Parsons’ Progressive vs. Proescuelas: A Comparative Analysis of School Systems
Parsons’ Progressive vs. Proescuelas
A Comparative Analysis of School Systems
Introduction
Parsons identifies two distinct school models: Progressive Schools and Proescuelas. These models are not chosen by students but are assigned based on social status.
Progressive Schools
Progressive Schools emphasize free education based on work and interest areas through integrated knowledge. They prioritize teamwork, cooperation, and continuous evaluation. These schools are typically associated with higher social status and prepare students for college and professions requiring advanced training.
Proescuelas
Proescuelas resemble classical schools with subject-based schedules and a competitive teacher-student relationship. Assessment focuses on comparative tests. The Spanish educational system shares characteristics with both models, exhibiting aspects of Proescuelas through segmented schedules and final exams.
The Spanish Education System: A Hybrid Model
The Spanish system blends elements of both models. Progressive School characteristics are evident in early childhood and primary education, where students have greater freedom and group work is emphasized. However, in secondary education (ESO and Bachillerato), the system shifts towards the Proescuelas model with segmented schedules and a focus on final grades.
Weber’s Critique of Bureaucracy in Education
Weber, a prominent sociologist, critiqued bureaucracy, arguing that excessive bureaucracy hinders individual freedoms and creates barriers between individuals and their needs. He believed that when politicians disregard society’s needs, bureaucratization in education expands.
Weber advocated for an elitist education system focused on excellence and the development of critical thinkers, which he termed “Cultivated Gentleman Education.” This approach emphasizes intellectual development and is designed for the best and brightest. In contrast, bureaucracy produces what Weber calls “heartless professionals” who are specialized in their field but lack broader knowledge.
Weber criticized the university system for producing these heartless professionals, arguing that the “Americanization of the university” leads to over-specialization and ignorance in other areas.
Social Reproduction of Inequality in Education
Social inequalities are reflected in education. Althusser, a key figure in social reproduction theory, argued that state apparatuses, including educational institutions, perpetuate social inequalities. He identified two types of apparatuses: repressive state apparatuses (e.g., military, police) and ideological state apparatuses (e.g., church, school).
Althusser argued that schools, as ideological state apparatuses, indoctrinate students to accept the existing social order, thereby reinforcing social inequalities.