Understanding Classic Sociological Theories: Applying Functionalism, Social Conflict And Symbolic Interactionism To Analyze Education In Contemporary Society

Why read and learn about these sociological theories if we can’t use them or see them in contemporary society. This assignment is designed for you to implement/apply these theories to a social institution found in current society. Another purpose of this assignment is critical thinking. This assignment is designed for you to put on your thinking cap and do some good old fashioned critical thinking. It is important that you walk away from this term knowing what the big 3 theories are and how to apply them to society.

Social Institution

A social institution is an integrated set of social norms that are organised in order to preserve fundamental social values. These set of norms are complex in nature, yet they are obeyed by people for they have a definite purpose for their existence (Schwartz, 2013). In a similar way educational institutions play a significant role in society. Educational institutions are the agents of socialisation and encourage social integration. Social theories help understanding social phenomenon however along with temporal changes these theories are prone to changes as well. The present paper aims to understand the importance of classic sociological theories that are still studied in the contemporary era. The paper seeks to use three major sociological theories, functionalism, social conflict and symbolic internationalism to analyses educational institution in contemporary society. The paper will discuss the institution along with the way the mentioned theories applies to the institution.

Sociologist Emile Durkheim, education is defined as the socialisation of the younger generation. According to him, it is a conscious effort to impose on the child ways of feeling, acting and seeing that is not learned by the child when it is born (Durkheim, 2013). Every society needs to work for the tiny humans to gain knowledge that will make them appropriate social being in the adult life. The process through which they learn knowledge and societal values is called education. Educational institutions are the agents of education that works to prepare young people for the future. Education has a different significance in society. It is an agent of socialisation as well as encourages social integration. The concept of socialisation and learning is related in both simple as well as complex way. Also, from the concept of education, it is often not easy to separate learning and socializing (Biesta, 2015).

Functionalism is a perspective of sociology that believes each aspect of society is interdepended and contributes to the stability and functioning of the society (Ballantine, Hammack & Stuber, 2017). The perspective is largely depended on the works of Emile Durkheim, Herbert Spencer, Robert Merton and Talcott Parson. The society according to functionalist is an interconnected system that works together as a whole each one playing a vital role. While together they maintain harmony in society, the absence of a certain aspect will result in a dysfunctional society (Rex, 2014). Functionalist perspective focuses on the interconnectedness of various aspects and the ways each part of the system is important. When every part of the society works together and contribute to the stability of the society, sociologists call it functional. On the other hand, when it does not work toward the stability of the society and create disorder it is called dysfunctional by functionalist. Also, functionalist uses two terms, manifest and latent functions based on the intention of the performers. Consequences that are intended and recognised are called Manifest while the unintended and hidden consequences are referred to as the latent functions (Wallace, 2017).

Functionalism

Functionalists tend to emphasize the positive functions played by educational institutions. Educational institution is a system that can be called functional when its different department work together as whole. The educational institutes in the contemporary time is mostly the organized establishments that provide formal education (). Educational institutions have functions such as:

• Development of individual’s capacities: the prime responsibility of educational institutions are to provide opportunities and environment to the children so they develop their capabilities as well as be aware of their capabilities.
• Awareness of social and national objectives: According to the existing norms and values of a specific society, there exist specific national objectives. It is the purpose of the Educational institutions to infuse the objectives in the minds of the children.
• Social and cultural adjustment: it is one of the main function of the institution to inculcate students cultural and social values in order to create better adjustment in prevailing cultural and social environment.
• Construction of human behavior:  after home, it is in school children learn the basic human behavior. The prime responsibility of the institution is to reconstruct the character and behavior.
• Development of creative abilities: educational institutions are responsible for developing creative sense of the student (Ballantine, Hammack & Stuber, 2017).

The while the functionalist perspective understands society as different parts working together, conflict theory perceives society divided into two groups. The two groups are in continuous conflict for the limited resources as well as powers. According to conflict theory, every aspect of society consists of two groups, and there is a struggle for power as it is the primary source of access to the limited source (Luhmann, Baecker & Gilgen, 2013). The origin of the theory can be traced to the classic work of Karl Marx. Marx suggested that it is through struggle and the constant conflicts society brings changes and development.  The theory has been one of the widely read theory and is the base of research for numerous studies. Among the two groups, one group is the suppressed and another dominant. When the suppression by the dominant group becomes extreme, it initiates change in society.

The education system is perceived as a system working in the interests of the ruling class, the dominant group by the Marxists. According to the supporter of the conflict theory, the system consists of the upper class and the lower class and there is constant struggle for the limited resources (Stephan & Stephan, 2013). The educational institutes performs three functions in the society that are partial to the elites:

• Reproduces class inequality: the middle class utilize there every capital in order to ensure best studies for their children in the same way the working class people can only afford average school. In this way the middle class children get the middle class job and the working class children get the working class job. Therefore the inequality is reproduced by the system.
• Legitimates class inequality: according to Marxists, it is only money that determines the quality of education although it is not widely recognized due to spread of ‘myth of meritocracy’.
• Works mostly in the interest of capitalist employers: in the contemporary era it is found that educational institutions only teach the things that the future capitalist want. The institutions should be teaching what one needs to learn in order to make decisions of life, career and social responsibilities instead it is found teaching the skills future capitalist employers need.

Functionalist and conflict perspectives are mainly concerned with the broad aspects of society while symbolic interactionism reflects the micro-sociological perspective (). The theory was influenced by the early sociologists such as Simmel, Cooley, Mead and Goffman. According to symbolic theory, human behaviour is influenced by meanings and definitions created and maintained by others through symbolic interaction. According to symbolic interactionism, people develop and rely on the process of interaction. People know the ways to behave or know what kind of behaviour is expected from them in a particular situation. People learn the symbols and the meaning of gestures that allow them to help them utilise their human capability of thought processing.

Educational institutions perform several functions in society as part of symbolic interactionist. According to the supporters of the symbolic interactionism, educational institute acts as an agent of interactions between schooling. The process of social interaction is performed after the first primary institution, and family is in school (Subedi, 2014).  People put on the subjective meaning of objects, events and behaviours in educational institutions. The educational institute teaches the children to behave according to circumstances regardless of truth or fair. Educational institute as an agent makes the social interaction possible which is the base of society. Through the process of social interaction, people develop and rely on subjective meaning.

Conclusion:

Educational institutions are the agents of socialisation and encourage social integration. Social theories help understanding social phenomenon however along with temporal changes these theories are prone to changes as well. The process through which they learn knowledge and societal values is called education. The three theories, functionalism, conflict and symbolic interactionism gives different perspective of same institute. The educational institution is performing the same functions yet they are performing several functions in different perspective. Through different perspective which are achieved through different theories help understanding the importance of classical sociological theories in the contemporary period. The classic sociological theories are still applicable in the modern social phenomenon, if not fully, to some extent. It even helps in building better contemporary theories based on the classis theories.

References:

Ballantine, J. H., Hammack, F. M., & Stuber, J. (2017). The sociology of education: A systematic analysis. Routledge.

Ballantine, J. H., Hammack, F. M., & Stuber, J. (2017). The sociology of education: A systematic analysis. Routledge.

Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75-87.

Durkheim, E. (2013). The evolution of educational thought: Lectures on the formation and development of secondary education in France. Routledge.

Luhmann, N., Baecker, D., & Gilgen, P. (2013). Introduction to systems theory. Cambridge: Polity.

Rex, J. (2014). Approaches to Sociology (RLE Social Theory): An Introduction to Major Trends in British Sociology. Routledge.

Schwartz, S. (2013, May). Value priorities and behavior: Applying. In The psychology of values: The Ontario symposium (Vol. 8).

Stephan, C. W., & Stephan, W. S. (2013). An integrated threat theory of prejudice. In Reducing prejudice and discrimination (pp. 33-56). Psychology Press.

Subedi, B. P. (2014). Lecture II Theoretical Perspective of Sociology. Nobel College, Pokhara University, Kathmandu Nepal.

Wallace, W. (2017). Sociological theory. Routledge.