This paper attempts to articulate some of the basic theoretical assumptions underlying functionalism, by viewing some of the major historical chapters in the development of modern functionalist theory, and by placing the theory in a longer historical perspective. Historical continuities are argued between Durkheim and Parsons, and between Durkheim and important intellectual forbears. The common assumptions derived from the study of functionalism are then applied to a consideration of exemplars of educational research in the field of modernization theory, in an attempt to explain the direction given by the adoption of functionalist tenets. The paper includes a critique of some overt and covert assumptions of functionalist educational research and suggests some avenues for other forms of research. (Author)