モダニティとしての教育 : 批判的教育社会学のためのブリコラージュ

Concerning research models, current sociology of education seems to take a differential (in mathematical sense) direction. That is, now it sees its object-"education"-either from micro standpoint or through extraordinary minute way. Both trends result from functional understanding of education, which makes "education" very abstract matter. In sum, current sociology of education reifies its object paradoxically despite its practical interests. In this academic context, this discourse shows quite opposite-say, integral (also mathematical sense)-direction. Examining several historical facts, we conclude that "education" is neither an abstract function nor universal matter at all, but historically formed sphere of modern "Lebenswelt." In other words, we would like to make it clear in this discourse that "education" is modernity which is central feature of modern society. Then we suggest that sociological analyses need to recognize that "educational problems" are not universal nor functional disorder, but a serious and special theme of modern societies; which signify a specific stage of history