Weber believed it was linked to the type of job people could get, Weber thought differently to Marx about this, as marx believed it was due to owning factories or other resources, and weber thought it was due to skills and qualifications. Weber’s idea of class influenced the ideas of other sociologists, such as goldthorpe (1980). Goldthorpe derived a stratification scale which includes the Weberian concept of market position. This was felt by sociologists to be a more accurate technique of studying stratification, as a pose to just studying peoples jobs. Weber was skeptical about the possibility of the working class bonding together for revolutionary purposes, for example becoming class-conscious because of differences in status would always undermine any common cause.
Like Durkheim (a Functionalist), Marx believed it was possible to understand society scientifically and scientific knowledge would lead to a better society. However (unlike Durkheim), he believed capitalism would increase human misery before giving way to a classless, communist society, in which humans would be free to fulfil their potential. He believed that history would go through a series of base changes – primitive communism, ancient society, feudalism, capitalism and then communism. The organisation of production in a society shapes the nature of society – refers to this as the base/superstructure. According to Marx – in a capitalist society, the economic relationship of exploitation requires ideologies in the superstructure to cover up inequality – they are not innocent/neutral because they justify inequality and serve the interest of powerful groups.
Q. Assess the Marxist view that the main role of the family is to serve the needs of capitalism. A. To a certain extent, some sociologists would disagree with the Marxist viewpoint that the main role of the family is to serve the needs of Capitalism as some other beliefs, ideas and approaches may disagree and state that rather there are more important functions of a family which contribute to society than just to work for the needs and interests of capitalism. Marxists view that the most essential part of the family is to serve the needs of capitalism in an attempt to fuel and profit the bourgeoisie. Marxists see society as based on unequal class conflict between the two social classes; the capitalist class, who owns the means of production and the working class whose labour the capitalists exploit for mere profit and power.
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.
This leads them to the working life where you work under capitalists and accept orders from superior employers. Therefore they prepare for your working life which benefits the capitalists, however Functionalists view is that the family teaches us the shared norms and values of the society, but not just the norms and values of the ruling class. Although Marxists further argue the family does this through punishments and rewards and being role models. Also Feminists believe that Marxists do not give more attention to the exploitation of women within the family for example, the family produces labour at low cost to the capitalist system as
Assess the contribution of Marxism to our understanding of the Role of Education Sociologists argue that Education has different functions amongst society. Functionalists would argue that Education is a good thing and that it prepares younger generations for life in the work place; however Marxists would argue that education justifies social inequality and prepares working class people for working class jobs. Marxists argue that Education creates the ‘Myth of Meritocracy’, where pupils are taught to believe that social mobility is possible in society; however in reality schools are educating working class students for working class jobs. With the exception of a few, education confirms individual’s class of origin as their class of destination. Class inequalities are reproduced and education does not provide a means of social mobility.
He argued that capital society and social order are all link to a capital system to human beings. Durkheim on the other hand, argued that sociology should be look at social facts as objects. Roles and institutions act like bodily organs, each depending on other. The world should be divided into subjective and objective, regarding society as a reality in itself. Durkheim sees anomie as responsible for the world’s disorder of economics- the lack of morality and regulation resulted in overpowering the weak; thus, he feels that only norms can prevent the abuse of power and calls for regulation and equal opportunity from birth- the greater the equal opportunity the less need for restraint.
Marxism sees religion as a feature which is only relevant in a society based on class division I.E the ruling classes and the working classes. They believe that with the beginning of true communism after the social revolution religion, in classless society will disappear. Marxists believe that religion and the institutions linked with it such as churches and the education system is controlled by the same ruling classes which control economic production. They argue that religion as a belief system distorts people’s perception of reality in such a way that benefits the ruling class. For
AP Language and Composition October 27, 2012 Freakonomics by Levitt and Dubner Many students view economics as a very difficult if not impossible course to master. However, based on observation of student experiences of students who did not apply the correct procedure learning economics. In many other courses, simple memorization is not enough. The economics, they will argue this not case. However, you need to understand the basic terms and thought, then you also able to be applied to specific conditions in economic thinking.
Functionalists think that education gives students an equal chance to get the qualifications for their future jobs and if they rather choose to mess about, the only person to blame for their failure is themselves. On the other hand, Marxists think that education integrates individuals into society’s shared culture, but not in an optimistic way that functionalists believe that it does. Marxists think that education socialises students into becoming obedient workers as ruling class norms and values are passed on by the school. Education justifies inequality through different classes and supports capitalism. “The hidden curriculum” also prepares the students for the future world of work as school mirrors the workplace through hierarchical structures – teachers give orders to the students and students obey them.