chapter 13 education and religion. education in global perspective education and industrialization...

Chapter 13

Education and Religion

Education in Global Perspective

• Education and Industrialization– In the early years of the United States, there

was no free public education– As industrialization progressed and fewer

people made their living from farming:• Formal education came to be regarded as

essential to the well-being of society

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Educational Achievements in the United States


• Education in Japan– Emphasis on Solidarity Within Group– Discourages Competition among Individuals

• Education in Russia– Education, including College, was Free– Post-Soviet Russia is Reinventing Education



• Education in Egypt– Most People Work so Find Little Need for

Education– Mandatory Attendance Laws that Exist are

Not Enforced – Most Cannot Afford Education


Functionalist Perspective: Providing Social Benefits

• Teaching Knowledge and Skills

• Cultural Transmission of Values

• Social Integration

• Gatekeeping

• Replacing Family Functions


Conflict Perspective: Perpetuating Social Inequality

• The Hidden Curriculum

• Tilting the Tests: Discrimination by IQ

• Stacking the Deck: Unequal Funding

• The Bottom Line: Family Background– Reproducing the Social Class Structure– Reproducing the Racial–Ethnic Structure



Who Goes to College? Comparing Social Class and Ability in Determining College Attendance


The Funneling Effects of Education: Race-Ethnicity

Revenues for Public Elementaryand Secondary Education: 2002–2003

Symbolic Interactionist Perspective: Fulfilling Teacher Expectations

• The Rist Research (Ray Rist 1970, 2007)– Rist: each child’s journey through school was

determined by the eighth day of kindergarten!

• How Do Teacher Expectations Work?– How teacher expectations affect grades


Teacher Expectations and Learning


Fast Learners

Middle Learners

Slow Learners

Teacher

The Self-fulfilling Prophecy

Rosenthal and Jacobson experiment:

• Five random elementary school students were labeled as having superior intelligence and ability.

• Teachers expected them to do well and treated them in a way that encouraged better school performance.

Rosenthal and Jacobson Experiment• All students at an elementary school were tested at

the beginning of the school year

• 20 percent of those students were selected at random - and their teachers were told that they could be expected to "bloom" or "spurt" in their academics that year

• At the end of the year, they came back and re-tested all the students.

Rosenthal and Jacobson Experiment


National Results of the Scholastic Assessment Test (SAT)

Figure 42-2: Annual Median Earnings by Educational Level

Module 43

Figure 42-4: Tuition Costs, 1976 – 2007

Module 42

The Sociological Approach to Religion

█ Durkheim and the Importance of Religion

– Religion: Unified system of beliefs and practices relative to sacred things (Durkheim)

– Collective act: Includes many forms of behavior in which people interact with others

Module 44

The Sociological Approach to Religion

• Durkheim and the Importance of Religion

– Sacred: elements beyond everyday life that inspire awe, respect, and even fear

– Profane: includes the ordinary and commonplace

Module 44

World Religions

• 89% of world’s population adheres to some religion– Christianity largest faith, Islam 2nd largest– Judaism forms historical foundation for

Christianity and Islam– Hinduism embraces number of gods and

reincarnation– Buddhism developed as reaction against

Hinduism; uses meditation to overcome selfish cravings

Module 44

• Simple supernaturalism - the belief that supernatural forces affect people's lives positively or negatively.

• Animism - the belief that plants, animals, and elements of the natural world are endowed with spirits that impact events in society.

Four Categories of Religion

• Theism - belief in a God or gods.– Monotheism: a single God– Polytheism: two or more gods

• Transcendent idealism - belief in sacred principles of thought and conduct, such as truth, justice, life and tolerance for others.

Four Categories of Religion

Three Elements of Religion

• Beliefs that Some Things are Sacred

• Practices Centering on Things Considered Sacred

• A Moral Community Resulting from a Group’s Beliefs and Practices


The Functionalist Perspective

• Functions of Religion– Questions about Ultimate Meaning– Emotional Comfort– Social Solidarity– Guidelines for Everyday Life


The Functionalist Perspective

– Social Control– Social Change

• Dysfunctions of Religion– Religion as Justification for Persecution– War and Terrorism


Symbolic Interactionist Perspective

• Focus on the meanings that people give their experiences

• Religious Symbols

• Rituals

• Beliefs

• Religious Experience


Conflict Perspective

• Marx’s Opium of the People

• Legitimization of Social Inequalities– Social Arrangements Represent God’s

Desires– Divine Rights of Kings– Pharaoh as God– Hindu Cast System


Religion and the Spirit of Capitalism - Weber

• Max Weber disagreed with the conflict perspective

• Weber observed the early industrialization of Europe

• Source of Profound Social Change

• Religion Held the Key to Modernization

• The spirit of capitalism


Types of Religious Groups

• Cults– Begin with Charismatic Leader– All Religions Started this Way– Most Cults Fail

• Sects– Loosely Organized and Fairly Small– Emphasize Personal Salvation


Types of Religious Groups

• Churches– Highly Bureaucratized– National and International– Relationship with God Less Intense

• Ecclesia– State Religions; part of Cultural Identification

• Variations in Patterns



Religious Groups: From Hostility to Acceptance

Religion in the U.S.

• Characteristics of Members– Social Class– Race-Ethnicity

• Characteristics of Religious Groups– Diversity– Pluralism and Freedom


Religion in the U.S.

– Competition and Recruitment– Commitment– Toleration– Fundamentalist Revival– The Electronic Church


The Future of Religion

• Religion Thrives

• Science Cannot Tell Us About…– The Existence of God– The Purpose of Life– An Afterlife– Morality


chapter 13 education and religion. education in global perspective education and industrialization...

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