Discuss the origin and development of sociology of education
Answers
Answer:
The origin and development of sociology of education is associated with a number of scholars such as Emile Durkheim, Kari Mannheim, Sir Fred Clarke and John Dewey. ... The establishment of the society was followed by the founding of journal of educational sociology by sociology had become a recognized field of study.
Answer:
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.[1]
Education is seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment.[2] It is understood by many to be a means of overcoming handicaps, achieving greater equality, and acquiring wealth and social status.[3] Education is perceived as a place where children can develop according to their unique needs and potential.[2] Not only can children develop, but young and older adults too. Social interactions between people through education is always causing further development no matter what age they are. It is also perceived as one of the best means of achieving greater social equality.[3] Many would say that the purpose of education should be to develop every individual to their full potential, and give them a chance to achieve as much in life as their natural abilities allow (meritocracy). Few would argue that any education system accomplishes this goal perfectly. Some take a particularly critical view, arguing that the education system is designed with the intention of causing the social reproduction of inequality.
Explanation:
The sociology of education contains a number of theories. Some of the main theories are presented below.
Political arithmetic Edit
The Political Arithmetic tradition within the sociology of education began with Hogben (1938)[4] and denotes a tradition of politically critical quantitative research dealing with social inequalities, especially those generated by social stratification (Heath 2000).[5] Important works in this tradition have been (Glass 1954),[6] (Floud, et al. 1956)[7] and (Halsey, et al. 1980).[8] All of these works were concerned with the way in which school structures were implicated in social class inequalities in Britain. More recent work in this tradition has broadened its focus to include gender,[9][10] ethnic differentials [11] and international differences.[12] While researchers in this tradition have engaged with sociological theories such as Rational Choice Theory [13] and Cultural Reproduction Theory,[14] the political arithmetic tradition has tended to remain rather sceptical of 'grand theory' and very much concerned with empirical evidence and social policy. The political arithmetic tradition was attacked by the 'New Sociology of Education' of the 1970s [15] which rejected quantitative research methods. This heralded a period of methodological division within the sociology of education. However, the political arithmetic tradition, while rooted in quantitative methods, has increasingly engaged with mixed methods approaches.[16]
Structural functionalism Edit
Structural functionalists believe that society leans towards social equilibrium and social order. They see society like a human body, in which institutions such as education are like important organs that keep the society/body healthy and well.[17] Social reality is structured and differentiated and provides social science with its subject matter.