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Manifest functions are the consequences that people see, observe or even expect. It is explicitly stated and understood by the participants in the relevant action. The manifest function of a rain dance, according to Merton in his 1957 Social Theory and Social Structure, is to produce rain, and this outcome is intended and desired by people participating in the ritual.
They emphasize that education contributes to two types of functions: manifest functions, which are the intended and visible functions of education; and latent functions, which are hidden and unintended functions. Manifest Functions. There are several major manifest functions associated with education. The first is socialization.
Manifest functions are the consequences that people observe or expect, or what is intended; latent functions are those that are neither recognized nor intended. In distinguishing between manifest and latent functions, Merton argued that one must dig to discover latent functions.
The manifest function of education includes preparing for a career by getting good grades, graduation and finding good job. The second type of function is "latent functions", where a social pattern results in an unrecognized or unintended consequence.
Consensus theory focuses on the value integration into society, while conflict theory focuses on conflicts of interest and the force that holds society together despite these stresses. In the past, structural functionalism was the commanding theory in sociology, until the conflict theory came along as its major challenger.
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A latent variable model is a statistical model that relates a set of observable variables (also called manifest variables or indicators) [1] to a set of latent variables. Latent variable models are applied across a wide range of fields such as biology, computer science, and social science. [ 2 ]
Connectivism is a recent theory of networked learning, which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN). [60]