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Summary - Unit 2 SCLY2 - Education with Research Methods; Health with Research Methods
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Easy to understand in depth revision notes for sociology a level education module. Very clear.
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Education:Functionalist view of Education:
• Functionalists view society as an interrelated whole, for functionalists every social institution has a
functional relationship with another. This helps society run smoothly like a well oiled machine.
• Functionalists believe the education system is meritocratic and view it positively because of the functions
that it preforms, these functions are said to benefit both individuals and wider society as a whole. The
functions of the education system include:
1. The socialisation function:
- Durkheim believed that the main role of education was the transmission of norms and values, he
argued that education helps to bond all individuals in society, creating a sense of belonging and
commitment to that society. Durkheim called this social solidarity, this sense of togetherness was
achieved through both the hidden curriculum but also through formal subjects such as history where
pupils learn about a shared past and gain a sense of heritage and togetherness. This can also be
achieved through assemblies, school trips, citizenship education and so on.
- Parson’s saw education as a key provider of secondary socialisation, the school takes up where the
family left up, it socialises children into the basic values of society, it reenforces norms and values
that we first begin to learn in the family. Both Durkheim and Parsons therefore identify the
socialisation function as crucial for achieving social balance and harmony by helping to maintain
Value Consensus and prevent anomie.
2. Skills provision (economic function):
- Both Parsons and Durkheim also recognise the importance of the schools relationship to the
economy, they both said that the education system was crucial in teaching general skills, such as
literacy and numeracy, but also education is necessary to teach specific skills that are essential to an
industrial economy with specialised jobs (an advanced division of labour). As society/the economy
develops and becomes more complex, parents increasingly lack the specialist knowledge needed to
make the British economy grow, so increasingly long periods in education become necessary.
Basically, the education system provides businesses/the economy with the skills that it needs, there is
a direct correlation between societies with modern compulsory, free, education systems and
successful devolved economies.
3. The allocation function:
- Davis and Moore argue that the main function of education is sifting and sorting through pupils and
allocating them to the most appropriate future occupational role. The education system does this
meritocratically, formal examinations identify a students talents and abilities, and they can be set on
an appropriate path by the school through careers advisors etc. How else would we identify the right
people for the right jobs. Society as a whole benefits from this function because you have the right
people doing heart surgery and the right people sweeping the streets. Individuals themselves benefits
because the most talented are the most rewarded for doing the most functionally important jobs for
society.
4. Parsons ‘Bridge’ function:
- Parsons argued that a key function of the education system is its role in acting as a bridge between
the particularistic standards and ascribed status of the family and the universalistic values and
achieved status of wider society. Our status in the family is ascribed to us at birth, and our role
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, within the family is based on standards and values which are particular to our position, not everyone
is judged in the same way (you vs little sister). However, society does not operate in the same way,
status is based on achievement and everyone is judged by the same universalistic standards. Schools
are like society in miniature, it’s where we first experience universalistic standards, the first time that
we are judged by what we do and how we do it, and who we are is completely irrelevant. The school
therefore prepares young people for the real world, by easing the transition between the family and
wider society.
Criticisms of the functionalist view of eduction:
1. The functionalist view of education has been criticised for failing to recognise that not all pupils conform
to the norms and values of the school. Many students rebel and develop anti-school sub-cultures (see
notes in later sections).
2. Functionalists have also been criticised for viewing education as meritocratic, critics argue that the
education system is not fair, and not everyone has an equal chance to succeed. Meritocracy is a myth
Marxists argue that the education system actively discriminates against working class children. Whilst
some feminists argue that girls are still being disadvantaged. A great deal of research shows that
educational achievement is not based on merit but effected by factors such as class, gender and ethnicity.
Marxist view of education:
Marxist’s tend to view the education system negatively Marx argued that education was part of the super-
structure and as such was influenced directly by the economic base, in return, the education system (as part
of the super-structure) constantly reinforces the base. This therefore is its main role, to maintain and
legitimise the base (capitalism).
As a result the education system performs 2 key roles in capitalist society:
1. It reproduces social class inequality
2. It serves to legitimate (justify) social class inequality (through the myth of meritocracy)
Louis Althusser:
A french Marxist who tried to explain the means by which the bourgeoisie maintained their dominance and
control of the proletariat. He distinguished between 2 aspects of the state: the RSA (Repressive State
Apparatus) and the ISA (Ideological State Apparatus). The RSA includes the coercive arms of the state such
as, the military, the police etc. In the event of rebellion or any attempted revolt by the working class, the
bourgeoisie in control of the RSA can simply suppress any attempt at revolution with brute force. However,
if this was to occur regularly it would expose capitalism as brutal and unfair. In any case it is much easier if
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