Functionalism in Education

? Having attended universe schools throughout my childhood and adolescence, I never was familiar with the name practicableism and its some another(prenominal) elements. After observing and analyzing my field officement schoolroom I have come to understand the concept of functionalism to some extent. In general, functionalists escort schools as serving to socialize students to adapt to the economic, political, and social institutions of that society (Feinberg, p. 6, 2004).They excessively theorize that in order for societies to survive, they must carry out vital functions such as, attaining fundamental knowledge and acquiring essential skills and proficiency, acknowledging certain norms and value within their community, and recognizing authority figures. It is also believed that social solidarity and role differentiation argon the primary aspirations for a society and is achieved by means of the educational system. I can recall instances from my schooling experience, where f unctionalist aspects were taught and are posely being utilize in the classroom I observed.Some of the various features of functionalism that I place within the classroom are hidden course of instruction, role differentiation and specificity, which I will be addressing, more in depth throughout this paper. The classroom I analyzed from Smith Junior High consists of half-dozen especial(a) education students between the hop ons of 13 to 17. A majority of the students are racially diverse and come from a low income household. These students are classified as moderately mentally disabled and each have an IEP, which include their present level of academic achievement and functional exerciseance.The setting of the classroom is comprised of a structured yet uncomplicated curriculum, where their teacher Angi root system, incorporates practical and efficient encyclopedism strategies. The entire curriculum is based upon the concept of functioning in all day situations so I was able t o identify numerous functional activities. My first observation of the class was on January, 29th at 12pm in the aft(prenominal)noon. The students were just arriving back in the room from lunch and were quite disobedient because I was in the room. As soon as their teacher, Mrs. calm asked them to decline down, they flat became silent.This is an example of an unspoken expectation of the teacher and is one of many hidden curriculums that I witnessed in the classroom. other instance was during instruction Mrs. Root had asked a question pertaining to shapes and who ever knew the answer, demonstrated this particular hidden curriculum by raising their hand. The functionalist concept, hidden curriculum, is best defined as organisational features and routines of school life that provide the structure needed to develop the mental dispositions appropriate for work and citizenship in industrial society (Feinberg, p. 1, 2004). It is intended to attend in achieving norms, learning ones p osition in society, and how to call up of oneself. Hidden curriculum has also been explained as making the transition from family to the real(a) world less difficult. This concept applies to the examples I gave because when the teacher asked the students to settle down, they instantly knew that they needed to follow statements. The idea that teachers are authority figures and deserve to be respected is instilled in children at a very young age and is expected to be upheld.As for students raising their hands when wanting to peach or answer a question, this has also been implanted in childrens minds and is a norm in todays society. I conducted my foster observation the following week on Monday, February 2nd, in the morning at 9am. The students had just barely arrived to school and it was the first day back after the weekend. Mrs. Root began the day by allowing the kids to choose their designated job o the week. The six jobs the students can select from are line leader, door holde r, paper passer, sharpening pencils, number the lights on/off, and errand runner.The kids get so excited about choosing their job or role for the week. This motivates them and makes them want to become more efficient and responsible. Functionalists dispute oer the fact that all members within a society are compelled to perform different tasks. The concept of role differentiation is found in nearly all communities and guarantees that even the most unpleasant jobs are completed. The process of selecting and fulfilling a classroom indebtedness helps students form a face-to-face identity of themselves. Role differentiation facilitates individuals to gain a sense of be in their society and helps build their character.It also assists them in learning responsibility which they can apply to every day life. My final observation took place on Tuesday, February 3rd, at 230pm. I was able to observe the teacher, Mrs. Root, decree the norm of specificity. One of the students, a girl named S helby, is required to wear level braces because she has a difficult time walking. When walking to Adapted P. E, we had to operate up stairs, which proved to challenging for Shelby. So she wouldnt trip and fall, Mrs. Root helped Shelby maneuver up the go until she was safely at he top. Another student named Marcus asked why we didnt help him up the steps.Mrs. Root answered, formulation that Shelby has a harder time getting up the stairs then he does. While Marcus can easily run up and down the steps twenty times, Shelby can barely make it up once with assistance. Specificity refers to the give-and-take of a person in terms of some standardized basis of comparison (Feinberg, p. 19, 2004). Universalism, which is equal give-and-take of individuals, is quite the opposite of the term specificity, permitting exceptions to be made for special circumstances. In lieu of the observations I made, Mrs. Root employ her judgment on how to handle the situation of fairness.Instead of requiri ng the same treatment for all her students, certain exceptions are made for individuals with specific needs and disabilities. Overall, I was surprised to discover exactly how many differential functionalist aspects were actually employ in the classroom I observed. Analyzing the roles and behaviors of the students and teacher, I now feel I have a greater grasp on the functionalist concepts. As for my take on functionalism, I am a bit concerned with the increase diversity of school populations and the effect this is having on teaching functionalism in schools.At Smith Junior High, where I conducted my observations, curriculum mapping, which is quite the opposite of functionalist ideals, was being used by most of the teachers. There are many challenges that must be dealt with, in regards to this, because of the No Child Left fanny Act. I am not in opposition to the cohesion of different ethnic groups but am worried about the direction public schools are taking. I sense that the mai n functionalist approaches taught in public schools may become phased out, which in turn, will be extremely perverting for the society as a whole.