Parsons' Functionalist Theory of Education

Talcott Parsons, another prominent functionalist, views the school as the 'focal socializing agency' in modern society. His functionalist perspective on education emphasizes the school's role as a bridge between family and wider society.

Quote: "School acts as a bridge between the family and wider society."

Parsons argues that this bridge is necessary because family and society operate on different principles. Children need to learn a new way of living to cope with the wider world.

Within the family:

• Children are judged by particularistic standards (rules specific to that child)
• A child's status is fixed at birth (e.g., different rights/duties based on age and gender)

In school and wider society:

• Everyone is judged by the same universalistic and impersonal standards
• Each pupil is evaluated against the same criteria (e.g., standardized exams)
• A person's status is largely achieved (e.g., promotion due to work performance)

Definition: Meritocracy is a system where advancement is based on individual ability or achievement.

Parsons sees school as preparing students for the transition from family to wider society because both school and society are based on meritocratic principles. This functionalist perspective on education roles highlights the importance of schools in socializing individuals for their future roles in society.

Criticisms of the Functionalist Perspective on Education

While the functionalist perspective on education provides valuable insights, it has faced several criticisms from various sociological perspectives. These critiques challenge the assumptions and conclusions drawn by functionalist theorists about the role and effectiveness of education in society.

1. Inadequate Skill Development: Critics argue that the education system does not teach specialized skills as adequately as Durkheim claims. The Wolf review of vocational education (2011) found that high-quality apprenticeships are rare, and up to a third of 16-19 year-olds are on courses that do not lead to higher education or good jobs.

Example: Many vocational courses fail to provide students with the practical skills needed in the job market, leading to a skills gap between education and employment.

2. Circular Reasoning: Melvin Tumin (1953) criticizes Davis and Moore for presenting a circular argument regarding job importance and rewards.

Quote: "How do we know that a job is important? Answer: because it's highly rewarded. Why are some jobs more highly rewarded? Answer: because they are more important!"

This criticism highlights the logical fallacy in the functionalist explanation of social stratification through education.

3. Inequality in Educational Opportunities: Evidence suggests that equal opportunity in education does not exist, contradicting the meritocratic ideal proposed by functionalists. Achievement is often greatly influenced by class background rather than ability alone.

Highlight: Social class can significantly impact educational outcomes, challenging the notion of a purely meritocratic system.

4. Neoliberal and New Right Critiques: Neoliberals and the New Right argue that the state education system fails to adequately prepare young people for work, questioning the effectiveness of education in fulfilling its supposed functions.

5. Oversocialization: Dennis Wrong, an interactionist, argues that functionalists have an 'over-socialized view' of people as passive recipients of societal norms. This critique suggests that functionalists underestimate individuals' agency in accepting or rejecting school values.

6. Marxist Critique: Marxists argue that education in capitalist society transmits the ideology of a minority ruling class, rather than instilling shared values of society as a whole. This perspective challenges the functionalist view of education as a neutral institution serving the interests of the entire society.

Definition: Ideology, in this context, refers to the set of ideas and beliefs that reflect the interests of a particular group or class in society.

These criticisms highlight the limitations of the functionalist perspective on education PDF and encourage a more nuanced understanding of education's role in society, considering issues of inequality, power dynamics, and individual agency.