Theory Reflection in Sociology

This reflective writing is based on analyzing a case study and then reflecting on dealing with the major issues present in the case. The case study chosen for the analysis contains a scenario based on the education system. The paper discusses the significance of an education system, compares western and eastern education systems, and explores the viability of the parents' response towards their children's worries. The conclusion highlights the importance of reflective practice for learning and development.

Running Head: SOCIOLOGY
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Sociology
Theory Reflection
(Student details :)
6/10/2019

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Contents
Theory Reflection.......................................................................................................................2
Introduction................................................................................................................................2
Theory Reflection.......................................................................................................................2
Conclusion..................................................................................................................................6
References..................................................................................................................................6

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Theory Reflection
Introduction
This reflective writing is based on analyzing a case study and then reflecting on
dealing with the major issues present in the case. The case study chosen for the analysis
contains a scenario based on the education system. I will be reflecting on the issue
highlighted within the case study while narrating my own views in response to the case
questions. Finally, I will summarise the whole theory reflection in the later section of this
paper.
Theory Reflection
Being the principal of an elite high school within the Christian community, based on
(Gibbs, 2016), I will deal with this issue with my critical thinking and analytical skills while
dealing with this issue. After analyzing the case and issue within the scenario, it has been
identified that unawareness of the parents, as well as students about the educational
philosophies, caused conflicts and issues among teachers, students, and parents.
Subsequently, the teacher was blamed for teaching useless theories and concepts to the
students and hence parents of those students complained to me for firing her from her job of
teaching. In addition, the parents and students also claimed that the teacher Ms Prudesh has
harmed their religious freedom while undermining the integrity of the school as well as
education philosophies.
In this way, according to me the process of dealing with the narrated issue will be
having the following steps:

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 First of all, after investigating that post 6 weeks of teaching classical logic, theories of
Greek and Latin rhetoric and Aristotelian philosophies Ms. Prudesh wished to teach
the students few non-Western forms of logic and hence she was teaching lessons on
the Vedic chakra and Nadi system, I will research on the significance and
applicability of these non-Western forms of logic. I also found that Ms. Prudesh was
teaching energetic meditation exercises for cleansing students’ energy systems and
auras along with the lessons on how to read the “Akashic records” hence my approach
will majorly contain sorting the whole issue with the counseling and discussion with
the parents and students.
 After researching on the significance of the non-Western subjects taught by the
teacher, I would have talked to her personally and asked her to prepare herself for
justifying her teaching approach and ideas in favor of students’ future career
endeavors. My approach of telling her to be prepared for providing justification will
be used because parents in majority expressed their interests of wanting her fired from
the school thus for preserving teacher’s career I will advise her.
 Later then, I will call a PTM (Parents Teacher Meeting) of the whole class with Ms.
Prudesh in my presence. My further action into the direction of solving this issue is
the principle of the school will be telling the details of the incident to the parents as
well as students within the PTM. While telling them the significance of the Nadi
system, and non-Western forms of logic I will also tell the parents that the topics
taught by Ms. Prudesh were not useless but they were value added for the students’
future career development.
 After discussing with the parents and students in the PTM, I will ask their opinions
about the topics and concepts which are going to teach by Ms. Prudesh so that extra
classes can be held for those students who are really willing to learn non-Western

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point of view of subjects for their value addition into a career (Kereluik, Mishra,
Fahnoe, & Terry, 2013).
 Furthermore, I will suggest Ms. Prudesh that she should use an approach which seems
interesting to the students while teaching. In addition, she should always tell the
significance as well as the applicability of the subject matter to the whole class before
started teaching from the perspective of future professional development and career
growth (Pamies, Senent, & Essomba, 2016).
In my opinion, the kind of education which was being taught by Ms Prudesh to the
students is worthwhile because it adds value to the education of the students who want to go
in medical or law career field (Radcliffe , 2018). For example, Akashic Records can be read
by all of us through developing our special sensitivity to our soul’s info and learning how to
channel Akashic records in a useful manner within our daily life. Thus, the non-Western
forms of education are undoubtedly useful for the students overall development as this
practice grows a compassionate way of understanding the times we are living currently
(Fraenkel, Wallen, & Hyun, 2011).
Moreover, my opinion about the usefulness of such kind of education suggests that
both the western and non-western forms of logic in education are equally important to
become a versatile learner (Broadbent & Poon, 2015). In this context, western education is
the system originated from the west as well as penetrated to the whole world post-Islamic
education. Western education is the modernization of social life by utilizing science and
technological advancements largely (Wallen & Fraenkel, 2013). By knowing eastern
education, the student or any individual, can build their own opinions about concepts and
their applications. I have observed that an interrelated difference amid eastern and western
education is about how learning it is observed being meant to a closure (Schunk, 2012). In

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addition to that, both educations are important for an individual student because I believe that
eastern or non-western systems use moral values in education. In this way, my opinion about
the worth of teaching non-western education to the western students suggests that learning
eastern, as well as western education systems generate variant characters. In this context, my
research on the significance of non-western education is able to explain that teaching non-
western education produces people who immensely value their privilege for educating
themselves (Spelt, Biemans, Tobi, Luning, & Mulder, 2009). Therefore, students who learn
into both western and eastern education have e tendency of having life-long love for detailed
learning. On the other hand, western education is equally important they see an individual
being the sole entity for inquiry, success, and discovery. If students will be having inclusive
knowledge from both western and non-western perspectives then they will always be positive
irrespective of their success within academics (Faozanudin, 2014).
In my opinion, every kind of education is worthwhile because every education system
produces different kinds of results while at the same time all are having their flaws and
strengths. Hence, above is the reason that I consider the kind of education Ms Prudesh was
trying to provide to their students was worthwhile for the students’ future success. Moreover,
I believe that one should learn as much as they can learn irrespective of the information
regarding the origin of the education systems (Donche, 2013).
When I analyzed the whole case then I found that parents are not right to be angry
because Ms Prudesh was not doing the un-ethical job while teaching non-western
perspectives of the education to the students (Cambridge International, 2019). Although the
parents’ anger was misguided yet their anger was not right as the teacher was not at all wrong
at her end. In addition to that, when parents were getting angry they also insisted me for
firing Ms Prudesh from the school which was also not right. My supportive reason is that

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parents should have understood the matter in detail as well as finds the roots of the matter
after listening to bad feedback from their children rather than acting illogically
instantaneously (Burchill, et al., 2013).
In addition to that, I would like to express my opinion that parents are not right to be
angry because they did not see the 360-degree view of the problem and responded only after
listening to their children opinions (Browaeys & Price, 2011). However, parents’ intentions
are never wrong as they cannot think anything bad for their children’s future but the way they
responded was not right because of they are just misguided with their children’s unawareness
about the education systems (British International School, 2016).
According to me, the anger of the parents in this given is misguided because students
were totally unaware about the importance of the education they were getting in the lectures
by Ms Prudesh hence they unintentionally interpreted the concepts like Vedic chakra and
Nadi system useless. When students got no interest in whatever the teacher was teaching in
the class then they reported to their parents about the same. After knowing only their
children’s perspective about the lecture matter and subjects parents acted on the school
teaching staff (Benade, 2012). Therefore, this is the reason why I consider parents anger
misguided and not right as well. One more perspective which is explaining the parents’ anger
wrong is that by teaching non-western forms of educational logics like reading Akashic
records, Vedic chakra and other eastern philosophies school was providing value-added skills
to the students (Bernardi, 2012). However, due to some misunderstanding, the students, as
well as their parents misguided and hence, found those value-adding educational concepts
useless but they are useful for their future development. In this way, from all of the above-
discussed points it can be easily understood that parents anger against the teacher’s
methodology was not right and justified.

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Conclusion
In whole, with the help of this reflective writing given case study has been analysed
successfully. Case study questions have been answered thoroughly by critical reflection
practice. Being the principle of the school, I analysed the case and identified the issues from
the both principle and parents viewpoints. I also narrated on dealing with the issue effectively
and wisely with the help of my analytical skills. This paper has demonstrated the significance
of an education system while highlighting the importance of western and eastern education
systems. This discussion has also compared both the western and eastern education systems
for the students who want to go in medical and law career.
This paper has found the non-western kind of education worthwhile for the students.
With the help of theory reflection, I could easily find the viability of the parent’s response
towards their children’s worries. We found that parent’s anger was misguided and hence it
was wrong whereas Ms Prudesh was not wrong at her end. In this way, this paper has
successfully analysed the whole case from the socio-cultural viewpoint. I realized the
importance of reflective practice for learning and development. Finally, the given case study
has been analysed, explored and solved from an effective leader point of view.
References
Benade, L. (2012). From technicians to teachers: Ethical teaching in the context of
globalized education reform. New York: Continuum International.
Bernardi, R. (2012). Challenges to Academic Integrity: Identifying the Factors Associated
With the Cheating Chain. Accounting Education, 21(3), 247-263.

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British International School. (2016). The Importance of First Language. Retrieved 11 12,
2018, from https://www.nordangliaeducation.com/our-schools/vietnam/ho-chi-minh-
city/bis/article/2016/9/8/the-importance-of-first-language
Broadbent, J., & Poon, W. (2015). Self-regulated learning strategies & academic achievement
in online higher education learning environments: A systematic review. The internet
and Higher Education, 27, 1.
Browaeys, M., & Price, R. (2011). Understanding Cross-Cultural Management. Harlow:
Pearson Education Ltd.
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(2013). Theories of international relations. UK: Macmillan international higher
education.
Cambridge International. (2019). Educational Leadership. Retrieved from Cambridge
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schools/professional-development-qualifications/curriculum/educational-leadership/
Donche, V. (2013). Differential Use of Learning Strategies in First-Year Higher Education:
The Impact of Personality, Academic Motivation, and Teaching Strategies. British
Journal of Educational Psychology, 83(2), 238-251.
Faozanudin, M. (2014). Role of Local Leadership in Providing Quality of Basic Education.
US: Atlantis Press.
Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in
education. New York: McGrwa-Hill.

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Gibbs, G. (2016). Learning by Doing: a guide to teaching and learning methods. London:
Further Education Unit.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth:
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