著者

児美川 孝一郎

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1992, no.66, pp.1-14, 1992-11-10 (Released:2010-05-07)

参考文献数

35

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Karl Mannheim (1883-1947) is a well-known sociologist, who was forced to leave Germany by the advent of the Nazi regime. After he flew to England, he made efforts to offer a recipe for reconstructing mass society in crisis, and developed his theory of social planning. In educational studies today, Mannheim is regarded as one of the initial contributors to the sociology of education in England.While Mannheim stayed in Germany, his theoretical concern was mainly focused on establishing the 'sociology of knowledge' or 'sociology of culture'. And his writings in this period appeared to be rather philosophical than sociological. As to his educational thought, its attention was paid not to the particular educational problems, but to the methodological consideration of educational theory.This article deals with Mannheim's educational thought in this German period, and attempts to clarify its characteristics in the context of German educational thought in the 1920ies and 30ies.The conclusions of this article are as follows : Firstly, the key concept of Mannheim's educational thought was 'social education'. It requires us to comprehend 'educational reality' in the context of multifarious social relations, instead of person-to-person relationship. Mannheim was able to attain this methodological perspective from his general principle of 'sociology of knowledge'.Secondly, in comparison with other German educational thoughts, such as 'Sozialpädagogik' or 'Geisteswissenschaftliche Pädagogik', Mannheim's educational thought was very unique. Among them only his thought could refer to realistic social process which constructed 'educational reality'. And it could also acquire a viewpoint of controlling social process.