Essay - Social Theories of Education and Learning: Functionalism, Interpretivism, & Postmodernism...

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Social Theories of Education and Learning: functionalism, interpretivism, & postmodernism

No social theory can totally encompass the complexities of human behavior, particularly, a teacher might add, the ***** of the different student personalities that make up a classroom's ***** environment! But while the social theories of functionalism, interpretivism, and ***** all have a variety ***** strengths and weaknesses in providing guidance for the ***** theorist as well ***** the teacher in the field, ***** theory that is most useful ***** contemporary educators to embrace in today's changing multicultural and multifaceted social ***** is ***** of the postmodern paradigm.

When comparing the relative strengths of functionalism, *****, and postmodernism, one must begin with functionalism, as it remains the oldest, and still the dominant, theoretical perspective in social theory. "Underlying functionalist theory is the fundamental metaphor" ***** society as living organism." Society is segmented into "several parts and organs, gro*****ed and organized into a system," *****nd individuals function as "various parts and organs" that sustain the organism and keep its life processes in a state of motion. (McClellan, 2000, "Functionalism") It has the advantage ***** attempting to be rigorously objective in ***** application of the scientific method to individual ***** society, like a doctor viewing a body. Its stress on societ*****l values may be helpful for a teacher as functionalists "look at the ways in which the various parts of society," like organs of the body, "contribute to bringing about social order" in an effort ***** create a society based on a common v*****lue system in the classroom. (Hewett, 2006) In contrast, "interpretivism" also attempts to create a community ***** common *****, *****lthough it "rests upon idealism. Idealism holds the view that the world is the creation of mind," not an ***** truth. But this means that the educator can shape the ***** ***** the ***** by adjusting his or her subjective ***** of his or her *****s in creating a class commun*****y. The teacher and students are both able to change, in the ***** interpretivism model ***** ***** classroom. ("Interpretivism," *****) ***** it should ***** added that even ********** stress upon the fact ***** there is no one, unified perspective in terms of see*****g the w*****ld is helpful in creating a common community ***** tolerance of individual differences. In fact, an educator ***** to teach a multicultural ***** may wish for a ***** that attempts to ack*****wledge ***** different backgrounds students come from as well as their common connection in the society of a classroom.

True, a function*****list educator might stress he or she ***** ***** adv*****tage ***** objectively understanding how his or her student's social environment may negatively ***** positively impact their education, and thus gain a more detached perspective as to how to circumvent the factors that arise ***** poverty or peer ***** p*****nt pressure. Interpretivism, in *****, would reject ***** idea ***** sociology and education should strive to emulate natural science methods of pure objectivity ***** argue that these functionalist methods are ***** applic***** ***** the study of


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