(Topic)Classical Sociological Theories Of Education

(Name)Sari Muthia Silalahi

(References)
Saha L.J. 1978.The new sociology of education and the study of learning

environments : Prospect and problems acta social 21 (1): 47-63

Weber M.1974. The Theory of Social and Economic Organization. The Free Press
New York.

Znaniecki F. 1965 .The Social Role Of the Man of knowledge Octagon Books.
New York.

(Abstract/ Summary)
Emile Durkheim: Education is the influence exercised by adult generations on
those not yet ready for social life. In other words the methodological socialization of
young. Durkheim saw education and society as inextricably linked the former as
element inthe latters overal sructur. He argued that the educational system contibutes
to the survival of society : Education is then, only the means by which society
prepares , within the children the essential conditions of its very existence. In other
words the function of education is to produce ideal adults for society.
Karl Marx : Stuctural Marxist argue that patterns of social behavior are determined
by the stuctures of society , expecially the economic sructure.
Max Weber : Webers influence on modern sociology of education has tended to be
indirect and multistranded. The three most relevant areas of impact derive from
webers understanding of conflict in society and his multifacator interpretation of
social stratification, from his concern with the subjective nature of human action, and
from his concern with value freedom. For weber sociology could be define as a
science which attempts the interpretive understanding of social action in order
thereby to arrive ar a causal axplanation of its course and effects
Herbert Spencer : Spencer was a social evolutionist who believe that society was
like an organism which passed through stages of development. He belived that the
most education was useless in that it was orinted to bring applause from others rather
than to have any practical value to the indidual or society.
Karl Mannheim : He argued that education is a living struggles a replica on a small
scale of conflicting purposes and tendencies which range in society at large.
Thorstein Veblen : Veblen used the phrase conspicuos consumption to argue that
even the lowest classes consume goods in order to indicate or increase their social
position in society. Veblen considered education to be the site where the contadictions
of classes were resolved.
Florian Znaniecki : Znaniecki traced the development of the sociological functions
of family, teacher, and school as components of the educating institutions in society.

(Review & Question)

Question :
1. In Webers opinion about conflict base in society like ( class, status, power)
What impact the conflict base in society to education ?