Social Theory in the Function of Education 1

Running head: SOCIAL THEORY IN THE FUNCTION OF EDUCATION

Social Theory in the Function of Education

Michael Phan

University of Phoenix School of Advance Studies

 Social Theory in the Function of Education 2

Social Theory in the Function of Education

The search for a social theory which is compatible for the 21th century

educational philosophy is not an easy task because there are so many social theories

that influenced education. However, one can see that history of educational thought is

developed in the context of social theory. Dewey (1997) stated 'the road of a new

education is not an easier one to follow than the old road but a more strenuous and

difficult one' (p. 90). Inasmuch as cultural diversity, contemporary American society is

the best specimen to examine the social theories and their function of education. It can

be seen that the differences between diverse geographical regions, between rural and

urban societies, and between social classes also add diversity to the America society.

Vygotsky stated 'culture is the product of social life and human social activity. That is

why just by raising the question of the cultural development of behavior we are

directly introducing the social plan of development' (p. 164). Another important reason

behind the diversity of American society is the presence of millions of immigrants

from all corners of the world. When people from Africa, Asia, and Europe immigrated

to America, they carried their own culture and beliefs with them. These diverse

cultural aspects resulted in the diversity of American society.

One can see that most of the people in America are with strong family ties and

are most loyal to the groups which they belong to. Moreover, American give due

importance to individual rights and individuality. The aspects of individuality of an

American citizen are honesty and frankness. The Bureau of Educational and Cultural

Affairs, U.S. Department of State points out that: “Most Americans keep some kind of

appointment calendar and live according to schedules.” ((n.d.), Living in the US:
 Social Theory in the Function of Education 3

Measuring success). The people of America are of the habit of living according to

schedules and they consider competitiveness as the most important quality of an

individual. Moreover, the quality of competitiveness adds high value and achievement

to American life. In education, this attitude of the people enables them efficient to be

able to do many things within a limited time. When one verifies the usability or

influence of social theories in educational scenario, it can be seen that social theories

are useful in educational modernization. When one considers the multilingual,

multicultural, multiethnic society of America, influence is more evident. McAdam is

of the opinion that it is important, to know more about Native American culture “I

think it's great to read books about Native American culture, go to museums, buy

products that teach us about Native American values” (McAdam, 2007). When one try

to examine Native American culture, it can be seen that it is gives a clear idea about

Native American values. Now, the society is under the control of social theories. By

comparing and contrasting different social theories, one will be able to identify the

best social theory that is able to explain the function of education within contemporary

American society. When one goes through the history of education, it can be seen that

education is being influenced by social theories. Most influential social theories are

functionalism, Marxism, interpretivism, and post-modernism.

Anthony Smith asserts that functionalists visualize the society, which

structured like a human body. For example, parts of our body function together to

maintain a healthy whole. In a society, education, family plays the role of the parts

and all function together to maintain the whole society. The strength of functionalism

is that, it is able to identify the society as parts and as whole. Smith argues “mental
 Social Theory in the Function of Education 4

events can be realized in many different forms and structures” (p. 146). The theories

of identity theorists and the behaviorists are not able define human mind as a part of

human body because events that take place in a human mind can be realized in many

different forms and structures. Moreover, critics believe that individuals are

responsible to live according to the norms and values of the society. The weakness of

functionalism is that it restricts individual freedom and it gives due importance to

usability not individuality (Smith, 1973).

Marxism, which is a social theory, based on social, political, and economic

principles formulated by Karl Marx. The strength of Marxism is that it tried to

develop an educational policy which combined general individual development and

technical ideas. Raymond Allen Morrow and Carlos Alberto Torres points out that:

“develop a conception of “polytechnic education” which sought to combine general

individual development and the acquisition of technical skills” (Morrow & Torres,

1995, p.12). The followers of Marxism were able to transform the traditional mode

and aim of education. The education system that was initialized by the Marxists was

aimed to general development of the individual and acquisition of technical skills.

The weakness of Marxism was that there were so many restrictions on individual

liberty. In a Marxist society, all individuals were under the despotic control of

government. Moreover, no one will be allowed to question the government.

Interpretivism points out that, if one wants to understand a phenomenon, the whole

needs are to be examined. James Neill point out that interpretivism is better than

positivism because its aim is to understand the phenomenon as a whole, not as a part.

“The underlying assumption of interpretivism is that the whole needs to be examined

 Social Theory in the Function of Education 5

in order to understand a phenomena” (Neill, 2006). For example, if one wants to

identify some problems in an educational system, the whole educational system must

be examined. If one tries to examine it as a part, the real problem cannot be identified.

The strength of interpretivism is that it is helpful to have a clear look on anything that

is to be examined critically. But its weakness is that it is time consuming so its

influence as a social theory on education is limited (Dewey, 1997; Tozer, Violas &

Senese, 2002).

Post- modernism is another social theory which can be seen as a style of art,

writing, music, theatre and architecture. Pauline Marie Rosenau points out that: “two

major tendencies within post-modernism, the largely European, skeptical form and the

predominantly Anglo-North-American form, which suggests alternative political,

social, and cultural projects” (Rosenau, 1992). There were two major tendencies

within post-modernism, skeptical form and the Anglo-American form. Both these

varied forms of post-modernism aimed at alternative political, social and cultural

projects. It can be considered as a revolutionary approach to the study of society.

Moreover, it was so popular in the west in 1980s and 1990s and it includes the features

of older periods. Its strength is that it is able to combine different social theories of

older periods. As it is a combination of older theories, it cannot be considered as a

genuine social theory. It can only be considered as an imitation of older theories.

When one tries to examine these social theories in the light of educational

system in contemporary American educational system, it is evident that there is a

strong connection among social theories, education and national development. Ron

Kurtus points out that: “There is a philosophy behind every school system, based on
 Social Theory in the Function of Education 6

the views and values of the educators, as well as the society that is sponsoring the

education” (Kurtus, 2001). The philosophy behind every school system is formulated

by the values that the educators believe in and the society. Therefore, one can see that

the educational scenario is under the control of the educator and the society. Thus, the

aim of education is development of individual, and eventually, the society. One can

see that literacy and basic education are the inputs in development. Moreover, one can

see that literacy and basic education contributes to economic development and

modernization of the society. When one tries to examine the influence of post-

modernism on American society, it can be seen that Americans are of the opinion that

arts which is less tough and soft and there is nothing to do with their daily life. John

M. Eger points out that the studies conducted by Robert Root-Bernstein, who was a

biochemist and MacArthur prize winner “educators lobbying for more emphasis on the

sciences for he discovered that nearly all of the great inventors and scientists were also

musicians, artists, writers or poets” (Eger, 2008) was able to startle the educators in

whom were controlling the existing educational system in America. The discovery

was that most of the great inventors and scientists were also “artists”. Therefore, the

importance of arts and the influence of post-modernism on education cannot be

ignored (Read, 1893; 1968).

When one examines the reforms in contemporary American educational

system, it can be seen that it is able to fulfill its multicultural needs. Padmore Godwin

Enyo Agbemabiese points out that “draw lessons from United States educational

reforms, which were sometimes initiated to address the country’s multicultural and

developmental needs” (Agbemabiese, 2007, p.20) regarding to educational reforms,

 Social Theory in the Function of Education 7

developing countries can draw lessons from developed countries. As an example,

developing country like Ghana can draw some lessons from America and can used for

large scale educational reforms.

The contemporary American society is blessed with multiple races, cultural

pluralism and diversity in education. Hence one can see that it is enormously diverse

and complex in its outlook. Therefore, a single educational theory will not be able to

satisfy the multiple educational needs of a diverse society. The best social theory that

explains the function of education within the contemporary American society is

functionalist theory. The functionalist theory, which can explain usability,

competitiveness, and efficiency which are the qualities that Americans believe in, can

explain the functions of contemporary American education. Thus, functionalism can

be considered as an important educational theory which can explain the functions of

education in a diverse society (Smith, 1973; Gutek, 1997; Pai & Adler, 2001; Tozer et

al., 2002).
 Social Theory in the Function of Education 8

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