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Subject: Origin and development of Educational Sociology Submitted to: Submitted by: Class Submission date: Remarks: _____________________________________________________ ___________________________________________ Dr. Asia Siddique Sadaf Naz M.S (First year) 11th Oct, 2011

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Content

Introduction Sociology of Education Educational Sociology Origin and development of Educational Sociology

First stage Second stage

Third stage Conclusion

Introduction
Educational Sociology is not a very old subject of study. It is related to the sociology from the beginning of the Sociology, as well connected to the history too. All Prophets P.B.U.H proposed that type of education, which is suitable and beneficent for the society. In Greek Plato and the other scholars suggested the education for the betterment of the society. The last prophet, Hazrat Muhammad S.A.W also gave the same message. Therefore, we can say that Education always considered as a tool for the development of society. As far as concern of systemize development of Educational Sociology, it was started in the beginning of twentieth century. There were two basic terminologies used for this subject, Sociology of Education and Educational Sociology.

Sociology of Education
An analysis of the sociological processes involved in the educational institution. This area of study evolved out of the field of Educational sociology and emphasized the study within the institution of education.

Educational Sociology
Educational Sociology is the application of general principles and findings of sociology to the administration and process of education. This approach attempts to apply principles of sociology to the institution of education as a separate societal unit.

Origin and development of Educational Sociology

The development of Educational sociology is divided into three significant stages. 1- the first stage, that is actually on the work of John Dewey (1859-1952) and Emile Durkheim (1858-1917) 2- the second stage, that is after first world war 3- the third stage, that is after second world war

First stage
This era is actually all about the work of Dewey and Durkheim. John Dewey was the first to appreciate the essential relationship between school and society. He had observed that the old simple life and the village community were inevitably breaking down and that social structure generally was changing. He felt that there were tensions developing between village and town life of which both pupils and adults were quite unconscious. Therefore, a social spirit of co-operation and mutual aid should be elicited. In order to achieve this aim, Dewey described that school is community in miniature, a microsociety, which both reflected the larger society outside and also sought, in the long run, Emile Durkheim saw the education as a social thing and argued:

It is society as a whole and each particular social milieu that determine the ideal that education realizes. Societies can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without certain diversity all co-operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized. He further argued that the profound transformation which contemporary societies were then undergoing necessitated corresponding changes in the national education. He concluded his lecture at Sorbonne with these words: I don not believe that I am following a mere prejudice or yielding to an immoderate love for a science which I have cultivated all my life, in saying that never was a sociological approach more necessary for the educator. Publications by other scholars W.T. Harris, Educational review (1839) Lesterward, Dynamic sociology (1883) C.A. Scott, Social Education (1907) D. Shea, Social development and education (1909) Kings, social dimensions of education (1912) Bet, Social principles of education (1912)

Second stage
After the First World War, there were not only the economical problems was faced but also sociologically multidimensional problems was occurred. To eliminate the effects of war and enhance the collaboration among people, it was understood that to enhance the relationship of education with the society. Number of publication was published to discuss the relationship of education and society. Some publications are mentioning below: Publications by other scholars Kirk Patric, Basis of Sociology (1916) W.R. Smith, Introduction of Educational Sociology (1917) C.L. Robbins, School as a social institution (1918) W.E. Chancellor, Educational Sociology (1919) F.R. Clow, Educational application of sociology (1920) Senedden, Educational Sociology (1922) E.R. Groves, Social problems and education (1924)

In 1937, another sociologist affected the role of education in society that is Fred Clarke, the director of London University, institute of Education. He believed that there should

be planning in education and in his book Education and Social change, which was published in 1940, Clarke stated that we propose to accept unreservedly what may be called the sociological standpoint and to exhibit as well as we can its concrete application to the field of English education.

Third stage
Third era started after Second World War to present. In 1940 Karl Mannheim, lecturer of sociology in London school of Economics, discuss the education as one of the dynamic elements in sociology; it was as social technique in itself and a means of social control. In Man and Society he stated: Sociologists do not regard education solely as a means of realizing abstract ideals of culture, such as humanism or technical specialization, but as part of the process of influencing men and women. Education can only be understood when we know for what society and for what social position the pupils are being educated. After the death of Mannheim, Clark worked further and published his freedom in the educative society, which is likened to the Platonic educative society. In 1950 W.A. Stewart wrote an important article for the sociological Review. This article still has a lot to offer in a consideration of the content of and the difficulties involved in, a course of training teachers. Prof. Stewart spoke of the traditionally cautious scrutiny which the study of sociology had received in Britain.

Conclusion
In the end, we can say that Educational Sociology is a new field of study of Education, which, not only enhance the efficiency of the Educational process, but also helps them to integrate the educational system to the society, and work efficiently for the society. Therefore, in the present era, this subject is profoundly taught in the Teachers training institutions, and tries to correlate the education with the society. But this is not the end, as the societies are developing Educational Sociology will also be effected and developed.

Subjective question
Q: Discus the origin of Educational Sociology and describe how Educational Sociology effected by the social changes?

Objective questions
1- John Dewy firstly described the relationship between: i. School and society ii. School and parents iii. Society and parents iv. Society and individual 2- Dynamics of Sociology is written by: i. Harris ii. Lesterward iii. Scott iv. Kings 3- After First World War problems occurred: i. Economic ii. Sociological iii. Ethical iv. All of above 4- E.R. Groves wrote: Basis of Sociology School as a social institution Social problems and education None of above 5- We propose to accept unreservedly what may be called the sociological standpoint and to exhibit as well as we can its concrete application to the field of English education. It is said by: Dewy Durkheim

i. ii. iii. iv.

i. ii.

iii. iv.

Clark None of above 6- Karl Mannheim was basically: Educationist Psychologist Sociologist Economist 7- . Education can only be understood when we know for what society and for what social position the pupils are being educated. It is discussed by: i. ii. iii. iv. Karl Mannheim Clark Stewart None of above

i. ii. ii. iv.