澳洲莫道克作业代写:冲突理论家

2019-05-03 00:31

功能主义者和冲突理论家都同意教育系统实践排序，但他们对教育系统如何执行排序意见不一。功能主义者声称学校是根据学生的优点来分类的;冲突理论家认为，学校按照不同的阶级和种族划分。根据冲突理论家的观点，学校训练工人阶级接受他们作为社会下层成员的地位。冲突理论家把教育的这种作用称为“隐性课程”。“政治制度、法律制度、家庭、新闻、教育制度，归根到底都植根于社会的阶级性质，而阶级性质又是经济基础的反映。马克思坚持认为，经济基础或基础设施产生或建立在其上的上层建筑，使其发挥作用。因此，作为上层建筑一部分的教育体系是经济基础的反映，并被用来复制经济基础。这并不意味着教育和教学是统治阶级为确保其特权和对其他人民的统治而进行的险恶阴谋。没有阴谋者在策划阴险的阴谋。它仅仅意味着，社会的机构，如教育，是人类活动创造的世界的反映，思想产生于并反映了产生这些思想的物质条件和环境。
澳洲莫道克作业代写:冲突理论家
Both functionalists and conflict theorists agree that the educational system practices sorting, but they disagree about how it enacts that sorting. Functionalists claim that schools sort based upon merit; conflict theorists argue that schools sort along distinct class and ethnic lines. According to conflict theorists, schools train those in the working classes to accept their position as a lower-class member of society. Conflict theorists call this role of education the “hidden curriculum.” The political system, the legal system, the family, the press, the education system were all rooted, in the final analysis, to the class nature of society, which in turn was a reflection of the economic base. Marx maintained that the economic base or infrastructure generated or had built upon it a superstructure that kept it functioning. The education system, as part of the superstructure, therefore, was a reflection of the economic base and served to reproduce it. This did not mean that education and teaching was a sinister plot by the ruling class to ensure that it kept its privileges and its domination over the rest of the population. There were no conspirators hatching devious schemes. It simply meant that the institutions of society, like education, were reflections of the world created by human activity and that ideas arose from and reflected the material conditions and circumstances in which they were generated.

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