1. 1. Identify the purpose of Education. (Bennett & LeCompte, 1990, pp. 5-21)
1.1. 1. Intellectual:Purpose is to teach basic cognitive skills such as reading, writing and mathematics to transmit specific knowledge and to help students acquire higher-order of thinking skills such as analysis, evaluation, and synthesis.
1.2. 2. Political: Purpose is to inculcate allegiance to the existing political order (patriotism); to prepare citizens who who will participate in the political order (political democracies); to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of society.
1.3. 3. Social: Purpose is help social problems; to work as one of many institutions, such as the family and church (or synagogue) to ensure social cohesion; and to socialize children into the various roles, behaviors and values of society. This is the process referred to by socialists as socialization which is a key ingredient to the stability of any society.
1.4. 4. Economic: The purpose is to prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor. The degree to which schools directly prepare students to work varies from society to society, but most schools at least have an indirect role in the process.
2. 2. Choose and describe a perspective of each of the following:
2.1. 1. The role of school.
2.1.1. 1. Conservative Perspective: This perspective sees the role of the school as providing the necessary educational training to ensure that the most talented hard-working individuals receive the tools necessary to maximize economic and social productivity. Developed originally by William Graham Sumner.
2.1.2. 2. Liberal Perspective: The liberal perspective also stresses training and socialization as a function of the school, but it sees it a little differently than the conservative perspective. It instead strives for all students to have the necessary education to function in society not just the strongest students. It stresses the pluralistic nature of U.S. society and teaches students to respect cultural diversity so that they understand and can fit in a diverse society. It enables individuals to be creative in his/her own talents and also stresses the need for individuals to participate in a democratic society. It's origin was way back in the 20th century with U.S, philosopher John Dewey.
2.1.3. 3. Radical Perspective:The radical perspective has a different view than the others.They believe that the schools reproduce the unequal economic conditions of the capitalist economy and socialize individuals to accept the legitimacy of society. Through what radicals term social and cultural reproduction, the schools role is to perpetuate society and to serve the interest of those with economic wealth and political power. Most importantly radicals believe that schools prepare students with different economical backgrounds for different roles in society. They believe that schools should reduce inequality of educational results and provide upward social mobility. Karl Marx was the early adopter of radicalism.
2.2. 2. Explanations of unequal performance.
2.2.1. A. Conservatives argue that individuals rise and fall on their own intelligence, hard work, and initiative, and that achievement is based on hard work and sacrafice. The school system from this vantage point is designed to allow individuals to succeed.
2.2.2. B. The liberal perspective argues that individuals begin school with different life chances and therefore some groups have significantly more advantages than others. Therefore society must attempt through policy and program to equalize the playing field.
2.2.3. C. Radicals, like liberals believe that students from lower socioeconomic backgrounds begin school with unequal opportunities. Unlike liberals the radicals believe that this is caused by the economic system not the education system and can only be fixed through the political-economic system.
2.3. 3. Definition of Educational problems.
2.3.1. A, Conservative Perspective
2.3.1.1. 1) The decline of standards
2.3.1.2. 2) Watered down curriculum thus weakened the schools ability to pass on the heritage of Western and American civilizations
2.3.1.3. 3) Decline of values or of civilization. Loss of teaching moral standards and values
2.3.1.4. 4) Loss of traditional disciplinary function thus schools often became chaotic. This is referred to as decline of authority.
2.3.1.5. 5) Schools are stifled by bureaucracy and inefficiency.
2.3.2. B. Liberal
2.3.2.1. 1) Schools have too often limited the life chances of poor and minority children therefore the problem of underachievement by these groups is a critical issue
2.3.2.2. 2) Schools place too much emphasis on discipline and authority, thus limiting their role in helping students develop as individuals.
2.3.2.3. 3) The difference in quality and climate between urban and suburban schools and, most specifically, between schools with students of low socioeconomic backgrounds and high socioeconomic backgrounds is a central problem related to inequalities of results.
2.3.2.4. 4) The traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society.
2.3.3. C. Radical Perspective
2.3.3.1. 1) The educational system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies.
2.3.3.2. 2) Schools have stifled critical understanding of the problems of society through a curriculum and teaching practices that promote conformity.
2.3.3.3. 3) The traditional curriculum is classist, racist, sexist, and homophobic and leaves out the cultures, histories and voices of the oppressed.
2.3.3.4. 4) In general, the educational system promotes inequality of both opportunity and results.