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. Furthermore, Durkheim argues that modern industry has a complex division of labour where production of a single product involves cooperation from many different specialists. But for this to be successful, each person must have the necessary specialist knowledge and skills to perform their role. So education teaches individuals specialist skills and knowledge that individuals need to play their part in the social division of labour. So the main function of education is to maintain a value consensus in society.
Formal social control is that which is practiced by specific social agencies which have the role of maintaining order in society such as the police force. Informal social control is more subtle and reflects on the social interaction between people for example education. Formal and informal are designations that are given by an empowering body, usually the government but can also being a church etc. Formal social control agencies are then those agencies of the government that are authorized with social control roles, the police for example, and informal social controls agencies are social networks or organizations that are implicitly supported by the government but not directly created or controlled by the government. Both types of social control are effective in controlling the behavior of individuals.
According to official statistics, there are some significant ethnic differences in the likelihood of being involved in the criminal justice system. Black people, and to a lesser extent Asians are over represented in the sample. For example black people make up just 12.8% of the population, but 11% of the prison population and Asians make up 4.7% of the population, but 6% of the prison population. By contrast, white people are under-represented at all stages of the criminal justice process. The Ministry of Justice states that members of the black communities are seven times more likely than white people to be stopped and searched , three and a half times more likely to be arrested, and five times more like to be sent to prison.
The theory claims that learning crime takes place through observing people (like peers, parents and so on), from there if the person if exposed to more pro-criminal attitudes than anti-criminal attitudes then they are more likely to offend. This was supported by Farrington who carried out a longitudinal study of 411 boys from deprived areas from ages 8 till 50years. After the study, they found out that criminality developed in a context of inappropriate role models and dysfunctional systems of reward and punishment. Although this study seems to show that criminality develops from the environment methodological issues have to be taken into account. A limitation using a longitudinal study is that participants might withdraw from the study which might be an under representative of how criminality is measured.
There has been an ongoing discussion over the association between poverty and crime. Some of the studies have established that poverty does not increase the crime rate, because in some of the most undeveloped countries where people have low standard of living and some even fight to survive, the crime rate was demonstrated to be low (Christine 2005). However, some researchers have advanced a direct link among poverty and crime. The researchers showed that since people who live in poverty are already having a bad life and the advantage of committing a crime is greater than the fee of committing it and eventually, people who live in poverty is more likely to commit a crime (Niskanen 1996). This essay will explain both viewpoints over the connection between poverty and crime and independently suggest likely causes of crime rate.
Culture is also crucial in the development of prosocial behaviour. Prosocial behaviour promotes morality in the society and ultimately non-offending behaviour. Cultural factors a) Societal differences in expressing prosocial behaviour Altruism is expressed differently between individualistic and cooperative societies. In the United States of
From a Marxist point of view laws are made by the state, which represent the interests of the ruling class. This argument forms the basis of a theory of widespread crime and selective law enforcement. This shows that crime will occur right the way through society, however poor criminals receive harsher treatment than rich criminals. Marxists tend to emphasise white collar and corporate crime, and pay less attention to blue collar variants. They emphasise that crimes of the upper class exert a greater economic toll on society than the crimes of ordinary people.
The education system creates this effectively by teaching subjects such as history, which enables children to see the link between themselves and wider society. He argues that one of the two main functions of education is creating social solidarity. Social solidarity means individual members feel themselves to be a part of a single community or group. Education encourages social solidarity through several ways. E.g.
According to functionalists, order and predictability is important if a society is to exist. To ensure the society functions accordingly, people have to follow the norms and share common values or value consensus. Functionalists believe that value consensus can constrain and shape humans’ behaviour because people are said to be passive and they conform to sanctions whereby rewards will be given for practicing good behaviour (positive sanction) and punishments await those who commit deviant behaviour (negative sanction). Emile Durkheim argues that society is bigger than individuals and more vast . Individuals learn to desire what the society provides and in doing so, they internalise the roles given to them.
This paper will assess the relevance of any three key ideas of social learning theory to teaching and learning which are observational learning, imitation, and modeling 1. Observational Learning According to Bandura (1997) social learning theory is the learning process whereby people retain behavior patterns from observing others, and the person is enabled to pass on these patterns of behaviour to others. This theory emphasizes on the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. He states that learning would be exceedingly difficult and hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling; from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for future actions.