIGENOUSRELIGION
40. is the believe in many gods POLYTHEISM
41. is the believe that all object like stones and rivers among other have ANIMISM
42. The believe of one God is called they are regarded as foreign religion MONOTHEISM
43. The believe that God does not exist is called ATHETISM
44. Islam as foreign language was brought into the world into Hausa land in 13th CENTURY
45. is one of the factor of Arabic education in Africa ISLAM
46. Christianity came into the world through the missionary in 15th CENTURY
47. The missionaries came from and they came in through PORTUGAL , ATLANTIC
COAST
48. and take place in human society EDUCATION AND SOCIALIZATION
49. The education that beings at home and continue throughout life time is called LIFE LONG
EDUCATION
50. The father of sociology is AUGUSTUS COMITE
51. Augustus Comite is a French sociologist , He was born in __ 1838
52. is a process by which human beings are allowed to acquire their social
behavioralpattern SOCIALIZATION
53. The life to death affairs is called SOCIALIZATION
54. is a social science that view man from an individual to a group SOCIAL SCIENCE
55. Sociology is coined from two words _ and _ SOCIO AND LOGY
56. Socio is a Latin word which means SOCIETY
57. Logy is a Greek word which means SCIENCE
58. method involves the use of pen and paper SOCIAL SURVEY METHOD
59. is a meeting point between the school and the society SOCIALIZATION
60. Why do we study sociology of education FOR KNOWLEDGE SAKE
61. Cultural content means _ BELIEF SYSTEM OF THE SOCIETY
62. is the study of culture ANTHROPOLOGY
63. Philosophy comes from ANCIENT GREEK NOUN
64. Philo means LOVE
65. Sophia stands for WISDOM
66. Philosophy means LOVE OF WISDOM
67. The verbal form of philosophia is _ PHILOSPHEIN WHICH MEANS DESIRE TO FINDOUT
68. Philosophy is not the pursuit of MORAL KNOWOLEDGE
69. philosophies is used to explain people way of life INFORMAL PHILOSOPHIES
70. Philosophy is the activity of criticism and clarification D.J.O COANNOR
71. Reality is called METAPHYSICS
72. Theory of knowledge can also be called _ EPISTEMOLOGY
73. Values and life can also be called AXIOLOGY
74. Philosophy uses to reach coherent conclusion LOGIC
75. Philosophy uses logic as SYSTEM OF THINKING
76. To reach a coherent conclusion means to _ REACH A WORD VIEW
77. is any process in which individual gain knowledge or insight EDUCATION
78. Philosophy exists in three modes SPECULATIVE ,PRESCRIPTIVE AND ANALYTIC
MODE OF PHILOSOPHY
79. deals with systematic thinking about everything that exist SPECULATIVE MODE
OFPHILOSOPHY
80. is interested in establishing theories about the nature of man and the universe
SPECULATIVE MODE OF PHILOSOPHY
81. mode of philosophy is interested in what we mean by good and bad
PRESCRIPTIVEMODE OF PHILOSOPHY
82. mode of philosophy deals with clarifying the meaning of other words and expression
ANALYTIC MODE OF EXPRESSION
83. There are branches of philosophy 4
84. is a form of Greek language METAPHYSICS
85. Meta physics is formed from two Greek words namely which means beyond and _
which means nature META AND PHYSICS
86. Meta physics is the branch of that study ultimate reality of everything PHILOSOPHY
87. talks about the nature of existence ONTOLOGY
88. deals the nature of universe and how it comes to existence COSMOLOGY
89. means causing things into existence CAUSALITY
90. comes from a Greek word EPISTEMOLOGY
91. means knowledge EPISTEME
92. believes in impossibility and possibility to acquire knowledge EPISTEMOLOGY
93. There are six instruments of knowledge E R I A R A
94. is the type of knowledge acquired through sense of perception EMPRICISM
95. is a means of acquiring knowledge RATIONALISM
96. deals with acquisition of knowledge through intuition INTUTION
97. And are authoritarian source of knowledge BIBLE AND QURAN
98. is the revealed knowledge or inspired knowledge REVELATION
99. comes from Greek word LOGIC

100 means pertaining to reason LOGIKOS

 PAST QUESTIONS
1. Application of principles of sociology to education is known as
(a) Sociology of education.
(b) Educational sociology.
(c) Social foundations ofeducation.
(d) Social science ofeducation.

2. Schools are social institutions because they

(a) Preserve and instill in future generations the knowledge, ideas, and customs of our
culture.
(b) Suggest ways and means of social progress.
(c) Suggest solutions to socialproblems.
(d) Are established by the society.

3. ”Educational Sociology is the study of the interaction of the individual and his cultural
environment.” This was statedby
(a) Brown.
(b) Carter,
(c) Ottoway.
(d) Skinner.

4. Who said that “Educational sociology is the study of those phases of sociology that are of
significance for educative processes, specially the study of those that point to valuable
programmers of learning and control of learning processes”?
(a) Brown
(b) Carter
(c) Ottoway
(d) T.P. Munn.
5. Which of the following is not correct about schools?
(a) They are necessarily affected by the social and economic situations and changes in our
civilisation.
(b) They are powerful instruments of social change.
(c) They are potential agents of conflicts and disintegration.
(d) They are social agencies of cultural transmission.

6. Specialisation and further distinctions in making a living within a given economy, within an
industrial economy makes
(a) A greater demand for better education.
(b) Many kinds of pressures on the expansion of education.
(c) A demand for specialized courses and training programmers such as management
training, etc.
(d) A demand for better man-machine facilities.

7. The nature of the differences in socio• economic strata of the society such as the wealthy,
middle class and the poor is that it
(a) Runs quite frequently at cross purposes in the demands they make on education.
(b) Affects adversely the quality of educa• tion
(c) Vitiates the socio-emotional climate of the schools.
(d) Affects negatively the morale of the teachers.

8. What is the result of the existence of different socio-economic strata in the society with
various class interests?
(a) Setting up mutually incompatible tensions in the educational programme
(b) Creating a lot of politics in the school
(c) Causing a lot of indiscipline in the classroom
(d) Generating a lack of responsibility in the teachers.

9. The least hindrance in the way of the optimum development of child’s personality is
(a) Limited economic surplus that could be spent on education.
(b) Mad scramble among various social groups for getting as much of the goods of education
as possible.

(c) Free education for all and equal opportunity.

(d) Incompetent teachers.
10. Educational Sociology deals with which aspect of education?
(a) Social
(b) Political
(c) Economic
(d) Psychological

11. The least important challenge to Indian education today is presented by the
(a) Poverty of themasses.
(b) Expanding population.
(c) High cost ofeducation.
(d) Low return oneducation.

12. Culture is
(a) The characteristics and products of the learned behaviour of a group of people.
(b) The sum total of feelings of the people of a group.
(c) The totality of the inter-relationships of the people of a group.
(d) The totality of mutual understandings of the people of a group.

13. To which type of culture belong attitudes, religious beliefs, moral beliefs and etiquettes?
(a) Material culture
(b) Intellectual culture
(c) Non-material culture
(d) Industrial culture.

14. Social classes and their sub-cultures are most interesting and most important to a
student of education because
(a) Social classes differ from one another in many ways which are important for
education.
(b) Teachers also come from different social classes.
(c) Students belong to different social classes.

(d) Schools may belong to different social classes.

15. High degree of inter-dependence between education and the rest of the society is very
much emphasised, not because of
(a) Increasing number of students, requiring increasing financial support.
(b) Dramatic changes in the role of government in educational matters.
(c) Man’s social nature.
(d) Social nature ofeducation.

16. It is implied in the “Social nature” of education that it

(a) Ensures desirable socialisation of the child.
(b) Ensures the development of child’s potentialities.
(c) Educates the child for citizenship.
(d) Enables the individual to find a job for himself.

17. Which of the following does not influence the process of education?
(a) The culture of the society and its social institutions
(b) Social classstructures
(c) The upper middle class of the society
(d) Political organization of the society.

18. Which one of the following social institutions of India does not have a profound effect on
education?
(a) The family
(b) The government
(c) The business classorganisation
(d) The religion.

19. Which of the following statements is not true about the family?
(a) It is the only socially recognized relationship for child bearing
(b) It is the only institution of society which caters to the development of child’s
personality
(c) It is an essential agency for socializing and rearing the child

(d) It is the only important agency that introduces the child to the culture of the society.
20. What type of education the family imparts to the child?
(a) Formal
(b) Informal
(c) Deliberate
(d) Regular.

21. Education provided to the child by the schools is

(a) Formal.
(b) Informal.
(c) Highly standardized,
(d) Traditional.

22. Value conflicts in the minds of school children are often created by
(a) Maladjusted teachers.
(b) Unruly students.
(c) Conflicting value systems of the home and the school.
(d) Conflicting laws of thecountry.

23. Resolving children’s conflicts caused by contradictory value systems of the home and the
schools is
(a) Impossible.
(b) Difficult but notimpossible.
(c) Easy.
(d) Very easy.

24. Communities do not exert pressures on educational systems in the following way
(a) Through agitations.
(b) Through legislation.
(c) Through revolts.
(d) Debates and discussions.
25. Control of the Government over education is unavoidable because
(a) Education costs money; and money can be provided by the government only.
(b) The government is allpowerful.
(c) The government is empowered to exercise control by the people themselves.
(d) The very term “govern” means control.

26. Which of the following is not correct about the role of governmentin schooling?
(a) It willswellifschoolingaffects larger domains ofthe public interest andwelfare
(b) It will diminish if schooling affects smaller domains of the public interest and welfare
(c) It will swell if the institutional arrangements in the society become more and more inter-
dependent
(d) It will be affected by neither of the foregoing conditions.

27. As a social institution, the essential function of the family is

(a) Producing children.
(b) Rearing of children during their immaturity.
(c) Imparting formal education at the initial stages of life.
(d) Increasing community’s population.

28. Which of the following is not a correct statement about children’s education in the family?
(a) The rearing of children by the family is a form of education.
(b) Parents inevitably modify the behaviourof their childreninonedirection or another.
(c) Criminality is taught to children by their parents.
(d) The parents willy-nillyproduce.

29. Caring for the cultivation of emotional health of children is as important for the schools as
caring for the cultivation of their intellect, not because
(a) The family is not competent enough to do that.
(b) Thefamily, being ignorant of the principles of emotionalhealth, can do nothing about it.
(c) There cannot be any other social institution which can be entrusted with this job.
(d) Rearing of children in most families is defective.

30. “Religion has an indispensable place in the good life and the good society.” This is not
supported by the argument that religion
(a) Can teach values to the community which are essential for good life and good society.
(b) Can provide for common worship and religious orientation to the universe as a whole
bringing unity andpeace.
(c) Alone can make people more spiritual, more devoted, more loving and more perfect.
(d) Alone can prevent wars in the world and bring peace as a consequence.

31. Religious education in some forms is essential because it

(a) Develops essential values inchildren.
(b) Provides children with desirable knowledge.
(c) Makes good life in a good society.
(d) Is the foundation stone on which rests the success of a democratic society.

32. Which is incorrect about the school as a social institution?

(a) It has to teach about the social order and its institutions in its instructional activities.
(b) As it stands for the good life in general, it is the critic of society and all its institutions.
(c) It stands for the professional ideals of the community rather than the ideals it
practices and tolerates.
(d) It stands for the satisfaction of the needs of the pupils who come for schooling.

33. Which of the following type of economy places higher value on education?
(a) Agricultural economy
(b) Industrial economy
(c) Commercial economy
(d) Mixed economy.

Earlier educational values were lower and less wide-spread in an agrarian than in an industrial
34. society. This was not because
(a) Education served no purpose for them as they needed no knowledge.
(b) The agrarian society was always in need of hard physical labour and long hours of work
instead ofeducation.
(c) The agrarian society would get little time to take off to attend school.
(d) The agrarian society needed no employment for their members outside agriculture for
which education is necessary.

35. Today agrarian society calls for considerably more schooling than formerly because
(a) The farmers have become wiser now.
(b) Thefarmers havegreater interaction with the people in the citieswho motivate them to go to
schools.
(c) Agriculture has become a science which together with its mechanization calls for
scientific knowledge.
(d) Agriculture is now considered by farmers more dignified a calling.

36. It is industrial rather than other types of economy which most enhances the regard for
education, because
(a) Each country has had tremendous development of industry.
(b) Industrializationhasledtotheproductionofahugewealth.
(c) Modern industry has become extremely technical, science-based, knowledge-
based; and scientific and technical knowledge is gained only through education.
(d) The industrialists belong to the upper class of the society.

37. A social institution is defined as

(a) An institution established by the government.
(b) An institution which serves the society.
(c) The totality of relationships processes and facilities which people develop to meet a
specific social interest orneed.
(d) An institution established for achieving social purposes.

38. Our social institutions are frequently in conflict with one another. Which is not the
possible reason?
(a) They are so complex that they are only partially understood by many people.
(b) Different individuals and groups with different needs are associated with them for quite
different reasons.
(c) They are established by people for meeting their needs.
(d) People’s points of view with regard to their functioning or value may vary greatly.
39. The social institution that men create should be the best because
(a) Poor schools, poor churches, weak and indecisive government will have a negative effect
on the society which brings them into being.
(b) Poor institutions will make people still poorer.
(c) Poor institutions are always ineffective and corrupt.
(d) Best institutions are liked by all in the society.

40. A level in society made up of people similar in certain respect is known as

(a) Social order.
(b) Social class,
(c) Social hierarchy,
(d) Social system.

41. Indian society can be divided into various levels of people. Which of the following is not
one of those?
(a) Upper class
(b) Hindus
(c) Middleclass
(d) Lower class.

42. If in a social set up people are working against others in order to obtain possession, they are
said to have
(a) Conflict.
(b) Cooperation,
(c) Competition.
(d) Accommodation.

43. The act of adopting oneself, and one’s behaviour, to the conditions and requirement of the
community in which one lives is called social
(a) Adaptation.
(b) Adjustment,
(c) Behaviour.
(d) dynamic.

44. Which of the following can serve as the suitable example of the primary group?
(a) School
(b) Church
(c) Community
(d) Family.

45. Any collection of human beings who are brought into social relationship with one
another, is called a/an
(a) Family.
(b) Office,
(c) Institution.
(d) Group.

46. “Group defined by a sex relationship, sufficiently precise and enduring to provide for the
procreation and up-bringing of children”— this definition given by Maclver refers to
(a) Community.
(b) Primary Group.
(c) Family.
(d) Nursery Schools.

47. The difference between the social groups, in the degree of cultural development; or the
degree of antipathy manifested by individuals belonging to one group towards individuals
belonging to the other is known as social
(a) Apathy.
(b) Disorder.
(c) Distance.
(d) Selection.

48. Out of the following four branches of psychology, with which sociology has got
maximum linkage?
(a) Child Psychology
(b) Industrial Psychology
(c) Social Psychology
(d) General Psychology.

49. The maximum contribution to the process of socialization, in general comes from
(a) Teacher.
(b) Home,
(c) School.
(d) Community.

50. In which of the following respect, a group and crowd differ from each other?
(a) Size
(b) Intimacy
(c) Organisation
(d) Suggestibility.

51. Cooley’s “face-to-face” group refers to

(a) An ingroup.
(b) A primary group,
(c) A formal group,
(d) An outgroup.

52. The role that an individual plays in the development of social phenomenon is studied by
(a) Social psychology.
(b) Sociology.
(c) Anthropology.
(d) Political sociology.

53. Which of the following is a norm?

(a) Eat ice cream with a spoon
(b) I like to eat ice cream
(c) Honesty is the bestpolicy
(d) Simple living and high thinking is a great virtue.
54. Which of the following does not describe a norm?
(a) It is based on one or more of society’s values.
(b) It is behaviour that is most often followed.
(c) It describes a value held by society.
(d) It is society’s expectation for right and proper behaviour.

55. The concept of roleinvolves

(a) Taking a rolevoluntarily.
(b) Being appointed to a role.
(c) Thinking, reflecting and deciding.
(d) Performing rights and duties which derive from the function to be performed.

56. A group in which one has a “we feeling” is called a

(a) Nationality group.
(b) Primary group.
(c) Inherited” group.
(d) Secondary group.

57. An individual who tends to withdraw from association with others is called
(a) Very suggestible.
(b) Well socialised.
(c) Poorly socialised.
(d) Hysterical.

58. The notion of the “I: me: Generalised other” was developed by
(a) Mead GH.
(b) Cooley Charles.
(c) Thomas William.
(d) Morton Robert.

59. The notion of in group and out group was first used by
(a) Sumner.
(b) Freud,
(c) Maclver.
(d) Mead.

60. The rewards and ensure conformity called

(a) Ostracism.
(b) Laws.
(c) Deviations.
(d) Sanctions.

61. The essence of secondary group experience is

(a) Intimate relationships.
(b) Consciousness of kind.
(c) Face-to-face contacts.
(d) Casualness of contact.

62. Which of the following is normative integration in a group?

(a) Co-ordination of individualefforts
(b) Choosing good leaders forprojects
(c) Directing individual efforts
(d) Socialisation.

63. Which of the following is the best example of what Cooley referred to as a quasi-primary
group?
(a) A mother and her child
(b) A spontaneous playgroup
(c) Columbia university
(d) A boy-scout-troupe.

64. A child develops a self-concept when he is able to see himself as an object. He develops a
concept of himself ashe
(a) Thinks about himself and his own behaviour.
(b) Responds to the behaviour of his parents.
(c) Reflects on objects that are not present.
(d) Thinks as othersdo.

65. Which of the following statements is not true about the members of a social group?
(a) They are aware of shared memberships
(b) They are a casual collection of people
(c) They are involved in close interaction
(d) They have distinct relations with one another.

66. The process of acting in awareness of others and adjusting responses to the way others
respond iscalled
(a) Role awareness.
(b) Social awareness.
(c) Social organisation.
(d) Social interaction.

67. Which of the following is an example of an aggregate?

(a) ARotary Club gathering
(b) Individuals at meetings
(c) Tax payers’ meeting
(d) Air-linepassengers.

68. Which of the followingis inevitably involvedin the exercise of competent authority in any
social group?
(a) Superior knowledge
(b) The right to exactobedience
(c) Superior skill
(d) Superior memory.

69. Which of the following characteristics is essential in a primary group?

(a) Its members must be of the same age
(b) It should have largemembership
(c) Its members must have a high rate of interaction with one another
(d) Its membership usually must be limited to one sex.

70. Of the following, the definition of personality is most appropriate, according to the text
would be
(a) Qualities of aperson.
(b) The sum total of observed or observable characteristics of an individual.
(c) Popularity with one’s peers.
(d) The personal qualities which tend to emphasize how different people really are.
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