Class Notes (838,343)
Canada (510,861)
Anthropology (1,602)
ANTA01H3 (417)
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Education  on the surface, it would appear that the purpose of going to school is to get good grades (this is the most basic purpose of school)  education as an institution is steeped in traditions, rituals and rites of passage for many youth all over the world  not all education systems are the same, as not all countries value the same set of skills or body of knowledge  however, all education systems work to transmit knowledge, skills and social values from one generation to the next  the knowledge and skills you learn in school are building blocks for the next phase of your life (the workforce)  education also provides a number of social and life management skills that are meant to lead to students’ independence  education must offer every student the same access to the same resources and serve them equally  no matter social class, race etc.  equality  education’s other functions:  socialization and roles  students learn about punctuality, and respect for authority and others  discipline and obedience  students come to accept and respect the authority of teachers and rules of the school  students learn to use self-control in their dealings with peers and others  students learn to take responsibility for their own actions (including actions taken against others)  knowledge and skills  students study and complete assignments  students meet all curriculum expectations  competition and collaboration  students are encouraged to participate in extracurricular activities to develop healthy competition  students contribute to classroom activities to help foster collaboration and teamwork  during the 1950s when TV became a household fixture in North America, it was widely believed that TV would revolutionize many aspects of life, including education  many social commentators saw “old-fashioned” schools becoming a thing of the past, as the TV craze took hold; however, more than 60 years later, the “old-fashioned” schools are still with us  today, the same concerns over technology are surfacing again—this time it’s computer technology that’s threatening the “old-fashioned” system  educators are trying to incorporate the “old-fashioned” system with computer technology  perhaps the future of education involves integrating computer technology as a means of building the knowledge and skills that will lead to career paths yet to be developed  it is important we don’t completely lose the old-fashioned system by integrating technology  however, if technology was integrated into the education system, socio-economic equity comes into play as we consider who has access to this technology and who does not Government  every human society is based on a guiding principle that is upheld by authority figures (religious or secular), and by the general population  the guiding principle for most countries is a political idea (Canada’s is democracy; Cuba’s and China’s is communism)  aside from the political idea, society is also defined by distinct roles and obligations that help advance the fundamental beliefs of its members  laws may be written to facilitate appropriate social conduct for the people (institutionalization of norms)  laws give the government ultimate authority to govern people’s social interaction and to intervene when individuals violate the norm  to some people, laws may appear constrictive, but without laws, society would be full of chaos  our el
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