Švietimo sociologijos paradigmų reikmė ugdymo moksluose

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Švietimo sociologijos paradigmų reikmė ugdymo moksluose
Alternative Title:
Education sociological paradigms importance of education sciences
In the Journal:
Pedagogika . 2018, 129, p. 5-14
Summary / Abstract:

LTStraipsnyje pristatomos pagrindinės švietimo sociologijos paradigmos (modernybės ir vėlyvosios modernybės; socialinio konflikto ir socialinio konstruktyvizmo; tinklaveikos ir kapitalo), laiduojančios švietimo kaip socialinio instituto gilesnę ir platesnę analizę. Ypač aktualu, remiantis aptartomis paradigmomis, analizuoti aktualiausias šių dienų ugdymo mokslų problemas: lygiavertišką dalyvavimą, ugdymo(si) lygiavertiškumą, švietimo prieinamumą, įtraukųjį ugdymą ir t. t. Šios teorijos suteikia galimybę iš sociologinės perspektyvos įvertinti dabartinio laikotarpio visuomenės tendencijas, atskleisti skirtingų pakopų švietimo institucijų veiklos suderinamumo ir nuoseklumo problemas, jų tarpusavio sąveiką ir santykį su kitomis visuomenės socialinėmis sistemomis, švietimo vaidmenį tobulinant visuomenės socialinę struktūrą. [Iš leidinio]

ENThe paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual’s achievements, which are usually associated with the innate talents and efforts. The analysis of an individual’s social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual’s reproduction process and education system, based on the approach to this theory, is defined by individual’s habits (habitus), and harmony with individual’s social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players’ behavior is constrained by social structures.Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community. [From the publication]

ISSN:
1392-0340, 2029-0551
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https://www.lituanistika.lt/content/80991
Updated:
2020-09-25 16:11:15
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