Evaluate the view that the education system in modern industrial society enables the intelligent to succeed. (25)
The way that the education system functions and is set up in modern industrial society allows the intelligent to succeed. Intelligence can be defined as the ability to discover rules, patterns and logical principles underlying objects, events and the ability to apply these discoveries and solve problems (Arthur Jensen, 1973). Intelligences can be measured using the intelligence test which will give an individual’s intelligence quotient (IQ). There are different questions that aims to extract reasoning ability, it tests knowledges and memory rather than the ability to reason. However IQ can be argued that it is not a valid …show more content…
However functionalist’s perspective on the education system is criticised as they fail to provide adequate explanations. Firstly parson did not give adequate considerations to the possibility that the values transmitted by the educational system may be those of ruling minorities rather that of society as a whole. Furthermore, the criticisms of Davis and Moore are that there is doubt about the proposition that the educational system grades people in terms of ability, it has been argued that intelligence has very little effect upon educational attainment due to other factors such as class, genes, culture, environment which will be explained later on. Also it fails to show a close relationship between academic credentials and occupational rewards, in particular income is weakly linked to educational attainment, this is because for example people who did very well in school may be in jobs such as being a nurse in which they aren’t very highly paid. Therefore functionalist view are being criticised for lacking considerations in their explanations.
Moreover the tripartite system comes under part of the educational system that helps identify those who are intelligent.
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When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.
Knowledge isn’t all about what people know or how well they are in school. IQ tests test the intelligence of the person; however they test the pure thinking capacity rather than what people know. This means that intelligence comes from the entire cognitive thinking ability and not what they
Since the development of the intelligence quotient, schools in every part of the world have been using the IQ test to categorize millions of students into three groups. These three groups, which are the gifted, the average, and the retarded, are falsifications that perpetuate in our world culture and cause many gifted students to be deemed retarded and vice a versa. Why then is the IQ test so heavily relied on in our school systems? For schools the answer is simple, an I.Q. test is a reliable predictor of a students later performance in academics. This answer is relatively true, but where the I.Q. test falls extremely short is with testing the multiple
In the United States, there has been, and always will be a debate on education.While some feel it is very important and crucial to success, others feel it is unessential to our happiness and well being. Many assume that education and success are directly associated with intellectualism. In this essay, I will review the current trend in research on intellectualism, which many feel is to enforce pursuing a higher education, due to a common belief among the American people that those who do not receive a higher education are seemingly less intelligent. Research on this topic increasingly suggests that those who receive a higher education, tend to make more money, rating them as more successful in the eyes of
In this way the education helps to ensure that the competent people fulfill the important roles whilst the less talented are sifted out in the process of social stratification in which the less talented are given the least important jobs. This process cannot be stopped and is bound to happen. Another theory is that social achievement is based on merits which brings forward the theory of meritocracy. This is the idea that the jobs are given to talented people. This is argued by Bowles and Gintis. They came up with the idea that meritocracy is a myth. Jobs are given according to social class and social capital. This means that the middle class are given the jobs such as dentists and doctors and no matter how talented a person is, they are not likely to get the jobs due their ascribed status.
Gerald Graff, the author of “Hidden Intellectualism” argues that there is more than one way to measure intelligence. This essay significantly considers how Graff’s beliefs on “Hidden Intellectualism” can be related to today’s education system. While I somewhat agree with Graff I find it difficult to completely believe that children should be taught only of topics that interest them because a student should be well rounded and have a general understanding of the other basic academic skills.
In an intelligence-based economy, education is important to national prosperity and individual success. Huge achievement gaps and opportunities must shrink to non-existence, and every student must receive a well education that prepares them for college and careers in the world as it is today. Comparing the United States education system to other countries shows that the United States scored lower than nineteen other counties and education systems in reading in the 2012 Program for International Student Assessment. Germany and Poland in particular are two countries that have now surpassed the United States. During the same study, scores showed that twenty-nine nations outperformed the United States by a large amount in mathematics, and in science, there have been twenty-two education systems that scored higher than the United States (Heitin).
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
Intelligence quotient-also known as IQ-is the measure of the mind's ability to retain and interpret analytical facts. Educational institutes are largely conditioned to determine what the IQ score of a person is through standardized testing. These forms of testing are commonly focused on a person’s ability in short-term memory, analytical thinking, mathematical ability and spatial recognition. The standardized testing used in educational institute only accounts for a certain percentage of their actual IQ level. A person’s IQ proves how intelligent a person is, respective to the many forms of of acquiring knowledge-work experience, project experience, using the internet. The projection an educational institute suggests on a resume for a job screening, is that of the person's academic ability within the general demographic of persons with a similar IQ level-determined by a form of standardized testing. There are many assumptions that this statement suggestions. This revolves around the notion that individuals are attending institutes that respectively correlate to their
Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.
Functionalist one of the “theories” of sociology are mainly concerned with the function of education to society and to seek solution to the following questions, “what is the relevance of education to the social system and “what are the relationship between education and economic system”.
When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because
The main point the functionalist perspective on education is that society comprised of parts which encourage the framework in general and that adjustment in one a player in the public As a result, Functionalist theory on education shows that it assumes an indispensable part of people 's lives and society. For examples, when the society has a lot of educated people it will became more prosperous. On the other hand the society that has less educated people it will became illiterate.
A debate on whether education is still the driving factor to success in the 21st century has been blooming for some time now which has many of us asking, “Is education still necessary for one to succeed nowadays?” This issue of whether education still holds that value of being the primary aspect of achieving success is of particular interest because it could mean that it could potentially create depreciation in the demand for education in the future, and money spent on acquiring an education could be used to pursue entrepreneurial ventures.