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 of 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 claim that the hidden curriculum encourages an acceptance of hierarchy. Schools are organized on a hierarchical principle of authority and control.

3) Schoolchildren 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 analyzing the school experience. For example, you have mentioned that the 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 a negative process. 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]