教育計画論における社会制御の理論構造(VII 研究報告)

概要

論文の詳細を見る
The present study was undertaken to construct an analytical framework for a systematic educational policy, and to determine the structure of educational planification theories in terms of social control. In the field of Educational Planification Theory, there are various approaches. However, little work of a fundamental study has been done to establish a synthesized explanation for them. The lack of a general conceptual framework is the cause of this. It may be examined through comparative analysis. However, classification is not an object itself. This study is designed to formalize the common structure in various contexts, and to order various theoretical dimensions. After a brief discussion of current theories, an analytical framework was described, which is based on a cybernetic methodological foundation. In accordance with a proposition derived from the theory of social cybernetics and functional social planning theory, the social system is defined by means of resources and information. This leads us to the analytical concepts of "social structure," "information for structural control," and "systematic control of social system" based on a scheme of cybernetic control. The principles of educational control are the result of specific principles of education added to social general principles. Human resources (in cybernetic terms), have a double character in a social control. This character is mainly the result of speciality of educational control. There are seven stages in a control process. 1) Problem detection (Recognition and evaluation of system condition ; setting of causal relations) 2 ) Goal setting (Setting a desirable level, programme selection) 3) Procedure of decision (Transferring information "recognition" to "command") 4) Command specification (Materializing resource and information) 5) Legitimation (Assertion of legitimacy to other systems) 6) Stabilization of expectation (Assurance of stability regardless of a change in environment) 7) Reevaluation (Evaluation of process and goal-attainment) Components of the concept of social planning was lead by conceptual analysis. These are as follows: 1) Setting a strucrure of education 2) Setting a subject 3) Modeling 4) Deliberation 5) Decision of strategies Indices for structural analysis were obtained by integration of three conceptual foundations : social control diagram, control process model and components of planning. The results are demonstrated in Figure. Each of the clauses are explained by a distribution of dual standards. Duality is based on a double character of human resources. If this framework holds these structural divergences are reasonable. The merits of this approach include an ability for formalization and a deduction of logical possibility. Concretely speaking, elements which determine the structure of policy is specified, and points of commonality or difference are formalized by setting them on axes of structural divergence. These make us see as feasible the deduction of possible choices of structural selection on each logical stage, and to describe this process as a whole.
日本教育行政学会の論文
1995-10-05

著者

高橋聡
東北大学大学院

教育計画論における社会制御の理論構造(VII 研究報告)

スポンサーリンク

概要

著者

関連論文

スポンサーリンク