Chapter 14: Education And Religion

Front 1

Credential Societies

Back 1

Employers use diplomas and degrees to determine who is eligible for a job
Credentials replacing born criteria

Front 2

Acculturation

Back 2

The transmission of culture from one generation to the next

Front 3

Education

Back 3

A group's formal system of teaching knowledge, values, and skills

Front 4

Political Socialization

Back 4

The way going people would be inculcated with beliefs, ideas, and values and would embrace the civil order
Necessary for developing capitalist and industrial order

Front 5

Manifest Functions

Back 5

Intended consequences of people's actions

Front 6

Latent Functions

Back 6

Unintended consequences of people's actions

Front 7

Cultural Transmission

Back 7

A function of education
Prices in which schools pass on a society's core values from one generation to the next

Front 8

Individualism

Back 8

Forms a that integrally woven into the Canadian educational system

Front 9

Competition

Back 9

Provide an apt illustration of how schools transmit the core value of being one of the best

Front 10

Cultural Transmission of Values (3)

Back 10

Individualism
Competition
Patriotism

Front 11

Singing O'Canada

Back 11

Makes students become aware of the "greater government" and their sense of national identity

Front 12

Gatekeeping

Back 12

A major function of education
Determining which people will enter what occupations

Front 13

Tracking

Back 13

Essential to gatekeeping
Sorting students into different educational programs on the basis of real or perceived abilities
Begins in elementary school (advanced math courses)

Front 14

Best Option for the Labour Market?

Back 14

Staying in school
Degrees are more employable and will eventually earn higher incomes than highschool diplomas

Front 15

Social Placement

Back 15

Functionalist view that gatekeeping sorts people on the basis of merit

Front 16

Mainstreaming

Back 16

New function of education
Incorporating people with disabilities into regular social activities

Front 17

View of School by Functionalists

Back 17

Education is a social institution that performs functions for the benefit of society

Front 18

View of School by Conflict Theorists

Back 18

School is a tool used by those in dominant positions in society to mainstream their power and keep people in line

Front 19

Hidden Curriculum

Back 19

Unwritten rules of behaviour and attitudes that are taught in schools in addition to formal curriculum

Front 20

Cultural Bias

Back 20

Asking children a question while some children have backgrounds more familiar to the topic

Front 21

Primary Functions of Bureaucratically Organized Schools According to Conflict Theorists?

Back 21

To teach acceptance of hierarchal control, obedience to authority, and acceptance of the rules regardless of their logic or purpose

Front 22

Correspondence Principle

Back 22

The ways schools reflect the social structure of society

Front 23

Characteristics of Society (7)

Back 23

1) Capitalism
2) Social Inequality
3) Racial-ethic prejudice
4) Bureaucratic structure of the corporation
5) Need for submissive workers
6) Need for dependable workers
7) Need to maintain armed forces and agents of control

Front 24

Characteristics of Schools (7)

Back 24

1) Promote competition
2) Unequal funding of schools, track the poor to job training
3) Make minorities feel inferior, track minorities to job training
4) Provide a model of authority in the classroom
5) Make students submissive, as in the kindergarten boot camp
6) Enforce punctuality in attendance and homework
7) Promote nationalism (to fight for capitalism)

Front 25

Self-Fulfilling Prophecy

Back 25

Coined by Robert Merton
An originally false assumption of what is going to happen that comes true simply because it was predicted

Front 26

Major Problems Facing Canadian Education Today (4) and Solutions

Back 26

1) Rising Tide of Mediocrity
2) Cheating and Essay-Writing Mills
3) Grade Inflation, Social Promotion, Functional Illiteracy
4) Violence in Schools
Solutions: Retention, safety, standards, and other reforms

Front 27

The Rising Tide of Mediocrity

Back 27

Rising illiteracy rates, while decreased drop out rates
Blamed on frail courses, less homework, less term papers, grade inflation, and burnt-out teachers

Front 28

Religion by Durkheim

Back 28

Separate the sacred from the profane

Front 29

Sacred - Durkheim (Religion)

Back 29

Aspects of life having to do with the supernatural that inspire awe, reverence, deep respect, and fear

Front 30

Profane - Durkheim (Religion)

Back 30

Aspects of everyday life - not concerned with religion

Front 31

Defining Elements of Religion (3)

Back 31

Durkheim
1) Beliefs that some things are sacred
2) Practices centering around the things considered sacred
3) A moral community resulting from a group's beliefs and practices

Front 32

Moral Community

Back 32

Group of people united by their religious practices

Front 33

Functions of Religion (8)

Back 33

Provides answers to perplexing questions
Enshroud critical events
Unite believers into a community that shares values and perspectives
Provides guidelines for everyday life,
Controls people's behaviours
Help people adapt to new environments
Provides support from government
Occasionally spearheads progressive social and political change

Front 34

Dysfunctions of Religion (2)

Back 34

War and religious persecution

Front 35

Rituals

Back 35

Help unite people in a moral community

Front 36

Cosmology

Back 36

A unified picture of the world

Front 37

The Conflict Perspective

Back 37

Examines how religion supports the status quo and helps maintain social inequalities

Front 38

Conflict Perspective on Religion (3)

Back 38

Opium (oppression) of people
Reflection of social inequalities
Legitimation of social inequalities

Front 39

Revisionists

Back 39

Those who believe that the basic message of the major religions is liberating

Front 40

Reformists

Back 40

Advocate revealing the"liberal core"of religious teachings with female imagery and exposing and refusing to accept sexist rituals

Front 41

Revolutionaries

Back 41

Seek to change the established orthodoxy by importing language, images, and rituals from other traditions

Front 42

Rejectionists

Back 42

Feminists who judge the traditional teachings as hopelessly sexist and have abandoned them in order to establish a new spiritual tradition

Front 43

Postmodernism

Back 43

Extols the intrinsic worth of socially contextualized individual experiences, spirituality, and cultural diversity

Front 44

Modernization

Back 44

The transformation odd traditional societies to industrial societies

Front 45

Types of Religious Groups (4)

Back 45

Cults
Sects
Institutionalized (churches)
Ecclesia

Front 46

Cult

Back 46

New or different religion with fee followers whose teachings put it at odds with the dominant culture and religion

Front 47

Sects

Back 47

Larger than a cult, little less intense

Front 48

Fundamentalism

Back 48

Belief that modernism threatens religion and that the faith as it was originally practices should be restored

Front 49

Evangelism

Back 49

Active recruitment of new members
practiced by cults and sects

Front 50

Ecclesias

Back 50

Government and religion with together to try and shape a society

Front 51

Denominations

Back 51

"Brand names" within a major religion
Example: Methodism or Reform Judaism

Front 52

Institutionalized Religion

Back 52

Highly bureaucratized