There are theories which provide the basis and foundation for all forms of educational activities, and there are several theories exist. Well, every individual perceive the philosophy related to education in context of their own paradigm, as theory of education must be something that is conglomeration of ideas which are ever-changing. It has been realized that some of the guiding principles are attributed directly to well-established theories. There are several theories like constructivist, conflict, functionalisms, symbolic, cognitive and many others (Rahmat, 2017).
Constructivism is a paradigm, possess the worldview that learning is the constructive and active process. And a learner is the information constructor. Individuals actively indulge in creating or constructing their personal subjective representations related to objective reality. Different and new information is associated with the prior knowledge, hence mental representations are considered as subjective (Battey, Kafai, Nixon, and Kao, 2007).
As researchers believed that professors or teachers should act as a guide or instructor for the students, assisting and helping them in the entire learning process for creating their lives meaningful. The advantages of the constructivism theory for learners and teachers, in the ideal setting, it include paying attention on students and giving them opportunity and time for investigating and work on some big ideas. It is necessary to help them in understanding the skills and concepts, instead of regurgitating and memorizing ideas or facts. Constructivism helps in engaging the students in natural curiosities which help them in finding answers for the questions. Intrinsic motivational level would be expected and students must be given freedom for selecting their course of learning. The biggest challenge associated with this theory is that world where teachers and students interact, is not “utopian”. Students come in class with personal needs and easily distract from the classroom experience. Many students are not willing to interact with peers because of emotional issues (Rahmat, 2017).
However, functionalism theory suggest that education is a serving force of multiple functions in society, which include, (a) social integration, (b) socialization, (c) cultural and social innovation and (d), social placement. Latent functions involve child care, reducing unemployment rate and developing peer relationships by keeping student force high than labor force. Issues in the educational institutions could harm society (Ansalone, 2010).
The functional theory emphasis on the fulfilment if society needs through education. Perhaps, socialization. If children will be able to learn values, skills, and norms required to functioning in the society, then the education is primary instrument for learning. Three Rs taught by school; rithmetic, reading and riting. Apart from this schools also teach values and norms.
Second function is social integration. For working society, according to functionalist, individual should subscribe to the common set of values and beliefs. Development of these common goals of free system, mandatory education which developed in 19th century (Chetty, Friedman, Hilger, Saez, Schanzenbach, and Yagan, 2011).
Third function is social placement, which begins from grade one, students identified by schools and teachers either as the motivated and bright and also educationally challenged. This depends on how students are taught at level which suits them (Ansalone, 2010).
The fourth function is cultural and social innovation. Students need to be taught as being creative rather than following the rote learner’s path (Ansalone, 2010).
The conflict theory consider the education objective as maintaining the social inequality in society and also preserving power off dominating ones in the society. The conflict theorist always examine same functions related to education as functionalist do. Functionalist view education as the advantageous contribution in ordered society, whereas, conflict theorist consider educational system as the perpetuating status quo through dulling lower classes in being obedient workforce (Brayboy, 2005).
In conflict theory, educational system is being practiced but objections arises in its sorting and curriculum. Conflict theorist argued that schools are sorted along with the ethnic lines and distinct classes. Schools train students in working classes for accepting the lower-class position in the society. This is considered as hidden curriculum. They point out in the factors that needs for defending the position. Conflict theory view education not as beneficial factor for the society, but as the factor for maintaining and raising the power and dominance in the society, and develop the docile workforce for the capitalism (Brayboy, 2005).
References
Ansalone, G., 2010. Tracking: Educational differentiation or defective strategy. Educational Research Quarterly, 34(2), p.3.
Battey, D., Kafai, Y., Nixon, A.S. and Kao, L.L., 2007. Professional development for teachers on gender equity in the sciences: Initiating the conversation. Teachers College Record, 109(1), pp.221-243.
Brayboy, B.M.J., 2005. Toward a tribal critical race theory in education. The Urban Review, 37(5), pp.425-446.
Chetty, R., Friedman, J.N., Hilger, N., Saez, E., Schanzenbach, D.W. and Yagan, D., 2011. How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly Journal of Economics, 126(4), pp.1593-1660.
Rahmat, A., 2017. Clustering in Education. European Research Studies, 20(3A), p.311.
