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Education Role of Education; Functionalist and Critical Perspective

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Education Role of Education; Functionalist and Critical Perspective 1 EDUCATION ROLE OF EDUCATION; FUNCTIONALIST AND CRITICAL PERSPECTIVE Outline of the topic 1.0. Objectives 1.1. Introduction 1.2. Education – a functionalist perspective 1.3. Conflict perspective 1.4. The liberal perspective and educational policies. 1.5. Education and social problems 1.6. Summary 1.7. Check your progress 1.8. References 1.9. Questions 1.0 OBJECTIVES:- 1) To study the importance of education as one aspect of socialization. 2) To understand various schools and their contribution towards education for the development of society. 1.1. INTRODUCTION Things have changed dramatically since premodern times. In industrialized countries today, literacy rate is high i.,e. almost every one posslses the ability to read and write at a basic level. People also have at least some knowledge of the geographical locations in the world and of its past history we are given information’s through books through books, TV, Newspapers, Magazines. We have all undergone a process of formal schooling. The printed words electronic communication, combined with formal teaching provided by schools or colleges, have become fundamental to our way of life. The process of industrialization and the expansion of cities greatly influenced the development of the education system. Until the first few decades of the 19th Century, most of the populations had no schooling whatsoever. But the industrial economy rapidly expanded, there was a great demand for specialized schooling that could produce educated capable work force. As occupations 2 become more differentiated and were increasingly located away from the home, it was impossible for work skills to be passed on directly from parents to children. As educational system become universal, more and more people were exposed to abstract learning (of subjects like Maths, Science, History, Literature and so forth), rather than to the practical transmission of specific skills. In a modern society people have to be basically skilled, i.e. reading writing and calculating and a general knowledge of their physical social or economic environment, but it is also important that they know how to learn, so that they can master to new technical forms of information. An advanced society also needs ‘pure research and insights with no immediate practical value to push out the boundaries of knowledge. Job opportunities today and careers have become dependent on the degrees and educational qualifications schools and universities not only broaden people’s minds or perspective but are expected to prepare new generations citizens for participation in economic life. Specialized forms of technical vocational and professional training often supplement student’s ‘liberal’ education and facilitate the transmission from schools to work. Internship or work experience schemes for example allow young people to develop specific knowledge applicable to their to his careers. To understand the significance role and impact of education we must discuss the two main issues. 1) The role of education in society. A variety of view paints on the function that education performs for society and the effects that it has are to be examined. 2) The question of why some social groups tend to enjoy more educational success than others will also be considered. For this, two prospective have been taken discuss. 1.2. EDUCATION – A FUNCTIONALIST PERSPECTIVE:- Two related questions have guided functionalist research into education. 1) The first asks ‘what are the functions of education for society as a whole? Given the functionalist view of the needs of the social system, this question leads, for examples, to an assessment of the contribution made by education to the maintenance of value consensus and social solidarity. 3 2) The second question asks ‘what are the functional relationships between education and other parts of the social system? This leads to an examination of the relationship between education and the economic system, and a consideration of how this relationship helps to integrate the social as a whole. Emile Durkheim – education and social solidarity :- The French sociologist Emile Durkheim sow the major function of education as the transmission of society’s norms and values. Society can survive only if these exists among its members as sufficient degree of homogeneity; education perpetuates and rein forces this homogeneity by fixing in the child from the beginning the essential similarities which collective life demands. Without these ‘essential similarities’, cooperation, social solidarity and there fore social life itself would be impossible. A vital task for all societies is the welding of a mass of individuals into a united whole, in other words the creation of social solidarity. This involves a commitment to society, a sense of belonging and a feeling that the social unit is more important than the individual. Education, and in particular the teaching of history, provides this link between the individual and society. If the history of their society is brought alive to children they will come to see that they are past of some thing larger than themselves: they will develop a sense of commitment to the social group. Durkheim’s views can be illustrated by educational practices in the USA. These a common educational curriculum has helped to instil shared norms and values into a population with diverse back grounds. It has provided a shared language and a common history for immigrants from every country in Europe. Durkheim believed that school rules should be strictly enforced punishment should reflect the seriousness of the damage done to the social group by the offence, and it should be made clear to the transgressors why they were being punished. Through reward and punishment system the child learns what is right or wrong. He is strictly made to avoid wrong and encourage to adopt right ways of living children would learn to discipline themselves and thus control antisocial behavior. Finally Durkheim argued that education teaches individuals specific skills necessary for their future occupations. This function 4 is particularly important in industrial society with its increasingly complex and specialized division labour. In industrial society, social solidarity is based on the interdependence of specialized skills for ex., the manufacture of a single product requires the combination produces cooperation and social solidarity. Thus, according to Durkheim school provide both general values necessary to for homogeneity and social survival and specific skills which provide the necessary diversity for social cooperation. In case the child fails in any exam, he becomes incapable a developing a sense of belongingness. Therefore it is argued that greater stress should be placed on the social roles duties and responsibilities of the individuals with in the school. Hargreaves say “to acquire dignity a person must achieve a sense of competence, of making a contribution to and of being valued by the group to which he or she belongs.” Furthermore Hargreaves argues that many schools Fail to produce a sense of dignity for working class pupils. In case of failure in any exam, the student may form subcultures which reject the values of the school and therefore of the wider society. This perspective explains why some people benefit more from the education system while some others do not benefit. Aggressive and creative students are always heavily punished since they want to do something different. The education thus aims to produce unimaginative and unquestioning work force which could be easily exploited and manipulated by employers. The educated employees cannot protest. Secondly, school subjects are fragmented or have little connection between them children fail to have comprehensive view or overall purpose of the whole education. Some children are good at maths to but weak in language. Thus they get segregated from others. This feeling of segregation develops inferiority complex. 1.2.1 Education and social rules:- Durkheim in complex industrial societies, the school serves a function which cannot be provided either by the family or peer group membership of the family is based on kinship relationships; membership of the peer group on personal choice. Membership of society as a whole is based on neither of these principles. 5 Individuals must learn to cooperate with those who are neither their kin nor their friends. The school provides a context where these skills can be learned. As such, it is society in miniature, a model of the social system. In school, the child must interact with other members of the school community in terms of a fixed set of rules. This experience prepares him or her for interacting with members of society as a whole in terms of society’s rules. Durkheim believed that school rules should be strictly enforced. Punishments should reflect the seriousness of the damage done to the social group by the offence, and it should be made clear to transgressors why they were being punished. In this way pupils would come to learn that it was wrong to act against the interests of the social group as a whole. They would learn to exercise self discipline not just because they wanted to avoid punishment, but also because they would come to see that misbehavior damaged society as a whole. Science, and particularly social sciences like sociology, would help the child to understand the rational basis on which society was organized Durkheim stated. 1.2.2 Education and the division of labour:- Finally, Durkheim argued that education teaches individuals specific skills necessary for their future occupations. This function is particularly important in industrial society with its increasingly complex and specialized division of labour. The unspecialized division of labour in pre-industrial society meant that occupational skills could usually be passed on from parents to children without the need for formal education. In industrial society, social solidarity is based largely on the interdependence of specialized skills- for examples the manufacture of a single product requires the combination produces cooperation and social solidarity.
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