何のための教育社会学論か
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概要
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Since the establishment of educational sociology as an academic discipline in Japan around 1950, the discussion on the nature of educational sociology as a science has been undertaken in two occasions of the annual meeting of Japan Society of Educational Sociology. The majority of leading educational sociologists who have participated in the discussions have persistently insisted that educational sociology is not a common branch of sociology but has a peculiar position vis-a-vis sociology. According to them, the reasons for this are; either because its object of study is education, or because it pays a special attention to the social functions of education and the impacts of education upon social processes and development. It is needless to say that, to support their argument that educational sociology has a special position, unlike religious sociology or sociology of economic life, their reasoning is quite weak and can be easily refuted. However, some educational sociologists in Japan are making every effort to separate themselves from sociologists. Why? The answer to this question will be found in the confusion of identity of educational sociologists, not of educational sociology. Educational sociologists in Japan have been recruited from the three principal sources; from sociologists, from pedagogists and from those who have majored in educational sociology. The first generation of educational sociologists who played a leading role in the academic circle until 1960's was composed of sociologists and pedagogists. However, they did not suffer from the loss of identity, because they had already established themselves in each academic discipline, in sociology or in pedagogy. On the other hand, the second generation which is also recruited from sociology and pedagogy has an identity problem, because their identification with sociology or pedagogy was not firm when they had come to educational sociology. The weaker position of Japan Society of Educational Sociology compared with Japanese Society for Sociology and Japan Association for the Study of Education aggravates the identification problem. The discussion on the nature of educational sociology reflects the anguish of the second generation to seek their identity. It seems that the identification confusion of the second generation puts the third generation in a perplexed situation. The third generation has been trained by the first and second generations in schools and colleges of education. They can find a secure position neither in sociology proper nor in pedagogy. They aim to identify with educational sociology, whereas the second generation has failed to do. The confusion of identity of educational sociologists has also positive aspects as well as negative. Educational sociology as an academic discipline becomes more tolerant and receptive to other fields of sociology and to behavioral or human sciences. Those who are interested in social aspects of education are actively participating in educational sociology. This is the most promising and valuable asset of educational sociology in Japan.
- 日本教育社会学会の論文
- 1978-09-30
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