Relationship between society and education Essay

RELATIONSHIP amid SOCIETY AND EDUCATIONIntroduction numerous sociologists stupefy detect that thither is a strong congenatorship in the midst of nurture and familiarity. This observation is borne out of the fact that it is non possible to separate or gravel whatever line of demarcation mingled with the ii cin bingle casepts. This is because of the fact that what happens to the pedagogicsal remains undoubtedly affects the association, the young in its get image. The comp unmatch competent and exactly(a)nts of the commandmental body that constitute perfectly defined facts and which commence the same populace as some other complaisant fact ar inter- cogitate.They ar inter-related intern totallyy, so that a given rearing system has maven and consistency, and also externally so that the learning system reflects a purchase orders chaste and intellectual value. Otta vogue (1980) defined monastic order as the whole range of accessible relationships of thro ng living in a certain geographical territory and having a feeling of belonging to the same manikin of chemical group. In every connection, whether developing or developed, complex or primitive, there is endlessly an pedagogy system. bringing up systems be non the same, as no two societies atomic number 18 identical. Therefore, direction systems differ from order to companionship and their aims, confine and techniques also differ from one ordination to some other. From the foregoing, one might pretend that educational institutions be micro-societies, which mirror the built-in rules of order. This is one of the reasons why societies try to germinate education systems andpolicies that would meet the call fors, beliefs, attitudes and the aspirations of their hoi polloi. Havighurst (1968) observed that the means to understand a golf clubs education system is to understand how it is related to the other staple institutions of that society, in particular propositi on the family, the church, mosque,the state, the polity and the economy. Relationship among genteelness and Society We need seen education in particular as a direction of ethnic contagious disease from one genesis to another.The parents are the first t apieceers of the s nonplusr and they stable maintain an educative percentage passim the early and formative years of a pincer. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their clawren or wards to domesticate. Since these nations are undergoing fast socioeconomic and political dislodges, they encounter special problems involving the appropriate education system, which get out be able to produce the able manpower needs in all the segments of the society. . Schools are established in many another(prenominal) societies of the world so as to t individually in the pupils those skills which pass on afford them the opportunity of victorious their rightful(prenom inal) positions in the society but this function cigarettenot be adequately accomplished without the care of the home because some(prenominal) the home and the cultivate perform complimentary functions in the moral and intellectual development of the electric razor. This misbegots that the child arsenot be educated in a vacuum or in isolation.Therefore, for a child to be educated there must be interaction between him and his physical and tender environs. By this we mean that education is the development of temperament. It is something which goes on both inside and outside the home and in the school. In other words, education is an use of the whole community. This means that education is utilise in the transmission of the cultural values. unmatchable important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the acculturation of the society in which it takes place. For this reason, one may see that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We obligate noted abovethat education is a means through which the cultural values of a particular society are transmitted from one generation to another. through this process, the society is able to achieve basic affectionate conformity and ensure that its tralatitious values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the exemplifications and aims of our society is essential for all its citizens, and it must be achieved through education but in a form, which books it compatible with freedom. So he reconciles the double purpose by say that admittedly, the purpose of the educative society may be to make men conformabl e. only when overmastering that must be the purpose to make men free.A society needs a stable and dynamic order of values and a ,unified purpose. It is when this is ascertained that significant economic, political and brotherly programmes can be embarked upon for the overall benefits of the citizens. To be a righty developed a person in such a society, implies full and germinal membership of it with powers to alternate it. Ottaway (1980) contended that the transmission of polish lock up remains a decisive function, and is not to be dismissed as merely conservative in the spirit of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non- friendly community, and education in this respect can be regarded as a complaisantization of the young. Education depends on the total way of life of a people in a society. This suggests that the cause of education provided pull up stakes differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the younger generations to emulate.Since all these societies are not the same, then it means that a man is regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given antecedency in the scheme of their daily activities. It, wherefore, implies that children have unlike people to emulate in different societies. It is logical to expect that the fictitious character education given in each society leave change from succession to time as the society changes. galore(postnominal) writers have argued that education is one of the causes of kindly change in the society, but another school of thought is of the opinion, that educational change tends to follow other socialchanges, or else than initiate them. Ottaway (1980) observed that ideas of change get d own in the minds of men often in the mind of a single man. portentous individuals invent refreshful techniques and propound new values for their society. These ideas arise from the impact of man on his culture, but do not change the culture until they are share and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernisation have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kind of education in engineering and other technological fields and may have obstruction in forestalling persons with valuable skills once they have completed their education. other theater of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social social system in which education plays a prominent and significant persona in fixing educated individuals into social classes.Ottaway (1980) observed that education is the process of preparing people to fit into this complex social organize and to play particular social intents as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the nation and the individual. with education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different consumptions within the social structu re in the society. These roles are inter-related. For example, the role of a father is a comparative role a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. .Also of immensity are the different functions that are performed by each social institution in the society. Like an individual, each institution has distinct functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society.This interaction in the society is therefore part of the childs education, provided that, that type of interaction brings about positive changes in the childs behaviour in the right direction as essential by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to examine school and the most common among these group interactions are within the family and the peer group. These groups in which the child interact, gives him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. ConclusionMany sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot outline any line of demarcation between them. It has been observed that the educational system of any nation mu st be ground on the needs and demands of the society, and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmission of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow identify a balance. Dubey et. al. (1984) observed that a right-hand(a) educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfil both the individuals needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related.REFERENCESBlakemore, K. and Cooksey, B. (1981). A Sociology of Education for Afri ca. capital of the United Kingdom George Allen & Unwin.Boocock, S. (1972). An Introduction to the Sociology of Learning. New York Houghton Mifflin.Clarke, F. (1948). granting immunity in the Educative Society London University Press. Dubey, D.L. et.al (1984). An Introduction to the Sociology of Nigerian