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Unlock This CourseFunctionalists see society as a system of interconnected parts working together to maintain stability and social order. They view schools as a crucial institution that helps society function smoothly by teaching young people the skills, values and behaviours needed for adult life.
Key Definitions:
Functionalists believe education serves several positive functions for society:
Three important functionalist sociologists who wrote about education:
Each developed theories about how schools help society function effectively.
Emile Durkheim believed that education plays a vital role in creating social solidarity – the sense that people belong to and feel loyal to their society. Without this shared feeling, society would fall apart.
According to Durkheim, schools create social solidarity in several important ways:
Schools teach children about their nation's history and culture, creating a sense of shared identity and belonging.
School assemblies, sports days and other group activities teach children to put the needs of the group before their own individual desires.
Schools teach a common language and communication skills that allow people to cooperate and work together effectively.
Durkheim argued that schools are like a 'society in miniature' where children learn to follow rules, respect authority and work with others – all skills needed for adult life in society.
School uniforms are a perfect example of Durkheim's ideas in action. By wearing the same clothes, students develop a sense of belonging to the school community. Uniforms remove visible signs of social class differences, creating a feeling of equality and shared identity. Many UK schools emphasise how uniforms help create school spirit and prepare students for the workplace, where dress codes are common.
Talcott Parsons developed Durkheim's ideas further. He saw schools as the bridge between family and wider society, teaching children universal values needed for adult life.
Parsons identified a key transition that happens through schooling:
In the family, children are treated as special and judged by standards that apply only to them. For example, a parent might praise a child's drawing regardless of its quality because they love the child.
At school, children are judged by universal standards that apply to everyone. Their work is marked according to objective criteria, not based on who they are. This prepares them for the adult world where they'll be judged on their performance.
Parsons believed schools teach children to accept that rewards (like good grades) should be given based on achievement rather than who you are or who you know. This helps create a fair society where people succeed through hard work and talent.
Davis and Moore focused on how education helps sort people into different social roles based on their abilities. They argued this 'sorting' function is essential for society to work efficiently.
According to Davis and Moore, schools act as a giant sifting machine that:
The UK's GCSE and A-Level system exemplifies Davis and Moore's theory. Students sit standardised exams that test their knowledge and abilities. Those who perform well gain qualifications that open doors to university and professional careers. Functionalists would argue this system ensures that the most capable students become doctors, engineers and other professionals, regardless of their social background. This creates an efficient society where talent is not wasted.
Other sociological perspectives offer different views on school processes:
These perspectives challenge the functionalist view that education benefits everyone equally.
Despite criticisms, many functionalist ideas remain influential in how we think about education today:
The belief that anyone can succeed through hard work and talent remains central to educational policy.
Standardised curriculum content helps create shared knowledge and values across society.
Growing emphasis on preparing students for specific careers reflects the role allocation function.
In recent years, many UK schools have introduced 'character education' programmes that focus on developing qualities like resilience, teamwork and respect. This reflects Durkheim's idea that schools should teach moral values and social skills alongside academic subjects. For example, the Department for Education has funded character education projects in schools across England, aiming to develop the 'soft skills' employers value and create responsible citizens.
Functionalist perspectives help us understand important aspects of how schools operate and their role in society. While they don't tell the whole story about education, they highlight how schools contribute to social stability, shared values and the allocation of people to different roles. By understanding these theories, we can better analyse the purposes and processes of education in modern society.