Question: According to Talcott Parsons the “Focal Socialising Agency” in?
- Family
- School
- Peer group
- Sub-culture
Answer: (2)The question from the MA CUET (Central University Entrance Test) exam revolves around the perspective of Talcott Parsons regarding the “focal socializing agency” in modern society. The options include (a) Family, (b) School, (c) Peer group, and (d) Sub-culture. The correct answer according to Talcott Parsons is (b) School. To understand this concept and its implications, we need to explore Talcott Parsons’ sociological theories and his views on the role of education in socialization. Talcott Parsons, an American sociologist, developed structural-functionalism as a theoretical framework to understand society. In his work, particularly in the 1961 publication “The Social System,” Parsons examined the functions of different institutions in maintaining social order and equilibrium. One of his key ideas was the concept of socialization, which refers to the process through which individuals learn and internalize the values, norms, and roles of their society. According to Parsons, the family plays a crucial role in the early stages of socialization, known as primary socialization. In the family, each child is treated as unique and special, and the socialization process is characterized by particularistic standards. However, Parsons argued that the broader society couldn’t function effectively if everyone continued to be treated uniquely. The transition from the family to wider society required a shift from particularistic to universalistic standards. This is where Parsons introduces the notion of the school as the “focal socializing agency” in modern society. The school, according to Parsons, serves as a bridge between the particularistic nature of family socialization and the universalistic standards required for societal functioning. In the school setting, individuals are exposed to a more standardized and uniform system of rules and expectations, reflecting the values of equal opportunity and individual achievement. Parsons emphasized that education is instrumental in teaching universalistic standards, where everyone is expected to be treated equally before the law. The school becomes a key institution for imparting values such as meritocracy, where success is based on individual merit and effort rather than particularistic factors such as family background or personal relationships. The shift from particularistic to universalistic standards is crucial for the smooth functioning of a complex and diverse modern society. The educational system, as identified by Parsons, has several functions in this process of socialization. One primary function is the allocation of individuals to different roles based on their abilities and achievements. Schools are seen as institutions that identify and reward talent, preparing individuals for their future roles in society. The meritocratic principle is ingrained in the educational system, reinforcing the idea that success is attainable through one’s abilities and efforts. Moreover, schools also contribute to the development of a common value system. Parsons argued that education helps in fostering a sense of shared values and beliefs that are essential for social cohesion. Through the curriculum and the formal education process, individuals are exposed to a standardized set of knowledge and cultural elements, creating a common ground for communication and understanding in a diverse society. The school, in Parsons’ perspective, is not just an academic institution but a socializing agent that molds individuals to conform to the expectations of wider society. It teaches not only cognitive skills but also social roles, norms, and values that are essential for individuals to integrate into the broader social structure. It’s important to note that Parsons’ ideas were developed in the mid-20th century, and contemporary sociologists might have different perspectives on the role of education and socialization. Critics of Parsons argue that his theories may oversimplify the complex nature of socialization and that factors beyond the school, such as media, peers, and cultural influences, also play significant roles in shaping individuals. In conclusion, the answer to the MA CUET question aligns with Talcott Parsons’ viewpoint that the school serves as the “focal socializing agency” in modern society. According to Parsons, the school plays a crucial role in transitioning individuals from the particularistic nature of family socialization to the universalistic standards required for societal functioning. It imparts values of equal opportunity and individual achievement, contributing to the development of a common value system essential for social cohesion in a diverse and complex society. |
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Frequently Asked Questions:
1. Question: Define the term “ethnic movement” and provide an example from India.
Answer: An ethnic movement refers to a collective effort by a group sharing common cultural, linguistic, or religious traits, seeking to assert their identity and rights; an example from India is the Khalistan Movement in Punjab.
2. Question: Identify the main objectives behind the Gorkhaland ethnic movement.
Answer: The Gorkhaland ethnic movement primarily seeks to establish a separate state for India’s Nepali-speaking population in the Darjeeling region, advocating for linguistic and cultural recognition and political autonomy.
3. Question: What was the Operation Blue Star, and which ethnic movement was it related to?
Answer: Operation Blue Star was a military action in 1984, aiming to remove Sikh militants hiding in the Golden Temple in Amritsar; it is related to the Khalistan movement, which sought a separate Sikh country.
4. Question: Mention a critical factor that triggered the emergence of ethnic movements in India, as discussed by Dipankar Gupta.
Answer: Dipankar Gupta emphasized that ethnicity is fundamentally a political process, wherein caste and religion, the key components of identity formation, are politicized by leaders for vested interests.
5. Question: What were the primary reasons for the Assam Ethnicity conflicts involving Bodo tribals and Bengali Muslim settlers?
Answer: The Assam Ethnicity conflicts primarily stemmed from issues related to immigration, land rights, and resource allocation, leading to clashes, riots, and evolving relationships among indigenous communities to address challenges.
6. Question: Briefly describe the role of the Dravidian Movement in terms of caste and societal structure.
Answer: The Dravidian Movement, led notably by E.V. Ramasamy, aimed to establish an egalitarian society, focusing on anti-Brahmanism and advocating for equal rights for backward castes, while also introducing reforms like self-respect marriages.
7. Question: Name the prominent ethnic movements in North-East India and specify one common objective.
Answer: Prominent ethnic movements in North-East India include the Nagas’ and Mizos’ struggles; a common objective was to gain autonomy and recognition for their distinct tribal identities and cultural uniqueness.
8. Question: What is the key argument of Gail Omveldt regarding traditional Indian society and multiculturalism?
Answer: Gail Omveldt opposed romanticizing traditional Indian society, arguing that hierarchy has always dominated it and dismissing the notion that multiculturalism is an intrinsic feature of Indian society as a myth.
9. Question: Briefly explain the social hierarchy factor as a contributing element to ethnic movements as suggested by Olzak.
Answer: Olzak suggests that the construction of hierarchies among ethnic communities, which often leads to the suppression of one group by another, is a key factor that can instigate social and ethnic movements.
10. Question: Identify one consequence of the unequal economic development factor within the context of ethnic movements in India.
Answer: One consequence of unequal economic development is the marginalization and underdevelopment of certain groups, leading to feelings of alienation and sometimes initiating ethnic movements as these groups strive for equality and recognition.
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