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Relation Between School and Society


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The relation between school and society

Through socialization, schools play an important role in shaping a child’s perception of the society in which they are raised and the world as a whole. Schools play a crucial role in instilling commonly accepted values, principles and norms of a given society in children (Sadovnik, Cookson & Semel, 2006). Thus schools enable children to grow up having view and practices that are perceived as normal and culturally acceptable in a society making them making them integral members of the society.    In accordance with education maxims held as true by sociologists, not all values shared in a given society are held as true (Sadovnik, Cookson & Semel, 2006).

As a society reaches for the ability to be a stable and secure a conglomeration of secure and safe means of sharing means encompassing political, cultural, or even military responses affecting a society (Sadovnik, Cookson & Semel, 2006). This is a scenario is put across by the fact that social ideologies have the capability to affect a society’s future structure. Sociology experts have an inability for the justification of a particular outcome. In conflict sociology, Marxist ideologies are expressed with the notion that industrialized workers bear the ability to demand and achieve means for better societal features(Sadovnik, Cookson & Semel, 2006).  In accordance to the philosophies of Carl Marx, urbanism and industrialization principles brought about an aura of intelligence for the betterment of later generations capable of facing out idealist policies. In accordance with Max Weber’s analysis, differences in societal class, bringing light to light the fact that individuals address their identities in accordance to social cultures and specific groups (Sadovnik, Cookson & Semel, 2006). Military and political prowess can according to Max Webber fail to appear. The Weberian perspective encompasses the learning of relationships between the society and schools (Sadovnik, Cookson & Semel, 2006). Such that, researchers in this aspect of sociology view for example Willard Waller, had educational philosophies that were of the perception that school curricula were geared towards eventualities of the school system (Sadovnik, Cookson & Semel, 2006). In accordance with Collins (1979) perception, educational achievements are relative to academic achievements. This implies that academic endeavors relate to the promotion of dominant societal groups in a society. These are actually adverse to academic achievements (Sadovnik, Cookson & Semel, 2006).

Functional systems on the other hand promote the interdependence localized in a common education system (Sadovnik, Cookson & Semel, 2006). Researchers dedicated to this field of education analyze how well education systems work together. In their view, the society is similar t a working machine. Hat is schools are important in ensuring that societies have the ability to reproduce dynamic energy to push forward with societal developments. Functionalists in a society are of the view that values and cohesive units of a society are stable as long as education changes in accordance with changing perceptions of a particular society (Sadovnik, Cookson & Semel, 2006). Such that, moral values are established on the basis of a cohesive society based on the education system.  Functionalists assume that a society is operating at normal levels and arising conflicts are detrimental to societal organization (Sadovnik, Cookson & Semel, 2006).

Conflict theories suggest that societies are dominated by societies based on a particular will towards cooptation, manipulation or even force. What binds together such a society are basically, political aspects, cultural or military forces interventions. In conclusion, the conflict theory tends to bring to light relationships associated with schools and the society (Sadovnik, Cookson & Semel, 2006). Both theoretical perspectives are important in improving the quality of education in a society. Both theories are fundamental in formulating education policies that benefit the society.



Sadovnik, A. R. Cookson, P. W. & Semel, S. F. (2006). Exploring Education; An introduction to the foundations of education. Sidney: Merill.

(Sadovnik, Cookson & Semel, 2006)

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