Sociology of Education

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Sociology of Education
The perspective of the education in Singapore as an institution is based on two macro theories: functionalist and conflict theory. This paper aims at discussing the framework of the two theories, their strengths and weaknesses and to establish to what extent they have been applied to the education sector in Singapore
FUNCTIONALIST THEORY
Believers of this theory view the society as a social system that is comprised of interdependent parts that aid in its smooth running. They argue that every social institution is made up of these parts that work together for the overall system to function. With regard to the education system therefore, their focus is on the functioning of the school and its organization structure, in making the whole system work properly.
The school structure involves young people being taught values and attaining skills in a classroom environment under the teacher as an authority figure. The school is therefore important in transferring values to individuals to help them serve their purpose as members of the society. According to Durkheim, this theory poses the function of the schools as that of nurturing morality and an awareness that is important in maintaining order and promoting society stability (Brym 4).
CONFLICT THEORY
As discussed in Education as a Social Institution: Sociology of Education, those who believe in this theory view the education system as an institution that causes and perpetuates social inequalities. They are of the opinion that the people under any system are forced to abide by the rules of the system and do not do so willingly. They argue that schools are an environment where students are taught to be subordinate to their rulers rather than a learning ground.
There is no common ‘Conflict Theory` and different theorists give different opinions. Karl Marx describes schools as a place where ideas that serve the interest of the ruling class are forced onto people from a lesser class, making them accept the social inequality implied in the action. Max Weber on the other hand describes the schools structure as organized around the interests of the dominant group in the society.
FUNCTIONALISM VERSUS CONFLICT
Strengths. One of the criticisms of the functionalist theory is lack of a distinguishing application of ‘function` and ‘motive` as noted by Robert K. Merton (Feinberg and Soltis 38). He argues that schools also serve as a ‘baby-sitting agency` encouraging parents to work outside the home environment. Although this is not the motive of the school, it is an important function of the school ...