Marxist Perspective on Religion
To what extent was Britain and France responsible for the fall of Poland in 1939? October 6th 1939 saw Poland fall to the Nazi's in the Blitzkrieg attack launched upon them on the 1st of September. Despite Britain and France declaring war on German two days after they first invaded, it can be argued that the allies' lack of action was responsible for the fall of Poland. However, this is a disputed view. Hitler aimed to recover the German territory lost under the Treaty of Versailles and the invasion of Poland would allow the German eastward expansion for 'Lebensraum' that Hitler desired. There is evidence to support the view that Britain and France were responsible for Poland's fall as they did not honour the promises as set out in the Munich Agreement. In the Munich Treaty of 1938, Allies attempted to join together and agree upon the terms of German expansion. They were anxious of Hitler's increasing power and influence and wanted to restrict the growth of the German empire, whilst also appeasing Hitler in order to prevent war. Allies agreed to allow Germany to take over the Sudetenland in Czechoslovakia, but pledged to guarantee the borders of Poland, Greece and Romania. When in 1939, Germany invaded the rest of Czechoslovakia, the allies did not retaliate, therefore did not offer a resistance to German expansion, this would have assured Hitler that expansion into Poland
According to Marxist, the main aim of the education system is to provide capitalist with a workforce equip with all the values, attitudes and beliefs that will assist them in their aim to maximize profits.
June 2004 Question 1 (a) Describe with examples the nature of the hidden curriculum 9 mks (a) According to Marxist, the main aim of the education system is to provide capitalist with a workforce equip with all the values, attitudes and beliefs that will assist them in their aim to maximize profits. If the aims of capitalism are to be achieved it will need to be consistently supplied with a docile, highly motivated and subservient workforce. The education system achieves this through the implementation of the hidden curriculum. The hidden curriculum consists of the things that students learn through attending school. It is not the content of lessons that is important but rather the values and beliefs that are passed from the teacher to the student during the teaching process. The hidden curriculum produces a suitable future workforce by ensuring that students learn to accept the hierarchy that exists (Bowles and Gintis). Schools are structured in a hierarchical principle of authority and control. Teachers posses all the power and control over students. They decide what is learnt and how it is taught. Students have no control over the contents of their educational life, they learn to accept the subordinate position they hold within the school stratification system. This acceptance thus prepares them for the position they will hold in the workforce, in which
An Investigation into Primary School Physical Education
An Investigation into Primary School Physical Education Introduction This report will provide a concise investigation into the developmental stages of physical education. Whilst this assignment will provide an overview of the subject in primary schools at present, it will also go on to investigate into the issue of teaching on a practical basis and also look at how physical education can develop a child. Using the information gathered from primary and secondary research, which was conducted whilst attending a primary school as a six week work placement, the latter stages will provide some critique and offer some recommendations to how physical education can be improved or developed in the future. After experiencing physical education at all academic levels, I was very interested in researching into the primary stages of the subject as I understand it to be the most valuable period of learning for any child. This belief is reinforced by the quote that 'it is widely accepted that the younger the child, the more they learn through physical activity' (P.Wetton, 1988). This, although an outdated quote, coincides with the British Heart Foundations opinion that 'learning at an early age is important in establishing good exercise patterns for life' (2004). If taught efficiently, physical education can be very beneficial to a child in terms of their sociological, physical and mental
American values identified by sociologist Robin Williams
WEEK 3 ESSAY * Name: Teresa Austin Course: SOCA103 WA * Date: September 15, 2009 Course Week: Three The magazine I utilized was Reader's Digest. I chose this publication knowing the American values that Robin Williams identified would be represented throughout this periodical. The cover had Paula Dean an individual (Individualism) from the Deep South, I use this as a example of ethnocentrism, where the South enslaved the beliefs that the Southern white race was superior to all others (Racism & Group Superiority), along with the contradiction of values with the "South" being overthrown and the end of slavery. Paula Dean has achieved success (Achievement & Success) this depictment had a symbol of America, the flag, red, white and blue, stars and stripes (Freedom and Liberty) this wasn't the only advertisement with this American value theme behind or involved in the text, there was a medical ad for breathing medicine (Science and Technology) with a patriotic flag in the background. There was a predominant theme throughout the advertisements that caught my attention, mostly with the food advertisements, was the core value of Efficiency and Practicality along with Progress and Material Comfort, this selling technique does appeal to a time constricted society, multitasking, fast food, quick fixes and
Do TNCs benefit LEDCs?
The operation of many TNCs in Less Developed Countries is often controversial. Transnational Corporations (TNCs) are companies with branches in many different countries worldwide. They have their headquarters in their country of origin, and many manufacture their products in LEDCs, where cheap labour is abundant, saving companies money. Do TNCs benefit LEDCs? TNCs do bring much needed jobs, teach workers new skills, and bring money to the host countries e.g. in the form of taxes to the government or by beginning to integrate the country into the global market. Sometimes they provide benefits for their workers, such as healthcare or extra training. Many TNCs provide higher wages and safer work conditions than local firms, making them more appealing. What are the disadvantages of TNCs in LEDCs? Most of the profits made do not actually go to the host countries - they are channelled directly back to the TNCs themselves. Many products manufactured for TNCs are done so in sweatshops, often by women working excessively long hours for minimal wages. These wages are usually the local minimum wage, but often they still do not constitute a living wage - enough for a worker to support themselves and their children. This table shows the approximate wages, in US cents, of apparel workers in different countries compared to the living wage in each country: Country Average wage per
Q. Describe the employment opportunities for women at the outbreak of war in 1914?
Q. Describe the employment opportunities for women at the outbreak of war in 1914? When the Fist World War broke out in 1914, 5.9 million women were working in Britain out of the total female population of 23.7 million. The most common jobs that women worked in were domestic services, textiles and the 'sweated trades' although they did work in other jobs such as teaching and nurse those were the most common. Women worked in these jobs as inferiors and were paid two-thirds or less of a man's wage. In 1914, women's education was not advanced. The compulsory free school stopped at the age of twelve and so most girls would go to school until the age of twelve and then stop. So if a girl wanted higher education it either meant paying school fees or winning a scholarship. The other problem facing young women was that society thought that a woman's job was to get married and have children and because they didn't need an education for that they thought that it was not necessary. After all that if a young woman decided to further herself and won a scholarship, her parents would still refuse because it meant that they would lose the wages that she got. So mostly only the higher class and wealthy middle class girls went no to secondary school and never the lower class ones. As a result only 2 percent of girls went on to higher education. Women couldn't change this situation because
Explore the ways in which European values and customs are shown to effect African Society in DMP, SW and TR
Explore the ways in which European values and customs are shown to effect African Society in DMP, SW and TR Dead Men's Path is written by Chinua Achebe, a Nigerian who has grown up with European customs effecting traditional African society. In this short story he explores these effects on African society. The story follows Michael Obi, a young headmaster recently appointed headmaster of Ndume Central School. Obi is a very desirable man and wanted to turn the backward school into a modern, successful school. He is completely against traditional views of older Africans and does not hesitate to condemn their views. He expects nothing but true dedication from his unmarried staff and he sets work on making the school compound into a beautiful place. There is a path which connects the village shrine with the villager's place of burial. Obi is shocked by this and immediately plants heavy sticks across the path. A few days later he is confronted by a village priest who had heard about the blockage of the path. Obi remains stubborn and does not remove the sticks. A few days later Obi awakes to find that his beautiful compound has been destroyed, every hedge has been torn up, every flower has been trampled on and even one of the school buildings has been pulled down. On this day the school inspector comes and writes a bad report. Obi had put all his efforts to make
Assess the role of education form the functionalist perspective
Assess the role of education form the functionalist perspective Functionalists believe that education performs very important roles for individuals, the economy and the wider social structure. It provides secondary socialisation, passing on shared culture enables individuals to develop their potential and regulates their behaviour. Functionalists argue that education has three broad; socialisation where education helps to maintain society by socialising young people in to key cultural values, such as achievement, individualism, equality of opportunity, social solidarity and democracy. The second one is skills provision in which education teaches the skills required by a modern industrial society. These may be general skills that everyone needs such as literacy and numeracy or the specific skills needed for particular occupations. And the final function is role allocation, where education allocates people to the most appropriate jobs for their talents using examination and qualifications. This is seen to be fair because there is equality of opportunity, everyone has the chance to achieve success in society on the basis of their ability. Emile Durkheim claims that schools perform two central functions, relating to social cohesion and the division of labour In order to exist, societal members must share common beliefs and values, these are only partially taught by
To what extent did women become more emancipated in the period 1800-1914? In 1800 there were only a very small number of women who were literate
To what extent did women become more emancipated in the period 1800-1914? In 1800 there were only a very small number of women who were literate, this was a large number of women who could neither read, nor write, this was the way that the men of the time wanted it to be. This was because women were not seen to need these skills, they should stay in the home and perform their duties as a mother. By 1900 a large number of women were literate. This change was largely due to universal elementary education. The biggest early provider of this education were factories and workhouses, the education went hand-in-hand with these places as many women children were working at them at this time. Also, the poor law began in 1834, unemployed people could go to work houses where they would be given jobs to do. These jobs were often meaningless tasks such as bone breaking to try and encourage people to get out and get a job. Naturally the conditions at these places were horrible. This was to make sure that you would not go there by choice and sponge off the state. The poor law also made the work houses legally bound to give half time education to all its child workers. These schools taught the three R's, reading, writing and arithmetic. The education was poor but it was equal for both genders. Workhouse schools were often a lot worse than in the factories, both sexes were taught to read
Using information from the items and elsewhere, assess the Marxist view that education benefits the ruling class.
Using information from the items and elsewhere, assess the Marxist view that education benefits the ruling class. Society is represented by a social class hierarchy. The ruling class ideologies are filtered down through the hierarchy by stratified diffusion. Marxists focus on the Social system and the structuralist theory; they believe that the individual is less important than the social structure of society. They also believe that the ruling class (bourgeoisie) exploit the working class (proletariat). The beliefs of Marxists are apparent in education. Althusser (1972) is a French Marxist. He believes that the main function of education is not the transmission of common values, but the existence as an ideological state apparatus. He believes that the Education institution justifies and reproduces class inequalities through the hidden curriculum. These inequalities include the opinions of capitalists and the norms and values of the bourgeoisie. Proletariat children are taught through socialisation to accept the knowledge they gain in school, including these class inequalities. This supports the Marxist theory that the proletariat are being exploited. Bowles and Gintis (1976) argue that education exists to the benefit of the bourgeoisie as it reproduces capitalist relations of production, by preparing children for the world of work. They suggest that school life