科学知としての教育社会学

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The raison d'etre of educational sociology as a separate field/discipline had been said to rest primarily in its scientific approach to the study of education. After the 1980's, the criticism against the external cognitive method prevailing in the modern learning increased. In particular, criticism by postmodernists and structuralists posed significant questions about the raison d'etre of the field of sociology. In response to such questions, various theories such as interpretive approaches have been postulated in the field of sociology of education. In a positive sense, they view educational sociology as a science of criticizing modern times. The impetus behind the popularity of fields such as educational discours, cultural reproduction theories, constructivism, is largely due to the studies conducted by J.Meyer, M.Foucault, P.Aries, P.Bourdieu, J-F.Lyotard. In addition, the importance of historical studies has increased considerably in recent years. Such studies are indispensable for the understanding of the society of the modern era. However, there are not many study cases on these paradigms in Japan. From a social perspective, educational sociology which was established as a separate field in Japan after World War II has become central in the greater field of education, and boasts a membership of 1,250 scholars in Japan. Educational sociology stretches across the Social science fields of economics, politics, social history of education, and social psychology. Both old and new trends coexist in the current field of sociology of education.
1999-05-15

科学知としての教育社会学

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