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美国德克萨斯代写Assignment:威望和权力
2019-05-03 00:34
韦伯同意马克思关于经济导致阶级冲突的基本观点,但他认为阶级冲突也可以源于威望和权力。韦伯认为阶级来自不同的财产所在地。不同的地点可以很大程度上影响一个人的班级,通过他们的教育和他们交往的人。他还指出,声望会导致不同的地位分组。这种声望是建立在父母的社会地位之上的。声望是一种被赋予的价值,很多时候是无法改变的。韦伯指出,权力差异导致了政党的形成。韦伯不同意马克思关于阶级形成的观点。马克思认为群体是相似的,因为他们的经济地位,韦伯认为阶级很大程度上是由社会地位形成的。韦伯不认为社区是由经济地位构成的,而是由相似的社会声望构成的。韦伯的确认识到社会地位、社会声望和阶级之间存在着一定的关系。功能主义观点认为,每个人都能从教育系统所执行的功能中获益。马克思主义方法等冲突理论认为,事实并非如此,相反,教育被视为使社会的不平等和分裂合法化和再现的工具。马克思主义的方法是有意义的,因为它被解释为有助于使阶级分裂合法化,因为它提倡中产阶级接受教育,而下层阶级/工人接受培训。美国德克萨斯代写Assignment:威望和权力
Max Weber agrees with the fundamental ideas of Marx about the economy causing class conflict, but claims that class conflict can also stem from prestige and power Weber argues that classes come from the different property locations. Different locations can largely affect one’s class by their education and the people they associate with . He also states that prestige results in different status groupings. This prestige is based upon the social status of one’s parents. Prestige is an attributed value and many times cannot be changed. Weber states that power differences led to the formation of political parties . Weber disagrees with Marx about the formation of classes. While Marx believes that groups are similar due to their economic status, Weber argues that classes are largely formed by social status . Weber does not believe that communities are formed by economic standing, but by similar social prestige. Weber does recognize that there is a relationship between social status, social prestige and classes .The functionalist perspective suggests that everyone benefits from the functions carried out by the education system. Conflict theories such as the Marxist approach argue that this is not the case, rather education, is seen as the apparatus that legitimizes and reproduces society’s inequalities and divisions. The Marxist approach is relevant because it is interpreted as helping to legitimize class divisions because they promote the idea that the middle class receive education while the lower-classes/working receive training.
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