Using Item A and E & knowledge from elsewhere identify, outline and assess the perspective which is being used to describe the role of the education system.
The Role of the Education system ) Using Item A and E & knowledge from elsewhere identify, outline and assess the perspective which is being used to describe the role of the education system. (10) Functionalism plays a big part in the function of the education in society. Education provides a bridge between home and wider society, children are judged by universalistic standards of society rather than particularistic values of the homes, roles in the family are ascribed whereas roles in society are achieved. Parsons says that school is the focal socializing agency; it acts as a bridge between family and society which is believed by many functionalists. Parsons also believes that school is a major mechanism for role allocation, it tests and evaluates students and their skills are often matched to skills and capacities to jobs which they are best suited to. They also say that education plays an important part in role allocation, in the sense that the most able and talented go to the most important positions in society which reinforces social solidarity. Functionalists believe that education is based on meritocracy and that all pupils receive education suited to their natural aptitudes. Functionalists assess the contribution made by education to maintenance of value consensus and social solidarity; as well as this they also examine the relationship made between education
Participant Observation Exercise
Participant Observation Exercise My participant observation took place in the University's Student Union. I observed three friends who were already seated from 5.47pm to 6.15pm and was able to make judgements on social relationships and individual actions. I observed three males, excluding myself. I will refer to them under different names in order to preserve any privacy. Dave and Tony were sat on chairs while Chris was sat on a large seating area bench and was slightly away from them as there were no seats available. Dave was sat with both his knees up on the seat and no feet touching the floor, he was at an angle to face Tony who sat in the middle. Tony had his feet resting on the table in front of him and would occasionally start shaking his feet perhaps unconsciously. As Chris was slightly away from the others, he was forced to lean forward to be more involved with conversation. Initially, his arms were crossed against his chest, a renounded defensive posture (http://www.deltabravo.net/custody/body.php). I questioned myself as to why he would take up such a posture, concluding that it was down to fear of not being noticed or being heard in terms of the conversation. He was slightly on the outside and had to make a conscious effort to be more involved, this made him feel vulnerable as he was making more of an effort that Dave and Tony, therefore to help combat the
What economic, social, political and cultural factors influence the ability for women to gain an education?
What economic, social, political and cultural factors influence the ability for women to gain an education? In LEDC's, women's roles consist mainly of looking after a family and working on the land to increase food productivity. In Zambia, Ghana, Botswana and Gambia, studies found that the amount harvested depended not on what the land could yield but on how much work the women could possibly fit into the daylight hours. Some types of work are not available to women in the third world. If women were given the choice to be educated, famine would be an issue threatening almost all developing countries. In Nepal, although women provide between 66% and 100% of the labour in agricultural activities, training and advice about agriculture has always been directed more at men. New technology introduced tends to help men with their tasks despite the fact that women have more back-breaking work to do on the land. The political situation makes it difficult for women to access education. In Britain it was not until the 1850's that schools were opened for girls to have the chance to study the same subjects as boys the same age. Before, they spent their time learning 'accomplishments' which were based on how to be a good wife to their future husband to ensure that they did not stay single for long. Girls were not entitled to higher education until the 1870's and even then only a handful
The Effectiveness of Outdoor Education provision.
The Effectiveness of Outdoor Education provision. For this assignment I am going to identify the principles and benefits that outdoor education has to offer. After taking the time to think about what a principle and a benefit is I have come to the conclusion that a principle is the ethnics and morals and a benefit is the outcome and something you gain such as a new skill or completion of a task. People provide outdoor education for many reasons. The principles of a national skills centre are as followed. > To increase the level of skills > To run courses > To train coaches further > To allow clients to gain qualifications The benefits of a national skills centre are as followed. > To learn new skills > To learn the benefits of outdoor education > To have fun The principles of outdoor educational centres are as followed > To build up teambuilding skills > To build confidence The benefits of outdoor educational centres are as followed. > To increase self esteem > To have a go at new things > To experience outdoor activities > To have fun Other benefits of outdoor education are your own personal development by learning new skills and to be able to manage various tasks out of the normal work place or environment. Outdoor education offers a sense of achievement and can also help with social behavioural problems and corporate development. My next part of this
Evaluate the Marxist Perspective on Education.
Evaluate the Marxist Perspective on Education Marxists such as Louis Althusser, Samuel Bowles and Herbert Gintis refute the Functionalist view that industrial capitalist societies are meritocracies and that every ones' position in society is based on talent and hard work. They suggest ideas for why this is the case. Althusser bases his theory around the idea of education being an ideological state apparatus. Bowles and Gintis' theory is based on the 'long shadow of work' and the legitimation of inequality. When speaking of the 'long shadow of work', Bowles and Gintis are referring to the strong relationship between social relationships at school and at work - they believe this helps education to play it's major role in reproducing a labour force with hardworking, disciplined workers. Educations does this through the hidden curriculum and the correspondence theory. The hidden curriculum relates to many features of the workplace. An example of this would be that in school the hidden curriculum teaches students to abide by rules and accept punishment, this corresponds to the workplace where students would conform to rules and not argue with your boss. People believe that society and the education system is meritocratic. Bowles and Gintis believe this to be false, as in reality it is legitimating the inequalities that exist in society. Althusser sees education as an
Using the information you've learnt and your own knowledge assess functionalist approaches to the relationship between education and the economy.
Using the information you've learnt and your own knowledge assess functionalist approaches to the relationship between education and the economy. In the following essay I am going to discuss Functionalist views on education and compare them to Marxist views on how they link to the economy and future job prospects. The essay will explore key ideas in the theory behind functionalism. To fully assess the Functionalist approach on education and economy I need to compare and contrast the ideas to an opposing view of the Marxist. The main theory behind functionalism is that society as a whole evolves around six main aspects and these are as follows : * Government * Religion * Law * Education * Family * Media From these six I am going to focus on Education. One of the functionalists' main views is that education is a meritocracy and a theorist by the name Talcott Parsons concluded this theory. Parsons was an American sociologist writing in the 1950s. He argued that schools act as a focal socialising agency, acting as a bridge between the family and society as a whole, and prepare children for their adult role. Parsons then stated that within the family the child is judged on ascribed values and in a society the child is judged on achieved standards, which are standards applied to every individual in society. The child moves from ascribed standards to achieved standards.
The Global Pattern of Aids Infection.
The Global Pattern of Aids Infection Overall Global Pattern This bar graph shows the number of infected people in different regions. There are currently about 40 million of people living with Aids, and about 95% of them are living in less developing countries. It's estimated that 14000 people are become newly infected with Aids everyday. Of all the regions, the two regions which have the highest rate of infection are Sub-Saharan Africa and South and South East Asia. Of all new infections in 2001, 68% were in Sub-Saharan Africa and 16% were in South and South East Asia. Most and Least Infected Regions Sub Saharan Africa is by far the worst affected region in the world. The number of people living with aids in Sub-Saharan Africa outnumbered all the other regions by a huge margin. It's estimated that 28.1 million Africans were living with AIDS during 2001. After Africa, South and South East Asia come next. Although South and South East Asia outnumbered all the other regions, but the numbers of AIDS victim are no where close to the number of AIDS victim in Sub-Saharan Africa. All the other regions not very serious infected by AIDS compare to Sub-Saharan Africa and South and South East Asia. All of these regions have less than 2.5 million infections, a very small amount compare to South and South East Asia and Sub Saharan Desert. Out of all the regions, the region Australia
"What is popular is not necessarily right: what is right is not necessarily popular."
"What is popular is not necessarily right: what is right is not necessarily popular." We are fortunate enough to live in the best democracy in the world. Our society is fantastically tolerant of the enormous diversity of cultures within it. Democracy is fundamentally about protecting minorities. It is not about enforcing the will of the majority on a law abiding, tax-paying minority: at its best that is bullying, at its worst fascism. The huntsmen are undoubtedly a minority. They are becoming persecuted by people who harbour the same sentiments as racists do about coloured people and homophobics about gays. The root cause of these feelings is simple- IGNORANCE. Tolerance and understanding come from education. Education must overcome the knee-jerk hatred exhibited by many anti-hunt lobbyists. The ignorance of most hunt protestors shines through their weak arguments. I do not hunt, it does not appeal to me enough to warrant the expense- both time and money. I can however see the attraction; comradeship, shared excitement, danger, tradition and a deep love of the countryside and animals. I know people who hunt. You only have to see them with their hounds and horses to know the real affection they have for animals. These are decent people, with families and not the faceless, Range Rover driving snobbish elite that the League Against Cruel Sports would have you believe.
How effectively did the conservatives deal with the difficulties that faced them in office from 1899-1905?
How effectively did the conservatives deal with the difficulties that faced them in office from 1899-1905? To answer this question we must first identify the difficulties that the conservatives faced. At the same time we also must remind ourselves of the popular electoral support they enjoyed, which meant they had two consecutive terms of office under Salisbury between 1899-1905. The 19th Century saw the rise of the new unionism. The 1834 parliamentary reformat radically changed British political life by giving working class men the vote, as Britain was the first industrial nation this had given rise to a vast urban working class who potentially were in a position to determine the future of either liberal or conservative governments. One of the major difficulties facing the conservatives administration was how to address the demand of the working class for social reform in the fields of housing, education, health, and industrial relations e.g The Taff Vale case in 1901. The conservatives enjoyed two administrations the first under Lord Salisbury in 1899 to 1902 with the next under Balfour in 1902-1905. In his fourth term Salisbury's administration achieved little in domestic affair costs i.e. Public expenditure kept taxes and rates down. The Boer war brought plans for domestic reforms to a halt. The conservatives however were fortunate because the economy was doing better
Discuss the view that the educational system is an ideological conditioning device.
Discuss the view that the educational system is an ideological conditioning device. It is argued by Marxist that the educational system in capitalist society is an effective tool used by the ruling class to justify their position, conceal the true source of their power and disguise their exploitation of the subject class. The Sociologist Louis Althuser claims that education is an ideological state apparatus which largely runs in order to socialise children into acceptance of their subordinate class position - Education functions to ensure that the minority capitalist class continues unchallenged to dominate the disproportionately and unfairly elite positions, and to make sure the working class continue to take on manual jobs in which the value of their labour far outstrips the wage they are paid. The American economists and Sociologist Bowles and Gintis argue hat the major role of education in Capitalist societies is the reproduction of labour power. According to Bowles and Gintis the correspondence theory provides the key t understanding the working of the educational system: "Education is subservient to the needs of those who control the workforce, the owners of the means of production" (Haralambos and Halborn) The first way in which education functions is to provide Capitalists with a workforce who has the personality, attitudes and values which are most useful to them.