NATIONAL TEACHERS INSTITUTE KADUNA

POST GRADUATE DIPLOMA IN EDUCATION(PGDE)

FEDERAL POLYTECHNIC BAUCHI STUDY CENTRE

BY

MCSIMON TOBIAS AZENDA

NTI/PGDE/2024/3224

OF

THE DEPARTMENT OF EDUCATION

COURSE TITLE: SOCIOLOGY IN EDUCATION

COURSE CODE: PDE 709

TOPIC: 1. The functionalists focus on group similarities and common values,

while the maxis focus on contradictions and conflict among and
between groups. For what purpose might each of this perspective be
used in education research?
2. What are the differences between the argument of the maxis and
action theories? What effect does this have on the perspective of
education?

JULY 2024
 1. The functionalists focus on group similarities and common values, while the maxis focus on
contradictions and conflict among and between groups. For what purpose might each of this
perspective be used in education research?

Functionalism and conflict theory are two major perspectives in the field of sociology that focus on
different aspects of society. Functionalists emphasize the importance of group similarities and common
values in maintaining social order, while conflict theorists focus on contradictions and conflicts among
and between groups in society. These two perspectives have been influential in shaping educational
research and understanding the dynamics of education systems.

Functionalists view society as a complex system where each part plays a role in maintaining stability and
order. The emphasis is on how different social institutions, such as education, work together to fulfill the
needs of society. In the context of education research, functionalists may focus on how schools socialize
students, instill common values, and prepare them for their future roles in society. For functionalists,
the purpose of education is to transmit knowledge and skills to students.

Key figures in the functionalist perspective include Emile Durkheim, who believed that education serves
to socialize individuals and create a sense of solidarity among members of society. Durkheim argued
that education should instill common values and norms that are essential for the functioning of society
as a whole. Another influential figure is Talcott Parsons, who developed the concept of the "sick role" in
education, which emphasizes the social functions of education in preparing students for their future
roles in society.

On the other hand, conflict theorists such as Karl Marx and Max Weber focus on the power dynamics
and inequalities in society. Conflict theorists argue that social order is maintained through coercion and
domination, rather than consensus and shared values. In the context of education research, conflict
theorists may examine how social and economic inequalities impact educational outcomes and
opportunities for different groups of students. The purpose of using the conflict perspective in education
research is to highlight the structural barriers within the education.

Karl Marx, one of the key figures in conflict theory, viewed education as a tool of the ruling class to
reproduce and reinforce existing inequalities in society. Marx believed that the education system
perpetuates the status quo by socializing students into accepting their place in the social hierarchy.
Another influential figure is Pierre Bourdieu, who developed the concept of cultural capital to explain
how social class influences educational achievement and success.

Both the functionalist and conflict perspectives have their strengths and limitations in the field of
education research. Functionalists provide valuable insights into how social institutions function to
maintain social order and stability. However, critics argue that functionalism overlooks the role of power
and inequalities in shaping educational outcomes. On the other hand, conflict theorists offer a critical
perspective on the power dynamics and social injustices that exist within the education system.
However, the conflict perspective may sometimes oversimplify complex social issues and overlook the
role of cooperation and consensus in society.
In conclusion, the functionalist focus on group similarities and common values, and the conflict
perspective on contradictions and conflicts among groups offer valuable insights into the dynamics of
education systems. By understanding the strengths and limitations of each perspective, researchers can
gain a more comprehensive understanding of the complexities of education and work towards creating
more equitable and inclusive educational systems in the future.

1. What are the differences between the argument of the maxis and action theories? What effect
does this have on the perspective of education?

In the field of education, two main theoretical perspectives have emerged over time: the maxis theory
and action theory. These theories represent different approaches to understanding and addressing
educational issues, with each having its own set of arguments and implications for practice.
Understanding the differences between these two theories is essential for educators to develop well-
rounded perspectives on education and to inform their teaching practices effectively.

The maxis theory, also known as the structural-functional approach, is rooted in the work of early
sociologists such as Emile Durkheim and Talcott Parsons. This theory emphasizes the importance of
social structures and institutions in shaping individuals' behavior and opportunities. According to maxis
theorists, education serves to reproduce societal norms, values, and hierarchies, ensuring social order
and stability. In other words, schools are seen as institutions that prepare individuals to fulfill their roles
in society and maintain the status quo.

On the other hand, action theory, also known as the conflict perspective, is associated with scholars like
Karl Marx and Paulo Freire. This theory views education as a site of social struggle and conflict, where
dominant groups seek to maintain their power and control over others. In the action theory perspective,
education is seen as a tool for social change and liberation, allowing individuals to challenge existing
power structures, inequalities, and injustices. This perspective emphasizes critical thinking,
empowerment, and social transformation.

The differences between the maxis and action theories have significant implications for the perspective
of education. From a maxis perspective, education is seen as a tool for social integration and cohesion,
focusing on transmitting knowledge, skills, and values that uphold the existing social order. This
perspective often leads to a standardized curriculum, assessment practices, and hierarchical
relationships within schools. In contrast, the action theory perspective views education as a means of
empowerment and liberation, aiming to challenge societal inequalities and injustices. This perspective
often promotes student-centered learning, critical pedagogy, and community engagement.

Influential individuals who have contributed to the maxis and action theories include Emile Durkheim,
Talcott Parsons, Karl Marx, and Paulo Freire. Durkheim and Parsons were key figures in developing the
maxis theory, emphasizing the role of social structures in shaping individuals' behavior and
opportunities. Marx and Freire, on the other hand, were instrumental in developing the action theory
perspective, highlighting the importance of social conflict and transformation in education. Each of
these scholars has made significant contributions to our understanding of education and society,
shaping educational policies, practices, and research.

From a positive perspective, the maxis theory provides a framework for understanding the functions and
purposes of education in society, emphasizing the importance of social cohesion and order. This
perspective can help educators maintain discipline, consistency, and stability within schools, ensuring
that students learn the knowledge and skills needed to succeed in society. On the other hand, the action
theory perspective offers a critical lens through which to examine and challenge existing power
structures and inequalities in education. This perspective can inspire educators to promote social justice,
equity, and empowerment in their teaching practices, fostering a more inclusive and democratic
learning environment.

In conclusion, the differences between the maxis and action theories have profound effects on the
perspective of education, shaping the way educators think about and approach teaching and learning.
By understanding these theoretical perspectives and their implications, educators can develop more
nuanced and informed practices that address the complex social, cultural, and political issues within
education. Moving forward, it is essential for educators to engage with both theoretical perspectives,
drawing on their insights to create more equitable, inclusive, and transformative educational
experiences for all students.

References:- Durkheim, Emile. (1893). Division of Labor in Society.

- Parsons, Talcott. (1951). The Social System.

- Marx, Karl. (1848). The Communist Manifesto.

- Durkheim, E. (1895). The rules of sociological method. Free Press.

- Parsons, T. (1951). The social system. Free Press.

- Marx, K. (1867). Capital: A critique of political economy. Penguin Books.

- Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.