, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1 b) Prepare learners for economic, political, and social roles in society
1.2 b) Informal lessons about discipline, obedience, and authority
1.3 c) Evaluated according to performance compared to others
1.4 c) Maintains inequality and reproduces class relations
1.5 c) Meaning making and interaction in schools
QUESTION 2
2.1. Explain how the Functionalist theory views the role of schooling in society. Your answer
should refer to socialisation, stability, and the manifest and latent functions of education.
Functionalist theory, rooted in the work of Émile Durkheim and later developed by Talcott Parsons
and Robert Merton, views schooling as a vital social institution that contributes to the maintenance
and stability of society. According to functionalism, society is a system of interrelated parts, and
education serves to fulfil necessary functions that ensure social order and cohesion.
Functionalists argue that schooling plays a central role in socialisation – the process through which
individuals learn the norms, values, and beliefs of their society. Durkheim (1956) maintained that
schools transmit shared moral values, such as respect for rules, punctuality, and cooperation, which
bind individuals together into a collective conscience. Without this common value system, social
solidarity would fragment. Through subjects like history, civics, and religious education (where
applicable), schools instil patriotism and a sense of belonging to a broader community (Parsons,
1959).
Functionalism emphasises social stability. Schools prepare learners to accept their future roles in the
economy and the political system. Parsons (1959) argued that the school acts as a “bridge” between
the family and adult society. In the family, a child is treated particularly; in school, they learn
universalistic standards and are judged by the same rules as everyone else. This transition helps
individuals accept hierarchical authority, delayed gratification, and meritocratic evaluation – all of
which contribute to a stable, predictable social order.
Functionalists distinguish between manifest and latent functions (Merton, 1957). Manifest functions
are the intended, openly acknowledged goals of schooling, such as transmitting knowledge,
developing literacy and numeracy skills, and certifying competence through qualifications. Latent
functions are the unintended, often hidden consequences of schooling. These include pairing young
people with potential marriage partners, fostering peer group socialisation, creating school-based
networks (e.g., alumni associations), and providing daytime childcare that allows parents to work.
These latent functions, while not officially stated, further support social stability by managing
population movements and reinforcing social bonds.
In summary, functionalism views education as a positive, integrative force. Schooling socialises the
young, promotes value consensus, and performs both explicit and implicit functions that sustain the
smooth operation of society (Durkheim, 1956; Parsons, 1959).
QUESTION 1
1.1 b) Prepare learners for economic, political, and social roles in society
1.2 b) Informal lessons about discipline, obedience, and authority
1.3 c) Evaluated according to performance compared to others
1.4 c) Maintains inequality and reproduces class relations
1.5 c) Meaning making and interaction in schools
QUESTION 2
2.1. Explain how the Functionalist theory views the role of schooling in society. Your answer
should refer to socialisation, stability, and the manifest and latent functions of education.
Functionalist theory, rooted in the work of Émile Durkheim and later developed by Talcott Parsons
and Robert Merton, views schooling as a vital social institution that contributes to the maintenance
and stability of society. According to functionalism, society is a system of interrelated parts, and
education serves to fulfil necessary functions that ensure social order and cohesion.
Functionalists argue that schooling plays a central role in socialisation – the process through which
individuals learn the norms, values, and beliefs of their society. Durkheim (1956) maintained that
schools transmit shared moral values, such as respect for rules, punctuality, and cooperation, which
bind individuals together into a collective conscience. Without this common value system, social
solidarity would fragment. Through subjects like history, civics, and religious education (where
applicable), schools instil patriotism and a sense of belonging to a broader community (Parsons,
1959).
Functionalism emphasises social stability. Schools prepare learners to accept their future roles in the
economy and the political system. Parsons (1959) argued that the school acts as a “bridge” between
the family and adult society. In the family, a child is treated particularly; in school, they learn
universalistic standards and are judged by the same rules as everyone else. This transition helps
individuals accept hierarchical authority, delayed gratification, and meritocratic evaluation – all of
which contribute to a stable, predictable social order.
Functionalists distinguish between manifest and latent functions (Merton, 1957). Manifest functions
are the intended, openly acknowledged goals of schooling, such as transmitting knowledge,
developing literacy and numeracy skills, and certifying competence through qualifications. Latent
functions are the unintended, often hidden consequences of schooling. These include pairing young
people with potential marriage partners, fostering peer group socialisation, creating school-based
networks (e.g., alumni associations), and providing daytime childcare that allows parents to work.
These latent functions, while not officially stated, further support social stability by managing
population movements and reinforcing social bonds.
In summary, functionalism views education as a positive, integrative force. Schooling socialises the
young, promotes value consensus, and performs both explicit and implicit functions that sustain the
smooth operation of society (Durkheim, 1956; Parsons, 1959).
