An Inquiry Into a Plausible Source of the Differences Between Functionalism and Reproduction Theory in Education (Ideal Society)
Cheong, Jeangon
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https://hdl.handle.net/2142/69036
Description
Title
An Inquiry Into a Plausible Source of the Differences Between Functionalism and Reproduction Theory in Education (Ideal Society)
Author(s)
Cheong, Jeangon
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Philosophy of
Abstract
The theories of educational functionalism and educational reproduction theory provide us contrasting explanations or descriptions of contemporary formal education. The main purpose of the paper is to explain the plausible sources of the differences between these two theories. To achieve the purpose in a manageable way, the researcher has chosen the works of Dreeben as representative of educational functionalism, and those of Bowles and Gintis as representative of reproduction theory.
The paper first examines the empirical evidence provided by Dreeben, Bowles, and Gintis in order to see whether it is the main source of the different descriptions of contemporary American schooling. However, the result of our examination does not ultimately tell us whose description or explanation is more reliable or is closer to the reality of American schooling. Furthermore it does not tell us the reasons why they understand American schooling in such contrasting ways.
Some philosophers share the view that educational theory involves unpostulated assumptions about the nature of society, social order and sometimes commitments to certain models of ideal society, and these assumptions and commitments influence social scientists' descriptions and explanations of social phenomena. Based on this view, the paper examines whether the differences between Dreeben, Bowles and Gintis can be explained by their different assumptions and commitments to a certain kind of ideal society. The paper argues that different assumptions and views on an ideal society are one of the main sources of the different descriptions and explanations of contemporary American schooling provided by Dreeben, an educational functionalist and Bowles and Gintis, reproduction theorists.
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