SOCIOLOGY, UNIT 1: EDUCATION NOTES – THEORETICAL PERSPECTIVES
1a) THEORETICAL PERSPECTIVES ON EDUCATION - FUNCTIONALISM
Functionalist Perspective on Education
Functionalists focus on the positive functions of education, of which there are four:
1. Teaching core social values
2. Creating social solidarity
3. Teaching skills for work
4. Role allocation and meritocracy
1. Social Solidarity:
Emile Durkheim argued that education is necessary for creating social solidarity based on value
consensus and cohesion. This is done by fostering a sense of community and rejoicing in national
identity. For example, in the USA, children pledge allegiance to the American flag. Likewise, the study
of subjects like English and History, which tend to focus on events/works with national relevance, e.g.
British authors/British history. Indeed, American history lessons look in great detail at the American
Civil War, and British history lessons at the English Civil War..
2. Specialist Skills for Work
Advanced industrial economies have a vast, complex division of labour. This is emulated in schools to
a certain extent, as we all start off learning the same subjects, but later specialise as we progress into
further education e.g. subject choices at GCSE/A-Level. Some, particularly those at A-Level, have
prerequisites, like getting certain grades at the GCSE stage. This creates an even more stream-lined
set of students who are capable in their specific line of study.
3. Core Values
Schools play an important part in secondary socialisation; as Talcott Parsons says, they are “focal
socializing agent” in modern society. Primary socialisation occurs in the child’s immediate social
circle, (family) where they are judged against particularistic standards, which are more individualised
by parents for that specific child. In schools, however, children are judged according to universalistic
standards like adults are in the outside world.
4. Role Allocation & Meritocracy
Schools educate people so that they go on to fill the appropriate job for them. This means that the
most talented members of society take up the most skilled/important jobs. The system of
meritocracy means that students are pushed to work harder with the promise of rewards.
, +VE EVALUATION -VE EVALUATION
- school performs positive functions for most - marxists argue meritocracy is a myth; there is
pupils: exclusion and truancy rates low inequality. Private schools benefit the wealthy.
- role allocation works: those with degrees earn - functionalism ignores the negative experiences
85% more than those without of school e.g. bullying
- schools do try to foster solidarity, esp through - postmodernists argue that ‘teaching to test’
school emblems, inter-school team games, etc. kills creativity and joy
- school is much more meritocratic than it used - functionalist views reflect those who are in
to be, esp in the 19thC power and works in their interests so there is
nothing for them to criticise
- education is more work focused today: more
vocational courses available
4 FUNCTIONS OF
Key Functionalist Thinkers:
EDUCATION:
Durkheim
1) Secondary socialisation
Parsons
Davis & Moore
2) Creating social solidarity
Saunders
3) Teaching skills for work
DURKHEIM: 1 and 2
- education passes on norms/values for integration
4) Role allocation (based on
- helps create social order through value consensus meritocracy)
- strengthens social solidarity
PARSONS: 1 and 3 and 4
- school = bridge between family and adult roles
- schools teach universalistic values (rather than particularistic)
- role allocation: more skilled = more rewards (meritocracy)
- teaches universal value of achievement
- specialisation in work e.g. vocational study
1a) THEORETICAL PERSPECTIVES ON EDUCATION - FUNCTIONALISM
Functionalist Perspective on Education
Functionalists focus on the positive functions of education, of which there are four:
1. Teaching core social values
2. Creating social solidarity
3. Teaching skills for work
4. Role allocation and meritocracy
1. Social Solidarity:
Emile Durkheim argued that education is necessary for creating social solidarity based on value
consensus and cohesion. This is done by fostering a sense of community and rejoicing in national
identity. For example, in the USA, children pledge allegiance to the American flag. Likewise, the study
of subjects like English and History, which tend to focus on events/works with national relevance, e.g.
British authors/British history. Indeed, American history lessons look in great detail at the American
Civil War, and British history lessons at the English Civil War..
2. Specialist Skills for Work
Advanced industrial economies have a vast, complex division of labour. This is emulated in schools to
a certain extent, as we all start off learning the same subjects, but later specialise as we progress into
further education e.g. subject choices at GCSE/A-Level. Some, particularly those at A-Level, have
prerequisites, like getting certain grades at the GCSE stage. This creates an even more stream-lined
set of students who are capable in their specific line of study.
3. Core Values
Schools play an important part in secondary socialisation; as Talcott Parsons says, they are “focal
socializing agent” in modern society. Primary socialisation occurs in the child’s immediate social
circle, (family) where they are judged against particularistic standards, which are more individualised
by parents for that specific child. In schools, however, children are judged according to universalistic
standards like adults are in the outside world.
4. Role Allocation & Meritocracy
Schools educate people so that they go on to fill the appropriate job for them. This means that the
most talented members of society take up the most skilled/important jobs. The system of
meritocracy means that students are pushed to work harder with the promise of rewards.
, +VE EVALUATION -VE EVALUATION
- school performs positive functions for most - marxists argue meritocracy is a myth; there is
pupils: exclusion and truancy rates low inequality. Private schools benefit the wealthy.
- role allocation works: those with degrees earn - functionalism ignores the negative experiences
85% more than those without of school e.g. bullying
- schools do try to foster solidarity, esp through - postmodernists argue that ‘teaching to test’
school emblems, inter-school team games, etc. kills creativity and joy
- school is much more meritocratic than it used - functionalist views reflect those who are in
to be, esp in the 19thC power and works in their interests so there is
nothing for them to criticise
- education is more work focused today: more
vocational courses available
4 FUNCTIONS OF
Key Functionalist Thinkers:
EDUCATION:
Durkheim
1) Secondary socialisation
Parsons
Davis & Moore
2) Creating social solidarity
Saunders
3) Teaching skills for work
DURKHEIM: 1 and 2
- education passes on norms/values for integration
4) Role allocation (based on
- helps create social order through value consensus meritocracy)
- strengthens social solidarity
PARSONS: 1 and 3 and 4
- school = bridge between family and adult roles
- schools teach universalistic values (rather than particularistic)
- role allocation: more skilled = more rewards (meritocracy)
- teaches universal value of achievement
- specialisation in work e.g. vocational study
