'The Book' - Blog 6

Chapter Two continued...

So we left off with the introduction of liberal education policy. Liberal reformers believe that the education system must fulfill at least three functions:

1. Schools must help integrate youth into various occupations and adult roles required by an expanding economy. ( Integrative function of education.) Dewey called this the social continuity of life, which comes up again in chapter three.

2. Most liberals do believe that inequality in regards to economic privilege and social status are inevitable. Giving each individual a chance to compete for these is actually efficient. These liberal education theorists - including Dewey - believed that schooling does not only assure fair competition (through free education to all ) but actually closes the economic gap. (This is called the egalitarian function of education.)

3. The development function of education is the improvement of ones moral development. Dewey believed that successful individuals are more personally developed.

In the 1960' s the main train of thought was that social issues were arising from an unequal opportunity in acquiring skills.

An alternative view was the technocratic - meritocratic view. This view is based on the idea that within the work force there is an increase of complex production techniques, technology had begun to advance, and the development of the economy requires one to gather skills to combat this. If formal education was opened to all, then the upper level of the job hierarchy would be available to those who were motivated enough to obtain the 'right skills.' It is this economic importance that was placed on these mental skills that actually makes economic opportunity open to all.

This is not new thinking, before the civil war in the U.S. there was the idea that all disadvantages were erased when there is opportunity to acquire the necessary skills and is essentially called egalitarianism. (correcting the inequality that occurs within the capitalist system. ) This idea which comes up again in chapter three is complemented by the meritocratic orientation of the industrial society. It is through the competitive nature of schooling that that inequality is erased, it is based on ones merits and abilities and not discrimination that enables one to get ahead.

If inequalities still exist then it must be based on human differences in their intellect and / or free choice (ex. dropping out of school.)

The main question that the authors are asking is: "In the reality of the way society is set up can schools promote human development or social equality?"

AND " Can the racial, class, and sexual stratification (division) be modified by equal schooling?

To be continued...