In outside their society, and maintain their culture had

In “Schooling: The Hidden Agenda,”
David Quinn explains that the goal of education is not to prepare children for
success and fulfillment in their individual lives, but rather to maintain the
stability of our economy. Comparing our culture to those of tribal people’s, he
points out that while people of our culture are taught things they would
inevitably learn or subjects that would never be of much use, tribal people are
educated on important matters that would allow them to survive outside their
society, and maintain their culture had all the elders vanished. Our culture’s
education is not intended to prepare an individual to survive on their own
without our society; that would allow them to choose not to participate, something
that would be problematic. When you have received a high school diploma, it is
expected to either get a job or go to college; either of which would benefit
our economy. High school graduates who enter the workforce are a great supply
of entry-level workers, who are needed to do the bottom work. Those who go to
college eventually fill the spots of doctors, teachers, biologists, and other
necessary roles in our society. While we may see our education system as
failing to provide success and meaning in an individual’s life, it is
succeeding at keeping our economic system functioning by creating an army of
working robots with absolute ignorance of and dependence on the system.

            From
a structural functionalist perspective, Quinn’s ideas on schooling would be
cohesive with how the society is believed to function. Although the material
taught in school may not have any benefit to the individual’s survival, the
institution may be necessary as a means to keep society stable and functioning
as a whole. Quinn points out that if the school system was eradicated, we would
have young people entering the job market and no longer filling the role of
consumers, which would surely cause an economic crisis. The school system also
plays a role in how young people see themselves as part of society. As a
student, you know that you are expected to attend school. While the subjects
taught in school have no real benefit to the survival of the individual, other
skills learned in school are beneficial to social solidarity, as well as beneficial
later on in the job market.

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            From
the conflict paradigm’s perspective, schools may be seen as institutions that
maintain inequality and class distinctions. Differences in funding create an
inequality of resources, directly affecting the education an individual will
receive. This means a student in an upper-class neighborhood, attending a
privately funded school will likely receive a better education than a student
in an impoverished neighborhood, attending a public school. This system
maintains power structures that keep the wealthy in better positions to maintain
wealth and keep the poor in a position to stay poor.

            From
a symbolic interaction perspective, schools may be seen as an institution that
allows an individual to develop the social part of their self. According to
this paradigm, an individual develops their social self through interactions
with others, and this objective social self affects the subjective self. School
provides an excellent environment for this to occur, with constant interactions
with peers and authority figures. If you were to act out in school, you could
be labeled as a troublemaker by peers and teachers. This may cause peers to avoid
you, and teachers to scold you, which may make you later reflect on this label
and either accept it or act against it. Therefore, this may affect your actions
later on, furthering the development of your social self and enabling you to
conform to what is seen as acceptable in social situations.