教育制度の社会学としての教育社会学

教育社会学理論の体系化をめざして

抄録

The aim of this paper is to limit the research areas and fields of educational sociology, and to present a tentative theory of systematization in it as independent science, so that we may expect a clear-cut definition of the character.
We take educational sociology as “a sociology of education, ” and the ambiguity in its character is due to the unlimited connotation of the concept of its education. What is the main theory and method of a sociology of education as specialized sociology, and how do we articulate the vague concept of education? In quest for both questions by adapting the approach of the sociology of knowledge (wissenssoziologie) we hope to suggest a perspective of educational sociology. It seems to me that educational sociology has been brought by the industrialization and massification of society in general, or at least its raison d'etre as a specialized field of study has been approved or justified by these trends of transformation of society at the corner of the beginning of this century.
The main concern of educational sociology as Gegenwartskunde or modern social science is primarily with the educational institutions and formal educations. This means that educational sociologists see all the educational phenomenon in society with them in heart. This is Les regles de la methode sociologique. The sociolgy of educational institutions treats with studies and researches just as modern sciences of law and economics do with their institutions. It covers the studies and researches in various levels: on the macrocosmic level, the educational system in its relations with the wider social structure; at a less general level, the social structure and functioning of the constituent groups of the system; on the microcosmic level, the social relations inherent in educational activities; finally educational influences and impacts implicit in the social environment of pupils and teachers.
This amount of researches and studies must be formed into some coherence by a central scheme, and can be described and explained on two lines: systematic and general section, and historical section, the latter of which has two corollaries of comparative and dynamic sections. Historical and dynamic sections are two principal modes of inquiry in the study of the subject. They try to explain the statics, dynamics, and changing situations of education in its relations with the social structure. This is to be a framework of “A Systematic Sociology of Education.”