How our education structure influence or young people’s identity

How does our education structure influence or young people’s identity?

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How our education structure influence or young people`s identity

Education has become one of the clearest indicators of life outcomes such as employment, income and social status, and is a strong predictor of attitudes and well-being. Education is often used by people to shape the `social identity`, framing their understanding of themselves and their relationships with other people. Identity development is an important task in young people. Young people are supposed to be concerned with developing educational and professional goals while shaping an image of who they are and want to be. A positive, affirming social identity is associated with a range of positive outcomes in life, such as increased well-being, social trust and political management. However, the emphasis on education in today`s society makes it much harder for people with low levels of education to develop a positive social identity. This can negatively affect self-esteem and well-being.

uistics, the materials of which may be myth, narrative, journalism, or on the other hand objects of modernization, in so far as they are spoken. On this note, the Roland Barthes (1964) came up with distinctive and widely acceptable elements of Semiology. They are;
 Language and speech
 Signified and signifier
 Syntagm and systems
 Denotation and connotation
Language and Speech
Barthes (1964) enforced the concepts of language, or the part of the Semiological system which is consented upon by society, and speech, or the individual choice of symbols, to Semiological systems. The application of these concepts can be supplied to the Semiological study of the food system. According to Barthes (1964), someone is free to create his/her own menu, using personal choices in food mixtures, and this will become their speech or message. This is done with the overall national and social structures of the language of food mind. Barthes (1964) then spread on Saussure’s terms, by explaining that language is not really socially determined by the masses, but is sometimes decided by a certain minute group of persons, somewhat changing the correlation of language and speech. Barthes (1964) exact that a Semiological system can importantly exist in which there is language, but little or no speech. In this case, Barthes (1964) was of the believe that a third element called matter, which would provide signification would need to be added to the language/speech system.
Signifier and Signified
The signified was a representation of a concept, while the signifier was used to represent the sound-image of that concept. Barthes (1964) points out that the importance of both the signified and the signifier is the correlation that exists between them; it is within this relationship that sense is arrived at. “… that the words in the field derive their meaning only from their opposition to another (usually in pairs), and that if these oppositions are preserved, the meaning is unambiguous” (Barthes, 1964, p. 38). Out of the correlation, the sign is created. Saussure (1959) indicated the sign to be arbitrary in nature, initially based on the relationship between

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