Role of education in society - Functionalism

Functionalism

A consensus theory based on the view that society is a system of independent parts held together by a shared culture or value consensus - an overall agreement within society about which values are important.

Each part of society, such as family, the education system, or the state perform functions that helps to maintain society as a whole.

If one part is failing, the others will fail alongside it.

Organic Analogy

A theory comparing society to the human body, which each of the institutions of society being seen as like organs in the body - they are interrelated and interdependent.

Macro theory

A theory which aims to explain the whole of society and the importance of social institutions. It is also referred to as a structural theory as it places little emphasis on the study of individuals and social interactions.

Consensus theory

A theory which highlights that society exists in social harmony and agreement between individuals and groups.

Functional prequisite

A function which must be fulfilled by a social institution for society to exist.

Value consensus

An agreement within a social group about the principles and beliefs which are socially important.

Durkheim - Social Solidarity

Individual members of society must feel themselves to be part of a community in order for society to have a sense of solidarity.

Otherwise, social life and cooperation’s will be hard to maintain as individuals would be more drawn to pursuing their own desires.

How does the education system help to create social solidarity?

It transmits society's culture, beliefs and values from generation to generation:

• Teaching country's history - instils a sense of shared heritage and commitment to the wider social group.

• School being a 'society in miniature' - we have to cooperate with people who are not family or friends - allowing people to interact with each other by a set of impersonal rules that applies to everyone.

Durkheim - Specialist Skills

There is a 'complex division of labour' in society where many specialist skills are needed to create or deliver a product.

These specialist skills are learnt in school are crucial in order for people to play their part in the social division of labour.

Parsons - Meritocracy

Parson sees school as a meritocracy where everyone is given an equal opportunity, and individuals achieve rewards through their own effort and ability (e.g passing exams, getting a degree which then leads to a job).

In both school and wider society, a persons status is largely achieved through their own individual efforts. In school we pass or fail through our efforts and at work we gain a promotion or get the sack from how good we are at our job.

Parsons - Focal Socialising Agency

Parsons sees school as the 'focal socialising agency' that acts as a bridge between the family and wider society.

The family may have particularistic standards on the child that only applies to them (e.g an elder son and a younger daughter may be given different opportunities due to differences of age and sex), whereas in school and the wider society, everyone is judged by the same universalistic and impersonal standards (e.g in school, everyone sits the same test and has the same pass rate and in society, everyone has to follow the same laws).

Davis and Moore - Role Allocation

School can help to select and allocate pupils to their future work roles.

For this to take place, inequality can be necessary to ensure that the most important roles in society are taken on by the most talented people. For example, it would be dangerous to have less able people perform the duties of a pilot or a surgeon.

Society has to offer high rewards for these jobs, which will encourage everybody to compete for them and have society select the most talented people for them.

Education can 'sift and sort' us according to our abilities. The most able gain the highest qualifications, which gives them access to highly rewarded positions.

Evaluation

• There are class, ethnic and gender difference sin educational achievement

• There are independent, private and public schools where higher-class families can pay for advantages

• Education may not teach skills or econimical needs as critics of vocational education say it fails to lead to quality jobs

• Education is designed for particular jobs (e.g - BTECs, T-levels, apprenticeships