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| Recognizes the power of the environment to shape human beings. Individuals create their unique relative meanings of the world based on how they want to exist within it. |
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| Advocate of conflict theory. Believed that societies differ in terms of how their members view the world (idealism). |
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| The idea that humans define themselves and have unique and constantly changing perceptions of reality. Reality and knowledge socially constructed. |
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| Advocate of the Interaction Theory. Developed the concept of the "looking-glass self" to describe how people have images of themselves based on how they believe others perceive them. |
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| Leading proponent of critical theory relating to music. Seeks "pure" and "non-commericalized" music in music education. Music used to oppress through the media. Claims that aesthetics alone are not adequate; the effect of music is determined by the listener's reaction. |
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Believed that music is intrinsically connected with culture and human nature and that beauty depends on context.
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| Critical theorist. Claims that music fails to meet the needs of contemporary students. There is no "right" or "wrong" way to experience music. |
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Assumes there is constant tension in society between those who have wealth and power and those who do not. Assumes that a person's societal status identifies his position in a group.
Schools are meant to teach cultural status. |
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| Advocate of functionalism. First to promote science as a basis for making sociological decisions. |
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| Advocate of conflict theory. Believed society would improve through scientific growth. |
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| George Mead's idea that the human self emerges from social experiences with other human beings through interactions. To understand how humans view us, we must imagine how others perceive us. |
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| Inventor of the interactive theory. Believes society is in a state of constant change based on the existence of constant human change. |
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| Critical theorist. Music is politically and socially influenced. Founder of MayDay group to examine the purpose of music education. |
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| The view that music's formal elements are more important than any referential meaning related to the musical experience. |
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Assumes society and its institutions are made up of interdependent parts, all working together in predictable ways that enable society to function efficiency.
Schools need to transmit knowledge and behavior necessary to maintain order in society. |
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| Conflict between individuals and groups competing for unequally distributed wealth and power. |
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| Philosophical approach developed by Max Weber which highlights the different perspectives of how people view the world. Societies differ in terms of how their members think about the world. |
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| Term coined by George Cooley to designate the image people have of themselves based on how they think others perceive them. |
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| Developed by the Frankfurt School in Germany. Analyzes components of society and develops new concepts of how to resolve issues in nontraditional manners. Perceives society as dysfunctional and problematic, always changing. |
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| Beauty depends on context. Culture and human nature are connected to music. Music taste is reflective of social norms. Education should connect human feelings to musical experiences. |
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| Critical theorist. Claims that music involves both processes and products. Music education should be purposeful and thoughtful and reflect the surrounding culture and people. |
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| The study of human behavior, origins, organizations, institutions, and the development of human society. |
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| A society where individuals assimilate traditions into a new way of life. |
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| A subset of society; a group of people who share a common way of life. |
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| Becoming part of a new society while maintaining your cultural traditions. |
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| Behavioral norms- actions or events- which are not required of a group but expected. |
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| Describes a society where many varied ways of life blend. |
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| A community of people with common traditions, behaviors, values, beliefs, and interests. (No universally accepted definition) |
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| Expected form of behavior in a culture |
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| The process of acquiring the characteristics of a different culture. |
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| The social institutions that guides a society's transmission of knowledge to its members. |
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Schooling: Specific specialized information and training, Product-centered
Education: Broad base of knowledge, generalized training (Process-centered) |
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| The fact that better trained individuals means more skilled employees and better profits from a business standpoint. |
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| Primary Purposes of Education |
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Education:
1. The social institution that guides society's transmission of knowledge to its members.
2. Should enhance understanding of the world, of oneself, and of one's own experiences.
3. A principle source of human progress and an agent of change that enables individuals to meet the needs of an ever-changing world.
4. Achieved through both formal and informal means |
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| Informal and Formal Learning |
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Formal: Knowledge transmitted through classes, activities, curricula, textbooks
Informal: Values and morals imparted through social interactions, competitions, events, etc. |
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| The viewpoint that individuals are stratified based on levels of cultural understanding. By increasing cultural accumulation, one can attain better education and opportunities. |
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| The "Father of American Education" Believed that education equalized man's condition. |
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| Education act that calls for schools to teach character education to for proper American citizens. |
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| The idea that education can either help or hinder an individual's position in society. |
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| The concept that focusing on human and culture capital leads to diminishing social relationships. Schools form a stronger bond between students and community if they enforce common norms and values. |
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| Promoted the idea that an educated person has increased opportunities. |
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