教育臨床の社会学 : 特集にあたって(<特集>教育臨床の社会学)

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Educational science is criticized for its ineffectiveness in treating actual problems that occur in schools or other educational settings. This situation should prompt researchers to conduct intensive investigations from a so-called "clinical" perspective. This article discusses the issue of how educational sociologists can contribute to this project. Because educational sociology has recently come to be seen as constituting a major part of educational sciences in Japan, it should bear some responsibilities for this discussion. First, this paper discusses the definition of the concept of "clinical" in the field of educational sociology. Some educational sociologists have offered definitions different from those of clinical psychologists, who hold hegemonic positions in the "clinical" sciences of education. It is contended here that the word "clinical" should be used in order to deal with more problematic matters, and a proposal is made that the main task of clinical educational sociology is to relativize our commonsense understanding of problems from a constructionist perspective, in order to find novel solutions. Secondly, the paper examines the stance that the field of educational sociology should take toward the "clinical" mode in educational sciences. In particular, the field must consider how to interpret and treat the phenomenon where many people are interested in their "inner selves." It is suggested that although sociologists criticize this trend, it should be accepted principally as one of the characteristic aspects of the postmodern era. Third, an examination is made of the methodological issues of clinical educational sociology. If "clinical" is defined from a constructionist framework, educational sociologists are involved in reconstructing the discourse of people who suffer from serious problems. If researchers want to contribute to the research field directly, it is possible to adopt the method of action research. When applying this method, there is a need to examine carefully the researcher's relationship to the field.
日本教育社会学会の論文
2004-05-20

教育臨床の社会学 : 特集にあたって(<特集>教育臨床の社会学)

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