Following the works of Mead (1934), learning is seen to occur through social interaction (Barker, Quennerstedt, & Annerstedt, 2015). Along with symbols, meaning, and interaction, the self is a basic concept in symbolic interactionism (Encyclopedia, 2017). Education is a learned behavior through social interaction, thus supporting Symbolic Interactionism. The content of self-concepts reflects the content and organization of society (Encyclopedia, 2017). Technology has changed the way we interact but nonetheless, our human selves are educated through various forms of Social Interaction. According to Handberg, Thorne, Midtgaard, Nielsen, & Lomborg (2015), the world and the individual human are separate but the world is interpreted by the individual
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Logical Positivism would lend itself better to the study of education greater than Symbolic Interactionalism because of the philosophical tenets of Logical positivism. To further support this claim, Singh (2016), states that Logical Positivism reflects the following aims of education (1) Education should emphasize upon developing conceptual clarity. The analyses of concepts help students to scrutinize various theories of education. (2) Developing an ability to make a language analysis so that meaningful and sensible conclusions may be drawn. (3) To inculcate the scientific attitude among students so that they can logically solve problems of their own. (4) Equipping students with understanding to find out the meaningfulness of a statement or conclusion. A statement which may not be confirmed or verified empirically or logically is meaningless or nonsensical and should be rejected. (5) To impart education through the method of language analysis that should be precise enough to avoid any ambiguity and confusion in the understanding of the concepts. (6) Education must structure the knowledge domain of students in such a manner that they become able to judge the meaningfulness of the concepts though directs and indirect methods of verification/confirmation or testing. Symbolic interactionalism philosophy association with education is fluid, it is learning through social interaction, and symbols. Whereas, Logical Positivism, is concrete, it serves for a foundation of how and why, clarity, and function of education. It provided models of what constituted legitimate scientific explanations, it offered criteria by which competing theories could be appraised (chief among these predictive adequacy), it provided a vision of how a scientific field normally progressed (Caldwell,
Logical Positivism would lend itself better to the study of education greater than Symbolic Interactionalism because of the philosophical tenets of Logical positivism. To further support this claim, Singh (2016), states that Logical Positivism reflects the following aims of education (1) Education should emphasize upon developing conceptual clarity. The analyses of concepts help students to scrutinize various theories of education. (2) Developing an ability to make a language analysis so that meaningful and sensible conclusions may be drawn. (3) To inculcate the scientific attitude among students so that they can logically solve problems of their own. (4) Equipping students with understanding to find out the meaningfulness of a statement or conclusion. A statement which may not be confirmed or verified empirically or logically is meaningless or nonsensical and should be rejected. (5) To impart education through the method of language analysis that should be precise enough to avoid any ambiguity and confusion in the understanding of the concepts. (6) Education must structure the knowledge domain of students in such a manner that they become able to judge the meaningfulness of the concepts though directs and indirect methods of verification/confirmation or testing. Symbolic interactionalism philosophy association with education is fluid, it is learning through social interaction, and symbols. Whereas, Logical Positivism, is concrete, it serves for a foundation of how and why, clarity, and function of education. It provided models of what constituted legitimate scientific explanations, it offered criteria by which competing theories could be appraised (chief among these predictive adequacy), it provided a vision of how a scientific field normally progressed (Caldwell,