Social Theory in the Function of Education
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Transcript of Social Theory in the Function of Education
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Social Theory in the Function of Education 1
Running head: SOCIAL THEORY IN THE FUNCTION OF EDUCATION
Social Theory in the Function of Education
Michael Phan
University of Phoenix School of Advance Studies
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Social Theory in the Function of Education 2
Social Theory in the Function of Education
The search for a social theory which is compatible for the 21th century
educational philosophy is not an easy task because there are so many social theories
that influenced education. However, one can see that history of educational thought is
developed in the context of social theory. Dewey (1997) stated 'the road of a new
education is not an easier one to follow than the old road but a more strenuous and
difficult one' (p. 90). Inasmuch as cultural diversity, contemporary American society is
the best specimen to examine the social theories and their function of education. It can
be seen that the differences between diverse geographical regions, between rural and
urban societies, and between social classes also add diversity to the America society.
Vygotsky stated 'culture is the product of social life and human social activity. That is
why just by raising the question of the cultural development of behavior we are
directly introducing the social plan of development' (p. 164). Another important
reason behind the diversity of American society is the presence of millions of
immigrants from all corners of the world. When people from Africa, Asia, and Europe
immigrated to America, they carried their own culture and beliefs with them. These
diverse cultural aspects resulted in the diversity of American society.
One can see that most of the people in America are with strong family ties and
are most loyal to the groups which they belong to. Moreover, American give due
importance to individual rights and individuality. The aspects of individuality of an
American citizen are honesty and frankness. The Bureau of Educational and Cultural
Affairs, U.S. Department of State points out that: “Most Americans keep some kind of
appointment calendar and live according to schedules.” ((n.d.), Living in the US:
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Social Theory in the Function of Education 3
Measuring success). The people of America are of the habit of living according to
schedules and they consider competitiveness as the most important quality of an
individual. Moreover, the quality of competitiveness adds high value and achievement
to American life. In education, this attitude of the people enables them efficient to be
able to do many things within a limited time. When one verifies the usability or
influence of social theories in educational scenario, it can be seen that social theories
are useful in educational modernization. When one considers the multilingual,
multicultural, multiethnic society of America, influence is more evident. McAdam is
of the opinion that it is important, to know more about Native American culture “I
think it's great to read books about Native American culture, go to museums, buy
products that teach us about Native American values” (McAdam, 2007). When one try
to examine Native American culture, it can be seen that it is gives a clear idea about
Native American values. Now, the society is under the control of social theories. By
comparing and contrasting different social theories, one will be able to identify the
best social theory that is able to explain the function of education within contemporary
American society. When one goes through the history of education, it can be seen that
education is being influenced by social theories. Most influential social theories are
functionalism, Marxism, interpretivism, and post-modernism.
Anthony Smith asserts that functionalists visualize the society, which
structured like a human body. For example, parts of our body function together to
maintain a healthy whole. In a society, education, family plays the role of the parts
and all function together to maintain the whole society. The strength of functionalism
is that, it is able to identify the society as parts and as whole. Smith argues “mental
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Social Theory in the Function of Education 4
events can be realized in many different forms and structures” (p. 146). The theories
of identity theorists and the behaviorists are not able define human mind as a part of
human body because events that take place in a human mind can be realized in many
different forms and structures. Moreover, critics believe that individuals are
responsible to live according to the norms and values of the society. The weakness of
functionalism is that it restricts individual freedom and it gives due importance to
usability not individuality (Smith, 1973).
Marxism, which is a social theory, based on social, political, and economic
principles formulated by Karl Marx. The strength of Marxism is that it tried to
develop an educational policy which combined general individual development and
technical ideas. Raymond Allen Morrow and Carlos Alberto Torres points out that:
“develop a conception of “polytechnic education” which sought to combine general
individual development and the acquisition of technical skills” (Morrow & Torres,
1995, p.12). The followers of Marxism were able to transform the traditional mode
and aim of education. The education system that was initialized by the Marxists was
aimed to general development of the individual and acquisition of technical skills.
The weakness of Marxism was that there were so many restrictions on individual
liberty. In a Marxist society, all individuals were under the despotic control of
government. Moreover, no one will be allowed to question the government.
Interpretivism points out that, if one wants to understand a phenomenon, the whole
needs are to be examined. James Neill point out that interpretivism is better than
positivism because its aim is to understand the phenomenon as a whole, not as a part.
“The underlying assumption of interpretivism is that the whole needs to be examined
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Social Theory in the Function of Education 5
in order to understand a phenomena” (Neill, 2006). For example, if one wants to
identify some problems in an educational system, the whole educational system must
be examined. If one tries to examine it as a part, the real problem cannot be identified.
The strength of interpretivism is that it is helpful to have a clear look on anything that
is to be examined critically. But its weakness is that it is time consuming so its
influence as a social theory on education is limited (Dewey, 1997; Tozer, Violas &
Senese, 2002).
Post- modernism is another social theory which can be seen as a style of art,
writing, music, theatre and architecture. Pauline Marie Rosenau points out that: “two
major tendencies within post-modernism, the largely European, skeptical form and the
predominantly Anglo-North-American form, which suggests alternative political,
social, and cultural projects” (Rosenau, 1992). There were two major tendencies
within post-modernism, skeptical form and the Anglo-American form. Both these
varied forms of post-modernism aimed at alternative political, social and cultural
projects. It can be considered as a revolutionary approach to the study of society.
Moreover, it was so popular in the west in 1980s and 1990s and it includes the features
of older periods. Its strength is that it is able to combine different social theories of
older periods. As it is a combination of older theories, it cannot be considered as a
genuine social theory. It can only be considered as an imitation of older theories.
When one tries to examine these social theories in the light of educational
system in contemporary American educational system, it is evident that there is a
strong connection among social theories, education and national development. Ron
Kurtus points out that: “There is a philosophy behind every school system, based on
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Social Theory in the Function of Education 6
the views and values of the educators, as well as the society that is sponsoring the
education” (Kurtus, 2001). The philosophy behind every school system is formulated
by the values that the educators believe in and the society. Therefore, one can see that
the educational scenario is under the control of the educator and the society. Thus, the
aim of education is development of individual, and eventually, the society. One can
see that literacy and basic education are the inputs in development. Moreover, one can
see that literacy and basic education contributes to economic development and
modernization of the society. When one tries to examine the influence of post-
modernism on American society, it can be seen that Americans are of the opinion that
arts which is less tough and soft and there is nothing to do with their daily life. John
M. Eger points out that the studies conducted by Robert Root-Bernstein, who was a
biochemist and MacArthur prize winner “educators lobbying for more emphasis on the
sciences for he discovered that nearly all of the great inventors and scientists were also
musicians, artists, writers or poets” (Eger, 2008) was able to startle the educators in
whom were controlling the existing educational system in America. The discovery
was that most of the great inventors and scientists were also “artists”. Therefore, the
importance of arts and the influence of post-modernism on education cannot be
ignored (Read, 1893; 1968).
When one examines the reforms in contemporary American educational
system, it can be seen that it is able to fulfill its multicultural needs. Padmore Godwin
Enyo Agbemabiese points out that “draw lessons from United States educational
reforms, which were sometimes initiated to address the country’s multicultural and
developmental needs” (Agbemabiese, 2007, p.20) regarding to educational reforms,
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Social Theory in the Function of Education 7
developing countries can draw lessons from developed countries. As an example,
developing country like Ghana can draw some lessons from America and can used for
large scale educational reforms.
The contemporary American society is blessed with multiple races, cultural
pluralism and diversity in education. Hence one can see that it is enormously diverse
and complex in its outlook. Therefore, a single educational theory will not be able to
satisfy the multiple educational needs of a diverse society. The best social theory that
explains the function of education within the contemporary American society is
functionalist theory. The functionalist theory, which can explain usability,
competitiveness, and efficiency which are the qualities that Americans believe in, can
explain the functions of contemporary American education. Thus, functionalism can
be considered as an important educational theory which can explain the functions of
education in a diverse society (Smith, 1973; Gutek, 1997; Pai & Adler, 2001; Tozer et
al., 2002).
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References
Agbemabiese, P. G. E. (2007). Emerging themes in educational reforms in Ghana as
seen through education reforms in the United States: Educational significance
of the study. 20. Retrieved October 11, 2008, from
http://www.ohiolink.edu/etd/send-pdf.cgi/Agbemabiese%20Padmore%20G.
%20E.pdf?acc_num=osu1173366013
Dewey, J. (1997). Experience and education. New York: Touchstone Books. (Original
Work published 1959).
Eger, J. M. (2008). The arts in contemporary education: Marrying disciplines.
American Association of School Administrators. Retrieved October 11, 2008,
from http://www.aasa.org/publications/saarticledetail.cfm?
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Gutek, G. L. (1997). Philosophical and ideological perspectives on education (2nd ed.).
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Kurtus, R. (2001). Philosophies of education. School For Champions. Retrieved
October 11, 2008, from
http://www.school-for-champions.com/education/philosophies.htm
Living in the US: Measuring success. (n.d.). Education USA. Retrieved October 11,
2008, from http://www.educationusa.state.gov/life/culture/americans.htm
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Social Theory in the Function of Education 9
McAdam, D. J. (2007). Native American culture and American society: Attitudes
today. Native Americans. Retrieved October 11, 2008, from
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Morrow, R. A., & Torres, C. A. (1995). Introduction. Social Theory and Education: A
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