- 著者
- 中野 佑一 川口 遼
- 出版者
- 国際基督教大学
- 雑誌
- 社会科学ジャーナル = The Journal of Social Science (ISSN:04542134)
- 巻号頁・発行日
- no.78, pp.65-84, 2014-09-30
This paper argues for the possibility of “research-education separated model” in order to achieve better social research education.In particular, firstly, we look at the current state of social research education under the Social Research Qualification System and confirm that “research-education integrated model” is now dominant in social research training classes. Secondly, we argue that “research-education integrated model” tends to focus mainly on knowledge and skills in social training, not on the sociological imagination, which is essential to sociology and social research. Thirdly, we examine the common ground between the sociological imagination and reflexive thinking about self and society, one of the goals of liberal arts. Fourthly, we deliberate possible ways of class management to enable a course model which separates education from research on the basis of our educational experiments in “Qualitative Analysis in Sociology” at International Christian University. Finally, we analyze the educational effect of this class on the students participating in the class. As a result, we reveal that there are three educational effects which are mutually related: the understanding of research process, the cultivation of social and communicational skills and the realization of sociological imagination.
- 著者
- 中野 佑一 川口 遼
- 出版者
- 国際基督教大学
- 雑誌
- 社会科学ジャーナル = The Journal of Social Science (ISSN:04542134)
- 巻号頁・発行日
- no.78, pp.65-84, 2014-09-30
This paper argues for the possibility of "research-education separated model" in order to achieve better social research education.In particular, firstly, we look at the current state of social research education under the Social Research Qualification System and confirm that "research-education integrated model" is now dominant in social research training classes. Secondly, we argue that "research-education integrated model" tends to focus mainly on knowledge and skills in social training, not on the sociological imagination, which is essential to sociology and social research. Thirdly, we examine the common ground between the sociological imagination and reflexive thinking about self and society, one of the goals of liberal arts. Fourthly, we deliberate possible ways of class management to enable a course model which separates education from research on the basis of our educational experiments in "Qualitative Analysis in Sociology" at International Christian University. Finally, we analyze the educational effect of this class on the students participating in the class. As a result, we reveal that there are three educational effects which are mutually related: the understanding of research process, the cultivation of social and communicational skills and the realization of sociological imagination.