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Conflict theories are perspectives in political philosophy and sociology which argue that individuals and groups (social classes) within society interact on the basis of conflict rather than agreement, while also emphasizing social psychology, historical materialism, power dynamics, and their roles in creating power structures, social movements, and social arrangements within a society.
Conflict theorists believe this social reproduction continues to occur because the whole education system is overlain with ideology provided by the dominant group. In effect, they perpetuate the myth that education is available to all to provide a means of achieving wealth and status.
Social conflict theory is a Marxist-based social theory which argues that individuals and groups (social classes) within society interact on the basis of conflict rather than consensus. Through various forms of conflict, groups will tend to attain differing amounts of material and non-material resources (e.g. the wealthy vs. the poor).
Conflict theory emphasizes interests, rather than norms and values, in conflict. The pursuit of interests generates various types of conflict, which is thus seen as a normal aspect of social life, rather than an abnormal occurrence. Competition over resources is often the cause of conflict. The theory has three tenets:
Education theorists draw insights from various disciplines, including philosophy, psychology, sociology, economics, history, politics, and international relations. Consequently, some argue that education studies lacks the clear methodological and subject delineations found in disciplines like physics or history. [131]
Conflict theory is a method that attempts, in a scientific manner, to provide causal explanations to the existence of conflict in society. Thus, conflict theorists look at the ways in which conflict arises and is resolved in society, as well as how every conflict is unique. Such theories describe that the origins of conflict in societies are ...
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Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual". [7] His theory of child development has been studied in pre-service education programs.