Man is a social animal. He lives in social groups in communities and in society.

Human life and

society almost go together. Man cannot live without society. Man is biologically and psychologically
equipped to live in groups, in society. Society has become an essential condition for human life to arise
and to continue. As society evolves, it comes to increasingly support the growth and potential of the
individual. It moves from mere recognition to empowering the individual at the economic level to
supporting him at the level of culture and individual fulfilment. The more society recognizes the
individual fulfilment of the individual, and fully engages in supporting it, the more the individual
supports the growth and development of that society, likewise from economic to cultural to
psychological to spiritual.

. The relationship between individual and society is ultimately one of the profound of all the
problems of social philosophy. It is more philosophical rather than sociological because it involves the
question of values. There is two main theories regarding the relationship of man and society .They are
the (i) social contract theory and (ii) the organismic theory.

Social contract theory, nearly as old as philosophy itself, is the view that persons’ moral and/or
political obligations are dependent upon a contract or agreement among them to form the society in
which they live. Socrates uses something quite like a social contract argument to explain to Crito why he
must remain in prison and accept the death penalty. However, social contract theory is rightly
associated with modern moral and political theory and is given its first full exposition and defense by
Thomas Hobbes. After Hobbes, John Locke and Jean-Jacques Rousseau are the best known proponents
of this enormously influential theory, which has been one of the most dominant theories within moral
and political theory throughout the history of the modern West. In the twentieth century, moral and
political theory regained philosophical momentum as a result of John Rawls’ Kantian version of social
contract theory, and was followed by new analyses of the subject by David Gauthier and others. More
recently, philosophers from different perspectives have offered new criticisms of social contract theory.
In particular, feminists and race conscious philosophers have argued that social contract theory is at
least an incomplete picture of our moral and political lives, and may in fact camouflage some of the
ways in which the contract is itself parasitical upon the subjugations of classes of persons.

Organismic theory is another vital theory of the origin of human society. Plato, Aristotle, Herbert
Spencer, Spengler and Novico were the main exponents of this theory. They have compared the society
with a living human body or organism. According to them, society is nothing but a kind of living
organism, biological organism. In other words, the organismic theory video society is a living organism
possessing organs, which perform functions analogues to these of a plant or animal. Among all these
scholars Herbert Spencer has occupied unique place, because of this significant contribution in the field
of organismic theory or society. According to Spencer society differs from human organism in the
following important respects. In organic growth, nature plays a dominant and organismic naturally
grows. On the other hand, social growth may be checked or stimulated by man himself. The units of a
society are not fixed in their respective positions like those of the individual organism. In an organism,
consciousness is concentrated in the small part of the aggregate, that is, in the nervous system while in a
society it is diffused throughout whole aggregate.

The greatest capacity of society is its ability to actively foster the personal growth and
development of its individual citizens. The empowerment and fulfilment of the individual is perhaps the
main determinant of the existence and spread of the Internet today. Societies are being challenged by
 the rising tide of expectations of the individual that is because of heightened expectations due to
education, communications, and media, and the background force of a movement of the empowerment
and fulfilment of the individual. It is sometimes said that society carries the individual as a river carries a
boat. This is a pleasant simile, but not exact. An individual does not float with the river; he is the
turbulently flowing river itself. The events of social life do not come about by themselves; they are
made. The great and small paths of the laws of history are blazed by human effort and often at the
expense of human blood. The laws of history are not charted in advance by superhuman forces; they are
made by people, who then submit to their authority as something that is above the individual.

Conclusion

We may conclude that man depends on society. It is in the society that an individual is surrounded and
encompassed by culture, a societal force. It is in the society again that he has to conform to the norms,
occupy statuses and become members of groups. The question of the relationship between the
individual and the society is the starting point of many discussions. The individual is free where he not
only serves as a means of achieving the goals of the ruling class and its party but is himself the chief goal
of society, the object of all its plans and provisions. The main condition for the liberation of the
individual is the abolition of exploitation of one individual by another, of hunger and poverty, and the
reassertion of man's sense of dignity. Socialism everywhere requires striking, gifted personalities with
plenty of initiative. A person with a sense of perspective is the highest ideal of the creative activity of the
socialist society.

school decides to implement a program aimed at promoting happiness and well-being

among its students. The program is designed to teach students about the science of
happiness and provide them with practical tools and strategies to increase their well-
being.

The program consists of several components, including:

1. Happiness curriculum: The school introduces a happiness curriculum that includes

lessons on positive psychology, mindfulness, gratitude, and other relevant topics. The
curriculum is designed to help students develop skills and habits that promote
happiness and well-being.
2. Positive school culture: The school creates a positive and supportive culture by
encouraging students to engage in positive behaviors, such as kindness and empathy.
The school also creates a safe and inclusive environment where students feel valued and
respected.
3. Well-being activities: The school offers a range of well-being activities, such as yoga and
meditation classes, art therapy, and outdoor activities. These activities are designed to
help students reduce stress, increase positive emotions, and build resilience.
4. Parent involvement: The school engages parents in the program by providing them with
resources and information on how they can support their children's well-being. The
school also encourages parents to participate in school events and activities that
promote happiness and well-being.
5. Evaluation: The school regularly evaluates the program's effectiveness by measuring
student well-being, academic performance, and other relevant outcomes. The school
uses this information to make adjustments and improvements to the program over time.

By implementing this program, the school aims to create a positive and supportive
learning environment that promotes happiness, well-being, and academic success
among its students.

The teacher assigns a project in which students must research and present on a current
social issue, such as immigration policy or climate change. The project requires students
to work in small groups, conduct research, analyze data, and present their findings to
the class.

Throughout the project, the teacher emphasizes the importance of collaboration, critical
thinking, and empathy. The teacher encourages students to consider multiple
perspectives and to engage in respectful and constructive dialogue with their group
members.

The teacher also emphasizes the social dimension of the project, highlighting how the
issue they are researching affects individuals and communities in their own and other
countries. The teacher encourages students to consider the ethical implications of the
issue and to reflect on their own values and beliefs.

Through this project, students not only develop research and presentation skills, but
also learn about the complexity of social issues and the importance of engaging in
respectful and constructive dialogue with others. They also gain a deeper understanding
of their own values and beliefs and how they relate to the wider social context.
 Overall, this scenario reflects the philosophy behind the human being and society in an
educational setting, which emphasizes the importance of holistic development and
social engagement in education

Ms. Johnson, a middle school social studies teacher, is planning a unit on civic
engagement for her students. She wants her students to understand the importance of
active participation in their community and to develop the skills and knowledge needed
to become responsible and engaged citizens. To do this, she designs a project-based
learning experience that involves the following steps:

1. Research: Students are asked to research a local issue that they care about and that
affects their community. They work in groups to collect data, conduct interviews, and
analyze information related to the issue.
2. Action plan: Based on their research, students develop an action plan that outlines
specific steps they can take to address the issue. They consider factors such as feasibility,
impact, and community resources in their planning.
3. Implementation: Students put their action plans into action, working with community
partners and stakeholders to address the issue. They document their progress and
reflect on their experiences, considering what worked well and what could be improved.
4. Reflection: At the end of the project, students reflect on their learning and experiences.
They discuss what they have learned about civic engagement, the challenges they faced,
and the impact they made on their community. They also consider how their
experiences might shape their future actions and involvement in their community.

Throughout the project, Ms. Johnson emphasizes the importance of collaboration,

critical thinking, and ethical decision-making. She encourages her students to consider
multiple perspectives and to respect differences of opinion. She also provides
opportunities for students to reflect on their values and beliefs, and how these shape
their actions and choices.

This scenario illustrates how the philosophy behind the human being and society in an
educational setting can be applied in practice. By engaging students in a project that
emphasizes civic engagement, critical thinking, and ethical decision-making, Ms.
Johnson is helping her students develop the skills and knowledge they need to become
responsible and engaged citizens. She is also emphasizing the importance of
community engagement and social responsibility, reflecting the belief that education is
not just about individual achievement, but also about contributing to the greater good.
 Sure, here are some sample scenarios where major educational philosophies,
their relevance, and educational issues are observed:

1. Scenario: A teacher believes in the behaviorist philosophy of education, which

emphasizes the use of reinforcement and punishment to shape students'
behavior. Relevance: The behaviorist philosophy is relevant in situations where
the focus is on teaching specific skills or behaviors. Educational Issue: The
educational issue with this philosophy is that it can create a passive learning
environment where students are not encouraged to think critically or
creatively.
2. Scenario: A school follows the progressive philosophy of education, which
emphasizes hands-on, experiential learning and encourages students to learn
through discovery and exploration. Relevance: The progressive philosophy is
relevant in situations where the focus is on developing students' critical
thinking skills and fostering a love of learning. Educational Issue: The
educational issue with this philosophy is that it can be difficult to measure
student progress and evaluate the effectiveness of teaching.
3. Scenario: A teacher uses the essentialist philosophy of education, which
emphasizes the core subjects of reading, writing, and mathematics as the
foundation of education. Relevance: The essentialist philosophy is relevant in
situations where there is a need to provide students with a strong academic
foundation. Educational Issue: The educational issue with this philosophy is
that it can neglect the importance of other subjects, such as the arts and
humanities, and can limit students' ability to think critically and creatively.
4. Scenario: A school follows the social reconstructionist philosophy of
education, which emphasizes the role of education in promoting social change
and improving society. Relevance: The social reconstructionist philosophy is
relevant in situations where there is a need to address social and political
issues and promote social justice. Educational Issue: The educational issue with
this philosophy is that it can be difficult to balance the need for social change
with the need to provide students with a well-rounded education. Additionally,
the philosophy can be controversial and may not be embraced by all members
of the community.
5. Scenario: A teacher uses the perennialist philosophy of education, which
emphasizes the timeless ideas and knowledge that have been passed down
through the ages. Relevance: The perennialist philosophy is relevant in
situations where there is a need to provide students with a strong
understanding of traditional academic subjects and classical literature.
Educational Issue: The educational issue with this philosophy is that it can
neglect the importance of modern knowledge and technology, and can limit
students' ability to adapt to a rapidly changing world. Additionally, it can be
difficult to engage students who do not see the relevance of studying old
ideas and texts.