The Scope of Sociology of Education

Educational sociology is the study of educational organizations and procedures. It can be stated the study of education from a sociological viewpoint. It is the study of the inter-relationship between education and the social structure. The scope of the sociology of education includes almost all the elements of general sociology with particular reference to education. Thus it includes the study of the relationship of education to the other aspects of the social system particularly kinship, social stratification, political organization, knowledge, and knowledge attitudes.

1.      Education and kinship: Both education and kinship are important institutions of socialization in society. Every society introduces the gradual socialization of a child through complex processes which give the child an individual identity and the ability to acquire social status and fulfill roles according to it. In the kinship system, the most important role in socialization is performed by the parental family. The school transfers knowledge and ideas from one generation to another and develops intellectual ability among students. Thus, both kinship and educational institutions develop the values and morals in a society.

2.      The School as a Social System: After home, the child is visible to the school which also influences him. Additionally, the school is nothing less than a small society to him. It socializes him, allows him to manifest his qualities, instincts, drives, and motives, and helps to develop his personality. For the child, the educator’s personality and character provide a model to them and it helps to develop the child's personality.

3.      Education and Social Stratification: Social stratification, whether open or close, is also connected with education. Social mobility is very much influenced by castes, religious groups, and classes.

a.    Influence of Castes: Under the Hindu social organization, it is caste that determines the individual’s status and position in the social hierarchy. One finds elements of the caste system even among Muslims. In the caste system, the professions for the lower castes are preset and fixed, and the child aims to follow the occupation of his caste. Since the child is almost compelled to adopt the same profession as his forefathers, he is inevitably exposed to the rules of untouchability which operate between his caste and a superior caste. This makes very adverse prejudices and provides a narrow-mindedness in the child.

b. Impact of Religious Groups: In India, one can see many religious groups such as Hindus, Muslims, Christians, Buddhists, Sikhs and Jains, etc. Most of these religious groups have established and are maintaining many religious schools in which general religion is taught, along with their respective religious teachings. Most of these schools try to teach a particular set of religious philosophies in the educand. In many ways, the teaching of religious principles benefited the child as well as the community, but when teaching in the school contradicts religious principles, it naturally gives rise to a consciousness of differences between one religion and another religion.

c. Impact of Classes: Social class has the most potent influence on the child. This awareness, that one belongs to the lower, middle, or upper class is linked to the child also. Consequently, children coming from the lower classes start with the feeling of inferiority, being poor, and being deprived of the good things in life. In reaction to this inferiority, many turn to criminal movement, because children from the upper status find pleasure in showing their superiority which has already created in them pride and vanity, and many other ignominious emotions and sentiments.

4.  Education and the Political System: In modern societies, one finds that education is delivered by government institutions as well as private institutions. Many educational institutions are also managed by religious organizations. And even among the government institutions, one finds that some are administered by the central authority and others by state or local self-governing bodies. Another aspect of the state control of education is to determine the spheres which the state should take under its wings and the areas which can be safely left to the control of the people. In recent days, every government, be it totalitarian or democratic, must invest in education. There is no doubt that a democratic state government was elected by the people, but it cannot be denied that the people themselves cannot be involved in an educational pattern in which many look after the educational needs of every individual. Additionally, it is also recognized that democracy cannot be successful without universal education. Hence, modern democratic states play a greater role in educational planning and organization.

5. Education and the attitude to knowledge: The sociologist is attracted to the social approaches toward the sources, the limits, and the rationality of knowledge. With the change in these social approaches, one finds a significant interest in the communication among educators and the educand in educational institutes. In ancient times knowledge was limited and attained through some limited means. It was acquired by a few and individually circulated based on the Guru-Shishya relationship. Therefore, the attitude towards knowledge was awe and reverence. The teacher was feared and respected, his word was the law. Teachers denied admission to a student on personal grounds. The students, on the other hand, considered knowledge to be a treasure deposited with few persons who must be obeyed to learn. He had high respect for knowledge since most knowledgeable persons belonged to a high caste or high social status.

6. Interaction within the educational system: The important part of the scope of the sociology of education is social contact within the educational structure. The educational system includes three social elements: teachers, students, and the society or the community. A detailed analysis of the communications within the educational system will give a better understanding of the scope of the sociology of education.

a.  Teacher-Administrator Relationship: At the fringe of the social organization in the educational institution is the teacher-administrator relationship. The administrator is the employer or agent of the employer. He worked as the leader, the supervisor, and the guide of the teachers. With the authority vested in him, he gives rewards and punishments for successes and failures.

b.   Teacher-teacher relationship: In every educational institution today there is more than one teacher. Therefore, the educational sociologist is interested in knowing the teacher-teacher relationship. This relationship may be familial or blemished by rivalry. While fraternity results in cooperation, team spirit, and goodwill, rivalry leads to mudslinging, favoritism, and factionalism. Even in small institutions or university or college departments two or more campuses may be found among teachers giving vent to jealousy and rivalry against each other.

c.   Student-Student Interaction: The communication among scholars is administered by age, study habits, classes, sex, extra-curricular activities, and so on. The friendliest interaction is delivered by the classroom situation.  

d.   Teacher-Taught Relationship: The important sector of interaction among educational structures is the teacher-taught relationship. Formerly, this relationship was familistic and today it is contractual. Formerly, the teacher himself put downs the instructions of admission, teaching methods, syllabi, teaching schedules, and practically every detail of education.

In the end, it may be noted that the scope and type of interaction between the educators and the educand is today becoming more and more complex and changing fast. This needs an infrequent evaluation by the sociologists of education. 

References: Sociology of Education by S.S. Chandra & R. K. Sharma