1982 年 37 巻 p. 85-94,en237
Among many themes of the social pathology (divorce, suicide, narcotics, etc.) pathology of education has come to be taken as a theme very recently.
But nowadays pathology of education is one of the most important study in the sociology of education. The method for this study is closely related to paradigmatic conversion in the social pathology.
In this country, it has been structural functional analysis constituting “normative paradigm”-particularly the concept of “dysfunction”-that is the main method for the study of educational pathology. On the other hand, the “labelling theory” constituting “interpretative paradigm” centers round America and the Great Britain. The application of this theory has enabled the study for educational pathology of a broad sense. Particularly, effects of labelling between teachers and students (effects of tracking and streaming, etc.) have been clarified empirically.
These two methods, however, are liable to ignore the reflection on the criteria of educational pathology.
This article tries to explore the reflective viewpoints for the criteria of diagnosis.
Firstly, some epistemological implications of social sciences (phenomenological sociology, ethnomethodology, anti-psychiatry, etc.) are invectigated. Then, based on the clues obtained from the above the reflective viewpoints of the criteria are examined on the three dimensions: framing of self-evident world (Selbstverstandlichkeit), human relations and the sociocultural structure.
Finally, the meta-social pathology is proposed. Meta-social pathology requires value judgement based on Utopian principles which are obtained through the critiques of the ideology of total society.