家族の教育的機能論序説

-教育社会学の視点から-

抄録

The aim of this paper is to clarify the educational function of the nuclear family in terms of educational sociology.
Some sociologists regard the educational function of the family as important, but there are two types of considerations : one is keeping up the family group and the other is building up the personality of individuals in a family.
Murdock, Shimizu and Koyama support the former, Parsons is representative of the latter. We think that the former is the usage in Sociology of family, and the latter is the usage in sociology of education.
But then we can maintain both meanings as research methods for personality and family in sociology of education.
The first implies that, as the central focus of the process of child development lies in the psychological or biological viewpoints, the family has influenced the child as one of many emvironments.
The other implies that if many patterns of family lives in the ethnic group or the community are classified by cross cultural analysis, it will be established that the personality of the individual is built by the influence of the family.
Finally, the former will contribute to the psychology of development, and the latter will contribute to ethnology.
We propose a third viewpoint as a research method in sociology of education. It seems to us that both personality and family are subsystems in the same social system, and they imply the process of differentiation for changing independently, but at certain points of contact they interact with each other.
Accordingly, when the personality of the child internalizes the institutional values (culture) in a given society, he needs his parents' aid as socialization agents.
We assume that from this point of view a research method in sociology of education may be established.