Using materials from Item A and elsewhere assess the contribution of Marxism to the understanding of the role of education. As mentioned in Item A, Marxists take a critical view of the role of education. They will see contemporary society as based on class categories and capitalist exploitations. The capitalist culture is a two class program as mentioned in Item A and that consists of a ruling class, the bourgeoisie as well as the working school, the proletariat. The bourgeoisie exploits the proletariat relating to Marxists and they believe the education system only provides the needs and passions of the ruling class, as stated in Item A. Marxists also education as performing to prevent wave and maintain capitalism. According to Louis Althusser, the state includes two components or apparatuses, both which work to keep the bourgeoisie in power. Firstly, the repressive state apparatuses (RSAs), which conserve the rules with the bourgeoisie by force or the threat than it. The RSAs include the police, courts and army. When it is necessary they use physical force to repress the working class. Subsequently, the ideological state apparatuses (ISAs), as i have said in Item A, maintains the rule of the bourgeoisie by managing people's suggestions and philosophy. The ISAs include religion, the advertising and the education system.  In Althusser's view, the education system is an important ISA and it performs two essential functions. Firstly, it reproduces class inequality by sending it by generation to generation, simply by failing every single successive technology of operating class pupils in turn, as i have said in Item A. subsequently; it legitimates class inequality by producing ideologies that disguise the true trigger. The function of ideology is to persuade workers to take that inequality is inescapable and that they should have their subordinate position in society. If perhaps they acknowledge these concepts, they are less likely to challenge or warned capitalism, as stated in Item A. Other Marxists such as Bowles and Gintis develop these ideas further. That they argue that capitalism requires a workforce with the kind of attitudes, behavior and character type fitted to their role while alternated and exploited employees willing to acknowledge hard work, low pay and orders from above. In this perspective, the role of the education system in capitalist society is to reproduce an obedient labor force that will acknowledge inequality since inevitable. Off their own research of 237 New York kids and their studies of other studies, Bowles and Gintis concluded that colleges reward precisely the kind of nature that make for the submissive, issue worker. For example, they identified that college students who revealed independence and creativity were known to gain low grades, when those who revealed characteristics connected to obedience and discipline such as punctuality, tended to gain excessive grades. From this evidence they will concluded that education helps to create the obedient workers that capitalism needs. They do not believe education fosters personal development. Alternatively, it tricks and distorts students' innovations. Bowles and Gintis believe schooling occurs in ‘the long darkness of work' i. at the. work influences education, causing close parallels between schooling and work in capitalist world. Relationships and structures present in education mirror or correspond to those of job, hence referred to as correspondence principle. For example , at school in a capitalist society reflects work in a capitalist contemporary society by unique between the authority and in which people fit into the hierarchy; the structure in the university is with your head teacher at the very top and then teacher and students and similarly in a place of work there is the brain of company followed by department managers and workers. The correspondence basic principle is seen to work through the invisible curriculum, which in turn refers to everything that students learn by school without having to be formally trained those things. For example , punctuality, conformity and...

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