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SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
COURSE TITLE: SOCIOLOGY OF EDUCATION
COURSE CODE: EDF 410

GROUP MEMBERS
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QUESTION 1: With reference to Emile Durkheim ideas evaluate the
relationship between education and society
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In absence of education it is impossible built an ideal society also
without society it is hard to organize education system effectively
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In his
words French sociologist Emile Durkheim tried to explain the relationship between the education
and society
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people’s norms believes
and values make up a collective consciousness or a shared way of understanding and believing in
the world
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Emile Durkheim saw education as two major functions in advanced industrial
society transmitting the shared values of society and teaching specialized skills for an economy
based on a specialized division of labour
Durkheim believed that schools were one of the few institutions uniquely poised to assist with
the transition from traditional society to modern society, moreover he also added that society can
survive if there exist among its members a sufficient degree of homogeneity education
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Durkheim also argued that to become attached to society the child must feel in it something that
is real and alive and powerful which dominates the person and to which he owes the best part of
himself
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Durkheim
argued that in complex society school serves a function which cannot be fulfilled by either the

family which is based on kinship or friendship and personal choice
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Education helps in the realization of division of labour, according to Durkheim, in an
advanced industrial economy, education should facilitate the teaching of specialized skills
required for a complex division of labor
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However, the factory based production in the modern industrial
society involves application of advanced scientific knowledge which requires formal education
to learn and therefore schools stand in to provide the skills
Another factor which makes school necessary in modern societies (according to Durkheim) is
that social solidarity in industrial societies is based largely on the interdependence of specialized
skills the manufacture of a single product requires the combination of a variety of specialists
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This involves instilling a sense of belonging to wider society, a sense of commitment to
the importance of working towards society’s goals and a feeling that the society is more
important than the individual
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Education, and in particular the teaching of
history, provides this link between the individual and society
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Durkheim in his theoretical perspectives stated that education is a social function
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Education has helped in technological
advancement which has greatly led to massive production of goods in industries
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According to him, education changes people’s ways
of viewing things which were formerly personal
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However, the act of suicide in Durkheim’s
theorizing is influenced by social forces
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To acknowledge the development of individual
through education is just one aim of Durkheim’s sociology of education
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Education helps in the preservation of culture, traditions and customs of the community
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“Education
is the influence exercised by adult generations on those that are not yet ready for social life
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From this definition it follows that education “consists of methodical socialization of the
younger generation”
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The latter is “a system of ideas, sentiments and practices which express in us,
not our personality, but the group or different groups of which we are part; these are religious
beliefs, moral beliefs and practices, national or professional traditions, collective opinions of
every kind
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In all this part of his thought Durkheim appears to be describing the function of education as a
means of transmitting the ways of thinking, acting and feeling as members of society which
Ottaway (1968: 216) considers as culture transmission
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The collective consciousness or the collective mind, which is derived from the
interaction and combination of individual consciousness and at the same time enters into,
changes, and develops the individual being into a social being
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“The individual, in willing society, wills himself
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Education is a social fact and
activity
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Education helps in transmission of societal
culture and traditions from one generation to the next by teaching subjects such as history and
religious education
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Education helps in the presentation and transmission of societal moral values
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Education benefits the society through transmission and cultivation of such moral values
which aid in a harmonious living in the society
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According to Emile Durkheim, man is man and thy only acquire human qualities by living in the
society
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According to Durkheim, education is
expected to transform individuals from a state of being a social into a social human being
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It is through education that a child is able to value their membership in a society,
[Schneider and silverman,2010]
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Education helps in the realization of this totality by contributing to
social integration of members of the society
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Evaluations of Emile Durkheim
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First, it imagines a society where a value consensus is possible and
desirable
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Furthermore, other sociologists point out that the contemporary economy is no
longer based around assembly lines and therefore the education model that Durkheim describes
may not suit the modern economy
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3
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4
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5
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Educational norms discourage
collaborative learning (instead seeing it as cheating or copying) and instead encourages
individuals to try and beat each other: the opposite of social solidarity
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Furthermore he led to clear
understanding of the concept of relationship between education and society which has enhanced
proper coexistence in the society thus sociological development in the society
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Among these
are education, social programs through the state, occupational groups, and laws
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REFFERENCES
1
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1977
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11
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3 (December, 1977)
2
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K
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1955
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6, No
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1959)
3
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S
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(eds
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Durkheim and Modern
Education
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4
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Referred to in notes as Division
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Durkheim, Emile, The Rules of Sociological Method, New York, The Free Press, 1938
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HM 24 D962
6
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Referred to in notes as Suicide
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A)
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Basically it is defined as a
government in which the supreme power is vested in the people
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Furthermore, Democracy is the institutionalization of freedom
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Democracy is government in which power and civic responsibility are exercised by all adult
citizens, directly or through their freely elected representatives
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Democracies guard
against all-powerful central governments and decentralize government to regional and local
levels, understanding that all levels of government must be as accessible and responsive to the
people as possible
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Democracies conduct regular free and fair elections open to citizens of voting age
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Democratic societies are committed to the values of tolerance and cooperation
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It gives them freedom to make
choices about their lives, to develop their potential as human beings and to live free from fear,
harassment and discrimination
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It
guarantees freedom of speech, religion and assembly
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Through the principle of the rule of law it guarantees universality of the scope of the law and
equality before the law for all citizens
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Parliamentary

committees and inquiries oversee the accountability of executive decisions
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A strong democracy encourages an active and outspoken civil society and robust public debate
including dissent and disagreement with government
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A properly functioning democracy also has moral
responsibilities to non-citizens, refugees, visitors and other nations
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C) Analyze democratic values that education should promote

Democratic values are fundamental beliefs and constitutional principles of Kenyan society,
which unites all Kenyans
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These are ideas
or beliefs that make a society fair, including: democratic decision-making, freedom of speech,
equality before the law, social justice, equality, social justice
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Winfield and Manning enumerated democratic values or principles as autonomy, cooperation,
shared decision-making, and a sense of community
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Responsibilities are shared by the
school community and are determined by the school the whole school community
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Decision making process means power or the ability to make choices based on learning
objectives
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The first example is where students are
represented in the school administration
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Moreover decision making democratic values have been instilled students in that students are
given chance to elect their own leader for starting from the school captain down to the class
representative
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Through the teaching and learning in it enhances freedom of speech as learners are in
cooperated in teaching and learning process hence enhancing freedom of speech
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Through freedom of speech in learning institutions as democratic value learners are able
to share the ideas together, participatory debates promoting learning, sharing of problems and
challenges they undergo day to day and thus after the curriculum they can come and exercise the
democratic virtue freely in the society
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This relates to the society in
that ones country’s constitutions applies to all its citizens without favour
social justice- social justice is promoted by engendering respect for diversity and reducing
cultural and material inequalities[woods, GJ and woods, 2008]
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Social justice constitute the fair and just distribution of resources, respect and
opportunities, as well as eradication of social potential, ethical rationality, decision rationality
and social cohesion
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This has been promoted through cultural days in schools where students perform and
many other related factors
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Howe and Covell claim that "democratic values must be reflected in both the formal curricula,
through explicit teaching, and throughout the hidden curriculum codes of conduct, mission
statements and classroom interactions that model democracy and respect for the rights of all
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In this direction, we are responsible for helping children develop an appreciation of
core democratic values and we must help them develop a sense of commitment and attachment
to those values
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What is important is
that the students understand the meaning of democracy in terms of social justice and equality
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But most importantly the students should learn to respect
democratic values
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Teacher has to play an important role
in ensuring that the students understand not merely the form but spirit of democracy
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Shechtman [7] sums up this line of thought by stating that, “If democracy is to become a
way of life in western societies, we certainly need teachers with a strong commitment to
democratic education
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According to Gutmann, it takes effective teachers to convey the importance
and substance of the skills and virtues of citizenship (McDonnell)
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The relationship between democratic values and democratic education
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Özpolat
(2010) identifies human and student centered education, civil rights, skill teaching, self
development, value education, and respecting social rules as the basic components of democratic
education
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Schools are places where democratic ideals such as equality, freedom, justice are instilled in
individuals
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Teachers' beliefs, thoughts and decisions on educational matters occupy
the major part of the psychological context of teaching process
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Such experiences of participation are especially
empowering for children, helping them to understand that participation is a worthwhile effort
Teachers reflect on their behavior towards their pupils and on their teaching decisions and
actions in general
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"Surely, the most important
component of the formal educational programmes is the teacher
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Democratic management within Teacher
Education Institutions would seem essential because it cultivates within these institutions an
environment which produces lecturers and students who are not just skilled and knowledgeable
but also politically wise, dedicated to democratic ideals and 'who are prepared to acknowledge
their future responsibility for the rights of others
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Democratic ideas are of great ideal to all learning institutions as they represent basic values of
liberty and equality
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CULTURE
Culture has a casual effect to democracy of ideas within learning institutions
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This distort or disrupt the objective
contemplation of issues by introducing influences in to decision making process that are unique
for the decision itself
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INCLUSIVITY
Inclusivity is very important in promoting democratic ideal in learning institution
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Participation of everyone
within a learning institution brings everyone into main stream of ideological and therefore a form
of social organization which reintegrates institution with equity
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CLASS ALIANCES
Learning institution is made up of different parties(people) from head teacher, teachers and
learners
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views from
teachers might be different from that of learners but should as well be considered important
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LACK OF CONTIGENCY AND DEMOCRACY
For democracy of ideas to prevail an agreement must be made by those involved
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Debates over institutional solutions
Another set of debates regards whether institutional reforms can provide solutions to some of the
problems afflicting established democracy in institutions
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The causes of populism and its consequences for democracy
In the past several years, there has been renewed attention to the upsurge of populist parties and
movements of democracy in institutions
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If citizens remain loyal to a political party even if it violates key
democratic norms, political polarization represents a genuine threat to functioning of democratic
accountability
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We explore the pernicious and indirect ways in which
unequal economic resources diminishes the quality of democracy, through voting, institutional
design, campaign spending, and media
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Additionally, we explore whether and how slowed economic growth over the
past years in advanced democracies have generated new antidemocratic populist backlash at the
level of mass opinion and political party development
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REFERENCES
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(2006)
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Social Behavior and Personality, 34 (9), 1171-1178
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(1992)
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Journal of
Experimental Education, Vol
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Retrieved May 20, 2010, from http://www
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com/
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Munck, Gerardo L, "The Regime Question: Theory Building in Democracy Studies," World
Politics , Vol
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1, 2001
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, "The Consolidation of Political Democracies: Processes, Rhythms,
Sequences and Types," in Geoffrey Pridham (ed
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9, No

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