Introduction
The theory of functionalism believes that things are “objectively real”. This theory looks at the unique ways that education is pragmatic to the society. The society has several needs and the way education comes in to suit these needs is essential to the functionalists. Its main aim is to transmit basic information and expertise to generations ensuring they are knowledgeable and transfer the same to the ones that follow. This paper thus seeks to demonstrate and analyze the functionalist theory and how it can be applied to the current learning environment (Feinberg, 2004).
Importance of functionalist theory
Impart knowledge and skills
The theory of functionalism ensures skills are put across to generations to come so that the whole society can be knowledgeable. According to Durkheim, education is meant to socialize people into the typical education. In the process of assembling to learn, people of diverse origins interrelate and form together a common social bond. In universities for instance, people from all over the world converge and in this way they not only engage in the formal education taught by lecturers but come to share their cultures, backgrounds and experiences. In this way, they are able to acquire knowledge of different aspects of life which enables one to grow all round (Andrea, 2010).
Transmission of core values
There exist some dormant roles of education which the function lists also consider important. There is transmission of core values and social control that are meant to uphold the political and financial systems brought about by education. In America for example children are awarded for adhering to the norms required in schools. They are awarded prices for attending meetings and being the most disciplined for example. Such enable the students to build morale and good behavior which help bring up responsible persons in the society.
Individualism and core rights
In America for example, education has helped build up the ideology of egoism where the rights of liberty are supported for to be acquired by every individual. Though formal learning is important and every individual encouraged being the top in the class, they are also persuaded to come up as responsible society who will make good future leaders. To ensure this is achieved, they are encouraged to take part in leader oriented activities. Student leaders are selected and thus perform and nurture their talents of leadership. Sporting activities are also encouraged to those who have talent to nurture them and in this manner very important individuals in society come up (Feinberg, 2004).
Functionalists consider the academic curriculum very important for it is the reference used for education purposes. From it, teachers get to know what students are to be taught and the material that are necessary for student learning are always incorporated in the curricula. Through this, they not only learn but are in a position to foster their identities and self esteem. For Japanese students for instance, they are taught to be ashamed if someone excludes them because they are brought up in a culture that values communism as opposed to individualism. They thus not only learn what they are taught in class but try to bring honor to the group and not the individual.
Competition
According to the functionalist theory, education also brings about competition among students which is essential to nurture an all round citizens in the society. In the present capitalist way of life for instance, children are forced to find tactics of survival. Due to this, they are forced to quickly learn the weight that competition carries. This is encouraged both through competitive games they engage in outside the classroom and the learning games they do in the class.
In such situations, rewards are always provided to motivate them to play and this enhances the level of competition. They therefore grow associating winning with possessing for if one wins, they possess a price. Teachers also encourage the aspect of competition by imparting patriotism on the students to preserve the political structure. They therefore end up repeating stories of great leaders thus making the aspect of competition planted in the minds of the students (Andrea, 2010).
Sorting
Society demands that students who are bright enough and capable should be identified and channeled out. According to the functionalist theory thus, education comes in handy when it comes to sorting. Students here are separated from each other on the basis of merit. They are thus channeled into the best occupations. This process is beneficial in society for it is only fair and encourages students to work harder. The best performers get opportunities to go to colleges and universities (Andrea, 2010).
Networking
The functionalists also argue that education is important in making possible the process of networking. This often comes by default from people mingling with one another. Due to this, students are able to meet spouses with similar interest and environments. Education here according to the functionalist theory allows for continuity of the society for families to come up and the cycle continues (Mooney, 2008).
Preserving and changing culture
Preservation and changing of culture is also enhanced by education according to the functionalist theory. According to an observation made by Orbed, students become liberal as they meet dissimilar viewpoints from other peers. Education for example in universities allow for research that is done by all students at some level. Due to this, the knowledge acquired gives them different perspectives that change their knowledge about many ideas. Thus, apart from preserving and passing on knowledge, education transforms the students and they get new view about different aspects in life (Orbed, 2010).
Replacement of the family
According to functional its, a vital function of education is to enhance replacement of family. Such issues like issues of sexuality have always been assumed to be left to the family institution. However the school is largely taking up the same and ensuring a curriculum is placed on that. In universities recently for example, issues of diseases like the HIV/AIDS have been included in the curricula and students enlightened on the same. According to a survey done by Orbed, some parents are usually shy and prefer either teaching their children at home or taking them to private schools where they will avoid such issues like sexuality. Some still have the belief that this is meant to spoil their children and encourage them participate in the same (Orbed, 2010).
Findings
According to Anderson & Taylor, for social needs to be met, a social system must exist and work in equilibrium. Thus, if schools have to accomplish their mission, they ought to maintain equilibrium between what the students are enlightened on and the happenings in the world Anderson & Taylor claim that, “we don’t just teach nowdays, but we teach that which can be applied to the real world”. Students are thus taught what can be able to help them in their present lives and in the future. For the class work for instance, if one is learning accounts, they will apply that in their daily lives and future jobs. In the process also they interact, develop skills of leadership and become all-round persons (Anderson & Taylor, 2006).
Conclusion
Thus, according to Mooney, the purpose of education is not only to give insight into the social importance of learning, but also ensure it provides opportunities to practice real life games that enable students to understand real life situations. These may include games that enable the students to engage naturally in the issue of finding solutions to problems.. Mental abilities are also essential to enhance utilization and proper understanding. Thus, scientific methods can also be applied to the social world (Mooney, 2008).
References
Anderson, M & Taylor, H. (2006).Sociology: the essentials. New York: Cengage Learning.
Andrea, B. (2010). New York Times: in SCHOOL. New York: NY Publishers.
Feinberg, W. (2004). School and society. Harvard: Teachers College Press, 2004
Mooney, L, et al. (2008). Understanding Social Problems. New York: Cengage Learning.
Orbed, R. Current issues of education. London: Cavort Publishers: retrieved from Education in action on 12th Sep 2010.
