Schools and Societies

SCHOOLS AS SOCIAL INSTITUTIONS

Distinction Between Education and Schooling

• Education

  • Refers to the informal and lifelong process of learning within various social settings.

  • Occurs in homes, peer interactions, religious settings, and workplaces.

  • Involves acquiring norms, skills, and knowledge necessary for societal acceptance and survival.

  • Examples:

  • Ponapean Islanders learn cultural lore and practical skills (e.g., crafting watertight canoes).

  • American children learn crucial survival skills (e.g., using appliances, navigating social interactions).

• Schooling

  • A formalized, organized process of education that occurs in educational institutions (schools).

  • Although more structured, it plays a significant role in societal influence and individual development.

  • The book focuses on schooling rather than general education, making comparisons easier across different national contexts.

Philosophy of Education vs. Sociology of Schooling

• Philosophy of Education

  • Concerns itself with organizational ideals and objectives of education systems.

  • Engages with normative questions about how education should be conducted.

• Sociology of Schooling

  • Investigates the actual characteristics of schools, their functions, and outcomes.

  • Focuses on understanding why schools exist as they do and the impacts they have on society.

Case Study: Mark Twain's Education on the Mississippi

• Twain recounts learning to pilot a riverboat under Mr. Bixby:

  • Initial confidence turns to realization of the vast knowledge required for piloting.

  • Through his apprenticeship, Twain reflects on the loss of aesthetic appreciation for the river due to the focus on practical pilotage skills.

  • Illustrates challenges in the learning process and the nuances of educational experiences.

  • Raises sociological questions about the effectiveness of traditional versus apprenticeship-based learning.

The Societal Importance of Schooling

• Schooling is highly valued by governments and communities, demonstrated by:

  • Time Commitment: Average students spend approximately 13,000 hours in school from ages 6 to 18, and over 17,000 hours for those who graduate college (not accounting for homework).

  • Children spend more time in school than in leisure activities, highlighting its role as a primary socializing force compared to parents and other institutions.

  • Figure 1.1 illustrates time allocation regarding schooling, recreation, and religious activities.

• Monetary Commitment: Expenditure on education is significant across developed nations, with schooling accounting for 4% to 8% of GDP.

  • Countries such as Denmark (7.9%), South Korea (7.6%), and the U.S. (6.9%) show high commitment relative to their economies.

• Employment Indicators: Approximately 4 million teachers employed in the U.S. educational system, showcasing education as a leading professional occupation.

Historical Context of Schooling

• Mass Schooling Development:

  • Began in late 1700s in Europe, with links to political loyalty and cultural assimilation.

  • In the U.S., linked to early political leaders’ vision for a democratic society, resulting in public support for basic literacy.

  • Schools served as agents to Americanize immigrants with values reflecting the dominant culture.

• Contemporary Belief in Schooling: Education viewed as a solution to various societal issues (e.g., poverty, drug use), with assumptions about the transformative power of education regarding economic opportunities (e.g., college graduates earn significantly more over the lifetime).

Economic Value of Education

• Higher education correlates with increased lifetime earnings, with significant variances in income for those with bachelor’s degrees compared to just secondary education, averaging a $1 million difference.

  • Human capital theory posits that an increase in population education level correlates with a 3-6% increase in national economic productivity.

  • Public benefits of education emphasize higher tax contributions from educated individuals and reduced dependence on state social services.

The Role of Government and Public Schooling

• In the West, education transitioned from church to state control in the 18th and 19th centuries.

• Public elementary and secondary schooling systems emerged, supported by taxes and made compulsory for various durations, depending on the country.

• The evolution of schooling and its universal accessibility is notable, with historical incidences of limited education prior to the late 18th century.

Curricular Logic of Schools

• Schools selectively curate curricular content, ensuring that certain knowledge and values dominate the classroom, often excluding commercialism and partisan interests.

• Boundaries: Schools maintain a degree of separation from external societal influences, managing student behaviors and interactions to foster a standardized learning environment.

• Focus on Learning: Education within classrooms is structured to encourage sustained academic attention as opposed to sporadic learning experiences common in informal settings.

Critiques of Schooling

• Some critics argue that schools suppress natural curiosity and creativity, characterized by a regimented and fear-based learning system.

• Others point to the structured environment affording students basic skills essential for future success, emphasizing the balance between discipline and engagement in educational institutions.

Management of Motivation in Schools

• Motivation for students can fluctuate widely, with teachers employing strategies to foster a productive learning environment amid challenges such as disengagement.

• Rituals and Structures: Schools use rituals to boost community participation and integrate students, while also allowing for diverse status hierarchies to emerge (e.g., academic achievement vs. popularity).

Comparative Perspectives on Schooling

• The necessity of examining global educational systems is underscored in understanding societal issues and solutions through educational contexts, recognizing unique cultural and structural factors that influence schooling.

• Examples highlight how different cultures and systems deploy educational principles variably, leading to unique outcomes in student performance and societal engagement.

Sociological Levels of Analysis

• Macro-Historical: Focuses on the evolution of educational institutions and their societal roles.

• Meso-Institutional: Investigates the organizational structures and practices affecting schooling dynamics in various contexts.

• Micro-Interactional: Examines direct interactions in educational settings, contributing to understanding social behavior and performance at the level of individual actors.

Conclusion: The Complexity of Education

• Education is multifaceted, encompassing various ideals, structural interests, and the subjective nature of individual experiences.

• Sociology plays a vital role in elucidating these dynamics, providing insights into improving educational outcomes and addressing societal challenges through informed discussions and reforms.