社会学教育改革のための基礎枠組みとしてのプロフェッション論 Professional Theory as a Basic Framework for the Reformation of Sociological Teaching

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Abstract

政府の新自由主義的な大学政策のために,今日の日本の大学は深刻な危機に直面しつつあり,学生の質の変化が進む中,よりいっそうの大学教育改善の努力が求められる.<br>社会学教育は,大学進学率の上昇にともなって拡大し,1991年の大学設置基準大綱化以降,各大学で学部・学科の再編が進んだ.『学校基本調査報告書』でみる限り,「社会学関係」の学生数・占有率ともに上昇しているが,その結果,社会学中心学科が拡大しているとはいいきれない.大綱化以降,学科名称は急増し,「大学改革」の迷走ぶりを象徴しつつ,『学校基本調査報告書』の学科分類は破綻してしまった.本稿は,社会学をプロフェッションとしてとらえることの意義,社会学プロフェッションが大学ルートと学会ルートの重なりと区別という形で存在することを主張し,一般国民や政府・財界との関係や社会学分野の課題を示し,大学ルートの集約の場,大学ルートと学会ルートの調整の場がないことを指摘している.<br>本稿はまた,学生と教員の間,教員と同僚の間,教育役割と研究役割の間の「3つのアパルトヘイト」論を紹介し,教育と研究は構造と作動原理がかなり異なる点に教育改革が困難である理由を見,社会学教育の改革のためには「アパルトヘイトの打破」「理念・目的・目標の明確化」「社会学の社会的機能への目配り」を通じて実質合理性を高めることが重要であると指摘している.

As a result of the neoliberalistic policies of the Japanese government, Japanese universities are now confronted with a serious crisis. More efforts toward the reformation of university education are required for the academic profession.<br>Sociological teaching in Japan has been developed in conjunction with the increase in the percentage of students enrolling at universities. Further, after the deregulation of the Standards for Establishing Universities in 1991. Japanese universities rapidly advanced the reformation of their faculties and departments. According to <i>The Report of School Basic Survey</i> by the Ministry of Education, Culture, Sports, Science and Technology, the number of students and the share of "departments related to sociology" has increased; however, we cannot assert that the share of "departments focused on sociology" has increased. Due to the rapid increase in the names of departments after 1991, the classification of university departments in <i>The Report</i> was rendered invalid. The proliferation of department names symbolizes the deviation in the process of "university reformation" in Japan.<br>It is very important to grasp sociology as a profession. It is possible to pursue a career in sociology either at a university (institution) or at an academic association. The relation of such a profession to the government, financial circles, and the general public (a sovereign), and the duties it involves are illustrated. A very important point is that within universities, there are no discussions to collate opinions. Further, there is no forum to coordinate the opinions of these two spheres.<br>Teaching is carried out <i>in camera</i>. e pedagogical impediments are the apartheid of instructor and student, the apartheid of instructor and colleagues, and the apartheid of divided selves. In order to improve sociological teaching, the enhancement of a substantial rationality in teaching through the demolition of these forms of apartheid, the clarification of the goals and ends of teaching, and the close examination of the social function of sociology are necessary.

Journal

  • Japanese Sociological Review

    Japanese Sociological Review 58(4), 395-414, 2008

    The Japan Sociological Society

Codes

  • NII Article ID (NAID)
    110006839680
  • NII NACSIS-CAT ID (NCID)
    AN00109823
  • Text Lang
    UNK
  • Article Type
    特集
  • Journal Type
    大学紀要
  • ISSN
    0021-5414
  • NDL Article ID
    9455319
  • NDL Source Classification
    ZE1(社会・労働--社会科学・社会思想・社会学)
  • NDL Call No.
    Z6-265
  • Data Source
    NDL  NII-ELS  J-STAGE 
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