Functionalists view society’s natural state as one of harmony between i

The first role of education argued here, socialisation, contributes to reinforcing common societal values, needs and ensures cultural reproduction (Abercrombie et al, 1994:400). Socialisation, stated by O’Donnell (1994:5), is an important tool for achieving social order and cohesiveness. The socialisation process at educational institutions, says Edgar et al (1993:330) and O’Donnell (1994:5), is about teaching students the value of new knowledge, theoretical learning and technology; ethical, moral and non-discriminatory behaviour; discipline, cooperation and team-work; and professional and formal relationships. Further education helps prepare students in understanding what is acceptable behaviour in our society, by teaching them the socially acceptable behaviour of our society (Haralambos et al, 1996:209).

However, this abhorrence of conflict by functionalists does not necessarily mean that change is a bad thing, states Kellehear (1990:25), rather it is how the organisation responds to change. If the pace of change accelerates; as long as sectors of society are flexible, able to respond to changing needs, and return to equilibrium quickly, society remains healthy. Sargent (1994:184) disagrees with this view of the functionalist perspective. However, both agree that the method recommended to return society to a functional equilibrium is the exertion of more social control to either make individuals adjust to society or to quarantine the effect of disruptive elements.

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