著者

橋本 健二

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.39, pp.127-139, 1984-09-30

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The purposes of this paper are to outline Marxist approaches in the socio-logical study of education taken initiative by S. Bowles in 1971, to point out problems to be solved in them, and to find direction to overcome them. There are three major question in the theory of Bowles and H. Gintis : (1) Instrumentalist view of public educational institutions, (2) Underestimation of economic functions of them, (3) Overestimation of reproductive functions of them. They dealt with the problems of reproduction of capitalist mode of production as far as public educational institutions took part there, and failed to locate them in the whole processes of the reproduction. Furthermore, they regarded public educational institutions as instruments of ruling classes which they could operate arbitrarily. And they concentrated on only noneconomic, political and ideological functions of them. There have been many critiques of their theory. And some have been proposed attempts to overcome them in two directions : (1) integration of "micro" and "macro" sociology, (2) investigation of structural mechanisms and contradictions. Relative to the second direction, I try to locate "Marxist sociology of education" as a branch of the theory of the capitalist state. That is, "Marxist sociology of education" must, based on more general theories of the state and social classes, (1) analyse functions of public educational institutions as a part of the state, (2) investigate factors influencing these functions, (3) locate these functions in the whole processes of reproduction of capitalist mode of production including both economic and non-economic.