The market plays a role in determining the profession or specialization. In traditional society a farmer's child would become a farmer, but in modern society the birth of a child doesn't determine its role in society. Another important factor of Functionalist perspective is the discontinuation of ascribed status in this modern era. Though functionalism has its organizational efficiencies, it has some drawbacks as it doesn't address the diverse cultural dynamics and problems of an individual. We can clearly see interconnectedness and interdependence among these positions. The administrative positions look after the implementation and monitoring of schemes while the academic positions like SCERT look after the aspects of teacher training, book designing and framework of the curriculum. When we study the education structure of a particular state it has various administrative and academic responsibilities. It talks about how various social institutions work together in order to generate social order and stability. The school follows ideas from a functionalist perspective. A single department cannot effectively manage all the administrative and academic functions.Thus a delegation and assignment of roles is necessary to manage a school. A school is a formal organization that follows a hierarchical structure and it assigns integral roles to various departments: the principal, teacher, and peons supporting staff. A society has multiple social institutions that regulate the society, these can be schools, judiciary bodies, the government. Just like a human body has multiple organs and each organ has its own function. These institutions comprise a bureaucratic structure. Efficiency in Functionalism In the emergence of complex society, society needs to be regulated by social institutions. In this article we shall be discovering the aptness of these perspectives. As every theory has its own advantages and criticisms. Although, the answer to the most relevant perspective in the terms of education is still a challenge. The lenses of Functionalism, Conflict by Karl Marx and the human Capability approach offers different sociological perspectives in education. Durkheim emphasized educational buildings based on strengthening the values of collective awareness, plus providing knowledge and skills of students to survive in life. Durkheim has contributed to the construction of the education system with a sociological approach based on a functional structural approach and a theory of social facts, social solidarity, and morals. Durkheim recommends that social studies, including the study of education, be carried out according to empirical standards with a major focus on social facts. With a descriptive analysis approach through literature studies, it is concluded that the dimensions of Durkheim's social theory, with the paradigm of social facts, appear in the elements forming social cohesion or social solidarity, division of labor in society, new social implications that give rise to anomie symptoms, community development and suicide (scuidi), religion and morality, and collective values. This study aims to reveal the perspective and construction of Durkheim's sociological views of education and its relevance in the current social phenomena of education. This study is oriented towards Durkheim's theoretical analysis of social theories in the context of the sociology of education. A subsequent paper (Part C) examines criticisms of functionalism, describes other schools of social theory in relation to it, and discusses the use made of social theory in OR. At the same time sufficient detail is provided to enable the reader to appreciate the complexity and depth of social theory in general and the functionalism of Parsons in particular. This paper summarizes the attempt by Parsons to develop an extensive and arguably comprehensive foundational basis for sociology. Further developments published in Working Papers in the Theory of Action (with Bales and Shils) and Economy and Society (with Smelser) focused on the relationship between the social and the economic system introducing the ‘four-function paradigm’ or AGIL model. In these books he introduces his system of ‘pattern variables’. In 1951 the results were published in two books, Towards a General Theory of Action (with Shils) and The Social System. He developed some key concepts to characterise the structure of social interaction and then expanded the scope of his framework to cover all aspects of society including some initial thoughts on how it maintains its stability and how it changes. Having developed his action frame of reference and his voluntaristic theory of action in The Structure of Social Action (described in Part A), Talcott Parsons turned his attention to the social system per se.
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