教育知識と社会統制

イギリス教育社会学の動向と関連して

抄録

In the late 60's the British sociologists of education began to focus their attention on the transmission process of educational knowledge, which had been neglected in the functional analysis of educational system. Educational knowledge system seems to reflect the underlying principles of social control and power structure.
We can distinguish the two streams; the ‘new’ sociology of education and B. Bernstein. The former, by adopting the phenomenological methods, makes clear the social control aspects of teacher-pupil interaction at the micro level. But its overemphasis upon the social construction of reality leads to the negation of rationality in general.
The latter, the advocate of'open school', relying on the works of Durkheim, analyses the structural homogeneity among social system, educational system and educational knowledge system. And the Durkheim's concept of social constraint confines him within the limit of functionalism. And the substantive analysis of educational knowledge and institution is overlooked.
In order to overcome these difficulties the concept of social control which sets individuals against society has to be replaced by the democratic control of education. And then the possibilities of the development of Bernstein's linguistic approach are suggested.