Sociology and Education

Sociology and Education

Education is the process by which knowledge is imparted, skills developed and abilities trained. It is used to prepare citizens for various roles demanded by social institutions, such as family, government and economy( Schaeffer, 2001). A society’s survival depends on the ability of its members to maintain and pass on the culture to succeeding generations (Preston & Smith, ) Education is an ongoing process that takes place in all locations, such as while watching television, attending religious services or visiting places of interest.

Education happens everywhere and is a lifelong process ( Arenas, 1998) In agrarian societies, children were educated by imitating adults. While imitative learning and informal training fit the needs of small societies, they are ineffective for larger technological societies where there are advanced economic and culturally diverse population. Highly specialized Occupations have arisen and new forms of technology have been created which demand a higher level of human judgment and knowledge ( Giddiness, 1990).

As a result, skills needed in today’s society cannot be left to chance, thus the recess of education has become informal and learning is now organized into a curriculum and taught for a specified number of years in institutions such as schools and colleges. Formal education is provided by teachers, lectures and professors. This essay examined and critiqued Deuterium’s functionalist perspective and the Marxism’s perspective to education. The views of a random sample of primary school teachers to Deuterium’s functionalist perspective were examined to determine the implications of their views to educational reform in Barbados. Ere analyses. The functionalist view was selected because their educational reform created structures, plans and curriculum that were technically advanced rationale and promoted social unity ( Valentine & Spade, ) To adequately accomplish this task, a few terms were defined. Colonization is the process by which we acquire our social characteristics and learn ways of thinking and behaving that are acceptable by society (Giddiness,). A value is a belletrist an idea or behavior is good and desirable whereas a norm determines what is acceptable or unacceptable in a given culture or situation.

A society is an independent grouping of people who participate in a common culture. A culture is the way of life to the people of a society; it is also the collection of ideas and habits that they learn, share and transmit from generation to generation. The hidden curriculum refers to the principles or behaviors that are considered proper by society and taught subtly by the school(Kendal, ). Meritocracy refers to the structured inequality in which Social By jauntiness A t.. TTL there is equal opportunity to compete for unequal rewards a (Giddiness, To Druthers, education performed the following function! Spelling, preserved the society, encourage value consensus: division of labor to maintain the status quo (Blackballed & a relationship between society and its institutions, changes reflected in education (Soloist & Beriberi, Schaeffer concur that education is an agent of change. To Druthers, educated influence exercised by future generations on those note r ( Blackballed & Hunter, year ,p. 13 It is the spreading of Soc values needed for group life( Hardball’s, ).

Druthers err and social reproduction which was the maintenance of socio for the preservation of society. Through education student’ tit basic norms, thoughts and similarities of their culture t’ homogeneity ( Blackballed & Hunter, Children were confront and practices which governed their behavior. They learnt teachers and fellow students and how to live in a group whit in gaining skills in cooperation and collaboration ( O’ Donned also socialized into core values of honesty, discipline, politer (Schaeffer, ) and good citizenship (Preston & Smith, ).

This students developing national patriotism ( O’Donnell, ) and t education’s political purpose. Although Parson concurred v however he stated that the values enforced by the school aloes in which students were prepared for their role as This value judged everyone on the same merit, the values opportunity and achievement which were based on Merritt The educational system sought to react to the economic neck Macedonia, ), This was achieved when individuals were sell ability to fill positions in society.

To achieve cultural reproduce was used to develop capacities and abilities for the wider so important to develop children who had physical and Monte they would not be lacking( Blackballed & Hunter, Schools intellectual purpose in which students were aided in the De Geiger order thinking skills( galantine & Spade, ) and the TTL knowledge needed for individuals to gain their place in the h (O’Donnell, ).

By preparing young people for participation institutions, education was seen as providing a link between family( Schaeffer, ). To Druthers, the diversity in the division important since without cooperation, life would be impost doing so, conditions were created for society to perpetuate continue with the status quo (Blackballed & Hunter, ). Specialized subjects such as Religious Education and Science students for them to forge a link between the past and pres.

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