Functionalism, Marxism and Feminism are common theories. Using the family and education system as examples, evaluate their effectiveness in explaining the social system. In this assignment, I am going to explain the theories of Functionalism, Marxism and Feminism. I will give examples that expand the definitions and show that such ideologies still have an impact on the society we live in. Functionalism is a macro theory, which looks at society as a whole rather than focuses on each individual.
Some think it as promoting value consensus and some see otherwise. Functionalists believe that education transmits society's norms and values and therefore promotes value consensus, with the educational and economic system working hand in hand to develop the skills required for the world of work. Emile Durkheim provides the basic framework of the functionalists view on the education system, agreeing with its function of transmitting norms and values. He believed that for society to operate effectively they have to develop a sense of belonging to something, becoming 'social beings' with a loyalty and commitment to society as a whole. The education system creates this effectively by teaching subjects such as history, which enables children to see the link between themselves and wider society.
Durkheim argues that education system helps to create social solidarity by transmitting society’s culture- its shared belief and culture from one generation to next. He furthermore argues that education teaches individuals the specialist knowledge and skills that they need to play their part in the division of labour. Education is organised on meritocratic principles and rewards pupils’ ability, not their social background. However, functionalist perspective can be criticised as there does not always exist an equal opportunity in education. For example, achievement is greatly influenced by class background rather than ability.
Write a report in which you exemplify how you have modified your own practice through implementing the good practice in generic and specialist areas of learning and teaching, highlighted in a range of approaches to inclusive curriculum design * Analyse how theories, principles and models of inclusive design and development are used to inform own practice and the provision in own specialist area. Within my own practice I use aspects of a variety of theories, principles and models depending on the learners I am teaching. For my lower achieving learners I prefer to use a more ‘expressive’, ‘process’ based (Dewery 1916) ’linear’ curriculum design approach…this is mainly because I have to be certain that the all criteria have been covered, and the methodical method of ‘linear’ means it is easy to spot where something is not right or missing. This being said it is also important for learners to be able to express themselves and do things their own way, and as Pinkerton (1985) says, to learn by their mistakes…it is the journey, and what they learn on it which is important, not the fact that they got there. This is purposefully a very liberal humanistic approach, because I want to make sure that everyone has the opportunity to achieve, no matter what their particular learning difficulty…with these lower achieving learners my role is more like ‘Knowles’ ‘andragogy’ approach, being the facilitator in helping learners reach their own individual goals, not expecting everyone to hit the same target.
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
By being familiar with the philosophies of education has helped the pre-service identify with and the ones that correlates with the per-service principles are behaviorism, essentialism, and progressivism. Foremost is the essentialism which is grounded in the former school design that acknowledges the political, social structure, and trade and industry of native society (Martin, 1995). Based on the traditional native excellence as value for loyalty to duty, anxiety for others, common sense, influence, and determination is the principle of essentialists for educator (Sadker & Sadker, 1994). Traditional disciplines are taught in such subjects like science, language, math, and history the key to those subjects is the groundwork of the syllabus in the classroom. According to knowledge received through assignments and personal interviews the pre-service
Arts Teaching & Learning Network Faculty of Arts Brookfield's Four Lenses: Becoming a Critically Reflective Teacher Is your teaching worthy? Stephen Brookfield suggests that the path to discovering the worth of your teaching is through a process of critical reflection. In fact, critically reflective teachers, for Brookfield, are excellent teachers who continually hone their personalised "authentic voice", a "pedagogic rectitude" that reveals the "value and dignity" of the teacher's work "because now we know what its worth" (46-7). Vigilant critical reflection delivers several boons: inspirational self-assuredness, the regular achievement of teaching goals, and motivated, critically reflective students. The goal of the critically reflective teacher, for Brookfield, is to garner an increased
E1 Children Act 1989 The Children Act 1989, was implemented on 14 October 1991, it Introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. It is concerned with families, fostering, child-minding, and day care provision and schools. The Children act 1989 is particularly important because it emphasises the importance of putting the child first. From reading the act I found that in summary, the Act states that: * What is best for the child must always be the first consideration. * Whenever possible children should be brought up by their own family.
Many sociologists have given alternate views about the main function of education. Functionalists argue that the main function of education is to maintain a value consensus – agreed social values – whereas Marxists argue that education transmits values that benefit the ruling class. Durkheim (1903), a functionalist, argues that society needs a sense of social solidarity because without it, social life and cooperation would be impossible as individuals would pursue their own selfish desires. The education system helps create social solidarity by transmitting society’s culture from one generation to the next so the main function of education is to maintain a value consensus in society. However, Marxists criticise this and argue that education in capitalist society only transmits the ideology of the ruling class and not the shared values of society.
Therefore it is essential that teachers develop their educational philosophy and their educational goals before making the big step from being a student to being a teacher. It highlights and acknowledges the importance of social interactions between students and teachers as well as the roles that each plays in ensuring a successful educational experience which concludes that their philosophy on education is based on the concept of sharing of