¶ … role of schools in the bringing of social change. In order to achieve our aim, we present certain theories that bear this idea with a succinct historical presentation of the influence of these theories on both school and society.
The role that school plays as a conduit of change in the society as well as the development of the society is a fact that has been widely acknowledged in our contemporary society (SociologyGuide, 2010). It is quite normal for human being to demand and crave for change whenever there are certain elements in their daily lives that suggest strongly that the needed for more improved ways of meeting their needs. Maclver (1942) postulated that social change occurs as a response to various and numerous forms of changes that occur both in our social as well as our nonsocial environment. The actual role of education in bringing about social change has however not been fully deciphered. This is evident from the work of Robin (2002), who question on whether the role of education in bringing about social change is active or proactive. It is clear from extant literature that the earlier educational systems were instituted in order to bring about certain specific ways of living and norms in the society. The modern education however has been noted to be non-insistent upon the need to transmit certain ways of living to the persons being taught. It is therefore evident from this that the traditional educational system was tailored to be fit for a society which was static and it lacked the dynamism that is present in the current educational system.
Theories of schooling
In order to fully understand the role played by school as a vehicle of social change, it is necessary to outline some of the theories that back this notion from both the historical and contemporary perspective. The introduction of education to humanity has been very influential in the elimination of suffering, poverty and despair (Steiner,2000). The evolution of the schooling system however began with the introduction of the mercantilist schools and then the physiocrats.
The functionalist theory of education
This theory was advanced by Durkheim (1956) and had a focus on the means that the universal educational system serves our contemporary society. The functionalist view of education first analyses the roles of educations in the ways that it manifests itself in the society. Their view is that education is meant to be used in the transmission of knowledge as well as skills from one generation to the next. The theory also recognizes the latent role of education in the society as one that is used in the socialization of persons into the mainstream of the society. This form of education is referred to as "moral education" and serves in increasing the level of cohesions in our social structures and therefore resulting in the creation of social diversity through the bringing of people from different backgrounds together. This theory can be used in the contemporary society in integrating immigrants into the mainstream population of a country (e.g. "Americanizing" immigrants). This theory points out the role of education in the society as the transmission of social values as well as control.
The conflict theory
This theory purports that education is intended for bringing about social inequality so as to preserve power society's bourgeoisie. Their view is concurrent to the one advanced by the functionalists at certain points such as the view that education is meant as a positive contribution to a society in terms of bring order.
The symbolist theory
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