Structural functionalism is one of the sociological theories that sociologists use to attempt to explain how social institutions exists so as to meet the needs of the individuals and the society. This theory views the society as having structures that exists to function as collective units to meet the needs of the society. It has its origin from Emile Durkheim who was concerned why the societies tend to be relatively stable over time. He suggested that societies remain cohesive over a long time because individuals work together guided by shared values, common symbols and system of exchange. This is despite the fact that each person tends to carry different tasks. He, thus, saw interdependence between the social structures of the society and the individuals just as an organism works with many parts to sustain the whole (Giddens & Appelbaum, 2003). This is a reflective essay that attempts to explain the reasons for existence of education in the society. This paper will attempt to show that education is a crucial requirement for employment purposes in the industrial world as well as to help the government and the society to run smoothly through a careful examination of my experiences as a student.
Under the structural functionalist theory, education exists to serve the needs of a society. With this assumption, functionalists see education as having a manifest role of conveying both basic knowledge and skills from one generation to the other (Collins, 1971). For Durkheim, he viewed education as having the role of socializing people the members of the society to its values. He observed that “moral education” was the effort needed to form more cohesive social structure that brings people together despite their diverse backgrounds. While at formal or informal schooling, a student is socialized into the core values of that society. The students are trained in the value of work and the hard work for success in life.
The government provides education to children of families through welfare system. Our parents then in turn pay taxes to the government to fund the education process including paying teachers and buy learning materials and run the government. The expectation of the families is that we as children will then have advanced opportunities get good jobs when we are through with the education system so that we can raise their own families in the future. While we undergo through the system, we are taught to be law-abiding citizens, pay taxes and support the state through the school curriculum which has lessons based on these topics such as Citizenship and National Income. This produces order, productivity and, stability in the society. However, when the education process does not take place, disorganization is likely to occur, such as deviant behavior. Children in the neighborhood who do not go to school end up in crime and violence and the security of families is threatened.
The formal education that children in American and other countries receive is to a large extent formulated to support both the existing political and economic systems. Students are rewarded when they follow schedules, directions, and deadlines and when they obey authority. These are the values that educationalists hope will be transferred to the work environment. It is generally hoped that when these we are employed, we will be able to meet deadlines, obey authority, follow procedures as work and keep time (Collins, 1971). This explains why work environment has tended to remain stable over time with employers insisting on the same qualities over a long time for the same job. The attitudes, characters and perceptions needed to succeed in a job are the same always.
It has been noted that going through the educational system especially in capitalists’ nations exposes students to competition theory. The students learn this from the competitive activities inside and outside classroom. As students we participate in games where there are price rewards when one emerges a winner in athletics or football games. For this reasons we learn early to associate rewards with winning. Potential employers hoped that an average person who goes the educational system will be the most employable person because of his ability to comprehend compensation policies in the economy based on productivity. It is also reflected at home where parents buy their children small tokens such as sweets when they behave well. While receiving such gifts and tokens from informal or formal education we learn doing and behaving well is rewarded well. It is assumed that each student who is schooled will work hard to be productive and hence remunerated well for his efforts. Schools also teach patriotism which preserves the political structure that exists in the society. For example I learn to memorize and say the Pledge of Allegiance to the nation as well as understand stories of national heroes. Teachers repeat these stories and exploits until the students get the message sink home. This builds patriotism and loyalty, it is expected that these virtues and values will be reflected in the future life of that student both while they are employed and serve the nation. The American student will learn the heroism of leaders like George Washington and Abraham Lincoln which sometimes may be exaggerated but they end up believing it was true when it was a mythology. This is meant to instill the desired values, skills and abilities in that student so that they can be useful citizens and hardworking employees.
Functionalists also identify sorting in education which is done to separate students based on merit as a way of social placement in employment and political structure. The society views capable people as ones fitting to be channeled in critical occupations. School grading system identifies these students who are capable of early levels. The students who score highly in classroom through continuous tests enter accelerated programs and colleges in preparation for the relevant courses. Some of my classmates end up in elementary school and High school depending on their abilities to comprehend science, literature, music and arts. This process is ultimately beneficial to the society. Employees are able to identify the most likely potential workers for their business organizations and mentorship is done from early stages in life where they will interact with students from High Schools where students have been transferred in for specialization. Students in these specialized schools network with others of similar interests in classes. This gives them opportunities to meet their potential workmates and colleagues.
Through the education system, various parts of the society work together to cause an overall social equilibrium. The change in a social institution generally will precipitate a change in the whole social ecosystem. If there is any dysfunctional institution that exists in the society, it will cease to exist when it is no longer tenable in maintaining the social order.
As students, however, go through school, they become more liberal because of their encounter with many perspectives on learning. The more educated a person it, the more liberal they become, especially where research is their main area of training. The changes of knowledge may sometimes lead to changes in values perpetuated by the education system (Collins, 1971). While the primary role of education is preserving and passing knowledge and skills necessarily from work environment, it may serve as a changing agent in transforming the school going students. One has just to examine some professors who have lost their faith in the course of studying science and the evolution theories (Collins, 1971). Political theories have also led to some students identify and change party affiliations when they reach voting age different from that of their family. The interaction with other students in their classes has led to other student learn new languages and acquire new dressing codes from people of other nations.
Work Cited:
Collins, R. (1971). Functional and conflict theories of educational stratification. American Sociological Review, 1002-1019.
Giddens, A., Duneier, M., & Appelbaum, R. P. (2003). Introduction to sociology. Norton.
