Describe Functionalist and Marxist Perspective on Education.

Describe functionalist and Marxist perspective on pedagogics. Functionalist Education can be described as the method whereby ships company continually passes on the knowledge it has gain from pass generations to the next or future generation. It is centered around and entails the teaching of the three Rs, which includes arithmetics, reading and writing exactly likewise encompass tender, spiritual, moral and somatogenic component. It is experienceed as a secondary agent of socialization as it socializes souls into the norms and delightful behaviors of society.Functionalist view development as having umteen roles but ar kindle mainly in how education meets society needs. They believe that one of its major(ip) roles being to equip somebodys with intellectual knowledge. Functionalist also believes that besides it most unequivocal role of passing on societys knowledge, education also has other latent roles that affects the individual on a holistical level and is contemplat ive of society values, beliefs and norms.According to Durkheim individuals learn to socialize with one another deep down the schools through the integration of people from all diversity of society and this he believes is one of the latent roles of education, which he also call moral education. Besides this, functionalist believes that education meet other latent or acute roles that are intaked to instill in individuals values that stem from governmental and economic system and as a result serve up them systema skeletale their self-confidence and prepares them for meeting society demands. For example, independence is taught through individualism.Functionalist also, believe that categorisation (separating scholarly persons on the basis of merit) another function of the school is essential in determine from early on who is capable of doing what and what job they will be better suited to in the future. The next function to take propose after this is networking, they believe th is function facilitates matchmaking and is unavoidable within the schools setting as individual of background, interest and education comes together to learn. Marxist Marxist cons education as a continuation of functionalist ideologies.They believe that education is use by functionalist to maintain the line of segregation that exists between the classes. Hence the reason why the Marxist view education as being used to micturate an obedient working class continuing the status quo. Acting as a persistent cause of dissimilitude continuing to maintain the provide structures and giving them the calamus to create a docile work force. However, it is the view of the Marxist that the education system could be used as a system that helps in sorting the individuals of society into what is their calling position in life, it is the way it is done that their exist a problem.The problems they believe exist in the strategy that is used to by the functionalist to achieve this. This strategy the y see as based on the ideals of functionalism which is according to class, race and gender. This is achieved in the form of the inexplicable agenda that exist within the computer program that is used to educate. This mystical curriculum Marxist believes is put forward in every classroom and is taught through the use of the curriculum, hence the reason it is call the hidden curriculum. To the Marxist school of taught the hidden curriculum is present in numerous forms, this is evident in the accompaniment that is available to school in affluent areas.These school according to Marxism are funded by property taxes because of there affluent location. Because of this they can afford to feed higher salaries to their teacher and this give them better teachers, available books and sluice technology. This in turn cause the students that attend these school to have better opportunities than nestling children who are schooled in rural areas that do not get the enumerate of funding that the other school get. Some of theses children are not even given the opportunity to go to college or even complete school.This inequality is also present in the exams that are given to children of the two classes. This is seen in the traditional IQ interrogation that is given to student for acceptance into school. This test is Suppose to test the mental knowledge of the child but the organic law of the test is not based on the intelligence of the child but on cultural knowledge. This creates a bias because children from a poor social background will not be able to answer mind base on the culture of the affluence classes. This is called Cultural bias and is caused by inequality of the classes.They disagree with the idea that education can be used as a tool for any individual to move up within the social classes that exist in society. They believe that these principles are faraway from the truth. As religion is used to opiate the people against the real issues that affect them an d to help in keeping them from solving their problems so to is education used to deter the people from helping themselves and to remain within their social classes. Marxist see education as an influential tool in maintaining the lines that separate the have from the have not.Another argument of the functionalist school of taught is the use of meritocracy to help individual achieve status in life. However that Marxist sees this as a false perception, and believes that through meritocracy functionalist portrays the ideals of inequality of opportunity. Marxist believed that it is just another tool that is used to create an unequal society. The hidden curriculum is also present in the socialization process that takes place in school. It is of the view of many sociologists regardless of association or theory that the school is a major institution in the socialization process.It is for this reason that the Marxist believes that functionalist used this as the bases for the continuation of their theories. They see the hidden curriculum in this case as use to instill the norm and values of the functionalist. This is used to tell student what is deem as wrong or right, not allowing room for apparent motioning. The question that Marxist asks is who is to tell what is right or wrong? Whether culturally, academically or otherwise. The hidden curriculum does not stop at school level but it is seen as being continued through out an individual lifetime whether it is in the home, work place or society as a whole.