学校カリキュラムにおける教育知識の構成と伝達

高等学校を中心として

抄録

This paper aims at restructuring the British type of framework on school curriculum from the standpoint of sociology of the school and examining its availability to analyse the circumstances of senior high schools' curriculum in Japan.
I redefined school curriculum as an instrument of social control and a center mechanism of “through-put” within schools. By doing so, two key areas are distinguished, i. e. curriculum control and control through curriculum. “Social control” is the key concept which explicates the linkage of both areas.
According to this conceptual scheme, I formulate the dynamics of “Instrumental Order” oriented to the college entrance within senior high schools as a series of social processes. That is, “social control by the entrance examination system of colleges on the senior high schools' curriculum”. But the external control of this kind never penetrates into school curriculum without the internal media of schools. I would point out two major media. One is “curriculum role of teachers” as agents of social control, and the other is “bureaucratic structure and procedure” within school. Thus, social control through curriculum facilitates differentiation or stratification in the organization and transmission of educational knowledge, i. e. hierarchy of subjects, ability-specialization, etc. Similar effects are reflected on the socialization processes of pupils. In this context, B. Bernstein's concept of “Subject-Identity or Subject-Loyalty” and R. King's “Ability-Identity” are noteworthy. Therefore, in Japan, it is productive to adopt the British theoretical models to explore the social processes (social control, differentiation or stratification, bureaucratization, and socialization) arising from school curriculum.