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THE CONTRIBUTION OF SCHOOLING TO THE LEARNINGS OF NORMS, Ana Benavent,…
THE CONTRIBUTION OF SCHOOLING TO THE LEARNINGS OF NORMS
Social Norms
Prior conditions for some pattern of behaviour
Schooling contributes to the acquisition of these norms.
1.
Norm and behavior must be distinguished
2.
Norm acceptance and related behavior must be distinguished
The Functions of Schooling
Schooling contributes to pupils' learning what the norms are, accepting them and acting according to them
Separation between school and household is characteristic of industrial societies
4 Norms relevant to economic and political participation
2.
Achievement
Perform tasks actively and master the environment according to standards of excellence
3.
Universalism
4.
Specifity
Acknowledge the right of others to treat them as members of categories
1.
Independence
Accept personal responsibility for their conduct and its consequences
The structural Basis of Sanction
Learning to accept norms and act according to them requires the use of sanctions
Rewards & Punishments
⚠️Problems
Teachers cannot sanction each child in the same ways as parent because of the outnumber of students in classrooms
Pupils' suchool work by means of grades based on the quality
Teachers stablish grades as sanctions
Structural characteristics of classroom
Age homogeneity: IMPORTANCE
Maturity development
Built-in stardard for comparision
Pupils find themselves in the same boat
Pupils are vulnerable to the judgements of adults and of his equals
Visibility of pupils
Creation of goodwill
Development of a positive attachment to the teacher and to the school
The learning of social norms
The social properties of schools are stablished in a way that pupils are more likely to learn the 4 social norms
3.
Universalism
4.
Specifity
Parents and teachers admonish children to act independently and to do their work well
People should deny their own individuality and acknowledge their similarities
Categorization = central norm
Crucial distinction between the person and the his social position
2.
Achievement
Students have to accept the premise that they should perform their tasks the best they can, and act accordingly.
Achievement motivation = product of parents behavior
1.
Independence
Students learn that there are tasks to be done by them alone and to do them that way.
The school's contribution to children's accepting the norms is critical
Schools provide some experiences that families cannot
Assigning all pupils the same tasks
Homogeneity according to developmental age
Yearly promotion from grade to grade
A Conceptual Caveat
School provide pupils with experiences that are unavailable in other social settings
How the relationship between experience and outcome is formulated
Schools differ from other socialization agents from its structural characteristics.
Curriculum and pedagogy occupy a central place in educational thinking
Students learn from teachers and from their participation in a social setting
Schooling = instructional process
Instruction and knowledge available outside the school, by other social agencies
School's characteristics that distinguish them from the other social settings
1.
Responsibility in the hands of adults
2.
Children continue their active participation in the family
3.
It is organized in levels
4.
Pupils progress grade-by-grade
Pupils as members of age-equal cohorts
Classrooms have mostly non-adult positions
An Ideological Caveat
Independence and achievement have been regarded by many observers of the American scene as dominant cultural themes or values
Their exclusion from the list of values should further confirm the analytic and non-apologetic intent of this discussion
Ana Benavent, Carolina Braband, Paula Domínguez, Sara Gómez