Education and Religion Chapter 14

The Sociology of Education Comparing Functionalist, Conflict, and Interactionist Perspectives of Education Functionalist – schools help maintain the stability and smooth operation of society Teaching Knowledge and skills- The basic function of education is to teach children the knowledge and skills they will need in the adult world.

The Sociology of Education Functionalist Cont’ Transmission of Culture- For societies to survive over time, they must pass on the core values of their culture to following generations. (Schools teach children patriotism, loyalty, and socially acceptable forms of behavior). Social Integration- Education serves to produce a society of individuals who share a common national identity. (Even though the society is comprised of different religious, ethnic, and racial groups)

The Sociology of Education Functionalist Cont’ Occupational Placement- Schools train students to occupy important positions in society. based on test and evaluations, some students are steered towards college- preparatory courses, while others are steered towards vocational courses or non-college programs.

The Sociology of Education Conflict – the educational system serves to limit the potential of certain people and groups to gain power and social rewards Both Functionalist and Conflict Sociologist view the school as agents of social control

The Sociology of Education Conflict Cont’ Conflict Sociologist view Social Control as a way to produce unquestioning citizens who accept the basic inequalities of the social system. There is a Hidden Curriculum which involves teaching students a conservative set of values that center on obedience to authority.

The Sociology of Education Conflict Cont’ Conflict Sociologist believe that the goal of the Hidden Curriculum, and the tight social control associated with it, is to produce cooperative working adult, workers who will willingly accept the demands of those in power.

The Sociology of Education Conflict Cont’ Tracking- This involves the assignment of students to different types of educational programs, such as general studies, vocational training, and college-preparatory studies. Students are assigned tasks on the basis of intelligence and aptitude test scores, classroom grades, and teacher evaluations.

The Sociology of Education Conflict Sociologist view tracking as a means by which the wealthy and powerful maintain their position in society. Higher-track classes encourage the development of skills related to critical thinking, problem solving, and creative writing. (tend to be filled with higher income students) Lower-track classes generally focus on classroom drills and memorization, they tend to emphasize conforming behavior, cooperation, and getting along with other people. (tend to be filled with low-income and minority students)

The Sociology of Education Education and Socioeconomic Status- Most Americans have long believed that education is the key to social mobility. (Educational achievement appears to be tied strongly to socioeconomic status).

The Sociology of Education Conflict Sociologist argue that the opportunities for educational success and social mobility are distributed unequally. Expectations families have for their children’s achievement differ by socioeconomic class. The higher status families are better able than are lower-status families to provide a home environment well-suited to enrich learning. The incomes of lower-status families are often barely enough to provide the basic necessities of life.

The Sociology of Education Interactionist – students’ educational achievements and success are shaped in part by teacher-student interactions Studies have shown that students tend to fall under the premise of the self-fulfilling prophecy. Self-fulfilling prophecy- a prediction that leads to behavior that makes the prediction come true.

The Sociology of education Teachers, through words and actions, let students know what is expected of them, and the students performs according to these expectations. Students who are expected to achieve come to think of themselves as bright and capable because they have been, and continue to be, treated as bright and capable people. Students not expected to achieve, on the other hand, may come to think of themselves as inferior.

The sociology of education Current Issues in American Education Educational Reform Educational Alternatives Bilingual Education Violence in Schools

The Sociology of Education Current Issues in American Education Educational Reform – to address a decline in the level of the quality of education; has led to some improvements (NCLB) Educational Alternatives – provides school choice through vouchers, charter schools, and options such as homeschooling

The sociology of education Current Issue in American Education Violence in the Schools – has led to the use of security measures; zero tolerance policies, and conflict-resolution programs Bilingual Education – controversial, particularly in states with many Hispanics; has led to “English Only” movement

The Sociology of REligion Functions of Religion Social Cohesion – strengthening of bonds among people Social Control – encourages conformity to the norms of society Emotional Support – to provide emotional support during difficult times

The Sociology of Religion The Nature of Religion Religions exists in varied forms around the world. However, all religions contain certain basic elements. Among these elements are: Rituals and Symbols, Belief Systems, and Organizational Structures.

The Sociology of Religion Functions of Religion Rituals and Symbols Religious rituals are often used to mark changes in status, such as those surrounding birth, marriage, and death Rituals are used to unite believers and reinforce faith. Some focus on giving thanks to divine beings for the benefits that believers receive. Rituals generally include sacred symbols of the specific religion. (Particularly clothing, herbs, chalices, crosses, books etc.) Religious symbols are often used only in special places on special days to emphasize their sacred character.

The sociology of religion Functions of Religion Belief Systems Religions found around the world vary considerably in the content of their belief systems. In general belief systems can be organized into three basic types: Animism Theism Ethicalism

The sociology of religion Belief Systems ANIMISM: Spirits are active in influencing human life but not worshipped. Rituals thank or win spirits’ good will. Shamanism Spirits communicate with one person (shaman). Shamans can heal sick, predict future. Totemism Kinship between humans and animals/natural objects—totems

The sociology of religion Belief Systems THEISM: Belief in god or gods. God is divine power worthy of worship. Monotheism Belief in one god; Examples: Judaism, Islam, Christianity; organized structure, priesthood, rituals Polytheism Multiple gods; Example: Hinduism; usually one powerful god and lesser gods

The sociology of Relgion Belief Systems ETHICALISM: Based on set of moral principles with sacred quality. Involve meditation and purity of thought and action; Examples: Buddhism, Shintoism, Confucianism

The sociology of Relgion Organizational Structures The organizational structure of religions can be categorized into four types: Ecclesia- Organization in which all people in the society are members by virtue of their birth. Denominations- Well established organization in which a substantial portion of the population are members Sects- Small organization that typically has split off from a denomination because of doctrinal differences. Cults- Group founded on the revelations of a person believed to have special knowledge.

The sociology of religion Religion in American Society Free from persecution Culturally diverse Highly valued but may be losing influence Separation of church and state Many believe in God but fewer are affiliated with religious organizations and even fewer attend services