フランスの制度主義分析運動-もう一つの"主観主義"社会学か-

概要

論文の詳細を見る
The Institutional Analysis movement contains some new factors that cannot be understood by the existing conceptual framework of the leftist movement in France. It started in the 1940's as an innovating movement of mental hospitals in France. It was discoverd that an effective method of mental cure is that all members of a hospital, including the patients, participate subjectively in the "institution", that is, the system of human relations. In the 1960's, this discovery was adopted in the second field of the Institutional Analysis, which is called the "Institutional pedagogy". This innovating movement of school education created a system of self-government which means that students or pupils have responsibility in the operation of the class and, in some cases, the school as well. The third field of this movement is the activity which is called "socio-analysis". The aim of this is to analyze collectively the function and/or the functional disorders of various social organizations or social groups by all the members of the institution. The common feature of these three movements is the creation of the system, or inner institution, in which all persons regarded as subordinate, such as patients, pupils and employees, act and communicate as independent social subjects. In other words, the institution that previously alienated persons comes to support persons. This viewpoint, which considers that the very ability of people "to analyze" and "to institute" forms the social order, is closely related to that of various theories of "subjective sociology", which also consider that our ability "to interpret" forms social reality. Another effect of the movement was a radical change in the concept of education. It means the refusal of "knowledge" regarded as universal and eternal truth, and the creation or acqisition of one's own knowledge which always remains "particular" and "problematic".
日本教育社会学会の論文
1988-10-03

フランスの制度主義分析運動-もう一つの"主観主義"社会学か-

スポンサーリンク

概要

著者

関連論文

スポンサーリンク