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ID 33157
file
title alternative
Studies on Acquisition, Order, and Transmission of Knowledge in Universities : Review of studies on knowledge activities in Japan <ARTICLES>
creator
Harada, Kentaro
NDC
Education
abstract
For a long time, it has been said that the sociology of science plays an important role in the sociology of education, but not enough has been done to integrate these fields (the sociology of science and the sociology of education) in Japan to date (Arimoto, 1991; Arimoto, 2003).

Therefore the purpose of this article is to review the literature of the "sociology of science"-based approach within the sociology of education, and to clarify the research task of the "sociology of science"-based approach within the sociology of education.

Within sociology of education, pioneer studies written by those with a "sociology of science"-based approach, were studies of nepotism in Japanese universities (gakubatsu kenkyu). Later, some studies tried to integrate the sociology of science with the sociology of education. These studies dealt with theories and methodologies in the sociology of science: for example, scientific productivity, the Matthew effect, consensus, and citation analysis.

Universities have two missions - research and teaching. In research, the academic profession acquires knowledge. In teaching, the academic profession transmits knowledge. So far, many studies in the "sociology of science"-based approach have only examined knowledge associated with research. However, the knowledge associated with teaching has not been fully analyzed. Henceforth, the study of knowledge in teaching should also be important to the "sociology of science"-based approach.
journal title
Daigaku ronshu: Research in higher education
issue
Issue 43
start page
239
end page
254
date of issued
2012-03
publisher
広島大学高等教育研究開発センター
issn
0302-0142
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2012 Author(s)
department
Research Institute for Higher Education
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