Professional Documents
Culture Documents
Education is one of the basic institution in all human societies. The continued
existence of society depends upon the transmission of culture to the young. It is
essential that every new generation must be given training in the ways of the group so
that the same tradition will continue. Every society has its own ways and means of
fulfilling this need. The idea of education is not merely to impart knowledge to the
pupil in some subjects but to develop in him those habits and attitudes with which he
may successfully face the future. Plato was of the opinion that the end of education
was to ‘develop in the body and in the soul) of the pupil) all the beauty and all the
perfection of which they are capable.’ It means in short, ‘a sound mind in a sound
body.’
Durkheim conceives of education as “the socialisation of the younger
generation. He further states that it is a continuous effort to impose on the child
ways of seeing, feeling and acting which he could not have arrived at
spontaneously’.
Sumner defined education as the attempt to transmit to the child the mores of
the group, so that he can learn “what conduct is approved and what
disapproved…..how he ought to behave in all kind of cases: what he ought to
believe and reject”.
FUNCTIONS OF EDUCATION:
1. SOCIALISATION:
The French sociologist Émile Durkheim (1858–1917), who established the
academic discipline of sociology, characterized schools as “socialization
agencies that teach children how to get along with others and prepare them for
adult economic roles” (Durkheim 1898).
The most important function of education is socialization. If children need to
learn the norms, values, and skills they need to function in society, then
education is a primary vehicle for such learning. Schools teach the three R’s, as
we all know, but they also teach many of the society’s norms and values. In the
United States, these norms and values include respect for authority, patriotism,
punctuality, individualism.
2. SOCIAL PLACEMENT:
Education also provides one of the major methods used by people for upward
social mobility. This function is referred to as social placement. University and
graduate schools are viewed as vehicles for moving students closer to the
careers that will give them the financial freedom and security they seek. As a
result, university students are often more motivated to study areas that they
believe will be advantageous on the social ladder. A student might value
business courses over a class in Victorian poetry because he or she sees
business class as a stronger vehicle for financial success.
3. SOCIAL AND CULTURAL INNOVATION:
Social and cultural innovation is a third function of education. Our scientists
cannot make important scientific discoveries and our artists and thinkers cannot
come up with great works of art, poetry, and prose unless they have first been
educated in the many subjects they need to know for their chosen path.
2. SYMBOLIC INTERACTION THEORY:
According to the symbolic interaction perspective, interactions between students and
teachers help each develop a set of expectations for that student's performance both in
academic subjects and discipline.
The basic idea of the symbolic-interaction approach is that people create the reality
they experience in their day-to-day interaction. People who expect others to act in
certain ways often encourage that very behaviour. Doing so, people set up a self-
fulfilling prophecy e.g Elliott performed a classroom experiment. She found that
almost all of the children in her class had either blue eyes or brown eyes.
She told the class that children with brown eyes were smarter and work harder than
children with blue eyes. Elliott recalls the effect of this “lesson” on the way students
behaved: “It was just horrifying how quickly they became what I told them they were.
”Within half an hour, Elliot continued, a blue-eyed girl named Carol had changed
from a “brilliant, carefree, excited little girl to a frightened, timid, uncertain, almost-
person. ”Not surprisingly, in the hours that followed, the brown-eyed students came to
life, speaking up more and performing better than they had done before. The prophecy
had been fulfilled: Because the brown-eyed children thought they were superior, they
became superior in their classroom performance—as well as “arrogant, ugly, and
domineering” toward the blue-eyed children. For their part, the blue-eyed children
began underperforming; becoming the inferior people they believed themselves to be.