學校敎育에 관한 社會學的 分析 : 機能論的 觀點과 急進論的 觀點을 中心으로 = (An) analysis of the Functional and Radical Paradigms of Schooling

다국어 초록 (Multilingual Abstract)

The purpose of this study is to review the functional and radical paradigms in sociology of education and examine their important issues. In order to achieve it, the researcher analyzes both of the functional and radical theories on the basis of two aspects such as :
1) the intellectual backgrounds of functional and radical paradigms in sociology of education.
2) the possibilities and limits of schooling.
The functionalists in sociology insist on an integrative function of schooling in social systems. On the other hand, the functional theorists in education emphasize the socializing and selecting functions of schooling on the basis of meritocracy and equality.
Various radical viewpoints in education assume that schooling reproduce social classes on the basis of inequality. Most radical approaches are influenced by N대-Marxism.
The economic reproduction theory in the conflict theories of education explains that the most important function of an educational system in capitalistic social structure is to supply it with labor power. It also insists that the educational institution must be explored in relation to the economic institution.
Those who believe in the conflict theories of education suggest that the socialization in schooling itself corresponds to the interests of the ruling class.
And the viewpoint of the cultural reproduction theory is the curriculum in schooling which preserves the existing social classes Therefore, a school is the most important mechanism to realize the interests of the dominant class. This viewpoint maintains that schooling reproduces the ideology of social formation by its cultural transmission. The cultural transmission process is to recreate the distributive structure of cultural capital and reproduce the class relationship.
In the Third World, radical theorists who stick to deschooling or conscientization criticize the schooling, formal education and curriculum. Illich's work is valuable in calling for the ablition of schooling rather than for its reform. Illich calls not for new and better schooling but for deschooling society-for a revolution that would break the link between schooling and future employment. Freire's conception of conscientization, implying that learning should take action against the oppressive elements of reality, has grown out of his background experience in Brazil. His idea seems to be too limitedly defined to account for education comprehensively.
In conclusion, this study shows that schooling not only reproduces social classes but also is the basis of social change.
The researcher suggests that the economic reproduction theory and the cultural reproduction theory can complement each other. Also deschooling and conscientization seem to play the role of an alternative schooling.

목차 (Table of Contents)

• 목차
• Ⅰ. 序論 = 3
• Ⅱ. 學校敎育에 관한 機能論的 觀點 = 7
• 1. 機能的 社會理論 = 7
• 가. 機能主義의 性格 = 7
• 나. Durkheim의 社會理論 = 14
• 다. Parsons의 社書理論 = 19
• 2. 機能的 敎育社會學 理論의 主要 觀點 = 26
• 가. 學校敎育의 社會化 機能論 = 28
• 나. 選拔·配置 機能論 = 35
• Ⅲ. 學校敎育에 관한 急進論論 觀點 = 42
• 1. 急進的 社會理論 = 42
• 가. 葛藤理論의 性格 = 43
• 나. Marx의 社會理論 = 49
• 2. 急進的 敎育社會學 理論의 主要 觀點 = 56
• 가. 經濟的 再生産論 = 57
• 나. 文化的 再生産論 = 64
• 다. 脫學校論과 意識化論 = 69
• Ⅳ. 結論 = 78
• 參考文獻 = 82
• Summary = 86