Education’s Role in Industrial Society: A Sociological Perspective
Early Sociological Analyses of Education
Rousseau (1762) explored the social origins of education, influencing 18th-century educational thought. Durkheim analyzed education’s function in society, viewing it as a mechanism for social integration and the transmission of norms and values. Parsons (1959) examined the classroom as a social system, contributing to the birth of the sociology of education. Marx offered a critical perspective on education’s role in capitalist society. Weber studied the link between education and social stratification, particularly the role of education in maintaining and legitimizing social hierarchies. Dewey advocated for an educational sociology that emphasized the relationship between education and democracy.
Education in the Post-War Era
Lerena (1985) highlighted a mismatch between the development of sociology and the sociology of education. Fernández Enguita analyzed how education systems in industrialized capitalist countries were reshaped after World War II, arguing that schools served capitalist interests. Parsons and Schleski examined the meritocratic ideal in education, emphasizing its role in socialization and the equitable distribution of educational opportunities. Dreeben focused on the classroom as a site for learning norms of independence, achievement, and universality. The rise of technology and economic development led to an emphasis on education’s role in promoting economic growth. Schultz (1960), a proponent of human capital theory, advocated for investment in education to drive economic development. This meritocratic model aimed to select talent and address social inequality through education.
Challenges to the Meritocratic Model
The Coleman Report significantly impacted educational policy and the concept of equal opportunities, marking a shift away from positivist sociology of education. Critical sociologists questioned the meritocratic ideal, examining the persistence of educational inequalities. Dahrendorf critiqued the functionalist view of education, highlighting factors such as unequal educational provision, the inflexibility of traditional education systems, and the family’s role in socialization. Bourdieu and Passeron introduced the concept of cultural capital, arguing that it contributes to the reproduction of social inequalities. Their work, including “Students and Culture” and “Reproduction,” explored how cultural factors influence educational outcomes and perpetuate social class disparities. They introduced the concepts of cultural arbitrary and symbolic violence to explain how schools reinforce dominant cultural norms and values.
Ideological and Economic Reproduction
Althusser, influenced by Marx, viewed schools as Ideological State Apparatuses that reproduce capitalist ideology. Baudelot and Establet, in “Capitalist School in France,” argued that schools create social differentiation corresponding to the division of labor. They proposed a theory of social networks, suggesting that students are filtered into different educational tracks based on their social class. Bowles and Gintis, in “Schooling in Capitalist America,” further developed the theory of economic correspondence, arguing that schools prepare students for their roles in the capitalist economy. Carnoy and Lewin highlighted the dual role of schools: socializing individuals into a specific social code and internalizing democratic and liberal values. Collins, in “The Credential Society,” argued that the expansion of education is driven by bureaucratic demands rather than changes in the productive structure.