教育改革と教育変動

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This essay offers a commentary on the recent development and future prospects of the conceptual framework for the analysis of change in educational systems. Our approach takes as fundamental the morphogenetic or self-organiziing character of educational systems (that is their elaboration over time), and special attention is payed to come to grips theoretically with the complex interplay of structure and interaction over time. This implies that different explanations of educational change will be advanced for the different phases of systemic development. A review is presented of the research which has led to the construction of elaborated models of educational change, noting that the major theoretical thrust in this work has followed the neo-Weberian conflict models. What follows is a first tentative attempt to sketch some of the reasons why intended changes in educational systems failed to achieve their objectives. First, educational organizations have the property which has led March and Olsen (1976) to apply the term "loosely coupled". By this they mean that structure is disconnected from technical (work) activity, and activity is disconnected from its effects. Second, as Boudon analysed, interdependent structures produce various kinds of emergent effects (reinforcement, overturning, contradiction, social innovation and stabilization). The transformative processes, most often seen in the socio-cultural systems, are characterized by the existence of feedback effects from the outputs of the system, or the characteristics of the system of interaction on the system's environment. This action on the environment provokes, in turn, a modification of the system. Because of these and other reasons, educational systems can change themselves through their unforseen consequences rather through planned and deliberate change.
日本教育社会学会の論文
1986-10-15

教育改革と教育変動

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