教育言説の環境設定-教育の高階性と社会システムの生存問題-
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概要
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The term 'educational discourse' is now gaining currency in Japanese sociology of education. This paper tries (1) to define this term by making special reference to Foucault, (2) to make clear the nature of polemics when the term is used in the academic sphere, and (3) to examine from a sociological standpoint what the author calls the 'higher-orderness of education'. 'Higher-orderness' points to the problematic use of the word 'education' as belonging ultimately to a 'higher order', and its usage is apparent in our indefinite (or pantheistic) use of the word. As a sociological standpoint, the author employs a scheme based on the concept of 'the survival problem of a social system'. The conclusions are: (1) 'educational discourse' is defined by a set of constitutive rules which form education as a distinctive domain (distinguished from politics or economics, for example), and make it 'real', (2) sociological polemics arising from the use of the term 'educational discourse' will have to include ontological questions about the process of forming education as distinctive and real, and about the configuration of social subsystems that are involved in the process, and (3) the placing of 'education' in higher order results from the unique solution by a modern social system to the survival problem. Essentially, when a modern system faces the problem, it solves it by a unique configuration of its technological-economical subsystems and cultural-political subsystems. The elevation of education to a higher-order made possible by the 'educational discourse' is an epistemological correspondence of this ontlogical configuration.
- 日本教育社会学会の論文
- 1994-06-10
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- 教育言説の環境設定-教育の高階性と社会システムの生存問題-
- 柳 治男 著, 『学校のアナトミア : ヴェーバーをとおしてみた学校の実像』, A5判, 312頁, 3,708円, 東信堂