The purpose of education viewed from a sociological perspective

Transcription

1 The purpose of education viewed from a sociological perspective This essay will explore in detail education from the view of a macro sociological perspective. Macro is one of three sociological perspectives, alongside micro and interactionist. Macrosociology involves the study of widespread social processes. (Levels of Analysis: Micro and Macro, 2014) This particular sociological level looks at society as a whole from a distance, and doesn t just focus on specific areas. Two of the sociological theories that view society above at a macro level are; structural functionalism and the conflict theory. Throughout this essay I am going to specifically be focusing on structural functionalism and its relationship with education and society. Firstly this essay is going to discuss what structural functionalism is and how this particular theory views society. Structural functionalism is a classical sociological perspective. Structural functionalists believe that society is more important than the individuals, and that society is a good thing and acts for the consensus. Structural functionalism is for the idea that society provides a common value system that constrains and conditions people, and that it is also important to accept inequality, because it is necessary and functional, and in order for society to be successful we need people from all social classes. The theory was put forward by Emile Durkheim and Talcott Parsons, they argued that there is a real essence of society and that the essence brought together by three things; stability, harmony, and evolution. They believed that differing social patterns contribute to stability, and that therefore society is maintained, and that different parts of society work together in harmony for the good of the whole. (Introducing Structural Functionalism, 2012) This is suggesting that we need people from varying social classes in order to keep society flowing, society as a whole would not work without upper class people and lower class people, it is considered to be a tool of social mobility. Functionalists tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values (Sadovnik, 2007, p.4) This suggests that from a structural functionalists point of view, the purpose of society is to create a common good for all, and if for some reason that common good is not achieved then society as a whole is to blame. Sadovnik suggested that functionalists view society as a machine, where one part articulates with another to produce the dynamic energy required to make society work. Berger (1966) likened social life to the workings of a puppet theatre (Meighan & Harber, 2007, p.285). This can be interpreted in the sense that some people are seen a puppets, and are therefore being manipulated by somebody higher up the social scale. However, structural functionalism goes against this claim, as it doesn t focus on class as conflict, it focusses on society coming together as a whole despite social class, in order to achieve the equilibrium of society. The Organic Analogy suggests that functionalists see society as being like a biological organism, such as the human body. This analogy was put forward by Parsons and implies that the human body is made up of lots of different parts, and in order for it to function; all parts must work together simultaneously. Similarly to this, all aspects of society must work together as a whole in order to maintain the social system. (Image.slidesharecdn.com, 2015). Following on from this, Davis and Moore (1945) stated that inequality is necessary and universal because all societies have inequalities and if inequality does exist then it must be because it is for the good of society. This therefore justifies the high pay and status of the richest people in society. This can be linked with Parsons organic theory because it suggests that in order for society to work we need all social classes to work together, for example; the rich people need lower class people to work for them in order for society to be successful in any context. Page 1 of 5

2 Following on from the previous paragraphs that outlined structural functionalism, this essay is now going to cover the purpose of education viewed from a structural functionalist s perspective. Functional theory helps to understand how education systems work and what purpose education serves in societies. (Ballantine & Spade, 2008, p.9) From this perspective, is it thought to believe that the purpose of education is to prepare children for their roles in society in the future, they believe that it is not necessary to merely focus on creating an elite, but to focus on the class as a whole in order to realise each individual s potential and to see which role they can play in society. Durkheim provides insights into the education system. He points out to what he considers inevitable inequalities in educational outcomes as children come into the system from different backgrounds and exit with preparation for specialised positions in society.. (Ballantine & Spade, 2008, p.29). Durkheim views education as an entity creating social solidarity; he believed that schools themselves are a miniature society. (Historylearningsite.co.uk, 2015) Functionalists tent to emphasise more on critical acts that they feel will influence society in the future. They focus on aspects on education such as socialisation. Education helps maintain society by socialising young people into values of achievement, competition and equality of opportunity. (Historylearningsite.co.uk, 2015) Structural functionalists see academic achievement as rewarding, however not for the individual, but rewarding in the sense that academic achievement illustrates the potential of a high social status in society, thus creating a consensus for society. This perspective suggests that schools should not only provide students with a set of general skills needed for employment, but also schooling should function for society by directing the right sorts of students towards the right sorts of jobs. (Curtis & Pettigrew, 2009, p.88) Another way of looking at education from a sociological perspective is the idea that education is part of a meritocracy. This ideology was put forward by Parsons and he portrays the idea that education is a secondary agent of socialisation. Parsons believes that education instils values of competition, equality and individualism. In a meritocracy everyone is given equality of opportunity. Achievements and rewards are based on effort and ability (Historylearningsite.co.uk, 2015) This can be interpreted in the sense that the rewards and achievements would be a high social status, thus enforcing positivity for society not specifically the individual, which then relates back to the main ideologies of structural functionalism. Page 2 of 5 It is by respecting the school rules that the child learns to respect rules in general, that he develops the habit of self-control and restraint simply because he should control and retrain himself. It is a first initiation into the austerity of duty. Serious life. (Durkheim, 2003 in Curtis & Pettigrew, 2009, p.88) This quote suggests that school rules are a way of preparing children for their future adult lives. By respecting school rules, it implies that children have an insight on how they should act in the future, this is an aspect of education that is perceived important from a structural functionalist point of view. It further suggests that by respecting school rules adult-like skills are developed from these, such as self-control and restraint. Durkheim suggested that moral values are the foundation of social order, and society is perpetuated through its educational institutions, which help instil values and a sense of moral order in the youngest members of society. In his work, he analysed classrooms as small societies, or agents of socialisation. (Ballantine & Spade, 2008, p.9) Structural functionalism portrays the approach that school rules should reflect the social system at that particular time, merely for the reason that it prepares young children how to correctly act, and if these skills are developed from a young age, then they can potentially continue to illustrate these particular skills when they have their own role in society.

3 To conclude and summarise this essay, it can be stated that Structural functionalists are specifically focussed on society in comparison to individuals themselves. Structural functionalists are concerned about the individual, but this being in relation to society, and their concerns are held with what particular skills and qualities the individual illustrates as to which then governs their role in society, whether that being along the high social scale, or lower social scale. In terms of education, structural functionalists believe that the purpose of education is to prepare young children for their future roles in society. Schooling and education teach young children common goods and specific rules so that they are able to take these skills into their later life and contribute their full potential to society. Word Count: 1,432 References (2012) Introducing Structural Functionalism, Ballantine, J. & Spade, J. (2008) Schools And Society, Los Angeles: Pine Forge Press Boundless (2014) Levels Of Analysis: Mirco And Macro, Available from: < textbook/sociology-1/the-sociological-approach-25/levels-of-analysis-mirco-and-macro /> [Accessed: 22 January 2015] Curtis, W. & Pettigrew, A. (2009) Learning In Contemporary Culture, Exeter: Learning Matters Historylearningsite.co.uk, (2015) Functionalism And Education, Available from: < [Accessed: 26 January 2015] Image.slidesharecdn.com, (2015) Available from: < phpapp01/95/gce-sociology-revision-aqa-unit-1-theories-of-the-family jpg?cb= > [Accessed: 26 January 2015] Meighan, R. & Harber, C. (2007) A Sociology Of Educating, [London]: Continuum Sadovnik, A. (2007) Sociology Of Education, New York: Routledge Page 3 of 5

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