However, other perspectives (such as Marxism and the New Right) would have different-not necessarily opposing- views. To begin with, one view on the role of education is that it acts as a ‘bridge between the family and wider society’ which is shown in Item A. This is because Education helps ease transitions between family life and society. For example, Talcott Parsons argues that this is the case because in the family there are particularistic standards, which means the child is judged on standards that apply only to them. On top of this, the child’s status within the family is ascribed because it’s what they’re born in to.
Education acts as a bridge between primary socialisation and secondary socialisation, therefore teaching us to adopt the same norms and values and socialising young people into the basic values of society. If education teaches a consensus then it teaches all the values and mannerisms that haven’t been learnt at home, for the wider world. This helps the transmission from one to the other. A criticism of this theory is that this theory could appear to be an ‘over-socialised view’ on society and the education system. It also implies that all students will agree and comply with the norms and values when that is not the case, the transmission of norms and values may not always be successful some pupils will openly reject them.
He believed that all students should have the opportunity to take part in their own learning. Education was not only a place to gain content knowledge, but was a place to learn how to live. Schools shouldn’t just be a place to learn a pre-determined set of skills but rather to realize one’s full potential and their ability to use these skills. He said, “An ounce of experience is better than a ton of theory, simply because it is only in the experience that any theory has vital and verifiable significance.” In Dewey’s opinion the role of teachers are social servants. They are there to assist children on how to act appropriately on ideas they form themselves.
Education is in the middle of the bridge. Education is an agency of secondary socialisation, it teaches us the norms and values within wider society and it also teaches us the skills we need for future occupational roles as well as providing us with qualifications. Functionalists argue that society is an organic analogy, meaning that society works like a human body and that everything is in consensus with each other. For example, the human organs work together to achieve consensus, just like society does with citizens, authority, norms, values etc. Durkheim argues that there are two main functions of education, these are social solidarity and specialised skills.
These include a stable satisfaction of the sex drive, which help prevent a sexual ‘free-for-all’. Secondly, Murdock claimed another function was the reproduction of the next generation. Thirdly, the family socializes the young into society’s shared norms and values, and finally it meets it’s members’ economic needs, such as food and shelter. The concept of Murdock’s four essential functions are described in Item 2B concerning the “socializing children into the norms and values of society” function. It can be argued that without the family, there would be no form of primary socialization, which takes place largely within the family where the child learns key things such as language, basic skills and norms.
Parsons used the metaphor of education as a ‘bridge’ to work based on meritocratic principles. The education system takes children away from intimate relationships with family and puts them into a social institution where they are expected to follow instructions from an authority figure socializing them into obeying authority. School children also have a strict timetable which they must adhere to, this emphasis on punctuality and organization will prepare them for working life. Davis and Moore said that the education system was there for ‘sifting and sorting’ so that the best jobs go to the hardest working, more intelligent people. They argued that the education is meritocratic and is there to soft sort and select individuals on the basis of ability, motivation, talent and allocates them appropriate roles when they reach adulthood.
The economic function is the parent’s responsibility to take care of the family financially, usually for functionalists through the sexual division of labour where the man will take the role as the breadwinner and the woman will adopt the expressive role and take care of the home and children due to her nurturing instinct. The final function identified by Murdock is the educational functional, where the children are taught primary socialisation roles such as norms and values. Parsons stated that one of the main functions of the family was primary socialisation of the children-to prepare them with the norms and values they need to succeed in society. If they are
Attachment can form at any age but early attachments are formed through being sociable from birth, this happens through interactions with people from the moment they are born. An example of a social interaction that can later contribute to the child forming a bond is face recognition. This is being able to recognise familiar faces and therefore can be the start of a bond. If early attachment is made with another person, for example this may be the main carer, then the child is likely to go on to strengthen that bond until firm attachments are made. Attachment allows the child to learn trust and feel secure with the person they are bonding with, this is important in how they form relationships with others.
Being responsible for yourself helps teach independence. This program requires students to make their own decisions, learn how to wear the JROTC uniform correctly, and learn certain procedures also. This means that students will have to be as responsible as possible. JROTC also teaches obedience which allows students to mature and become into a better young adult. All of these factors help progress students into gaining character and
Spiritual development is to do with the child’s culture, religion, background and morals they are brought with. The process children go through to develop the proper attitudes and behaviors to other people in society based on social cultural norms, rules and laws can also come under this aspect of development. 1.2 Rates and sequence of development: Some children follow the normal sequence while some children will develop earlier and others later than the normal sequence which is normal. The difference in development is also important as it shows each child is an individual, but follows the same aspects and milestones. Just remember