著者

新富 康央

出版者

佐賀大学

雑誌

研究論文集 (ISSN:05581273)

巻号頁・発行日

vol.27, no.2, pp.43-53, 1979

著者

新富 康央

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.33, pp.153-164,en221, 1978-09-30 (Released:2011-03-18)

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This paper attempts to analyse the structure of discipline in Pedagogy, with reference to T. S. Kuhn's ‘Paradigm’ theory. The sociology of scientific knowledge or science is an undeveloped research area in the sociology of higher education.Theory and/or methodology in the sociology of science have been chiefly carried out through the Mertonian/Kuhnian debates. The key concept in Merton model is the four scientific norms (‘Ethos’) which characterise'scientific community' as a self-regulatory system. In this model science is described as “a particular sort of behaviour”. On the other hand, Kuhn, sociologically-minded historian of science, has argued that the actions of scientists in all mature sciences are directed by mono-paradigm. In this model science is described as “a particular sort of knowledge”.The term ‘Paradigm’ has given considerable influence upon the sociology of science, especially as the theoretical tool and background for the criticism on the Merton model. Four points are suggested: (a) comprehension of science within an intellectual rather than a socio-cultural context of scientific community, (b) development of the perspective and framework on ‘scientific change’, (c) emphasis on the endogenous or internal factors in the scientific development and the emergence of scientific discipline, and (d) presentation of the socialization theory, that is, the methodology of the sociology of scientific authority and commitment.In my view, however, empirical investigations of ‘paradigm’ theory have almost remained a question. In this paper the discussion is restricted to the case of pedagogy. The points of view of the analysis are as follows: (a) mono- or poly-paradigm?, (b) the neglect of institutional and organizational perspectives, and (c) the double structures of scientific recognition and identity within scientific discipline.Formal communication in sciences is primarily carried on through articles, appearing in scientific journals. Thus, a set of papers cited in scientific journals of four specialties (sub-disciplines) in pedagogy is chiefly analysed: philosophy of education, sociology of education, educational administration and adult education.