社会学教育改革のための基礎枠組みとしてのプロフェッション論

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  • Professional Theory as a Basic Framework for the Reformation of Sociological Teaching
  • シャカイガク キョウイク カイカク ノ タメノ キソ ワクグミ ト シテノ プロフェッション ロン

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As a result of the neoliberalistic policies of the Japanese government, Japanese universities are now confronted with a serious crisis. More efforts toward the reformation of university education are required for the academic profession.<br>Sociological teaching in Japan has been developed in conjunction with the increase in the percentage of students enrolling at universities. Further, after the deregulation of the Standards for Establishing Universities in 1991. Japanese universities rapidly advanced the reformation of their faculties and departments. According to The Report of School Basic Survey by the Ministry of Education, Culture, Sports, Science and Technology, the number of students and the share of "departments related to sociology" has increased; however, we cannot assert that the share of "departments focused on sociology" has increased. Due to the rapid increase in the names of departments after 1991, the classification of university departments in The Report was rendered invalid. The proliferation of department names symbolizes the deviation in the process of "university reformation" in Japan.<br>It is very important to grasp sociology as a profession. It is possible to pursue a career in sociology either at a university (institution) or at an academic association. The relation of such a profession to the government, financial circles, and the general public (a sovereign), and the duties it involves are illustrated. A very important point is that within universities, there are no discussions to collate opinions. Further, there is no forum to coordinate the opinions of these two spheres.<br>Teaching is carried out in camera. e pedagogical impediments are the apartheid of instructor and student, the apartheid of instructor and colleagues, and the apartheid of divided selves. In order to improve sociological teaching, the enhancement of a substantial rationality in teaching through the demolition of these forms of apartheid, the clarification of the goals and ends of teaching, and the close examination of the social function of sociology are necessary.

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