Sociological Perspective

Being a sociological essay, it is the author’s intent to address the questions posed by Moss (2015) in a sociological manner. This however presents a difficulty, as the discipline of sociology is not one of consensus, but rather one of subtle and stark differences. Thus, to address education, or aspects thereof, in a manner that espouses what should be, would be to assume that from a sociological perspective, there is a formula for the making of an ideal society, a society without faults. But, the truth of the matter is, different theorists have different ideas as to what a faulty or ideal society consists of. Thus, to take a stance before weighing the pros and cons of each theory would be to negate the benefits that one may have over the other.

Rather, it is because the education system does not allow people to fulfill their potential that the conflict theorist demands change. The conflict theorist would maintain that the education system does not allow people to fulfill their potential, that the curriculum is in the wrong hands. Marx would argue that the as long as the state controls education it will remain one of alienation, producing students, not according to their potential, but according to the needs of the state (Marx, 1845, p. 12-13). The belief here is, that as human beings, we are able to derive satisfaction through our material production, that the ideal world would be one were people can realize their potential, and thus identity, through their craft. This liberating process is diminished by having to do menial work, a work that does not speak of our potential, of our identity. [Interestingly, Quebec’s notion of education mentions “personal and career goals” (Education Act, 2015, italics added for emphasis), as if the two were separate goals, as if the huge chunk of our lives spent working would be a goal different than our personal one, a notion that lies at the heart of Marx’s critique of the capitalist system.] Thus, who should control the curriculum seems to come second to having a curriculum that allows one to fulfill their potential, teaching them trades

The ideal world is not one in which everyone benefits, but rather one where everyone works to benefit society, even at their own expense. For the conflict theorist though, this question as to who would benefit is one of great concern, albeit from a class perspective. The ideal world for the conflict theorists is one where the people rid themselves of education that leads to alienation, a feeling one has when they do not realize themselves through work, and come to emancipate themselves from this feeling of self-estrangement imposed by the dominating class (Marx, 1844, p. 28-31). This perspective then allows for the ideal that the individual is free from a constricting curriculum, where they are able to benefit from doing work that pleases