Leader: STA. MONICA, John Zedwin R.

12-Pascal

Members: ALGUSO, Azrielle M.

DELA CRUZ, Shane Flowers B.

HAUDAR, Maria Antonette C.

INOY, Angel Caroline

LARCENA, Sophia Nicole P.

SAGARIO, Pauline M.

TUQUERO, Angelica Patrice A.

Perspectives Family Education

Structural Functionalism

Social Conflict Economic inequality and Due to different curriculum

patriarchy are one of the
social inequalities that a
family can contribute.
Violence can be caused by a
family, thus making it a
conflict that arises in this
society.
the schools offer, it creates
discrepancies in the learning
condition of the students.
Also, this inequality in the
lens of education exists,
especially when it comes to
the exams because not all
schools have the same
standard to follow when
generating examination, thus
social inequality is being
reinforced.
Symbolic Interactionism
Gender Conflict
Race Conflict Families contribute to social
inequality by passing down
beliefs and standards that
separate races from each
other. The passing down of
these beliefs maintain and
reinforce the status quo for
every generation. For
example, whites before were
brought up believing in
superiority over races of
color. Having these
standards prevent families
from building relationships
with those of other races.
Society then does not
develop because its base, the
family, keeps ethnic groups
from each other.
Comparative In comparing Filipino and
American families, it can be
observed that culture is an
important factor that sets the
families apart. Filipinos are
known to have close family
ties; whether festive or
simple, get-togethers of clans
are natural for them.
Filipinos families also tend to
live together in one
household, consisting of
different age groups and
Racial conflict in schools are
present in how institutions
handle the different ethnic
backgrounds of their
students. The use of tracking
shows this in ways of
prioritizing "faster" students.
Standardized tests have been
found to favor more white,
middle-class students who
are also more likely to be
tracked "up". Questions rely
mostly on the cultural
knowledge of students,
therefore assuming that they
know of or were brought up
within that culture. Those of
color are more likely to be
tracked "down". Even though
intellect should be its one
focus, tracking perpetuates
social inequality based on
social class, race and
ethnicity. Tracking brings
down the confidence of the
"less important" students,
making them perform worse.
 generations. Due to culture
and beliefs, Filipinos greatly
value their family's bond,
honor, and reputation.
Americans, on the other
hand, are not used to having
a large number of family
members under the same
roof. Teens who turn 18 or
21, whichever they deem is
the legal or appropriate age,
usually move out of the
house and live off on their
own, whether for their
university life or adult life.
Western culture views
children to be independent
at a certain age and must
therefore carry themselves
from there, but not
necessarily removing all
connections with their
families.
Historical Family is not only a biological The idea of education has
unit, but also a social been regarded as recent in
construct. Family originally Gray, PhD's article. The role
meant kinship based on of humans has been assumed
biology and marriage, and as as 'hunter-gatherer' which
time passed by, different resulted to the way of
terms have been linked to learning that encouraged
family. Terms such as people to gather experience
nuclear, extended, and single and knowledge by play and
families have been coined as exploration. By the start of
sociologists observed the agricultural era, people
different structures of a started to settle down and
family. Throughout history gather lands for themselves.
and different cultures, Their lands needed laborers
varying forms of family can which meant the time of
be identified. With the fact children for play and
that different meanings of exploration was removed.
family have been given, People depended on those
approaching it historically who had land and a kind of
would be a complex activity. slavery was formed. The will
LePlay posited that family is of the people, specially of the
not only the foundation, but children, were suppressed by
the determining element of the start of feudalism in the
all social organizations. The
functions of family in
different social problems
were observed by
sociologists in different time
periods. Families adjust due
to the needs that are posed
to them. Evidence to this is
the concept of historians of
Europe called proto-
industrialization which
explained members for
factory labor through a
transitional phase of
household production in
which they participated as
laboring units
(Mendels). It was also
observed by life-course
historians that members of
the family saw the
importance of kinship ties as
adaptive strategies for their
own good.
Middle Ages. Lessons were
mainly about the obedience
of servants to their Lord and
master. Child labor was
abused using the lack of
education and removal of
free will. Many died and in
the 19th century, England
limited the working hours of
children. For various reasons,
some religious and some
secular, the idea of universal,
compulsory education arose
and gradually spread.
Education was understood as
inculcation.The idea began to
spread that childhood should
be a time for learning, and
schools for children were
developed as places of
learning. The idea and
practice of universal,
compulsory public education
developed gradually in
Europe, from the early 16th
century on into the 19th.
Lutherans and Massachusetts
instilled religious knowledge
to children. The employers
saw that the duller the
subjects are in schools, the
better. On the other hand,
those who actually care for
the children aimed for them
to be scholars. In short,
people who are involved in
founding schools saw
schooling as inculcation, the
implanting of certain truths
and ways of thinking into
children's minds. People
started thinking that learning
is a children's activity. The
same power-assertive
methods that had been used
to make children work in
fields and factories were
quite naturally transferred to
the classroom. In recent
times, the methods of
schooling have become less
harsh, but basic assumptions
have not changed. Learning
continues to be defined as
children's work, and power-
assertive means are used to
make children do that work.