知識社會學的 觀點에서 본 敎育學

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 20권 / 1호
· 저자명 : 李美娜

목차

Ⅰ. 序
Ⅱ. 知識社會學의 敎育學的 意味
Ⅲ. 知識社會學的 硏究方法論 摸索
Ⅳ. 結 : 知識社會學的 觀點에서 探索 可能한 理想的 敎育學의 像
參考文獻
Abstract

영어초록

One of the most predominant concerns of a pedagogist is that which perspective and which theoretical background he chooses. Because different perspective and different theoretical background make him take interest in other phenomena of education and come to other conclusions.
So I think we must consider what the sociology of knowledge, which many Korean sociologists of education are interested in these days, means. This study attempts to investigate which are important problems and the image of utopian society in the perspective of sociology of knowledge. And it tries to reinterprete the important pedagogical areas such as knowledge, curriculum, teaching and learning in classroom, and evaluation in according to the previous trial. Besides it, it attempts to find the appropriate methodology for the sociology of knowledge and what it makes an influence to the image of education.
Most sociologists of education will agree that education means one of the mechanisms through which knowledge is selected and socially distributed by the educational system. In such a way of defining education, the nature of knowledge is a main focus in it. Knowledge is usually considered a set of abstract structures with intrinsic natures. This tradition is expressed well especially in educational psychology. But pedagogists at the point of sociology of knowledge think knowledge socially constructed. They argue that scholars who consider knowledge as an absolute and objective one ignore the intentionality and expressivity of human action and the interactional process of forming knowledge. They say that objectivistic tradition in the belief of scientific naturalism and value-freedom make people think knowledge isolated from the socialcontext. Therefore they concluded that it should be emphasized that how the individual synthesizes and generates knowledge, and what are its social origins and consequences.
Then what does the curriculum mean in such a view of knowledge? Traditional curriculum theorists who consider the knowledge as absolute and neutralistic think knowledge in school curriculum as ‘given’ and ‘neutral’. So they think the knowledge taught by teacher is relevant to any social group or any child. So they didn't pay attention to the social, and historical conditions of it and agreed sets of societal values and goals which define both the selection and organization of knowledge in curriculum. The intended to find an efficient way of organizing knowledge to get a higher academic achievement of working class students. Or they were concerned with the role of school curriculum as socialization tools. But the pedagogists in the view of sociology of knowledge define curriculum what counts as valid knowledge and want to examine the socially constructed character of education that the working class students failed at. In addition to it, they try to investigate the underlying principles which shape curriculum.
The sociology of knowledge shall conceptualize teaching and learning in classroom as the intersubjective construction of reality. It can explore the genisis and transformation of the products in the continuing interaction between the teacher and his pupils and can suggest some consequential outcomes for pupils.
In the past studies of the school performance, the educational sociologists with the functionalistic perspective tend to explain the poor achievement of the minority group due to the cultural deficiencies. But others in the point of view of the sociology of knowledge make confrontation to this functionalistic approach. They think that some cultures cannot be prior to others and there can't be a deficient culture. They explain the lower achievement of the minority group comes from it that evaluation systems consider their cultural capital unimportant and the evaluation standard is neither absolute nor objective.
The possible methods of the sociology of knowledge is the comparative method, positive method which is used in psycho-metric study, ethnographic method and content analysis.
Then what kinds of education does the sociology of knowledge aspire? It analyzes the factors of the socio-cultural context which produce an unequal educational results in the present school system. And it examines why and how particular knowledge of the collective culture are presented in school as objective, factual knowledge. Through these tasks it tries to build a justice education which maximizes the advantage of the least advantaged. And it attempts to demonstrate the socio-cultural conitions of knowledge so that it builds relevant education which can contribute to reach the utopian society that people have in their mind.

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