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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.
Social Theory and Social Structure (STSS) was a landmark publication in sociology by Robert K. Merton. It has been translated into close to 20 languages and is one of the most frequently cited texts in social sciences. [1] It was first published in 1949, although revised editions of 1957 and 1968 are often cited.
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The real innovation in the model was the concept of the "latent function" or the pattern maintenance function, which became the crucial key to the whole cybernetic hierarchy. During its theoretical development, Parsons showed a persistent interest in symbolism. An important statement is Parsons' "The Theory of Symbolism in Relation to Action". [83]
Aichhorn was an advocate of the idea that there was a distinction between manifest and latent delinquency, and believed that arrested development in youth was a precursor to antisocial behavior. He also believed that this situation was caused by disturbances in early child-parent relationships.