1982 年 37 巻 p. 57-66,en236
With an attempt to typify in a rather sketchy fashion the recent trends of the sociology of education in Japan, the paper argues:
(a) that the sociology of education in Japan has been in a state of transition, because, under the influence of the British “new” sociology of education, curriculaum, pedagogy and the forms of assessment have been brought into focus;
(b) that, in spite of the preoccupation with the “new” sociology of education, the major technique of enquiry has been and still is the social survey, based upon a large population and using the closed questionaire;
(c) that, as a result, there is neither drawing of the sharp line between “old” and “new” sociology of education, nor bold attack on the “conventional paradigm” that could hardly be ignored;
(d) that the future development of the sociology of education may require widening the focus of the sociology of education, and less dependence on data processing and more dedication to data collection.