Education as Social Institution

2011 ◽  
pp. 143-163
Author(s):  
Mary Kirk
Keyword(s):  
Teaching And Learning ◽  
Social Institutions ◽  
Social Institution ◽  
Partnership Model ◽  
Knowledge Tradition ◽  
Women In It ◽  
It Education ◽  
Education And Employment ◽  
Epistemological Barriers

Education is another of the primary social institutions from which we learn the values, attitudes, beliefs, and behaviors of a dominator culture. A discussion of education as a social institution embraces: (1) how we come to know (epistemologies); (2) the methods of teaching and learning (pedagogies); and (3) what we know, the content of our knowledge tradition. In Chapter III, I explored some ideas about epistemological barriers to women in IT education related to our philosophy of science. For example, some scholars have argued that since more women tend to be concrete learners, and more men tend to be abstract learners, women may be less comfortable with the abstract approaches that predominate in science and IT education (Belenky, 1986; Estrin, 1996; Goldberger, 1996; Greenbaum, 1990; Keller, 1992; Kramer & Lehman, 1990; Riger, 1992; Rosser, 1995; Turkle & Papert, 1990). In Chapter IX, I will address questions of epistemology and pedagogy in more depth as I propose a partnership model of education. In this chapter, I would like to focus on the third issue, that is, the content of our knowledge tradition. This chapter explores: (1) our incomplete knowledge tradition; (2) a brief her-story of women in math, engineering, and IT; and (3) the ins and outs of women’s education and employment in these fields.

Partnership Science and Technology Education

2010 ◽  
pp. 212-238
Author(s):  
Mary Kirk
Keyword(s):  
Technology Education ◽  
Learning Environments ◽  
Current System ◽  
Social Systems ◽  
Science And Technology ◽  
Ways Of Knowing ◽  
Science And Technology Education ◽  
Partnership Model ◽  
Knowledge Tradition ◽  
It Education

Ultimately, creating lasting and long-term change in the participation of women as developers, users, and beneficiaries of technology necessitates addressing this change in all of our social institutions. However, as the social institution that is given explicit responsibility for teaching the next generation of citizens, education holds particularly significant potential to be a positive force for change. We need a fundamental shift in the culture of science and IT away from its dominator roots to a partnership perspective, and we all (i.e., teachers, students, parents, businessowners, and citizens) need to co-create this change together. In Tomorrow’s Children: A Blueprint for Partnership Education in the 21st Century, Riane Eisler (2000) calls for changes in content (what we teach—our curriculum), process (how we teach—our teaching methods), and structure (where we teach—our learning environments). In Chapter VI, I explored the first issue—what is missing from the content of our knowledge tradition. In Chapter III, I explored the second issue—process barriers that some learners face in due to the gendered philosophy of science and the ways in which certain learning styles are privileged over others. This chapter adds to the discussion of all three issues, but focuses primarily on the second and third—partnership methods of teaching and learning and how to create partnership learning environments. This chapter explores the following suggestions for shifting education (especially science and IT education) away from a dominator and towards a partnership model: (1) partnership ways of knowing; (2) considering the needs and perspectives of users and beneficiaries of science and IT in education; (3) educating teachers from kindergarten through college to better understand how our current system works as well as how to co-create partnership; (4) redefining student-teacher relationships in terms of partnership; (5) co-creating collaborative learning environments; (6) developing partnerships systems of testing, evaluating, and measuring learning; and (7) offering examples of partnership curricula and programs. In Chapter I, I contrasted the characteristics of dominator and partnership social systems. Table 1 describes the characteristics of partnership social systems that are particularly relevant to science and technology education as they relate to the topics covered in this chapter (Eisler, 1987, 2000, 2002, 2007; Eisler & Loye, 1990; Eisler & Miller, 2004).

scholarly journals A suggested scenario to reduce the high divorce rates in Al- Jouf region  in view of the role of some social institutions: تصور مقترح للحد من ارتفاع معدلات الطلاق في منطقة الجوف في ضوء دور بعض المؤسسات الاجتماعية

2020 ◽  
Vol 4 (29) ◽  
Author(s):  
Naeima Omar Aldraan, Amaal Mohamed AbdelMawla, Randa Hammoud
Keyword(s):  
Social Issues ◽  
Social Institutions ◽  
Social Institution ◽  
Main Role ◽  
Community Members ◽  
The Family ◽  
Divorce Rates ◽  
Family Associations ◽  
The University

The study aimed to build a proposed perception to reduce the high rates of divorce in the Al- Jouf region in view of the role of some social institution as, and using the survey and documentary descriptive approach, through the application and two questionnaires were prepared (the first is directed to divorced and divorced women, and the second is directed to community members), and the interviews were used to get acquainted with the opinions of officials in both: Personality, 2- Al- Jouf University, 3- The Family Development Association, and the study concluded that the reasons for divorce are [socio- cognitive] reasons, the most important of which are: the interference of others in the family life of the couple, such as (family, relatives, and friends) With an average approval of 2.54 out of 3 , The weak educational and cultural role of institutions Different society (family, school, c Spangle, family associations) in the rehabilitation of young people for marriage An average of 2.53 out of 3, Also, coordination and cooperation between social institutions in the region to reduce the high rates of divorce in the region was weak coordination, and the research has resulted in a proposed vision to limit the high divorce rates in the Al- Jouf region. Its security and stability, In it the university plays the main role in coordinating and raising awareness of knowledge and social issues such as: women's rights- children's rights- providing family, psychological and legal counseling to university employees and members of society.

scholarly journals FAMILIES, GENERATIONS AND INTERGERACIONALITY IN NET MODERNITY

2020 ◽  
Vol 8 (9) ◽  
pp. 321-330
Author(s):  
Camila Kuhn Vieira ◽  
Carine Nascimento da Silva ◽  
Ana Luisa Moser Keitel ◽  
Adriana da Silva Silveira ◽  
Solange Beatriz Billig Garces ◽  
...  
Keyword(s):  
19Th Century ◽  
Social Issues ◽  
Nuclear Family ◽  
Social Institutions ◽  
Social Institution ◽  
Economic Changes ◽  
Traditional Family ◽  
The Social ◽  
The Family ◽  
The 19Th Century

We are experiencing a period of accelerated socio-cultural, political and economic changes that are reflected in practically all social institutions, including the family. This is a secular social institution, which reflects the evolution of society. There is still resistance to “idealizing” the family as the “sphere of care and love”. However, it is known that the traditional family of the 19th century gave way to the nuclear family and that, at the same time, it gives way to families with different backgrounds. Also noteworthy are the transformations that occur in complex and liquid society, as highlighted by authors such as Morin and Bauman. In this sense, these transformations also occur in the social institutions that compose it, among them the family nuclei and other social spaces where different generations are inserted, especially with the increasing presence of elderly people. Therefore, with so many important social issues involved in these relationships (society-family-aging and intergenerationality), these reflections are considered to be extremely relevant.

The Hospital and Its Patients1

2018 ◽  
pp. 76-86
Author(s):  
Richard M. Titmuss
Keyword(s):  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Social Institutions ◽  
Social Institution ◽  
Structure Functions ◽  
Technological Advance ◽  
Social Costs ◽  
The Third ◽  
Hospital Work

This chapter discusses the significance of the hospital as a social institution. It is one of the most complex of social institutions — an institution which in recent years has grown immensely in its complexities, and to which scholars have added newer complications as a result of the development of the National Health Service. Now, in this situation, the chapter suggests three main dangers. The first danger is that increasing complexity in structure, functions, and administration can lead to increasing economic and social costs without a proportional rise in value rendered to the community. The second danger is that the ends or aims of hospital work may be obscured by excessive preoccupation with means. The third danger is represented by scientific and technological advance.

scholarly journals Three Conceptions of a Theory of Institutions

2018 ◽  
Vol 48 (6) ◽  
pp. 550-568 ◽  
Author(s):  
N.Emrah Aydinonat ◽  
Petri Ylikoski
Keyword(s):  
Social Sciences ◽  
Game Theory ◽  
Natural Kinds ◽  
Social Ontology ◽  
Social Institutions ◽  
Social Institution ◽  
Unified Theory ◽  
Social Kinds

We compare Guala’s unified theory of institutions with that of Searle and Greif. We show that unification can be many things and it may be associated with diverse explanatory goals. We also highlight some of the important shortcomings of Guala’s account: it does not capture all social institutions, its ability to bridge social ontology and game theory is based on a problematic interpretation of the type-token distinction, and its ability to make social ontology useful for social sciences is hindered by Guala’s interpretation of social institution types as social kinds akin to natural kinds.

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

Domination and Assertion Towards a theory of educational change

1968 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Margaret Scotford Archer ◽  
Michalina Vaughan
Keyword(s):  
Educational Change ◽  
Max Weber ◽  
Social Institutions ◽  
Social Institution ◽  
Necessary Condition ◽  
The Social ◽  
Social Domination ◽  
History Of ◽  
Do So

In the sociology of Max Weber, the history of any social institution corresponds to the constant interplay of a dominant and an assertive group and their supportive ideologies. While Weber himself posited the relevance of such interaction for the study of educational change, he limited himself to the description of historical stages in this process without attempting to account for their sequence. To do so requires a specification of the necessary condition for successful educational domination or assertion by any group. The factors of such domination over the social institution of education may at times coincide with those required for social domination–defined as domination over the main institutions of a society. This coincidence will depend on the degree to which education is integrated with other social institutions. When education is largely unintegrated with such institutions, the group dominating it will tend to be distinct from the ruling group in society. A corresponding statement can be made about assertion. However, as education is never completely autonomous, a theory of educational change (1) necessarily goes beyond this institution to the extent to which it is integrated with others.

scholarly journals The Basic Social Values which underlies Social Institutions of Farmers In The Rural Agro-Tourism Area of Central Java

2018 ◽  
Vol 7 (1) ◽  
pp. 01 ◽  
Author(s):  
Imam Santosa ◽  
Agus Suyanto
Keyword(s):  
Social Values ◽  
Social Institutions ◽  
Social Institution ◽  
Case Study Method ◽  
Qualitative And Quantitative ◽  
Central Java ◽  
Institutional Strengthening ◽  
The Social ◽  
Central Java Province

<p>This research aims to explore the basic value of social institution of farmers and find the technique of re-functionalization of social institutions of farmers. The design of this research is using a case study method based on qualitative and quantitative approach. This research is intentionally conducted in Karangreja Sub-district, Purbalingga Regency of Central Java Province.  Based on the research results, The prominent basic social values in the social institutions of farmers in the Agro-tourism area tend to be still around the proximity to the production process. Three prominent basic values: (1) the basic value of perseverance in the process of production, (2) the basic value of togetherness for making decision on production, (3) the value of carefulness in sorting and grading product. Indeed the basic value of togetherness to fight for the price is high but it has not bring such a tangible results for farmers’. The authors predicted that if the socio-economic institutions are strong, they will be able to empower farmers and vice versa if the social institution is weak then the empowerment of farmers is also weak. However, it is necessary to concern that the institution which in charge of product quality, post harvest technology and marketing has not been much strengthened, so that the welfare of farmers has not changed much. Institutional strengthening in sectors that are still weak need to get more attention from various parties so that farmers become more dynamic and more empowered.</p>

scholarly journals SISTEM INFORMASI APLIKASI PELAYANAN PANTI SOSIAL

2019 ◽  
Vol 5 (1) ◽  
pp. 43-48
Author(s):  
Roida Pakpahan ◽  
Yuni Fitriani ◽  
Mahdiyyah Mahdiyyah
Keyword(s):  
Information System ◽  
Software Development ◽  
Sex Workers ◽  
Social Institutions ◽  
Skills Training ◽  
Social Institution ◽  
Work Process ◽  
Long Time ◽  
Speed Up ◽  
Search Facility

Social institutions function to provide skills training to women who were previously commercial sex workers to have skills so they are able to find decent jobs or able to build independent businesses. At present the Harapan Mulia Social Institution has used an information system to manage the data of the assisted citizens but the use of its information system still has several disadvantages including; the program does not have a data search facility that has been fostered so that the search for data of the assisted citizens will take a long time, the certificate of the assisted citizens is not systemic so that the printed certificate will take a long time because the staff will manually retrieve the data again. This study aims to design information systems using software development using the waterfall method by adding data searches on applications and storing certificates in the system to speed up the work process of employees.

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