This essay is an attempt to explain and discuss the characteristics that define a modernised individual/society in psychological, economic and political aspects. Furthermore, it will give a critique as to whether a school is the most potent force through which values can be cultivated. And finally the conclusion will be made.
According to Toulmin (1990), a society is a group of people who live within some type of bounded territory and share a common way of life. This way of life is known as culture, and it includes their beliefs, norms, values, sanctions and customs. While been modernised means to be evolutionary transitioned from a pre-modern or traditional to a modern individual/society. The late concept of modernisation became popular in the 1950s. W.W. Rostow claims that societies have to pass through a linear process in order for them to achieve modernity, just as Europe did.
Science and formal education takes a centre stage in the development of an individual/society. The individual is encouraged to come-up with scientific innovations on how best they can keep on developing their life in society, Finn (1993). The traditional mindset that tend to view technology with suspicion diminishes. People begin to employ their scientific findings into their daily activities. For instance, the study of animals has made it possible for people to know which type of animals have to be paired (cross-breeding) for them to get better animals.
There is implementation of a progressive curriculum in the schools, with an emphasis on practical subjects which imparts the knowledge and skills that are necessary in the improvement of the favorable attitudes towards urban-industrial society. Strauss (1958) the work culture improves, so as the production of goods and services.
Individuals have the ability to improve the environment so that the development can be sustainable. They engage themselves into scientific projects that helps to solve the problems that comes along with modernisation. For instance, experts develops a landfill (dumping site) that helps to safely dispose off the waste which generate from the public. Rahe (2006) the level of adult iliteracy is significantly reduced, so that every member contributes to the well being of the society. The majority focus’ on the present and future challenges and how they can solve them, hoping that science and technology may help in solving problems than seeking answers from the ancestral spirits.
Traditional religious beliefs and cultural traits usually becomes less important as modernisation takes hold. The individual becomes more important, eventually replacing the family or community as the fundamental unit of the society. Norris (1995) the families are mostly composed of the father, mother and children only (Nuclear family). The idea of an extended family where different family members are part and parcel of the family (Extended family) is not supported. They take it that most family members are dependants, making it difficult for the family to develop their economic engines or to have a surplus.
Due to continuous researches in science and technology, the tools used for production becomes advanced. In most cases, the machines do much of work than the people. This leads to high level of production of goods and services. Resulting in the raise of the gross national product of the country, and the profits are re-invested in other sectors of the economy, Todaro and Smith (2011). The citizens through employment and running of their own businesses are able to collect their income per capita. The people becomes economically stable, and they are able to meet their basic needs for life (food, shelter, education, health and clothing). And they can also buy durable consumer goods such as stove, motor-vehicle and machinery.
The labour force becomes so speciallised such that people depend on each other. For instance, a Brick layer may depend on the Block moulders to mould blocks in order for him/her to put-up a building. Laughey (2007) even the negotiations for the terms and conditions of work are conducted by the unions. The workers gain rights that enables them to speak out if things are not collect and suggest the way forward, together with the management.
The environment becomes favorable for people to do businesses, the policies made by the authorities does not influence their businesses negatively. For instance, the authorities does not command the prices for the commodities on the markets. And the businesses are not heavily taxed by the authorities, Norris (1995). It takes a short period of time for them to register their businesses and obtain financial support such as loans.
The authorities ceases to be associated with blood relationships, but everyone who has the capabilities can take up the position for leadership. The degree of social mobility increases, people have ambitions to achieve higher goals in society. For instance, they may wish to start their own political party without any interference from the existing authorities. As a result, a large number of ethnic, religious, familial and traditional political authorities are replaced by a single secular national political authority. People increase their participation in politics, hence forming the opposition parties in order for them to provide the checks and balances to the ruling authority, Orwin and Nathan (1997). The public discussion on the media (electronic and print) on issues that the general public feels that they are not handled properly by the ruling authority are regular and the citizens are not intimidated by the state institutions such as the police.
The national authority has the division of labour, it is usually divided into the Executive, judiciary and legistrature. The institutions are autonomous and at the same time provides checks and balances to each other. Speciallisation in various Ministries increases, leading to necessary decentralisation of authority, Rahe (2006). The higher authority does not do everything for the lower authorities, they are empowered to function on their own but in line with the main policy of the higher authority.
There is the rule of law, everyone is equal before the law regardless of the status, religion, sex or tribe. The ruling class does not abuse the authority which is given to them, Rousseau (1997). If they abuse it, they are also given a punishment. Either by paying a fine or by serving a jail sentence and in some cases both punishment are given. The members of society seems to be enjoying human rights. For instance, everyone has the right to life.
The school is one of the most effective means of imparting modern values and attitudes, Snelson (1974). Through formal learning, the student become tolerant to social change in their lives. They believe in what they learn and use them to solve problems practically in society. It helps people to explain why most things are not considered to occur through a supernatural way but that there is a scientific explanation for every action or phenomenon. For instance, illiterate people sitted in a painted room with charcoal burning on a brazier producing blue flames may not know why they usually faint, but an educated person will have a scientific explanation, saying that the carbon monoxide produced by the blue flames prevents the Haemoglobin in the red blood cells to carry oxygen, resulting in the deficit of oxygen thereby causing one to faint.
People tend to know more about their political rights after attending school, Feinberg, Walter and Jonas (1998). Most of the illiterate people do not know much about their human rights. Even when they know, they tend to avoid participating in various political activities. For instance, illiterate people are more likely not to participate in decision making process such as constitution making. Only educated people may value such activities.
Schools encourage students to do scientific researches, Finn (1993). Therefore, students use much of their findings to improve their lives. For instance, an educated person may invent a hot air ballon for transportation of goods and services. While illiterate people may still be using simple transport such as ox-cart over a long distance.
However, school is not the most potent force through which modern values can be cultivated. Toulmin (1990), contends that as much as students learn from schools, they do not only learn from school. They usually spend less time in school than outside school, much of their life in spent on television and the internet through which values are cultivated. They tend to imitate what they watch and improve on it. They may interact with people who are already modernised, as a result they may be modernised too.
In some case, the school has tend out be a spoiling place for young people. It as supported white collar jobs at some extent, Strauss (1958). Most young people have become unproductive, viewing technical jobs as being inferior to white collar jobs. As a result, the much needed human resource is dormantly seeking for smart jobs. Leaving the other sectors underdeveloped such as the construction industry, hence reducing the gross national income and increasing on the number of unemployment. In addition, the contents of the curriculum in most schools do not match with the relevant needs of the society, it tend to be too thereorical and cannot solve situational or real life problems.
In conclusion, the modernisation theory which describes a modernised individual or society tend to be biased. It uses the living standards in Europe as a measuring instrument on other nations as to know whether they have modernised or not. It also tend to force societies to abandon their traditional culture as it is refered to as being primitive. And W. W. Rostow says that it is a linear process, meanwhile other countries such as China have modernised without following this process.
References
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