Possibilities for the Social Theory of Education:

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  • 教育の社会理論の可能性
  • 教育の社会理論の可能性 : 特集の趣旨と教育研究の課題
  • キョウイク ノ シャカイ リロン ノ カノウセイ : トクシュウ ノ シュシ ト キョウイク ケンキュウ ノ カダイ
  • ──特集の趣旨と教育研究の課題──
  • The Purpose of this Special Issue and Agenda of Education Research

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The aim of this paper is 1. to explain the purpose of this special issue (“Possibilities of a Social Theory of Education”), 2. to summarize the six papers that have been contributed and to find a new research direction in the sociology of education, and 3. to show theoretical research topics on the Sociology of Education in the UK and US.<BR><BR>Firstly, the purpose of this special issue is to find a new direction for the social theory of Sociology of Education since the 2000s, since there is no major theory or framework of recognition for research after the Postmodern theory of the 1990s. We attempt to develop a focus on the theories of social sciences close to the sociology of education, such as social philosophy and social welfare.<BR><BR>Secondly, we examine the following three recent theories regarding the sociology of education: 1. the state of the art of Postmodern theory, 2. possibilities of a grand theorist such as Luhmann and Giddens, and 3. effectiveness of theories of social philosophy and social welfare with regard to education research through the six papers contributed. We can find three new common perspectives from these papers: 1. extending the time and space of “education” from school education to lifelong learning in order to theorize about education, 2. the notion of “individualization,” which Beck or Giddens have proposed, has been indispensable for many other authors and papers to develop their own theory or recognition, and 3. Attention is given to citizen or political subjects (not economical subjects) as those who have the power to change social structure. Accordingly, it seems to be the agenda of the sociology of education to theorize about how to raise citizen or political subjects in school.<BR><BR>Thirdly, although many academic papers utilized the notion of “cultural turn” as the research framework in the UK up until the middle of the 2000s, the revival of the traditional notion of “political arithmetic” has been realized since the middle of the 2000s. The new movement tries to include subject or agency in Postmodern theory in the traditional quantitative research on “political arithmetic” and to create a new theory to combine structure and agency. On the other hand there is little interest in theory for the sociological research on education in the US. In this situation the agenda for Japanese sociologists of education is how to treat theory in their research.

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