Understanding Educational Institutions for the Relationship between Education and Society - Literature review Example

Understanding Educational s for the Relationship between Education and Society Different arenas that are within a society depict the outcomes that occur among a culture and the thought processes that occur. One relationship that is associated with society and the components that are a part of the culture is based on education. The educational processes that are used and the teachings that are associated with different courses make a difference in how one responds in society as well as what the general beliefs are within a society. To thoroughly understand the relationship between education and society, there is also the need to have a stronger understanding of what occurs within educational institutions. Various theories and philosophies show that there is a specific relationship between the environment of education and the formation of society. The intertwining concepts that are a part of education and society show how one associates with their culture. There are several components that are associated with the formation of society and educational institutions. The two main factors that contribute to the shaping of both society and education are based on social theories and philosophies. From one side, it is society that forms the educational programs, specifically because of the monetary needs and training for the economy. From another perspective, the intertwining of education and society is based on the concept that the formation of thought processes is what creates the basis for culture and society and is able to propel forward the social issues of a specific time frame. The thought processes within education shows that there is a direct influence between education and society, specifically through an intertwining of how both function (Kuenzli, 1970). The acceptance of society and education as interrelated influences is one that has then led into several theories and philosophies on how educational institutions are required to integrate with the needs of society. Without an understanding of the internal workings of education, the formation of society and the needs of a culture can’t be met or altered according to specific needs. When education was first divided into learning institutions, there was a focus on preparing individuals for career fields and various components that were needed in society. As education began to change, there was a growing focus on what is needed in different fields and within the cultural and social components of society. “The topics and problems [education] suggests are not restricted to those bearing on schools, teachers, and formal instruction, but touch on all the questions that arise from the effort to understand the process and content of cultural transfer in American history” (Bailyn, 1972). The concept of societal needs and education then becomes pertinent when looking at the needs of a culture and society. Being able to transfer the knowledge and understanding from the classroom and into society is essential to the success of a community and the expectations that are associated with this. The different forms of philosophies have all shown that the intertwining of education and society require for an understanding of the internal components that are a part of educational institutions. A leading theorist that associated the concepts of education with the need to understand the internal environment of an institution for society was Karl Marx (1904). The ideologies of Marxism showed that there was a need to combine the needs with society with the inner workings of the educational institution. The main ideologies that Marxism led to created what was known as the postmodern condition. The concept was based on the formation of society and the interpretations that were a part of culture. Marx stated that education, science and knowledge were all directly related to society. More importantly, each of these reflected the sociological effects that occurred over a period of time and either helped or hindered individuals from moving into a modern state with new conditions in society. From one perspective, the intertwining of society and education could lead to the ideals of capitalism and would prevent innovations from being constructed from the classroom. However, the ability to work correctly within the classroom and to intertwine this with the needs of society could also push forward the culture and the understanding of society in modern terms (Peters, 2004). The main concept that Marx presents is one that becomes essential to understand because of the formation of sociological effects from institutions. According to the theories of Marx, there is an essential relationship to education and the formation of society. However, Marx points out that it is the differences in society that create the transformation of what is occurring within a culture. If the system is under capitalism, for instance, then the educational institutions will be based on production of money, as opposed to innovation, which occurs under different political structures. Understanding how the political agendas intertwine with educational institutions first and creating the right relationship between society and education makes the difference in understanding the internal workings of an educational institution. Understanding the connection between each of the environmental associations is one that is required for the progression forward of society and education (Allman, 2001). A second theory that shows a similar relationship is Bowles and Gintis’ (1980) correspondence theory. Similar to Marx, there is an understanding that education and society relate to each other through a field of consciousness and understanding. The correspondence theory that Bowles and Gintis’ refer to states that there is a direct relationship between the education that one receives and the occupational applications that they will apply later in life. “Schools do not serve primarily to enhance or to certify cognitive skills necessary for the technically efficient performance of occupational roles; instead, they serve primarily to develop non-cognitive characteristics necessary to the reproduction of the social relations of production in a capitalist economy” (Olneck, Bills, 1980). The definition that applies to this theory is one that is related to occupations that are based first on gaining technical and cognitive skills. However, this theory moves beyond the associations with the cognitive process and into the ideas of society as the main association to learning. Instead, the social and cultural aspects that are a part of the correspondence theory are more important in the development of society and the expectations that are a part of this. When looking at this specific theory, it can be assumed that there is the need to have a stronger understanding of the internal environment of educational institutions. The educational reproduction and transformation that occurs within the classroom becomes essential for the overall success within society and what is occurring in terms of culture. For socialization, innovation and production to occur through the correspondence theory, there is also the need to understand the internal environment and what is occurring within educational systems. The results of this understanding will incorporate into the wealth and power that is a part of the existing society. Since the educational and cognitive processes are based on the social expectations, the incorporation of monitoring the educational institutions will also lead to more possibilities for innovation and expectations that are a part of cognitive development. More importantly, the educational systems will work with the hierarchical value of the correspondence theory, which states that there are sets of values, norms and skills that are required socially. By monitoring what is occurring within an educational institution, there can be more collaboration with the values, skills and expectations that are within a society (Giroux, 1980). Understanding the link between social production, cultural values and the educational workings within institutions is also associated with Bourdieu’s field and autonomy theory. The concept of production, as defined by Bourdieu, is one that is based on the expectations of society. The expectations come from the political structure, economic demands and the relationships that are in society. The relationships include social status, demands and values that are a part of the culture. More importantly, the field and autonomy that is produced is based on the structure of economy and how individuals associate with the concept of their personal identity within a social structure. This basic component determines the educational values and needs that are a part of society (Bourdieu, 2002). The associations with education as well as the way that one reflects cognitive abilities within society is not only determined by relationships and understanding of demands within a culture. Bourdieu moves further into the concepts of field and autonomy by stating that each of the arenas in which an individual takes into their life is a symbolic form of their social understanding and status. Bourdieu states that this leads to what is known as a social genesis, in which each individual is able to progress from the past society based on the needs and demands of a culture. More importantly, the field and autonomy that is created from this evolution is one that is based on symbolic systems, including the social status and structure of society. The systems depict the social standing that one has as well as the association that is a part of education. As one is able to associate with cognitive forms from the classroom, they are able to create a social response that contributes to society. Both society and education, from this specific perspective, is one that is associated with the need to monitor what is occurring in educational institutions. As this is done, there is the ability to create a deeper understanding of the expectations in social structure and systems that are within a given culture (Bourdieu, 1979). Another theory that shows the same social connection to education and the need to create a specific connection to institutions is feminism. The main approach that is taken with feminism is that there needs to be a sense of attention toward multicultural and multiracial aspects of society and the contributions that are made from women as well as minority races. Schools and the way that they relate to society also determine the powers that are within a society and what can be contributed to a specific culture. Understanding the relationship between educational institutions and society is one that determines which type of cultural powers move into the main areas of life. To redistribute the powers that are within society is also the need for educational institutions to have the same understanding of powers and what is expected within a society. More importantly, many feminists state that educational institutions are the one area in which power structures, potential and innovation can be placed within a society. By looking into the environment, structure and the specific courses within a classroom, there is the ability to understand the potential from multicultural components and the different cultural possibilities that are associated with this (Ng et al, 1995). The critical theories that are associated with feminism and social structure not only show that there is a direct relationship to society and education. There is also an understanding that educational formats create a sense of identity for those that are interested in a specific component of society. For women to have a specific identity in society there is the need for educational formats to change so there is not a relationship between the subjective and objective roles of male and female. In educational feminism, there is an understanding that identity within society is the first formation that is taken according to gender. To further what is needed in society, there is also the need to monitor the educational classroom for the formation of an identity that fits within society at a role that is equal. Critical pedagogies, overcoming suppression of teaching and learning and reflecting on the elements in education that stop women from learning and taking a specific place within society would all be able to change the way in which multicultural identities have a space within society (Stone, Boldt, 1994). The concepts that are associated with educational institutions directly influence what happens in society and the innovations and contributions that are made. According to Marxism, the Correspondence Theory, Feminism and the field and autonomy theory, there is a direct relationship between society and education. Education serves as a place for social development and understanding, more than a space for cognitive and technical development. The theories that state this also shows that there is the need to understand what is occurring within educational institutions. As specific theories and concepts are understood within the institutions, there is also the ability to apply this understanding of the development of society and the empowerment of individuals who can provide innovations and social development amongst a culture. References Allman, P. (2001). Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education. Connecticut: Greenwood Publishing Group. Bailyn, B. (1972). Education in the Formation of American Society: Needs and Opportunity for Study. North Carolina: North Carolina Press. Bourdieu, P. (2002). The Field of Cultural Production, or: The Economic World Reversed. Poetics (12), (4). Bourdieu, P. (1979). Symbolic Power. Critique of Anthropology (4), (13). Giroux, H. (1980). Beyond the Correspondence Theory: Notes on the Dynamics of Educational Reproduction and Transformation. Curriculum Inquiry (10), (3). Kuenzli, A. (1970). Society and Education. New York: John Wiley. Ng, R, P Staton, J Scane. (1995). Anti – Racism, Feminism, and Critical Approaches to Education. Connecticut: Bergin and Garvey. Olneck, M, D Bills. (1980). What Makes Sammy Run? An Empirical Assessment of the Bowles – Gintis Correspondence Theory. American Journal of Education (89), (1). Peters, M. (2004). Lyotard, Marxism and Education: The Problem of Knowledge Capitalism. Netherlands: Springer. Stone, L, G Boldt. (1994). The Education Feminism Reader. UK: Routledge. Read More