Session 5 Theories of Education Functionalist Perspectives What

Session 5: Theories of Education Functionalist Perspectives • What are the functions of education? • What are the functional relationship between education and other parts of the social system? • It focuses on the positive contribution made by the education to the maintenance of the social system

Session 5: Theories of Education Emile Durkheim • Society can survive if there is a homogeneity. -education perpetuates and reinforces this homogeneity • Creation of social solidarity • Sense of commitment through history of the society -through socialization • Individuals learn how to cooperate with members of the society----school is the platform for this learning.

Session 5: Theories of Education • Education teaches specific skills which are required for future occupation -it is important in Industrial society • School provides both general values ---homogeneity for social survival and specific skills—necessary diversity for social cooperation • Norms and Values are transmitted by the educational system

Session 5: Theories of Education Talcott Parsons • Schools take over as focal socializing agency -it is a bridge between family and society • Individuals are treated and judged in terms of universalistic characters -through schooling individuals achieved these characters School socializes the pupils into the basic values of the society -value of equality of opportunity, value of achievement

Session 5: Theories of Education • It is a mechanism – selection of individuals for their future roles in the society • Parsons failed to give adequate consideration to the possibility of values transmitted may be those of a ruling minority rather than of society as a whole

Session 5: Theories of Education Kingsley Davis and Wilbert E Moore • They link education system directly with social stratification -talented and able members are given important roles in the society Criticism: • Academic credentials and occupational rewards are not close • Intelligence has little effect on education • Influence of social stratification largely prevents the educational system from efficiently grading individuals in terms of ability.

Session 5: Theories of Education and Economy • Industrialist society ----expansion of mass education -it requires trained and skilled labor force • 1960 s, Halsey and Floud--- “the education system is bent increasingly to the service of the labor force, acting as a vast apparatus of occupational recruitment and training”. • Collins, 1971: mass literacy is achieved---education does not significantly affect economic development----most skills are learnt on the job. – which is not supported by the functionalists.

Session 5: Theories of Education--- Liberal Perspective • It fosters personal development and self –fulfillment • It encourages mental, physical, emotional and spiritual talents • Expansion of education will reduce inequality and can create a more equal and just society • There is a gap between the ideals and practice

Session 5: Theories of Education—a Marxian Perspectives • The reproduction of Labor Power—Louis Althusser---Education is a super structure– built on infrastructure -Capitalist society reproduces skills for efficient labor force -it reproduces the ruling class ideology and the socialization of workers in terms of it. • The subject class accepts its position as normal, natural and inevitable--ideological state apparatuses like law, education etc. , are used for the reproduction. • They do not understand their exploitation.

Session 5: Theories of Education Samuel Bowles and Herbert Gintis: Schooling in Capitalist America: • Education system is designed to serve the labor force • Low grades are given to students who are creative, aggressive and independence---such traits are penalized • Subordinacy and discipline are associated with high grades • Schools foster type of education / personal development which is compatible with the subordinacy and dominance in the economic sphere.

Session 5: Theories of Education • Knowledge is fragmented and compartmentalized • Lack of fulfillment of school requirement and personal development reflects alienation from the work in later life. • Education system is based on meritocracy---they reject it ---educational attainment is based on the family background. • There is no significant relationship between IQ and edu attainment • Intellectual abilities developed in schools have little causal contribution to getting ahead economically.

Session 5: Theories of Education Ivan Illich: Deschooling society: -education should teach basic learning of specific skills like typing, wood work etc. -education should be a liberating experience --- individual explores, creates, uses his initiative and judgement and freely develops his faculty. Perceptions about School: -It is repressive in nature -it forces students to accept interests of the powerful. -most learning requires no teaching

Session 5: Theories of Education • In industrialist society school is the root cause of the problems • It has created mindless, conforming and easily manipulated citizen. • They are taught that education is a consumable commodity. • It cannot provide the framework for human happiness and fulfillment • Alternatives are-- basic skill exchange and creative and exploratory learning system.

Session 5: Theories of Educational Attainment • Intelligence and Educational Attainment: Myth: High education attainment ≡ intelligent • Need to start from, What is intelligent? How is it measured? Where does it come from? • Abstract reasoning ability = intelligent • One portion of human's mental ability • It is measured by IQ test. – Debatable issue • It could be different among different people because of their cultural background and the environment where they grew up • IQ is genetical and environmental - it is a portrayal of racial and social discrimination. - we do not know which genes affect the IQ.

Session 5: Theories of Education • Class and Ethnic Subcultures and Educational Attainment: -Value system of the lower classes imposed a barrier -Working class places lower value to education -Lower value to achieving high occupational status -To wait for the future reward is difficult for them to accept. Most of them left education for immediate reward of wage packages. -Collective society Vs. Individualistic education system • Criticism : Working class subculture is derived from observation. - They are as futuristic as middle class or upper class - it is the situation which prevents them from expressing norms and values like upper class.

Session 5: Theories of Education • Basil Bernstein -two speech pattern: Elaborated Code Vs. Restricted Code -Working class have restricted code however, upper class have elaborated code - restricted code are considered as inferior code---- bias • Criticism -Definition of Social class is vague -lower class children are very verbal -They have the same basic vocabulary -They possess same logic and same capacity for conceptual understanding