This sociology theory reflection analyzes a case study involving a high school principal dealing with parental complaints about a philosophy teacher's curriculum. The teacher, after covering Western philosophical concepts, introduced non-Western forms of logic and practices like the Vedic chakra and Akashic records, leading to parental outrage. The student, acting as the principal, reflects on the situation, outlining steps to address the conflict, including researching the significance of the non-Western subjects, counseling, and facilitating a parent-teacher meeting to explain the value of the curriculum. The reflection emphasizes the importance of both Western and non-Western education for a well-rounded learning experience and argues that the parents' anger was misguided due to their lack of understanding of the teacher's approach. The report concludes with a summary of the analysis from a socio-cultural viewpoint, highlighting the significance of reflective practice and providing an effective leader's perspective on conflict resolution within an educational setting.