• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Assess Functionalist and Marxist approaches to the relationship between education and economy.

Extracts from this document...

Introduction

Assess Functionalist and Marxist approaches to the relationship between education and economy. Functionalists have constructed two questions to help them research education. The first question is. "What are the functions of education for society as a whole?" and the second question is. "What are the functional relationships between the education system and other parts of the social system". Emile Durkhiem writing at the turn of the last century found that the major function of schools was the transmission of society's norms and values. Durkhiem stated that without "essential similarities", co-operation and social solidarity social life would be impossible, there needs to be a "degree of homogenity". Durkhiem stated that for a child "to become attached to society, the child must feel in something which is real, alive and powerful, which dominates the person and to which he owns the best part of himself". Durkhiems view is supported by America where there is a common national curriculum, which helps to support shared norms and values and they also learn about the history of America. Durkhiem stated that school serves a function in a complex industrial society that the family or peer group can't. ...read more.

Middle

Education is subservient to the needs of those who control the workforce and the means of production. Bowles and Gintis see the education system as a place where students learn the norms and values of the workplace, this is important because if capitalism to succeed they need a hardworking, docile, obedient and highly motivated workforce. Students learn this through the schools hidden curriculum, this is what pupils learn through the experience of attending school. The hidden curriculum shapes the future workforce in the following ways. It provides a subservient workforce by penalising creativity, aggressiveness and independence and rewarding perseverance consistency, dependability and punctuality. It also encourages acceptance of hierarchy, students obey teachers, and this reflects the workplace where they obey their employers. At school students are encouraged be external reward just as a workforce in capitalist society are rewarded by external rewards. School promotes fragmentation of the curriculum, this is reflected in the workplace where specific tasks are carried out by different people. Further more education makes society feel fair and just. The workers are socialised to believe that equality of opportunity exists and that the system is meritocratic, this is called the legitimisation of inequality. ...read more.

Conclusion

Functionalists such as Durkhiem believe that schools operate on meritocratic principles. They believe that status is achieved on the basis of merit and that its fair and equal for all. However Bowles and Gintis reject that education can be meritocratic within a capitalist framework because the believe that class background is the most important factor influencing levels of attainment. Bowles and Gintis also claim those children of the wealthy and powerful have a higher chance of obtaining a better paid job. This rejects the Functionalist view by Parson that everyone has equal chances and this is disguised through the myth of meritocracy. Both groups state that education has different purposes. The Functionalists prospective state that schools transmits society's norms and values. Bowles and Gintis Marxist view states that education's mayor role as the reproduction of labour power. They agree that education transmits norms and values but of the workplace and through the hidden curriculum. I agree and disagree with both views. I agree that a school transmits societies norms and values but I also believe that family and friends also help. I also reject the Functionalists view that school is meritocratic because not everyone has an equal chance and not everyone will achieve the same even if they have the same ability. Children of the ruling class have greater chances. Chris Casanovas ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Work & Leisure section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Work & Leisure essays

  1. Marked by a teacher

    Critically Evaluate the Functionalist Perspective on Education

    5 star(s)

    Further research by Bowles and Gintis in 1976 also argues that the hidden curriculum socialises children for work in a capitalist society. This led to the development of 'correspondence theory', meaning that what occurs throughout a child's school life relates to their work life, in that working-class children find most

  2. Marked by a teacher

    Comparison Of Marxist And Functionalist Views On Education

    3 star(s)

    Class Structure, and reproduces it, by churning out people into society accustomed to the system. This produces a cycle effect, which you cannot break out of. The western education system can be seen as a mirror of capitalist society.

  1. The Marxist view of education

    In addition a fragmented and divided workforce is much easier to control. Bowles and Gintis reject the view that capitalist societies are open and meritocratic. They state that class background is the most important factor influencing levels of attainment. Meritocracy is a myth.

  2. Compare and contrast the Marxist and Functionalist views on the role of education in ...

    Other compulsory parts of the curriculum that Hargreaves argues are expressive arts, crafts and sports. In putting on plays and playing in school teams like football or netball pupils would then experience satisfaction by contributing to collective enterprises, and would develop a sense of loyalty and belonging to the school., and also would learn to respect one another.

  1. Assess the role of education form the functionalist perspective

    It also assumed a value consensus where everyone agrees about the most important jobs and shares the same values to be transmitted through society by schools. However it should be noted that despite differences between functionalism and Marxism, these two perspectives do share some similarities.

  2. 'The function of education is to reproduce and legitimate social inequality. Discuss.'

    Secondly, industrial societies have a multiplicity of occupations with different skill requirements, varied levels of responsibility and use a sophisticated mechanism to select individuals. Therefore the education system has a vital 'selection' function within society. Performance is monitored by exams and grades, which are in sequence used by employers for selection purposes.

  1. Examine sociological explanations of the relationship between education and the economy

    This idea of meritocracy is untrue does not exists. There are certain barriers that get in the way the main one being social class. An example of this is careers such as medicine and law where certain firms will not accept you if you have been to a university that was previously a polytechnic college.

  2. Compare and Contrast functionalist and marxist views on religion

    On the other hand though, Marxists see religion as a conservative force, like functionalists, but promoting Ruling class ideologies and false class-consciousness. However whilst functionalists argue that the effects of religion are beneficial to every member of society, Marxists being a conflict theory say that it functions to benefit societies

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work