Functionalist perspective-on-education

Functionalist Perspective on Education for General Sociology Jan 2017

1. Functionalist Perspective on Education DS3004 / DS3019 / MPU 32113 – General Sociology Kee Li Jun, 00011903 Bernice Loh Zi Teng , 00015380 Loo Yen Yin, 00015816 Su Yee wah , 00015345 Brenda Chong Shi Yi, 00011203 Lee Fei Wen, 00014891 Lecturer: Ab Rahman bin Mohd Yusof

2. Functionalist Perspective on Education S ociety as a living organism in which each part of the organism contributes to its survival (Schaefer, 2011) Society is held together by consensus. Education as one crucial aspect of socialization, plays an important role in reaching consensus.

3. Functionalist Perspective on Education E ducation contributes to the survival and perpetuation of modern societies. Schools are developed to produce people who fit into the society, but not people who set out to change it (Hughes and Kroehler , 2008). People who are uneducated cannot survive in today’s social-based world.

4. Importance of primary education Making new friends Meeting new pupils from different background Develops listening ability Children acquire the concept of sharing and turn taking Develop self confidence and set personal goal when children receive recognition and encouragement from their teachers Motivation socially and emotionally healthy. Eager to try new things become more serious with their schoolwork and they keep progressing in their academic development .

5. Active give children opportunities to release their surplus energies Think critically exams Making on decision Learning how to make personal decisions Poor P rimary E ducation - high level of illiteracy - bad habits and behaviors - poor habits of studying - lack of skills and knowledge - unethical

6. HEALTH AND EDUCATIONAL LEISURE Helps develop a growing body Health education – to teach the pupils about their body. Sports – keeps the body strong to prevent diseases. Nurtures and enriches the mind Music/art classes – passion-based classes help pupils to relax in the midst of studying. Talent – endorse new talents to the pupils. MANIFEST FUNCTION

7. FUNDAMENTAL PROCESSES Reading, writing, oral skills, and mathematics. Secondary education implements the basic knowledge learnt by the students in primary education and tests their thinking skills. E.g : students have to manipulate math formulas to suit their question criteria, or mastering another language with different intonations. MANIFEST FUNCTION

8. VOCATION Skills required for the working world E.g : presentation skills, computer usage. Secondary education helps the pupils gain these skills more professionally as they have more equipment and facilities than primary education institutions. MANIFEST FUNCTION

9. CIVIC EDUCATION Secondary education teaches the students about geography, the constitutional rights, and social civic duties. This education makes the students realize about the dependence of one society with another society. Also teaches the students their social responsibility and to be a ‘good Samaritan’. MANIFEST FUNCTION

10. BUILDING ETHICAL CHARACTER AND SELF WORTH Builds ethical character Students learn how to interact with different people ( i.e : the opposite sex, elders) Secondary education educates and reinforces the students’ discipline and respect Encourage self worth Students are encouraged to choose whatever field of interest they want to pursue Being good at something increases the student’s self-worth The students are more confident that they can contribute to society LATENT FUNCTION

11. CONCLUSION Secondary education teaches the students about their respective places in society. Maintains order and welfare among the educated citizens. Preparing the students intellectually for their tertiary education and the working world.

12. Importance of Tertiary E ducation Individual Yields monetary benefits -gateway to better paying jobs which improve an individual's quality of life. A ble to invest for the future - fulfillment of self-actualization needs . -wider opportunity of career choices . W ell-respected in most communities -higher chances of being head-hunted and appointed to positions of authority. E xpand their knowledge and skills - express their thoughts clearly, grasp abstract concepts and theories, and increase their understanding of the world and their community.

13. Society and country Increase national productivity -improve living standards. -increase a country’s ability to compete and participate fully in the globalization process. S upport knowledge-driven economic growth strategies and reduce poverty -training a qualified and adaptable labor force. -generating new knowledge. -providing the capacity to access the existing global knowledge. S upporting construction of democratic and socially cohesive societies -improvement of the public institutions. -support for the national innovation system. V alues, attitudes, and ethics -foundation of the social capital necessary for constructing healthy civil societies and cohesive cultures.

14. Functionalist Perspective on Education Emile Durkheim established functionalist theories. T he societies work hand in hand with other social institutions. Talcott Parsons used Durkheim’s theory, considered education is a key component of the social body. Promote stability and develop integration. Emile Durkheim Talcott Parsons

15. Functionalist Perspective on Education F unctional prerequisite. Passing on the society’s culture from generation to generation through hidden curriculum. Schools = a ‘society in miniature ’. Secondary agent for socialization, provide a bridge-liked medium for family and society. Provide trained and qualified labour force. Meritocracy and role allocation.

16. CONCLUSION Functionalists, use education as part of their observations, as a whole of society Education is the main organ if society If a school system works properly, then consequently a society will function properly as well . In modern society, people have to be basically skilled Education is important for job opportunities and specialized careers