Education and the Sociological Theories

Education and the Sociological Theories

All social forces and interactions intersect at one time or another, a change in one part of the social system influences other parts of life and society. Life is affected by many surrounding social forces, including education. Education has a major impact on life and the different roles people play in our society. Sociological theories (Functionalist, Conflict and Interactionism) explore differences and similarities on views of education, as well as their effect on individuals, the approach to social change, and society within the educational institution.

The functionalist theorists, "believe that order, stability and cooperation in society are based on value consensus that is a general agreement by members of society concerning what is good and worthwhile," (2011, Sociology Guide). The stratification system is used and therefore individuals are ranked in some form or another, high class to low class, according to the terms of society's values. Stratification is known to exist in every human society and, "all social systems share certain functional prerequisites which must be met if the system is to survive and operate efficiently," (2011, Sociology Guide).

According to the conflict theory, which was influenced by Karl Marx, "in all stratified societies there are two major social groups: a ruling class and a subject class. The ruling class derives its power from its ownership and control of the forces of production. The ruling class exploits and oppresses the subject class," (2011, Sociology Guide). As a result of these two major social groups, there is a matter of conflict between the classes. There are many instruments

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used by the ruling class to further their interest such as the legal system, politics and other influential social institutions.

The Interactionism theory began with the German sociologist and economist, Max Weber (1864-1920). "Interactionists focus on the subjective aspects of social life, rather than on objective, macro-structural aspects of social systems," (2000, McClelland). The focus is on the more changeable, continually readjusting social processes which includes, " emphases on symbols, negotiated reality, and the social construction of society and how these lead to an interest in the roles people play," (2000, McClelland).

Each one of the three main sociological theories applies to the institution of education sharing some similarities and expressing some differences. "The three most influential modes of cultural explanation in the sociology of education trace directly to the work of Karl Marx, Max Weber, and Emile Durkheim" (Stevens, 2006). The Functionalist Theory focuses on how education serves the needs of society, the Conflict Theory focuses on education as being a purpose for maintaining social inequality and using it as a tool to keep those who dominate in power. Lastly, the Symbolic Interactionism Theory focuses more on the instant effects of the classroom on the student- how the teacher and the school influences student's performance, attitudes and perceptions of life and society.

The functionalist theory applies to education in that they see education as an important role: it expresses and teaches basic knowledge and skills to the upcoming generation. In their view, education not only teaches basic skills but it also socializes people and teaches how one

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should interact with others. It brings people of different backgrounds together and can be viewed as a transmission of core values and social control.

The conflict theory has a bit of a different view on education and its purpose. According to both theories, it acts as a way of putting and keeping people in their ideal place in society while also educating, yet the conflict theorists view education as a means to keep those in the "working class" in their class, and from young on, trains them to become obedient workers.

The Interactionism theory differs quite a bit from the first two theories mentioned. The focus and study is a bit more limited and that which has been examined focuses on the "now" rather than past or future. It lays its focus on the students and how they interact to others and their educational environment. Students are labeled and categorized by their strengths and weaknesses and how this will affect them in their education and interactions with those around them.

Each theory creates a different view and perspective of education and what it means for the student and their place in society. The level and extent of education one may receive has much to do with their parent's social status and rank in society. Children of wealthy families find it easier to receive better education and reach higher levels. Students of less fortunate families may at times only receive minimal education and remain in the rank of their parents. Students do use education as a way of bettering themselves and at times, out ranking and moving up from their families place in society.

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Viewing education through the functionalist theory affects the student within the institution by creating a sense of competition among students to stand out from the rest and singling out those who cannot keep up. High, or low self-esteem is also often affected by roles within the educational institution

Education through the views of the conflict theory affects the student within the institution by "sorting" students into their different roles within society. Those who are high achievers in education will achieve more powerful positions in society than those with a low achievement in education, will become the lower working class.

The Symbolic Interactionism Theory believes students are highly influenced by their learning institution, teacher and curriculum. Students are rated by how they adapt and how they learn. It is believed "better" students come from a higher social class and "slower" students come from a lower social class. "The primary social consequence of formal schooling was to legitimate preexisting economic and political power" ( Stevens, 2006).

Each theory