In some ways Bowles and Gintis' arguments mirror Merton's concept of manifest and latent functions.
A "manifest function" of something represents it's stated aim or rationale, whereas a "latent function" is the hidden or obscured function.
For example, when a teacher takes the register, the manifest function is to check on who is and who is not present in class. However, a latent function of registration may include demonstrating who has - and who does not have - authority in the classroom (since only the teacher has the power to "take the register").
One problem with this is that of how to decide, in Merton's case, when something does or doesn't have manifest and latent functions and, in Bowles and Gintis' case, when something in the education system does or doesn't have a correspondence with the workplace. In basic terms, what criteria, other than our subjective perceptions and judgements, can we use to make a decision?
To illustrate this, consider the following ideas and show how each aspect of the education system can be shown to have a correspondence with work.
| Education | Work |
| School Bells | Disciplines future workers to respond unquestioningly to authority at work. |
| No school bells | Teaches children to respond to the judgement and authority of teachers. |
| School uniforms | |
| No school uniforms | |
| School holidays | |
| Homework | |
| Having a personal locker | |
| Catching the bus to school | |
