III 教育社会学研究の評価と期待教育社会学への期待 : 新しいパラダイムと課題 (<特集>教育社会学のパラダイム展開)

概要

論文の詳細を見る
If education is to be studied sociologically, we should first distinguish various phenomena which seemingly occur individually (such as the 'entrance examrace', severe selection based on school records, 'ochikobore' or the problem of students incapable of keeping up with classroom studies, etc.) from the social problems that underlie these phenomena, and then correlate the two. In former educational sociology, the two were often confused. In Western Europe, since the 1960's, when 'new educational sociology' (Karabel & Halsey) appeared, the correlation between the difference in school records and cultural conditions of social classes came to be studied directly, and furthermore, by applying the 'hermeneutic' approaches, 'legitimized' interactions of them in the field of education came to be analysed critically. In Japan as well, these new paradigms have attracted the attention of some sociolosists, and thus have been introduced here. It is worth noting that some Japanese educational sociologists are beginning to study 'class culture and education'. It should be one of our important problems here-after to enrich and develop these paradigms in a form that better suits the social and cultural conditions of Japan.
日本教育社会学会の論文
1992-08-07