10719081
Description
Mind Map by Drasti Patel, updated more than 1 year ago
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Created by Drasti Patel
over 6 years ago
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Functionalist Perspective on
the Roles of Education
- Creating social solidarity
- (1) We have social solidarity when we feel as if we are part
of something bigger. Durkheim argued that school makes
us feel like we are part of something bigger. This is done
through the learning of subjects such as history and
English which give us a shared sense of identity. Also in
American schools, children pledge allegiance to the flag.
- (2) Durkheim argued that ‘school is a
society in miniature.’ preparing us for life
in wider society. For example, both in
school and at work we have to cooperate
with people who are neither friends or
family – which gets us ready for dealing
with people at work in later life.
- (1) We have social solidarity when we feel as if we are part
of something bigger. Durkheim argued that school makes
us feel like we are part of something bigger. This is done
through the learning of subjects such as history and
English which give us a shared sense of identity. Also in
American schools, children pledge allegiance to the flag.
- Role allocation and meritocracy
- Education allocates people to the most appropriate job for
their talents using examinations and qualifications. This
ensures that the most talented are allocated to the
occupations that are most important for society. This is seen
to be fair because there is equality of opportunity – everyone
has a chance of success and it is the most able who succeed
through their own efforts – this is known as meritocracy
- Education allocates people to the most appropriate job for
their talents using examinations and qualifications. This
ensures that the most talented are allocated to the
occupations that are most important for society. This is seen
to be fair because there is equality of opportunity – everyone
has a chance of success and it is the most able who succeed
through their own efforts – this is known as meritocracy
- Teaching skills necessary for work
- Durkheim noted that an advanced industrial
economy required a massive and complex Division
of Labour. At school, individuals learn the diverse
skills necessary for this to take place. For example,
we may all start off learning the same subjects, but
later on we specialize when we do A-Levels
- Durkheim noted that an advanced industrial
economy required a massive and complex Division
of Labour. At school, individuals learn the diverse
skills necessary for this to take place. For example,
we may all start off learning the same subjects, but
later on we specialize when we do A-Levels
- Teaching us core values
- (1) Talcott Parsons argued that education acts as the
‘focal socializing agency’ in modern society. School
plays the central role in the process of secondary
socialisation, taking over from primary socialisation. He
argued this was necessary because the family and the
wider society work in different principles and children
need to adapt if they re to cope In the wider world.
- (2) In the family, children are judged according to what
he calls particularistic standards by their parents –
that is they are judged by rules that only apply to that
particular child. Individual children are given tasks
based on their different abilities and judged according
to their unique characteristics. Parents often adapt
rules to suit the unique abilities of the child.
- (3) In contrast in school and in wider society, children and
adults are judged according to the same universalistic
standards (i.e they are judged by the same exams and the
same laws). These rules and laws are applied equally to all
people irrespective of the unique character of the
individual. School gets us ready for this.
- (1) Talcott Parsons argued that education acts as the
‘focal socializing agency’ in modern society. School
plays the central role in the process of secondary
socialisation, taking over from primary socialisation. He
argued this was necessary because the family and the
wider society work in different principles and children
need to adapt if they re to cope In the wider world.
- Negative Evaluations of the Functionalist
Perspective of Education
- Marxists argue the education system is not
meritocratic – e.g. private schools benefit the
wealthy.
- Functionalism ignores
the negative sides of
school – e.g. bullying
- Postmodernists argue that
‘teaching to the test’ kills creativity
- Functionalism reflects the views of
the powerful – the education system
tends to work for them and they
suggests there is nothing to criticise.
- Marxists argue the education system is not
meritocratic – e.g. private schools benefit the
wealthy.
- Positive evaluations of the Functionalist
Perspectives of Education
- School performs positive functions
for most pupils – exclusion and
truancy rates are very low
- Role Allocation – Those with degrees earn
85% more than those without degrees
- Schools do try to
foster ‘solidarity’
– PSHE
- Education is more ‘work
focused’ today –
increasing amounts of
vocational courses
- Schooling is more meritocratic than in
the 19th century (fairer)
- School performs positive functions
for most pupils – exclusion and
truancy rates are very low
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