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.
As John Dewey once stated “Education is not preparation for life; education is life itself”, his perspective of education also emphasizes on the collaboration among learners to an end of academic achievement, just like how importance for people to interact with others if they are to succeed. Reading the excerpt from Democracy and Education (Dewey, 1916), we can be certain that the idea of the group in learning is, to Dewey, of crucial significance. Every single person has a different original environment from which he was born, raised, grew up, and thus is so rooted to it that escaping from the limitations of this social group is not a simple task. Yet Dewey believes the group in learning could give a mean for people to conquer the challenge and “come into living contact with a broader environment” since they not only perform their own action but also have to perceive that of others as reference and react to it. This whole process offers opportunities to break down “those barriers of class, race, and national territory which kept men from perceiving the full import of their activity”.
Functionalism is based on the view that society is a system of interdependent parts held together by a shared culture or value consensus. Item A says, "while the family can provide young people with basic values and some useful practical skills." Functionalists believe that families socialise their children and teach them the values and norms of society and the item supports this as it talks about the family providing values. However, the item goes on to say,"it cannot equip individuals with everything they need in order to become fully functioning members of a large-scale society". This supports the functionalist view that the education system prepares young people for their future work roles.
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.
Functionalists view society based on consensus. They believe that education helps to bridge the gap between family and society. They also believe in the theory of meritocracy. Other theories such as Marxism often challenges their theory. Functionalists believe education is a key component in the construction of society, they also believe that it is one of the most important institutions and plays a major role during secondary socialisation.
Education is also one of the main influences on role allocation within society; allocating people to the most appropriate jobs for their talent, using examinations and their results from these. Durkheim views the education system as an institution that can create social solidarity. This is done by teaching students about the common norms and values of the British culture through the national and hidden curriculum, this enables people to establish a common view on society as a whole, therefore, in theory, creating a more harmonic society. In addition to this, schools create a miniature society, teaching students to cooperate, follow rules and respect their seniors. Parson views the education system as being meritocratic, enabling everyone to have equal opportunities, and success being down to individual desire to succeed and ability.
Item 2B “For functionalist sociologists, the family is an important institution in society. They see the family as having a number of roles essential to the smooth running of society. For example, the family is seen as key to socialising children into the norms and values of society. Other sociologists argue that the functionalist view is too uncritical and ignores the conflict that takes place within the family.” For functionalist sociologists the family is an important institution in the modern day society. Functionalists like Murdock, Parsons and Fletcher see the family as having a number of essential roles to give a ‘smooth running society.’ George Murdock, a functionalist, looked at 250 societies in the US.
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.
On the other hand, Asian countries like Singapore and Malaysia have their functionalist system. Functionalist education believes that education needs to be fit into the needs of society as a whole. The functionalist system values education for its ability to prepare students for specific roles in society by teaching them what they need to survive for life. To say that education develops conformity instead of individuality is silly because the statement does not specify exactly which education system. Countries with dominant Western liberal education tend to stress each person¡¯s right to individual freedom of expression and choice of lifestyle.
To start with, the main aim of educational system is to provide the basis for the individuals’ integration into society. Minister of Education, Daniel Filmus, said: “The education is not just a role for the individual but for a social role”. According to this quotation, by the time we leave secondary school, we should have learned about how we can fit into the larger society as well as how our abilities and skills can be used in our community. But are we prepared enough to deal with everyday life? Do we have the available tools needed to face difficulties?