1S) SOE-1st (9-9-2016) Bharghava Shyam (Durkheim Ian and Marxist Sociology)
Name of the
Student: AMANCHARLA NAGA BHARGHAVA SHYAM
Admission Number: MAE15007
Date:
9-Sep-2016
Questions:-
1Q} Outline the key
features of Durkheim Ian and Marxist Sociology we have discussed so far.
2Q} Recall and narrate
the school life you lived from the grade 9th to 12th.
3Q} Analyse your
experiences using two sociological perspectives we have studied so far. Do the
frameworks provided by Durkheim and Marxist Sociology help you in making sense
of some of your lived experiences? Do you find these frameworks adequate for analysing
your experiences?
1st
Answer:
Introduction:-
In this assignment I am trying to explain
my understanding on Durkheim “Functionalist
perspective” & Samuel Bowles and Herbert
Gintis “Conflict Perspective” {Marxism}.
In
functionalist perceptive Durkheim is saying about the importance of school
(Formal) education. & In Conflict perceptive Samuel Bowles and Herbert
Gintis is says that capitalist society sets limits to the transformative
potential of education.
My Understandings on “Sociology themes & perceptive on
education”
Education is a part of socialization. It
involves in acquiring knowledge, skills with intentionally or non-intentionally
to mould our beliefs & values. The people from tribal societies who are
hunters & wood cutters they learn the lessons of life by joining in the
social group. The boys would go with fathers & learn the family work that
are hunting, cutting trees etc. while girls in case there was gender division
of labour in that group there they will stay
with their mother & learn cooking, maintaining the home (Like cleaning, decorating,
serving & etc.) Because of industrial societies formal education was
started along with specialized role of teacher.
Key features of Functionalist
perceptive: -
{Durkheim}
About Durkheim: - Durkheim is a French
Sociologist, & he saw the major function of education
as the transmission of society's norms and values. The Key
features of school education according to Durkheim is building social
solidarity, respect to general rules and skill building for society in which
division of labour become increasingly sophisticated
Education as a functionalist perspective,
Durkheim is asking two questions
“1Q} what
are the functions of education for society as a whole?'
2Q}
what are the functional relationships between education and other parts of the
social system?
Frist
question leads us to a schedule made by education to maintenance of value
consensus and social solidarity. &
second question leads us to examine the relationship between education &
economic system.”
(Taken
from Education themes & Perceptive reading – Functionalist perceptive by
Durkheim)
Family Membership is based on Blood
(Kinship), it’s already decided, while in institutions based on our choices, we
make the relations. In Complex industrial society we don’t know those who are
staying near to you also. We have to help their surrounding people
(INCLUDING KIN (Blood relationship) & PEER GROUP). The school will help in
this, to help neighbour society. He is saying that school as society, which is
based on set of rules. And that School rules should be strictly made. He
says particularly with individual to cooperate them those are neither kin nor
peer.
The punishment have to reflect the damage
done to the social group. If I waste
water, if I didn’t get water, then I realize the value of water (It is specific
example). We have to respect the school
rules, because it controls & restricts or control us. It will 1st
step to duty, serious life will now begin. For future need, we need education.
Education teaches specific skills to students
in pre-industrialization era children used to get necessary skills
from parents, without any formal education.
In industrialization (Social solidarity) all are interdependent. They
will get skill from outside. It includes specialists. The schools will give us gender value &
specific skills. Gender value gives homogeneity for social survival &
specific skills are necessary for diversity of social co-operation. Education
from family only gives & trains the particular subjects only. But in school
we can see, learn most of the subjects.
Schools will give equal opportunity to
everyone instead of individualization.
Key features of Conflict
perceptive:
- {Marxism- Samuel Bowles
and Herbert Gintis}
“Samuel
Bowles and Herbert Gintis are American sociologists & economists. They are
saying about Marxism which is critique on capitalism. They are saying that
these schools are reproducing the present social system. In this they are
saying about this school system provides the key, to understanding the workings
of the education system. “They characterized education as a subservient to the
needs of those who control the workforce, the owners of the means of
production.”
(Taken
from Education themes & Perceptive reading- Bowles & Gintis- Conflict
perceptive)
According to
Samuel Bowles and Herbert Gintis, the capitalists through middle class they
keep their hierarchy like that only (The Rich stays rich only through this
middle class (persons)).For the success of capitalism they require hard-working,
docile, obedient, & highly motivated workforces. And these can be done by
hidden curriculum. Bowles and Gintis says that hidden curriculum shapes the
future workforce in the 4 ways.
1) “It helps to produce a subservient
workforce of uncritical, passive and docile workers.
2) Samuel Bowles and Herbert Gintis
claims that the hidden curriculum encourages an acceptance of hierarchy.
Schools are organized on a hierarchical principle of authority and control.
3) School pupils learn to be motivated
by external rewards, just as the workforce in a capitalist society is motivated
by external rewards.
4) They claim that another important
aspect of the hidden curriculum is the fragmentation of school subjects.”
(Taken
from Education themes & Perceptive reading- Bowles & Gintis- Conflict
perceptive)
Experiments
(or) Research did by Samuel Bowles and Herbert Gintis.
They did research in New York high school.
(237 students). In the school, the students who got good grade is having
academic abilities such as perseverance, consistency, dependability &
Punctuality. And the students who got less grade is having personal abilities
such as creativeness, independence & aggressiveness.
That means the schools are creating a
workforce which is easily imitated & manipulated by employers. Instead of
creating & encouraging self-development.
The school curriculum & school managements is giving orders
& students are obeying it. It leads them to prepare for work place.
The present education system is creating
industrialization & not an equality.
2nd
Answer:
About my schooling & schooling
experiences:-
I did my schooling in Nagarjuna Model School
a private school in Kadapa A.P, & Intermediate (11th & 12th)
in Sri Chaitya College, Kadapa (Dist. Headquarter), Andhra Pradesh.
I stepped into 9th class in
2009. Without completing the 9th class, All 9th class
students entered into 10th standard. Because of 10th
public exams they taken this decision & implemented on us & prepared us
for 10th public exams. Two months before exams they completed all exams
& tested us by putting several exams. Because of this I secured 70% in 10th
Public exams. I did some preparations byheart, some by understanding & some
with interest.
In Inter although I failed 3 times I
completed my Intermediate in 2 years only. I am not interested in any
mal-practising. This was taught by my parents only. My parents & sister
helped me a lot in my academics. They use to sit with me & explained me to
understand the subject without any scolding & beating. And they gave
positive emotional, social, physical support to me, like this I completed my
intermediate studies.
In these four years of
course work (Grade 9th to 12th), I was mostly dependent
on guidance’s from various sources and I was unable to mingle with others
easily. Which make me feel uncomfortable to do course work which requires much
interactions and discussions not only for academic development but mostly for the
other spheres of knowledge.
3rd
Answer:
In my schooling most time
I experienced Marxism Conflict perceptive only, than Durkheim’s Functionalist
perceptive.
In my school life up to 8th
class I had both Functionalist & conflict perceptive. As per functionalist perceptive
I have right to studies, play & adequate holidays are there. But from 9th
to 10th it is mostly conflict perceptive only. They made me
dependent on only in parcel of knowledge (Text book). They prepared me for
industrialization. In Intermediate (Grade 11th & 12th)
it is completely felt as a conflict perceptive to me. In fact I selected the
Maths Physics Chemistry (MPC) program.
In my graduation period
(My Graduation is Bachelor of Social Work {BSW}) education is mostly
functionalist perceptive only. They gave me freedom with responsibility, they
made some rules for us, and it restricted me from some bad thing. They made me
to observe society & they try to make me to help the people to help
themselves. Through counselling, volunteering etc.
In my opinion
professional courses (B.Tech) are conflict based because it help more in
Industrialization & Liberal courses (B.S.W & MAE) are functionalist
perceptive.
My References:-
Education Themes &
Perspectives Reading
Group Discussions on
Functionalist & conflict perspectives with classmates & friends.
Our experiences
Feedback
It seems
you have made a sincere attempt to understand two perspectives. This impression
I got when I read the first part of your response. However, you should try to
present the arguments more systematically. There are many verbatim references from the
textbook of Haralombos. Try to present arguments in your language as much as
you can.
The second
and third parts of the response are though brief, but there are few insights in
analysing the school experience. For example you have mentioned that choice of
subjects (science subjects) you opted for in your higher secondary was largely
influenced by broader societal processes.
Generally
you have taken functionalist theorists as people who see positive impact of
education on society, while conflict theorists as those who see education as
negative processes. Actually these two perspectives are two different ways of
looking at society and education, not necessarily positive or negative.
Overall a
sincere attempt. Build further on your strength.
Grade- [B]
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