Functionalism, Conflict, and Internationalism Essay Example for Free

Functionalism, Conflict, and Internationalism Essay The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a first principle of moral development. Yet Kohlbergs evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlbergs approach as wooden and fossilized, it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that every psychology textbook published in the last quarter-century touches upon Kohlbergs work. [3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlbergs stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlbergs theory, this essay raises concerns about the application of Kohlbergs ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlbergs standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlbergs belief that schools were important locations for the socialization of children into broader society. School was a childs first formal introduction into society at large. By going to school the child learns to fill the expected public roles of a member of his society (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle the crowds, the praise, and the power will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.

To Kill a Mockingbird - Theme of Innocence :: Free Essay Writer

To Kill a Mockingbird - Theme of Innocence       Innocence is a time when a person has never done something, it is the first step of the theme of innocence to experience. The second step in the movement from innocence to experience, is experience. This step is what is achieved after a person or thing has done something they have never done before or learns something they have never know before. The theme of growth from innocence to experience occurs many times in the first part of To Kill a Mockingbird, by Harper Lee. This process is one of the central themes in the first eleven chapters of this book, because it shows how Scout and Jem change and mature.    In To Kill a Mockingbird, by Harper Lee, there are many great examples of Jem or Scout moving from innocence to experience. One of these is on page 24 when Scout learns the proper way to treat a guest. After Scout has a fight with Walter Cunningham, Jem invites him to dinner. During the meal, Scout watches Walter pour a lot of syrup on his food. Thinking it unusual, Scout inquired about why he was doing it. Her comment embarrasses Walter. Calpernia, the housekeeper, brings her into the kitchen and tells her that she should never comment on the ways of their guest's eating habits or otherwise. To drive home her point, Calpernia not only informs Scout of her mistake, she slaps her.    Prior to these events happening, Scout had never know that it was improper to make fun of or judge a guest of the house. In her innocence, she had never before realized this behavior was inappropriate. The hit as well as the scolding have removed her innocence. Scout is now very aware of her mistake. With her new experience, she will most likely never embarrass a house guest again. She has learned her lesson.    In my life I have also gone through many situations that have taken me across the threshold of innocence to experience. One example of this would be, that when I was young, I was unaware that leaning back in a chair was dangerous. This would be my innocence, but one day when I was leaning back, I fell to the ground and took off the skin on my chin.

Ford Motor Company Swot Analysis

Ford Motor Company SWOT Analysis Strengths †¢Timely acquisition of capital makes Ford more financially sound than the other Big Three carmakers. †¢Product line is respected by industry experts and is qualitatively seen to be a step above many of its competitors. Recent surveys place Ford in a tie with Toyota for greatest customer satisfaction, a significant improvement from five years ago. †¢Have a global market presence, with worldwide brand recognition and a particularly strong presence in Europe. †¢Is perceived to be a thoroughly â€Å"American† brand, which helps Ford among certain groups of consumers. U. S. market share, after years of decline, has stabilized in recent years. †¢The Ford F-series pickup remains the most respected commercial truck available; despite demand shifts, profitability on this line should remain high. †¢Ford has had great success, particularly when compared to its competitors, at renegotiating labor contracts with the UAW. Weaknesses †¢Poor Profitability: Ford still loses money on many automobile lines, particularly within the United States. †¢Importance of single components source (Visteon). The automotive market is highly competitive with large fixed costs. In addition, the market demands continual long term planning and research and development. †¢Very little market penetration within China and India. †¢Global excess capacity for the automobile industry is estimated to average 30. 5 million vehicles per year from 2009-2011. 9 †¢Ford is selling a durable good during the most severe economic downturn in recent history. Opportunities †¢Ford has recognized the importance of small, fuel efficient vehicles and is actively transitioning into this market.Of particular interest is Ford’s ‘EcoBoost’ technology, which the company claims will result in 20% greater fuel efficiency and 15% fewer CO2 emissions. †¢The ‘One Ford’ vision has th e chance to generate significant margin increases for Ford’s smaller line of vehicles. Of particular importance is the Ford Fiesta, which was recently released in Europe and China and is slated for an early 2010 release in North America. The ‘One Ford’ vision appears to be a coherent strategy for Ford to adopt given its changed role within the industry. Ford is perceived to be the most stable ‘American’ car manufacturer because it has not been forced to take bailout money, leading to slight increases in market share. †¢GM and Chrysler flexibility is limited by government involvement in their debt situation, putting Ford as a competitive advantage. †¢In the event of a GM or Chrysler bankruptcy, Ford has placed itself in a position to steal market share—at least in the short term. Threats †¢While not in need of a government bailout, poor financial results are straining Ford’s capital.Cash burn continues unabated, and estima tes indicate Ford may be forced to seek government financing by early 2010 unless sales stabilize. †¢While Ford is readjusting production, truck sales are falling rapidly and Ford may not be able to shift production quickly enough to meet changing demand. †¢Bankruptcy of Visteon or other parts supplier could cause severe disruption of supply chain. †¢While Ford has too many dealers at this time, it should remain wary of too many closures. In addition, because Ford Credit provides financing for most dealers it must be careful to avoid holding the bag when dealerships close.

Community Charge / Poll Tax Definition and Importance

The Community Charge (Poll Tax) was a new system of taxation introduced in Scotland in 1989 and England and Wales in 1990 by the then ruling Conservative government. The Community Charge replaced the Rates, a system of tax where a certain amount was charged by the local council depending on the rental value of a house - with a flat rate charge paid by every adult, earning the nickname Poll Tax as a result. The value of the charge was set by the local authority and was intended, as was the Rates, to fund each local council’s provision of the infrastructure and services needed by each community. Reaction to the Poll Tax The tax proved deeply unpopular: while students and the unemployed only had to pay a small percentage, large families using a relatively small house saw their charges go up considerably, and the tax was thus accused of saving the rich money and moving the expenses onto the poor. As the actual cost of the tax varied by council – they could set their own levels – some areas ended up charging a great deal more; councils were also accused of using the new tax to try and obtain more money by charging more; both caused further upset. There was a widespread outcry over the tax and opposition groups formed; some advocated a refusal to pay, and in some areas, large quantities of people didn’t. At one point the situation turned violent: a major march in London in 1990 turned into a riot, with 340 arrested and 45 policemen injured, the worst riots in London for over a century. There were other disturbances elsewhere in the country. Consequences of the Poll Tax Margaret Thatcher, the Prime Minister of the period, had personally identified herself with the Poll Tax and was determined it should remain. She was already far from a popular figure, having exhausted the bounce from the Falklands War, attacked trade unions and other aspects of Britain associated with the labour movement, and pushed on a transformation from a manufacturing society into one of service industry (and, if accusations are true, from community values to cold consumerism). The communitys disdain was directed at her and her government, undermining her position and giving not just other parties a chance to attack her, but her colleagues in her Conservative Party. In late 1990 she was challenged for the leadership of the party (and thus the nation) by Michael Heseltine; although she defeated him, she had not won enough votes to stop a second round and she resigned, fatally undermined by the tax. Her successor, John Major, became Prime Minister, withdrew the Community Charge and replaced it with a system similar to the Rates, once more based on a house’s value. He was able to win the next election. Over twenty-five years later, the Poll Tax is still a source of anger for many people in Britain, taking its place in the bile that makes Margaret Thatcher the most divisive Britain of the twentieth century. It has to be considered a massive mistake.