抄録

　本稿は,戦後日本において,歴史社会学的な観点から教育の諸問題を考察した研究の成立と発展をたどり,課題を検討する.1950年代には社会学的な歴史研究の4つの方向が存在した.しかし,1950年代後半からの高度成長によって,それらは途絶した.代わって,1960年前後に歴史研究に着手した若い教育社会学者たちは,機能主義的近代化論に依拠した研究を始めた.それは,当時の教育の課題と密接に関わった歴史研究であった.近代化が達成された後の1970年代半ば～1980年代には,教育社会学者たちは「学歴主義」に注目することで,行き詰まりを免れ,現代社会と密接に関わる歴史研究をまとめることができた.1990年代には教育の歴史社会学の研究成果は量的に増加した.そこでは,これまでの研究がより各論的に追求されるとともに,ポストモダン論などに刺激された言説研究や社会史研究が新たに登場した.しかし,学歴主義の風化,ポストモダン論の変質,大胆な教育改革などの社会の変化は,歴史研究の現代的意義を希薄なものにしてしまった.教育の歴史社会学は,現代社会の変化をふまえた,新たな問題の立て方を必要としている.

abstract

This paper traces the establishment and development of research into the various problems in education in post-war Japan from a historical-sociological perspective. In the 1950 s, there existed four directions for historical-sociological research in history. However, with the rapid growth of research seen in the latter half of the 1950s, those directions all died away and completely new areas of research interest were born. Around 1960, young educational sociologists who had embarked into historical research began doing research based heavily on functionalistic modernization theory. This was historical research closely linked with the educational issues of the time. After the achievement of modernization, with the educational sociologists turning their attention to credentialism in the mid-1970s to 1980s, historical research closely linked with contemporary society could be drawn together. In the 1990s, the fruits of historical-sociological research in education increased in quantity. Thus, research up to this point could now be pursued in more specific detail and, at the same time, discourse research and social history research appeared afresh, stimulated by post-modernism and the like. However, changes in society such as the weathering away of credentialism, transformations in post-modernism, and bold educational reforms, have diluted the contemporary significance of historical research. Historical sociology of education requires a new approach to defining problems taking into consideration changes in contemporary society.