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Write an essay of no more than ten typed pages on the following:
The school constitutes a social institution, and it has been established as an instrument by
society to transfer knowledge, skills and insight to learners in school.
Discuss this statement by referring to the school as socialisation agent in society, as portrayed
by functionalism, conflict theory and interpretivism.
Introduction
The school constitutes a fundamental social institution, purposefully established by society to
transfer knowledge, skills, and insight to learners. Beyond its explicit academic objectives, the
school functions as a crucial socialisation agent in society. This means that the school not only
teaches formal subjects, but also transmits implicit and explicit values, norms, and behaviours that
shape individuals to integrate into the wider social, economic, and political framework. As a result,
schooling becomes instrumental in preparing individuals to participate meaningfully in the collective
life of society.
According to Higgs and Waghid (2017), education is a means through which societies reproduce
themselves by instilling shared norms and values in younger generations. This process of
“methodical socialisation” ensures that individuals are not only taught technical knowledge, but are
also moulded to internalise social expectations and roles. As a secondary agent of socialisation, the
school complements the foundational social learning that occurs in the family, equipping learners
with the social and emotional competencies necessary for functioning in a structured society.
Furthermore, the school reflects and responds to ongoing societal changes—be they cultural,
technological, or economic—which influence educational aims and practices (Feinberg & Soltis,
2009). Through various theoretical lenses, the role of the school as both an educational and social
institution can be critically examined and better understood.
Various functionalities of the school
Schools serve a wide range of functions within society, and these are interpreted differently across
various sociological frameworks, including functionalist, conflict, interpretivist, and critical theories.
Each of these perspectives offers unique insights into what schools are for, how they operate, and
what implications their roles have for individuals and society.
From a functionalist viewpoint, one of the most important roles of schools is to socialise individuals
and transmit cultural values and norms across generations. According to Higgs and Waghid (2017),
this process of “methodical socialisation” is central to maintaining social cohesion and continuity.
Schools serve as secondary agents of socialisation, reinforcing the foundational values taught in the
family by promoting shared beliefs, social discipline, and emotional development. They instil values
such as respect for authority, time management, cooperation, and individual responsibility—skills
essential for integrating into the economic and political institutions of society. The functionalist
approach identifies both manifest functions, such as academic instruction in literacy and numeracy,
and latent functions, such as producing individuals who share a national culture and who can
participate in a common political order (Feinberg & Soltis, 2009). Additionally, schools are
mechanisms for cultural assimilation, helping students from diverse backgrounds integrate into the
dominant culture, and for political socialisation, where learners develop loyalty to democratic values.
The “hidden curriculum,” consisting of organisational routines and informal practices such as
punctuality, competition, and rule-following, further supports the development of character traits
valued by modern industrial societies (Cemalcilar, 2009).
Write an essay of no more than ten typed pages on the following:
The school constitutes a social institution, and it has been established as an instrument by
society to transfer knowledge, skills and insight to learners in school.
Discuss this statement by referring to the school as socialisation agent in society, as portrayed
by functionalism, conflict theory and interpretivism.
Introduction
The school constitutes a fundamental social institution, purposefully established by society to
transfer knowledge, skills, and insight to learners. Beyond its explicit academic objectives, the
school functions as a crucial socialisation agent in society. This means that the school not only
teaches formal subjects, but also transmits implicit and explicit values, norms, and behaviours that
shape individuals to integrate into the wider social, economic, and political framework. As a result,
schooling becomes instrumental in preparing individuals to participate meaningfully in the collective
life of society.
According to Higgs and Waghid (2017), education is a means through which societies reproduce
themselves by instilling shared norms and values in younger generations. This process of
“methodical socialisation” ensures that individuals are not only taught technical knowledge, but are
also moulded to internalise social expectations and roles. As a secondary agent of socialisation, the
school complements the foundational social learning that occurs in the family, equipping learners
with the social and emotional competencies necessary for functioning in a structured society.
Furthermore, the school reflects and responds to ongoing societal changes—be they cultural,
technological, or economic—which influence educational aims and practices (Feinberg & Soltis,
2009). Through various theoretical lenses, the role of the school as both an educational and social
institution can be critically examined and better understood.
Various functionalities of the school
Schools serve a wide range of functions within society, and these are interpreted differently across
various sociological frameworks, including functionalist, conflict, interpretivist, and critical theories.
Each of these perspectives offers unique insights into what schools are for, how they operate, and
what implications their roles have for individuals and society.
From a functionalist viewpoint, one of the most important roles of schools is to socialise individuals
and transmit cultural values and norms across generations. According to Higgs and Waghid (2017),
this process of “methodical socialisation” is central to maintaining social cohesion and continuity.
Schools serve as secondary agents of socialisation, reinforcing the foundational values taught in the
family by promoting shared beliefs, social discipline, and emotional development. They instil values
such as respect for authority, time management, cooperation, and individual responsibility—skills
essential for integrating into the economic and political institutions of society. The functionalist
approach identifies both manifest functions, such as academic instruction in literacy and numeracy,
and latent functions, such as producing individuals who share a national culture and who can
participate in a common political order (Feinberg & Soltis, 2009). Additionally, schools are
mechanisms for cultural assimilation, helping students from diverse backgrounds integrate into the
dominant culture, and for political socialisation, where learners develop loyalty to democratic values.
The “hidden curriculum,” consisting of organisational routines and informal practices such as
punctuality, competition, and rule-following, further supports the development of character traits
valued by modern industrial societies (Cemalcilar, 2009).
