技術社会における大学の社会的機能-一つの方法論的試み-
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概要
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We are now in rush of essays or plans about universities, but many of them are, either far from reality and insist on the idea of university exclusively, or too near-sighted which examines many nonessential issues without a basic idea. What we now need is an analysis of the present condition opened toward an idea of university. The purpose of this paper is to try such an analysis, on the basis of the historical reflection and the examination of the present condition. This paper is divided into two parts. In the first half, we reflected historically the relation between the social developement and the change of universities, and in the latter half, upon the recognition of it, we reconsidered the methodology or the postulate of modern sociology of education in our country, and suggested one method of inquiry into the education in the university. For convenience' sake, we divided the developement of universities into three stages to understand more clearly the characteristics of universities in the age of what we call "the technologial society". The first stage starts from the system of universities in the mediaeval society, and continues till the industrial revolution. The second is that of universities in the period of industrialization, from the latter half of the 18th century to the 19th century. And lastly, the third is that in the 20th century, especially after the World War II, what we call technological society, in which social behaviors are conducted mainly according to "Zweckrationalitat" promoted by science and technology. On our viewpoint, the characteristics of universities in the technological society is its specialization and popularization. On the above recognition, in the latter half of this paper, we examined firstly the methodological premise, about the present condition of universities, adopted in the research on the "Manpower Policy" or "Education and Social Mobility", and secondly suggested the method of the research into the university education in place of the former method, by analyzing the careers of graduates. The basis of our assertion is upon the premise that the social function of education is to make an individual understand and absorb edueation rather than the direct linkage between academic career and occupation. We think that this postulate should be insisted as the methodological base of sociology of education, not sociology as such.
- 日本教育社会学会の論文
- 1971-10-15
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関連論文
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