The Function of Education

The Functions of Education

Functionalism and Marxism these 2 perspectives seem to an ideologically opposed, there are similarities in the ways in which  they view the relationship between education and society.Devote little time and attention to the individual's experience of education, i.e. the micro processes of the classroom interaction between teachers and students. Focus on structural organisation of the educational system and how such a system interacts with aspects of the social organisation of society, such as culture and the economy, i.e. the macro picture The ideological differences between the two approaches result from their interpretation of the outcomes of these micro and macro processes. - Functionalists generally see it as a positive system for society and for the individual. - Marxists seen such systems are exploiting the working class in order to produce a capitalists economy.

The Functionalist theory of Education

The key influences on functionalists thinking in the 20th century were the sociologists DURKHEIM and PARSONS. They were both concerned with explaining the social order the characteristics modern industrial societies. Both saw such order as underpinned by: Valued consensus - Members of the same society generally agree on fundamental values and norms of behaviour. An Integrated Division of Labour -  people accept their place in complex organisation of occupational roles Both DURKHEIM and PARSONS stressed the central role of the education system as a secondary agent of socialisation, functioning to ensure that both the system and the occupational division of labour were reproduced through the generations. The result of the system is that different generations subscribe to similar shared beliefs, values and traditions.

Functionalism, socialisation and cultural transmission

DURKHEIM believed that education an, in particular classroom knowledge, functioned to bring about social integration or solidarity. He suggested that subjects such as history, language and religious education link the individual to society, Children can be encouraged through their education to take pride in the historical and religious achievements of their nations to understand that they are part of a greater good, i.e. a community united by shared history and sentiment.For example, the Welsh language in compulsory in schools in Wales, despite the fact that it is only spoken by a minority in Welsh people throughout their lives. 

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Functionalists see education systems as essential - they transmit shared cultural values and consequently help produce conformity through valued consensus. PARSONS (1961) argues that the main function of education was to act as bridge between the family unit, with the emphasis on unconditional love regardless of talent and ability, and wider society, in which we are judged equally on our merits (especially on the basis of achievement measured by qualification) he believed, therefore , that schools socialise young people into the key values of society in order to prepare them for their adult roles.Education is out first experience of key unrealistic values such as achievement , competition and individualismPARSONS noted that capitalism requires a highly motivate achievement orientated workforce. Functionalists see the transmission of these values and their internalisation as essential in managing effectively the movement of young people into the world of work i.e. the division f labour in which universalisic values are the norm

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