PSE4801Assignment 4 2025
Unique Number:
Due date: 2025
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
THE SCHOOL AS A SOCIAL INSTITUTION AND INSTRUMENT FOR
TRANSMITTING KNOWLEDGE, SKILLS, AND INSIGHT
1. INTRODUCTION
Schools are not merely spaces for formal education; they are central institutions
within society that shape, influence, and mirror broader social dynamics. As
organisations, schools function systematically, possessing a hierarchical structure,
clearly defined roles, and routines that govern the day-to-day experiences of learners
and educators. Beyond their organisational features, schools serve as key
socialisation agents—transmitting cultural norms, values, and expectations from one
generation to the next. Socialisation refers to the process through which individuals
internalise societal values and behaviours, and schools are pivotal in this lifelong
process, particularly during the formative years of childhood and adolescence
(Dreeben, 1976).
Through formal curricula, hidden norms, peer interactions, and institutional practices,
schools prepare learners to integrate into the broader social fabric. They are
instrumental in legitimising knowledge, fostering identity, and shaping worldviews.
Importantly, how schools function and their role in society have been theorised
differently depending on philosophical and sociological perspectives. Functionalism
views schools as structures that maintain social order and cohesion, conflict theory
highlights how schools reproduce social inequalities, and interpretivism focuses on
the lived experiences of learners and educators within school environments. This
essay explores these perspectives to critically examine the role of schools in
transmitting knowledge, skills, and insight to learners.
2. THE SCHOOL AS A FUNCTIONAL SOCIAL INSTITUTION
The school, as a central social institution, plays a vital role in maintaining the
structure and cohesion of modern society. Functionalist theorists argue that schools
exist to equip individuals with the knowledge, skills, and dispositions necessary for
participation in economic, political, and cultural life. At a foundational level, schools
transmit formal knowledge such as literacy, numeracy, science, and history—
elements deemed essential for productive citizenship and economic engagement
Unique Number:
Due date: 2025
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
THE SCHOOL AS A SOCIAL INSTITUTION AND INSTRUMENT FOR
TRANSMITTING KNOWLEDGE, SKILLS, AND INSIGHT
1. INTRODUCTION
Schools are not merely spaces for formal education; they are central institutions
within society that shape, influence, and mirror broader social dynamics. As
organisations, schools function systematically, possessing a hierarchical structure,
clearly defined roles, and routines that govern the day-to-day experiences of learners
and educators. Beyond their organisational features, schools serve as key
socialisation agents—transmitting cultural norms, values, and expectations from one
generation to the next. Socialisation refers to the process through which individuals
internalise societal values and behaviours, and schools are pivotal in this lifelong
process, particularly during the formative years of childhood and adolescence
(Dreeben, 1976).
Through formal curricula, hidden norms, peer interactions, and institutional practices,
schools prepare learners to integrate into the broader social fabric. They are
instrumental in legitimising knowledge, fostering identity, and shaping worldviews.
Importantly, how schools function and their role in society have been theorised
differently depending on philosophical and sociological perspectives. Functionalism
views schools as structures that maintain social order and cohesion, conflict theory
highlights how schools reproduce social inequalities, and interpretivism focuses on
the lived experiences of learners and educators within school environments. This
essay explores these perspectives to critically examine the role of schools in
transmitting knowledge, skills, and insight to learners.
2. THE SCHOOL AS A FUNCTIONAL SOCIAL INSTITUTION
The school, as a central social institution, plays a vital role in maintaining the
structure and cohesion of modern society. Functionalist theorists argue that schools
exist to equip individuals with the knowledge, skills, and dispositions necessary for
participation in economic, political, and cultural life. At a foundational level, schools
transmit formal knowledge such as literacy, numeracy, science, and history—
elements deemed essential for productive citizenship and economic engagement
