Thursday, February 28, 2019
Functionalism, Conflict, and Internationalism Essay
The three theories I plan to discuss argon Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually coerces the dodge in education work, with the t for each oneers, parents, school boards and committees the institution of education continues to function. The first conjecture is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of clean-living victimization and fourteen years since his death.During this period, practically has been written that has discredited stage hypothesis and the overarching use of justice as a first principle of moral development. Yet Kohlbergs evolving moral theory continues to be used as a theoretical besidest for moral development research and to influence teacher education. While few educators have dismissed Kohlbergs approach as wooden and fossilized, it continues to be centr al to what teachers know about, and how they think about, moral development. 2Indeed, one author suggests that any psychology textbook published in the shoemakers last quarter-century touches upon Kohlbergs work. 3 This invariable message, coupled with continued existence talk about character development and moral education in schools, makes it likely that Kohlbergs stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist root of Kohlbergs theory, this essay raises concerns about the application of Kohlbergs ideas in the classroom.Fundamentally, Kohlberg focuses on individual development, a universal concept of justice, and universaliz capacity do not empathize well to the institutional-level application that he hoped his reasonable Community domesticates would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conf lict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlbergs standards) did not necessarily create a moral community.In a moral community, the degree to which individuals have grown a bulky a continuum of moral development should not be of greater importance than the capability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlbergs belief that schools were important locations for the affectionateization of fryren into broader confederacy. School was a childs first formal introduction into society at large. By going to school the child gather ups to fill the expect public roles of a member of his society (LKA, 21).Part of the power of tuition was the precept of lessons necessary for successful life outside of school. In particular, Kohlberg emphasise that educatees needed to gain an increased awareness o f themselves in categorical terms. 7 In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons The child has to learn to be one among a crowd of peers in a classroom that is run by a relative neutral authority figure who gives orders a power to wield praise and blame.What the child learns about how to handle the crowds, the praise, and the power will, from this point of view, give shape to her public morality her conception of how one ought to act to get along and notwithstanding prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of function alism doesnt work.It workings as a whole at a much large level, the macro level, the institution of the schools. These transcription need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act thence in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today.All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in wisdom as the white middle to higher class of student. gibe to Conflict Theory, society is A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When struggle theorists look at society, they see the social domination of suppress groups through the power, authority, and coercion of domin ant groups.In the conflict view, the nearly al indexy members of dominant groups create the rules for success and opportunity in society, often denying subsidiary groups such success and opportunities this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that intimately conflict theorists oppose this sort of coercion and favor a more(prenominal) equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or peradventure do not see all social inequalities stemming from the capitalist systemFunctionalism, Conflict, and Interactionism in Educational (they call up we could solve racial, gender, and class dissimilarity without move to socialism). However, many conflict theorists focus on capitalism as the bug of social inequalities. The primary cause of social problems, according to the conflict perspective, is the victimisation and subjection of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the runny running and integration of society.Structural-Functionalism and Conflict Theory therefore have divergent value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social transfer as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004).In contrast to Structural-Functionalists, who moot that the most talented individuals pertain the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from genes is to generation and cumbering subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to sic which positions are socially rewarded.Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory sincerely see social change coming than that may mean the educators of this earth may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals interaction with each other.Through the process of socialization, large number learn values, attitudes, and actions that they deem to be correct. heap are exposed to a set of reinforcements to ma intain or change those views and actions. Learning theory helps let off why people view others in particular ways, such as who is good and who is bad. Our views may have exact to do with objective reality. Learning theory may in like manner explain the process in which people come to admit in behaviors that others beat problematic, such as embezzling or prostitution.As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable people in lower social positions are less likely to stoop others to stick with their definition of the situation.This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceive d as the cause of problems, and why elites take out that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it?We may regard to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education goaded arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue.The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and serviceman beings the educational process would be easier and more pleasurable experience and a happier and healthier environment.I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To beat these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the humankind after high school.