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Sociology Ch 13
SOC 1301 - Ch 13 - RELIGION AND EDUCATION.ang
| Question | Answer |
|---|---|
| Correspondence principle | The tendency of schools to promote the values expected of individuals in each social class and to prepare students for the type of job typically held by members of their class. Ex: working-class children placed on vocational tracks. |
| Creationism | A literal interpretation of the Bible regarding the creation of humanity and the universe used to argue that evolution should not be presented as established scientific fact. |
| Credentialism | An increase in the lowest level of education required to enter a field. Conflict theorists suggest credentialism reinforces social inequality. |
| Cultural universal | A common belief or practice found in every culture. |
| Denomination | Large, organized religion that's not officially linked with state or government. Most have explicit set of beliefs, defined system of authority, & generally respected position in society. But, lack official recognition & power held by ecclesia. |
| Ecclesia | A religious organization that claims to include most or all members of a society, and is recognized as the national or official religion. Example: Islam in Saudi Arabia. |
| Education | A formal process of learning in which some people consciously teach while others adopt the social role of learner. |
| Established sect | A religious group that is the outgrowth of a sect, yet remains isolated from society. Examples: Hutterites, Jehovah’s Witnesses, Seventh-Day Adventists, & Amish. |
| Hidden curriculum | Standards of behavior deemed proper by society & taught subtly in schools. Need for control & discipline take precedence over learning; must concentrate on own work & not help slower learners. Value placed on pleasing the teacher. |
| Intelligent design (ID) | The idea that life is so complex that it could have been created only by intelligent design. |
| Liberation theology | Use of a church, primarily Roman Catholicism, in a political effort to eliminate poverty, discrimination, and other forms of injustice evident in a secular society. Ex: Roman Catholic activists in Latin America. |
| New religious movement (NRM) or cult | A small, secretive religious group that represents either a new religion or a major innovation of an existing faith. (e.g., Heaven’s Gate) |
| Profane | The ordinary and commonplace elements of life, as distinguished from the sacred. Example: A candelabra becomes sacred for Jews (menorah), as do incense sticks for Taoists. |
| Protestant ethic | Max Weber’s term for the disciplined work ethic, this-worldly concerns, and rational orientation to life emphasized by John Calvin and his followers. |
| Religion | A unified system of beliefs and practices relative to sacred things. |
| Religious belief | A statement to which members of a particular religion adhere. For example, account of Adam & Eve is a religious belief many people strongly adhere to & may even insist be taught in schools. Ex. 2: creationism. |
| Religious experience | The feeling or perception of being in direct contact with the ultimate reality, such as a divine being, or of being overcome with religious emotion. Example: being “born again.” |
| Religious ritual | A practice required or expected of members of a faith. Ex: Muslims’ hajj, or pilgrimage to Mecca. |
| Sacred | Elements beyond everyday life that inspire awe, respect, and even fear. Example: rituals such as prayer or sacrifice. |
| Sect | A relatively small religious group that has broken away from some other religious organization to renew what it considers the original vision of the faith. |
| Secularization | The process through which religion’s influence on other social institutions diminishes. |
| Teacher-expectancy effect | The impact that a teacher’s expectations about a student’s performance may have on the student’s actual achievements. |
| Tracking | The practice of placing students in specific curriculum groups on the basis of test scores. Est. 80% of secondary schools use some form of tracking. |
| Émile Durkheim | Perhaps 1st sociologist to recognize importance of religion in human societies. Saw religion as collective act; includes many forms of behavior where people interact. Defined religion as “unified system of beliefs/practices relative to sacred things." |
| Max Weber on education | Demonstrated collective nature of religion in his pioneering work: The Protestant Ethic & the Spirit of Capitalism. Weber’s Protestant ethic suggested assoc. between religious allegiance & capitalist dev. in which a by-product was accumulation of savings. |
| four basic forms of religious organization | ecclesia, denomination, sect, new religious movement (cult) |
| Case study of India's institution of religion | 18 languages & several religions. Hinduism & Islam are most imp. Hindus = 74%, Muslims = 12%. Others:Sikhism & Jainism. Religion was critical in overturning British colonial rule. Polit. parties align along religious lines. Rel. impacted economic progress |
| Functionalist view of education | Most basic manifest function of educ: transmission of knowledge. Also, bestowal of status. Latent functions: transmitting culture, promoting social & political integration, maintaining social control, & serving as agent of change. |
| Conflict view of education | Views education as instrument of elite domination w/ hidden curriculum offered. Schools convince subordinate groups of their inferiority, reinforce existing social class inequality, & discourage alternative, more democratic visions of society. |
| Interactionist view of education | Labeling kids impacts school performance. Teacher-expectancy effect - impact teacher’s expectations about student’s performance may have on student’s actual achievem'ts, very evident thru 3rd grade. Ex: “Spurters” exp. Studies show teachers wait |
| Treatment of Women in Education | Oberlin Coll. 1st to admit women 1833; believed they should aspire to become wives/mothers. Fem. students were to wash men’s clothes & care for their rooms. 20th c. sexism in educ: textbks w/ negative fem. stereotypes; pushed to prepare for “women’s work” |
| Bureaucratization of Schools | 5 basic characteristics of bureaucracy in most schools: (1) division of labor; (2)hierarchy of authority;(3) Written rules and regulations; 4) Impersonality; 5)Employment based on technical qualifications. |
| 4 ideal types of subcultures among college students | (1) collegiate: fun & socializing; (2) academic: identifies w/ intellectual concerns of faculty, values knowledge for its own sake; (3) vocational: views college as means of obtaining degrees for advancement; &(4) nonconformist: hostile to college envir |
| Homeschooling | Over 1.6 million American children are educated at home by parent. Choose to homeschool due to academic concerns, peer pressure, or fears about violence in schools. Whether or not homeschooled children have adequate opportunities to hone socialization ski |
| Social Policy and Religion: Religion in the Schools | Supporters of school prayer (and creationism) suggest that it provides spiritual |
| Engle v. Vitale (1962) | U.S.S.C. ruled organized school prayer violates Constitution. Subsequent Court decisions have allowed voluntary school prayer by students, but forbids school officials to sponsor any prayer or religious observances @ school events. |
| World Religions | 85% of world’s pop. has some religion. 15% nonrelig. Christianity largest; Islam 2nd; along w/ Judaism, all monotheistic. Hinduism - polytheistic w/ rebirth thru reincarn. Buddhism - teaching of Siddhartha or Buddha, enlightenment thru meditation. |
| The Weberian Thesis | Max Weber examined connection between religious allegiance & capitalist development: presented The Protestant Ethic & the Spirit of Capitalism. Collective nature of religion has social consequences for society as a whole. |
Created by:
goldang96