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|Other Titles:||The Implication of Giddens' "Structuration Theory" toward the Studies of the Sociology of Education|
Department od Education, NTNU
Due to long influences of divisions of social science studies, developments of the sociology of education have fallen into disputes of micro and macro studies. The former focuses on discussions of social interactions in class; the latter has social systems and educational policies as subjects, a kind of dualism relationship presented between the two. This kind of dispute not only occurred in the area of the sociology of education, but also became thorny problems that all social science faced；in addition, it also caused impediments toward the whole development of social science. Although some scholars constantly tried to blend and unite the two, it is still limited to applications of study results that are yet to touch the core. The two, structure and agency, were not really united in the continuous theoretical system until Giddens referred to the structuration theory. In his opinion, the past points at issue about agency and structure should be re-conceptualized；the relationship of the two is no longer dualism, instead, the complementary duality. Giddens' advocated structure is no more non-man-made influential factors in past investigations; on the contrary, it should be regarded as the go-between and result of social interactions. Although Giddens did not directly state the applications of his social theory in educational situations, the structuration theory he had referred to produced deep and far reaching influences toward and sociology of education. According to the above, this article aims at expounding the significant content of Giddens' structuration theory and determining the real meaning between agency and structure and further stating the implication that it has toward the sociology of education.
|Appears in Collections:||教育研究集刊|
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