Artigos de revistas: "Educational Sociology"

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SAKAI, Akira. "Clinical Educational Sociology". Journal of Educational Sociology 74 (2004): 5–20. http://dx.doi.org/10.11151/eds1951.74.5.

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KANO, Yoshimasa. "Educational Sociology as Scientific Knowledge". Journal of Educational Sociology 64 (1999): 21–37. http://dx.doi.org/10.11151/eds1951.64.21.

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Abott, Linda M. C. "The sociology of educational expansion". Social Science Journal 23, n.º 1 (1 de março de 1986): 98–99. http://dx.doi.org/10.1016/0362-3319(86)90013-3.

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Levin, Jack, e William C. Levin. "Sociology of educational late blooming". Sociological Forum 6, n.º 4 (dezembro de 1991): 661–79. http://dx.doi.org/10.1007/bf01114406.

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Fuller, Kay. "Sociology, gender and educational aspirations". Educational Review 69, n.º 4 (26 de maio de 2017): 524–26. http://dx.doi.org/10.1080/00131911.2017.1327630.

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NAGOSHI, Kiyoka. "Educational Practices and Sociology of Education". Journal of Educational Sociology 64 (1999): 5–20. http://dx.doi.org/10.11151/eds1951.64.5.

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Antikainen, Ari. "Four Decades of Finnish Educational Sociology". Scandinavian Journal of Educational Research 41, n.º 3-4 (setembro de 1997): 397–411. http://dx.doi.org/10.1080/0031383970410314.

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Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy". International Journal of Information and Communication Technology Education 14, n.º 2 (abril de 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.

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Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.

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Bakić, Sarina. "Ključni aspekti sociologije obrazovanja". Obrazovanje odraslih/Adult Education 14, n.º 1 (2014): 112–26. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.112.

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As an independent empiric and theoretical science, the sociology of education is discovering mutual relations between education and society, socio-historical and cultural conditionality of educational process and its internal structure. Sociology of education signifies a treasury of key estimations concerning necessary alternations in education and about their influence towards social changes as a whole. This text underlines some of the key sociological aspects of educations such are education equality, adult life long education and leisure. It revolves applicable ideas about the future of education from sociological perspective.

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Renjie, Zhang, e Wang Hui. "Thoughts on Indigenous Research of Educational Sociology". Chinese Education & Society 34, n.º 6 (novembro de 2001): 60–67. http://dx.doi.org/10.2753/ced1061-1932340660.

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Qinghua, Ming. "Rethinking Value Orientations in Educational Sociology Research". Chinese Education & Society 35, n.º 2 (março de 2002): 86–96. http://dx.doi.org/10.2753/ced1061-1932350286.

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Slater, Robert O. "The Sociology of Leadership and Educational Administration". Educational Administration Quarterly 31, n.º 3 (agosto de 1995): 449–72. http://dx.doi.org/10.1177/0013161x95031003007.

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Renzulli, Linda. "Educational Transformations and Why Sociology Should Care". Social Currents 1, n.º 2 (15 de maio de 2014): 149–56. http://dx.doi.org/10.1177/2329496514524545.

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You, Yeong Mahn. "Exploration of research fields in 『Sociology of educational technology』and inrterdisciplinarity between educational technology and sociology of education". Journal of Educational Technology 19, n.º 4 (30 de dezembro de 2003): 3–30. http://dx.doi.org/10.17232/kset.19.4.3.

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Leivas, Marcela. "La Desigualdad Educativa en Revistas de Sociología de la Educación Españolas, 2008-2018". Anduli, n.º 19 (2020): 175–98. http://dx.doi.org/10.12795/anduli.2020.i19.08.

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Zborovsky, Garold. "To the question of applying the concept of scientific-educational knowledge in sociology". Vestnik instituta sotziologii 13, n.º 4 (30 de dezembro de 2022): 94–114. http://dx.doi.org/10.19181/vis.2022.13.4.851.

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The article is devoted to the concept of scientific-educational knowledge, little developed in modern sociological science. The subject of the research is the formation of the sociological concept of scientific-educational knowledge, its main characteristics and features of the relationship with certain types of knowledge, concepts and branches of sociological science that study them. The article consists of two main sections - a historical and sociological review of educational knowledge studies and a substantiation of the conceptual unity of educational and scientific-educational knowledge. The first section characterises sociological studies of knowledge, including educational knowledge. In this aspect, the concepts of A.Comte, M.Scheler, K.Mannheim, P.Berger and T.Luсkmann are considered. The author draws attention to the features of educational knowledge and its connection with educational practices, revealed in modern theories of vocational education. These theories are presented in the works of British researchers J.Furlong, G.Whitty, M.Young, J. Muller, J.Hordern, created at the intersection of the sociology of knowledge and the sociology of education. A review of previous studies of educational knowledge made it possible to identify important aspects of continuity with modern concepts. The second part of the article analyses the conceptual unity of educational and scientific-educational knowledge. The main concept list of the sociological concept of scientific and educational knowledge is revealed, including the concepts of knowledge, education, science, educational knowledge, everyday (ordinary) knowledge, sociological knowledge. The concept of scientific-educational knowledge is considered as the central one. Among the branches of sociology for which the listed concepts are key and act as categories, the article considers the sociology of knowledge, the sociology of education, the sociology of science, the sociology of everyday life. The article also shows that scientific-educational knowledge is formed at the junction of the most important areas of activity: firstly, scientific research (scientific work), secondly, education (study work), thirdly, the production, distribution and consumption of a special type of knowledge that is the result of the interaction of subjects of science and education.

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Leśniak-Moczuk, Krystyna. "In the Circle of The Sociology of Education of Florian Znaniecki". Yearbook of Pedagogy 44, n.º 1 (1 de dezembro de 2021): 25–43. http://dx.doi.org/10.2478/rp-2021-0002.

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Summary The aim of this article is to recall the theory of the sociology of education created almost a century ago by the classic of Polish sociology, Florian Znaniecki, in order to show the topicality of his concept in the face of the symptoms of the crisis of the educational system. The article presents the biographical context and scientific achievements of the creator of the sociology of education. The relations between the disciplines of educational sociology, general sociology and pedagogy were explained. The goals and components of the upbringing process and the system of sociology of upbringing by Florian Znaniecki were outlined. Attention was also paid to the educational environment defined by Florian Znaniecki and the upbringing process was characterized as a preparation for fulfilling the social roles. The theses postulated by the creator of the sociology of education were related to the contemporary educational environment.

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Young, Michael, e Johan Muller. "Truth and truthfulness in the sociology of educational knowledge". Theory and Research in Education 5, n.º 2 (julho de 2007): 173–201. http://dx.doi.org/10.1177/1477878507077732.

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The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the `new sociology of education' of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein$quoteright$s development of Durkheim$quoteright$s ideas.We argue that despite his highly original conceptual advances Bernstein seems to accept, at least implicitly, that the natural sciences remain the only model for objective knowledge. This leads us to a discussion of Ernest Cassirer$quoteright$s idea of symbolic forms as a more adequate basis for the sociology of knowledge. In the conclusion, the article suggests how an approach to knowledge in educational studies that draws on Cassirer$quoteright$s idea of$space$quoteleftsymbolic objectivity' can come to terms with the tension between the concept of truth and a commitment to `being truthful' that was left unresolved, even unaddressed, by the $space$quoteleftnew' sociology of education of the I970s.

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Renjie, Zhang. "Twenty Years of Educational Sociology in Mainland China". Chinese Education & Society 34, n.º 6 (novembro de 2001): 26–41. http://dx.doi.org/10.2753/ced1061-1932340626.

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Hemin, Ma. "Research Paradigms and Model Structuring of Educational Sociology". Chinese Education & Society 35, n.º 2 (março de 2002): 5–20. http://dx.doi.org/10.2753/ced1061-193235025.

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KAWADA, Tsutomu. "A Linkage of Social Geography with Educational Sociology". Japanese Journal of Human Geography 46, n.º 2 (1994): 187–202. http://dx.doi.org/10.4200/jjhg1948.46.187.

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Obraztsov, Igor V. "Teaching Sociology in Military Educational Institutions of Russia". Armed Forces & Society 35, n.º 1 (outubro de 2008): 162–79. http://dx.doi.org/10.1177/0095327x07308625.

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Serpa, Sandro. "A Reflection on Sociology of Education". International Journal of Social Science Studies 6, n.º 3 (9 de fevereiro de 2018): 33. http://dx.doi.org/10.11114/ijsss.v6i3.3013.

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Following an evident scientific strength of Sociology of Education, especially in the macro-analysis of school phenomena and, in a second moment, in the analysis of school as an organisation, is it possible that, currently, there is a reduction in the centrality of the importance ascribed, at various levels, to this scientific area? This preliminary reflection, which is based on a perspective from Portugal, aims to put forward an insight about Sociology of Education, with all the risks that this kind of analysis entails. Conclusions point to the following relevant dimensions of Sociology of Education: its importance in the definition of several sociological paradigms, considering the (greater or lesser) relevance ascribed to the socialisation process; its specific contribution to the sociological understanding of educational phenomena in the training of future sociologists; and, also, its prospective contribution to the development of Educational Sciences, both in the understanding of educational phenomena in their broadest sense and in dialoguing and participating in discussions on the object of Educational Sciences themselves. So as to achieve this ambition, among other factors, it seems essential that Sociology of Education continues to deepen its knowledge about other educational dimensions beyond school and the phenomena directly connected to it, dialoguing, whenever heuristically relevant, with other scientific areas.

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Yamamoto, Oswaldo H., e Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil". Sociological Research Online 4, n.º 1 (março de 1999): 17–28. http://dx.doi.org/10.5153/sro.209.

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It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators’ organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this golden age of the Marxist paradigm the influence of Marxist studies has dramatically declined. Nowadays, this influence can be of two kinds: (i) a diffuse and non-exclusive one informing general reflections on a wide spectrum of educational studies; (ii) a specific set of educational studies on themes directly related to the core of the Marxist theory.

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Skobelina, Natalia Anatolyevna. "Institutionalization of sociology of social movements: integration of scientific and educational aspects". Современное образование, n.º 3 (março de 2018): 109–17. http://dx.doi.org/10.25136/2409-8736.2018.3.23821.

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Modern scholars pay attention to the tendency towards consolidation and unification of the various elements of the system of science education, which is also relevant for sociology. The article lays emphasis on institutionalization of the sociology of social movements and application of integrated approach in studying the indicated sociological direction. The goal of this article is the determination of integration process of scientific and educational aspects in sociology of social movements through the strategy of integralism that is understood as a method of organization f integration process. The article suggests the model of institutionalization of sociology of social movements, which has the structure comprised of the consecutive levels of integration. The research is based on the integrated approach, uses general scientific methods, including the analysis of scientific literature. The dependence of integration process on the type of used strategy is demonstrated within the framework of integrated approach. The integration process that underlies the institutionalization of sociology of movements is characterized by the internal, external and complex strategies in accordance with the micro-, meso- and macro-levels, as well as defined by the three stages of institutionalization of the sociology of social movements. In conclusion, the author underlines that the integration approach contributes to the development of sociological knowledge in the area of studying the modern social movements. The article is recommended to the pedagogues of sociology of social movements of the higher education facilities and all interested in the indicated topic.

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Poviliūnas, Arūnas. "Sociologinės įžvalgos sociologijos didaktikai". Sociologija. Mintis ir veiksmas 33, n.º 2 (1 de janeiro de 2013): 190–204. http://dx.doi.org/10.15388/socmintvei.2013.2.3804.

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Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvirtinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuojamas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštingumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švietimo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of education. ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

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Do Amaral, Jonathan Henriques, e Mónica De la Fare. "ABORDAGENS QUANTITATIVAS NA SOCIOLOGIA DA EDUCAÇÃO: análise de produções do GT 14 da ANPEd (2005-2015)". Cadernos de Pesquisa 24, n.º 3 (21 de dezembro de 2017): 59. http://dx.doi.org/10.18764/2178-2229.v24n3p59-71.

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O objetivo deste artigo foi analisar os usos de abordagens quantitativas em pesquisas da Sociologia da Educação em um espaço institucional nacional reconhecido por essa área. Para tanto, apresentamos inicialmente uma breve contextualização histórica da Sociologia da Educação no Brasil, para posteriormente introduzir os resultados da análise de trabalhos apresentados no grupo de trabalho em Sociologia da Educação – GT 14 – nas últimas dez reuniões científicas nacionais da Associação Nacional de Pós-Graduação e Pesquisa em Educação – ANPEd, ocorridas no período de 2005 a 2015. A partir da leitura do resumo e das palavras-chave dos 157 trabalhos completos recuperados no repositório institucional dessa associação correspondente ao GT 14, constatamos que 28% dessas produções (n=44) se valiam de abordagens quantitativas. Após análise desses 44 artigos, identificamos mudanças em relação a estudo anterior sobre o tema: aumento no número de pesquisas elaboradas a partir do uso de abordagens quantitativas; uso frequente de análises de dados secundários provenientes de fontes estatísticas oficiais; emprego de técnicas analíticas sofisticadas, para além da estatística descritiva; e predominância de estudos que usaram exclusivamente dados quantitativos na sua metodologia. As temáticas abordadas dizem respeito a políticas e práticas educacionais, o que confirma o caráter situado das pesquisas desse espaço. Apropriações de contributos de Bernard Charlot em relação ao hibridismo da pesquisa educacional e construtos teóricos de Pierre Bourdieu sobre o campo científico orientaram algumas das reflexões que introduzimos neste artigo.Palavras-chave: Pesquisa educacional. Sociologia da Educação. Abordagens quantitativas. Campo. Hibridismo. Autonomia.QUANTITATIVE APPROACHES IN SOCIOLOGY OF EDUCATION: analysis of works of GT 14 of ANPED (2005-2015) Abstract: The aim of this article was to analyze the uses of quantitative approaches in Sociology of Education research in a national institutional space that is recognized by this area. In order to do so, we first present a brief historical context of the Sociology of Education in Brazil, to later introduce the results of the analysis of papers presented in the Working Group on Sociology of Education – GT 14 – in the last ten national scientific meetings of Associação Nacional de Pós-Graduação e Pesquisa em Educação – ANPEd, which occurred in the period from 2005 to 2015. From the reading of the summary and key words of the 157 papers found in the institutional repository of this association corresponding to the GT-14, we found that 28% of these works (n=44) had used quantitative approaches. From the analysis of these 44 articles, we identified changes in relation to a previous study on the topic: an increasing number of researches using quantitative approaches; the frequent use of analyzes of secondary data from official statistical sources; the use of sophisticated analytical techniques, in addition to descriptive statistics; and predominance of studies that exclusively used quantitative data in their methodology. The covered topics are related to educational policies and practices, which confirms the position of research in this area. Appropriations of Bernard Charlot's contributions to the hybridity of educational research and theoretical constructs of Pierre Bourdieu's theorizing on the scientific field have guided some of the reflections we have introduced in this article.Keywords: Educational research. Sociology of Education. Quantitatives approaches. Field. Hybridity. Autonomy.ABORDAJES CUANTITATIVOS EN SOCIOLOGÍA DE LA EDUCACIÓN: análisis de producciones del gt 14 de la ANPEd (2005-2015) resumen: El objetivo de este artículo fue analizar los usos de abordajes cuantitativos en investigaciones de la Sociología de la Educación en un espacio nacional reconocido por esa área. Para eso, se presenta inicialmente una breve contextualización histórica de ese campo en Brasil, posteriormente se introducen resultados del análisis de una selección de artículos, basada en la revisión de trabajos presentados en el grupo de trabajo en Sociología de la Educación (GT 14) correspondientes a las Reuniones Científicas Nacionales de la Asociación Nacional de Posgrado e Investigación en Educación (ANPEd) del período 2005-2015. A partir de la lectura de los resúmenes y de las palabras clave de los 157 trabajos localizados en el repositorio institucional de dicha asociación fue constatado que 28% de esos trabajos (n=44) utilizaron abordajes cuantitativos. El análisis de esos 44 artículos permitió identificar transformaciones en relación a resultados presentados por un estudio anterior sobre este tema: aumento de la cantidad de investigaciones elaboradas a partir del uso de abordajes cuantitativas; uso frecuente de análisis de datos secundarios provenientes de estadísticas oficiales; utilización de técnicas analíticas de mayor sofisticación que las de la estadística descriptiva y predominio de estudios que utilizaron exclusivamente abordajes cuantitativos. Las temáticas trabajadas refieren a políticas y prácticas educativas, cuestión que confirma el carácter situado de las investigaciones de ese espacio. Apropiaciones de las contribuciones de Bernard Charlot en relación al hibridismo de la investigación en educación y conceptos de la teorización de Pierre Bourdieu sobre el campo científico orientaron algunas de las reflexiones que se introducen en este artículo.Palabras clave: Investigación educacional. Sociología de la Educación. Abordajes cuantitativos. Campo. Hibridismo. Autonomía.

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Sandoval-Estupiñán, Luz Yolanda, e Nuria Garro-Gil. "Relational Sociology: A Proposed Sociological Basis for Educational Institutions". Educación y Educadores 15, n.º 2 (1 de agosto de 2012): 247–62. http://dx.doi.org/10.5294/edu.2012.15.2.5.

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Zaihui, Wang. "Reflections on the Indigenous Research of China's Educational Sociology". Chinese Education & Society 34, n.º 6 (novembro de 2001): 68–77. http://dx.doi.org/10.2753/ced1061-1932340668.

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Shouheng, Wang. "My Humble Opinions on the Indigenization of Educational Sociology". Chinese Education & Society 34, n.º 6 (novembro de 2001): 86–99. http://dx.doi.org/10.2753/ced1061-1932340686.

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Changyong, Yang. "Paradigmatic Examination of Schools of Thought in Educational Sociology". Chinese Education & Society 35, n.º 2 (março de 2002): 21–38. http://dx.doi.org/10.2753/ced1061-1932350221.

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Zakharov, M. Yu, I. E. Starovoytova e A. V. Shishkova. "SOCIOLOGY OF KNOWLEDGE SECURITY IN THE DIGITAL EDUCATIONAL SPACE". Vestnik Universiteta, n.º 3 (29 de maio de 2020): 154–59. http://dx.doi.org/10.26425/1816-4277-2020-3-154-159.

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The article deals with the spread of digital technologies in education and digital learning as a special stage of digital socialization, changing the social roles of the teacher and student. Artificial intelligence and machine learning technologies, big data analysis, robotics and virtualization have taken their place in the educational process, and traditional offline teaching methods require revision. The problem of knowledge alienation in the digital educational space has been analysed and ways to solve this problem have been proposed. Particular attention has been paid to the problem of the safety of knowledge in the educational space. It has been concluded about the need for such a reorganization of the digital space in which cognitive conditions for the safe functioning of knowledge will be provided.

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Willmott, Robert. "The 'Mini-Renaissance' in Marxist Educational Sociology: A critique". British Journal of Sociology of Education 22, n.º 2 (junho de 2001): 203–15. http://dx.doi.org/10.1080/01425690120054830.

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KIKUCHI, Jyoji. "The Development of the Educational Sociology: The Japanese Style". Journal of Educational Sociology 64 (1999): 39–54. http://dx.doi.org/10.11151/eds1951.64.39.

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Suoranta, Juha. "Teaching Sociology: Toward Collaborative Social Relations in Educational Situations". Critical Sociology 34, n.º 5 (setembro de 2008): 709–23. http://dx.doi.org/10.1177/0896920508093364.

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БОГДАН, Д. И. "CONTENTS STATE EDUCATIONAL POLICY IN THE CONTEXT OF SOCIOLOGY". ВЕСТНИК СУРГУТСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА, n.º 2(89) (28 de maio de 2024): 9–20. http://dx.doi.org/10.69571/sspu.2024.89.2.009.

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В статье рассматриваются методологические подходы к изучению непрерывного педагогического образования: системный, институциональный, структурно-функциональный, конфликтологический, аксиологический, общностный и ресурсный. Указанные подходы позволяют акцентировать внимание на различных сторонах непрерывного педагогического образования как осознанной траектории поэтапного профессионального становления и раз- вития педагога, нацеленной на повышение его социального и профессионального статуса. The article discusses methodological approaches to the study of continuing pedagogical education: systemic, institutional, structural and functional, conflictological, axiological, community and resource. These approaches allow us to focus on various aspects of continuing pedagogical education as a conscious trajectory of step-by-step professional formation and development of a teacher aimed at improving his social and professional status.

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CIUCHI, Oana Mariana. "Educational Relationships and Interactions". Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 01–10. http://dx.doi.org/10.18662/upasw/25/31.

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Given that the topic proposed by this paper is widely debated by both the sociology of education and the management of the classroom, as disciplinary branches of education, this is a synthetic approach from both disciplinary perspectives of the types of relationships and interactions which are outlined in the educational institutions and in the educational environment. Considering the context of the multiple challenges and socio-political changes to which the Romanian education system has had to adapt, in the recent decades, it is found that the interpersonal relationships and interactions established between educational actors are true “sources” and “resources” that ensure its functionality.

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Lipich, L., e O. Balagura. "Formation of sociological imagination in students of technical institutions in education in the process of teaching sociology". National Technical University of Ukraine Journal. Political science. Sociology. Law, n.º 4(52) (21 de dezembro de 2021): 17–22. http://dx.doi.org/10.20535/2308-5053.2021.4(52).248128.

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The article is devoted to the problem of formation of sociological imagination in the process of teaching sociology to students studying in technical educational institutions. The concept of “sociological imagination”, introduced into scientific circulation by the American sociologist Wright Mills, is being clarified. It turns out that the concept of sociological imagination has acquired the status of one of the main in modern sociology and began to play an important educational role, and in sociological science, respectively, methodological and methodological. Attention is paid to the peculiarities of teaching sociology in technical educational institutions, and in view of this, the problem of forming the sociological imagination of students. The fact is that sociology in technical educational institutions is not professional, so it is taught exclusively as a general discipline of worldview. The purpose of teaching sociology in such higher education institutions is to promote the formation of students’ sociological imagination, ie to help future specialists in engineering to develop the ability to think socially, ie to adequately perceive, comprehend and interpret social processes and phenomena, analyze and be ready to solve complex social problems. The solution of this problem involves the use of such methods of teaching sociology, which would be related to the specific practices of modern society, taking into account the universal and professional interests of future professionals. The own experience of teaching sociology at the National Transport University is analyzed. There are examples of using different methods of teaching sociology, aimed at forming a sociological imagination that allow students to perceive the social world around them and relate their professional problems with general social problems, educate and shape their civic position and increase their general cultural level.

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Vlasov, Timofey S., e Evgeniya E. Nemeryuk. "The Mobility Turn as an Educational Challenge in Modern Society". Izvestia of Saratov University. New Series. Series: Sociology. Politology 20, n.º 4 (25 de novembro de 2020): 443–47. http://dx.doi.org/10.18500/1818-9601-2020-20-4-443-447.

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The article discusses the main idea of the study, that is discovering a number of problems generated by social dynamics and mobility. By using the methodological potential of sociology, the essence and logic of the mobility turn as a metaphor for the development of modern society is demonstrated. The radical changes in sociocultural dynamics that are also achieved by modern social sciences (sociology of mobility and other postmodern concepts) are shown. By using the methodological approaches of the sociology of education, the «order of the day» mobility problems in higher education are formulated. It is stressed that the educational sphere also becomes mobile, transforming the nature of human life, as well as updating some special phenomenon, such as academic mobility. The horizon of future research in connection with the complex nature of the problem under study is demonstrated by formulating the “order of the day” of mobility challenges for modern higher education.

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Lebed, Olga L., e Nadezhda V. Prisyazhnaya. "Poetry of sociology: 85 ears are executed to honored professor of Moscow state University, doctor of philosophical sciences, professor Antonov Anatoly Ivanovich". Sociology of Medicine 20, n.º 2 (4 de julho de 2022): 75–82. http://dx.doi.org/10.17816/socm100980.

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The article is dedicated to the anniversary of the leading specialist in the field of family sociology and demography, Doctor of Philosophy, Honored Professor, Head of the Department of Family Sociology and Demography of the Federal State Budgetary Educational Institution of Higher Education Moscow State University named after M.V. Lomonosov Anatoly Ivanovich Antonov. The long-term, active scientific and educational work of A.I. Antonov led to the emergence of a whole scientific direction in the field of family sociology familism (pro-family sociology). The authors note that the teaching, organizing and research work of Anatoly Ivanovich served to strengthen the position of the sociology of the family in science and the socio-demographic policy of the country, and is also an inspiring example for the professional formation of domestic and foreign sociologists.

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Barkov, S. A., e A. A. Oseev. "History of the Department of economic sociology and management — a life-long reorganization". Moscow State University Bulletin. Series 18. Sociology and Political Science 25, n.º 4 (12 de fevereiro de 2020): 52–76. http://dx.doi.org/10.24290/1029-3736-2019-25-4-52-76.

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The units that formed the basis for the creation of the nowadays Department of Economic Sociology and Management have undergone many reorganizations. They were accompanied by a change of leaders, changes in personnel, changes of scientific and educational priorities, and in many cases of names. The Department of Sociology of Labor and Labor Collectives, the Department of Sociology of Organizations, the Department of Economic Sociology and Sociology of Labor, the Department of Economic Sociology and Marketing, the Department of Sociology of Organizations and Management — all these divisions were predecessors of the Department of Economic Sociology and Management, existing in the structure of the sociological faculty since 2017 year.The authors of the article analyze in detail the objective and subjective reasons for the transformations, as well as the consequences to which they led. Particular attention is paid to the change of words, terms and concepts used in the names of the structural units and courses that were assigned to them. Changes in language in a specific way reflected the transformations that took place in the economy and society. Words appeared and disappeared, acquired a positive and negative meaning, excited various emotions in all those involved in the educational process.The authors concluded that multiple changes, often complicating the work of professors, simultaneously increased their cohesion and contributed to the mastery in many disciplines. These features allow them today to implement innovative projects in the scientific and educational spheres.

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Bade, Zakarie Abdi. "Bridging Educational Voids: The Emergence and Significance of Sociology in Somali Higher Education". European Journal of Contemporary Education and E-Learning 2, n.º 1 (1 de janeiro de 2024): 66–77. http://dx.doi.org/10.59324/ejceel.2024.2(1).06.

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The purpose of this paper is to investigate the absence of sociology as an academic subject within Somali higher education, delve into the history of higher education in Somalis, examine the primary themes of sociological debates in the country, and explore potential prospects for offering sociology as a field of study in Somali universities. By employing a Qualitative Descriptive Review methodology, the study thoroughly reviews and thematically analyzes a range of literature, such as academic papers, historical documents, and policy papers, instead of gathering primary data. This method is selected to provide a comprehensive account of the obstacles and opportunities in incorporating sociology into the curricula of Somali universities. Somali higher education, which commenced with the establishment of Somali National University following independence, has experienced a turbulent history. Initially, the only operational university during the military regime until 1991, the fall of the military government resulted in several decades of conflict and instability. Despite these challenges, several universities have been active over the past two decades, but they have largely overlooked sociology, resulting in a notable deficiency in the social sciences. The study demonstrates that the lack of sociology in Somali universities represents a significant oversight, given the subject's potential to contribute to understanding and addressing social issues in a post-conflict society. In conclusion, the paper advocates for the urgent need to integrate sociology into the curricula of Somali universities, arguing that doing so would not only bridge an existing academic gap but also equip future generations with essential tools to analyze and positively contribute to the rebuilding and development of Somali society.

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Golikov, Alexander. "The Problem of Theorizing On / Of Sociology and Problematization of Sociological Theory". Visnyk V. N. Karazin Kharkiv National University. Series "Sociological studies of contemporary society: methodology, theory, methods", n.º 45 (1 de dezembro de 2020): 7–15. http://dx.doi.org/10.26565/2227-6521-2020-45-01.

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The article analyzes the problems of theorizing in modern sociology, limitations and problems that sociologists face when building a sociological theory in modern conditions. Author explores the different modes of practice and reproduction of theory in academic sociology. Problems of the status of theory in modern sociology, its academic, didactic and social representations are analyzed. It is emphasized that the service, subordinate, limited position of fundamental interpretations in the modern sociology’s structure is dangerous for the (re)production of sociology as it is. Author classifies and analyses typical practices and structures of the use and (re)production of fundamental theory in modern sociological science. A special emphasis is made on the study of the didactic aspects of theorizing both in the classroom and outside it. Here, the most important plot is the connection between university education as the production of a universal human image, on the one hand, and theoretical, generalizing, abstractive thinking – on the other. In addition, an important aspect is the problem of social and disciplinary identity of sociology, its use of conceptual, categorical and methodological arsenal in arguing its autonomy and epistemological legitimacy. The possibilities of developing the theoretical tools of sociology from the standpoint of the production of plurality as a condition of its systemic development are investigated. Ideological, educational, socialization, communicative functions of the fundamental theory are underlined. The conclusion about the possibilities and limitations of fundamental theorizing in sociology in modern social and epistemological conditions is formulated.

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Krämer, Franz. "Educational AI". Digital Culture & Society 4, n.º 1 (1 de março de 2018): 67–86. http://dx.doi.org/10.14361/dcs-2018-0106.

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Abstract Regarding possible implications for teaching and learning, the article explores the production and productive effects of educational AI from sociology of knowledge/ of technology perspectives from three sides: Firstly, the role of knowledge (re-)construction in the creation of educational AI is investigated. In this context, contrasting engineeringoriented approaches, educational AI systems are conceptualised as agentic entities infused with tacit and explicit knowledge about sociality and education, and as potentially reshaping both educational practices and scientific concepts. Looking at promotional and engineeringoriented AI discourses, the article secondly examines how education and AI are linked and how the knowledge pervasion of educational AI is addressed. Findings indicate that the discursive production of educational AI relates to the interwoven assumptions that education and specifically lifelong learning are obliged and able to remedy large-scale societal challenges and that educational AI can leverage this potential. They also indicate that an educational AI system’s knowledge is deemed a reflection of explicit (expert) knowledge that in the form of rationales can, in turn, be reflected to the systems’ users. Thirdly, regarding arising challenges for the sensitive area of education, educational AI’s role in knowledge gathering practices both in educational research and big educational data analysis is addressed.

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Fylypovych, Liudmyla O. "Contents of Western Sociology of Religion as a Science and Educational Discipline". Ukrainian Religious Studies, n.º 25 (27 de dezembro de 2002): 106–10. http://dx.doi.org/10.32420/2003.25.1433.

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Sociology of religion in the West is a field of knowledge with at least 100 years of history. As a science and as a discipline, the sociology of religion has been developing in most Western universities since the late nineteenth century, having established traditions, forming well-known schools, areas related to the names of famous scholars. The total number of researchers of religion abroad has never been counted, but there are more than a thousand different centers, universities, colleges where religion is taught and studied. If we assume that each of them has an average of 10 religious scholars, theologians, then the army of scholars of religion is amazing. Most of them are united in representative associations of researchers of religion, which have a clear sociological color. Among them are the most famous International Society for the Sociology of Religion (ISSR) and the Society for Scientific Study of Religion (SSSR).

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Artal, Montserrat. "Construir el género. El cuestionamiento del sexismo y del androcentrismo en el sistema educativo". Acciones e Investigaciones Sociales, n.º 27 (8 de abril de 2011): 5. http://dx.doi.org/10.26754/ojs_ais/ais.200927340.

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El presente estudio es fruto del análisis realizado desde las corrientes de pensamiento educativo en psicología, sociología y filosofía, poniendo el acento en el feminismo de la diferencia, el de la igualdad y el postestructuralista. Así mismo, he pretendido indagar por medio de las técnicas de la entrevista, y el cuestionario dirigido al profesorado y alumnado sobre cómo se construye el género en el ámbito educativo.The present research presents the results of the analysis carried out from the perspective of educational thinking trends in psychology, sociology and philosophy, focusing especially on Difference, Equality and Poststructuralist Feminism. Furthermore, this analysis also aims to focus on the way gender is constructed in the educational field through the use of questionnaires and interviews with lecturers and students.

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Budiwan, Jauhan, e Meidawati Suswandari. "Implementation of Word Square Oriented Lesson Study in Educational Sociology Learning Outcomes". AL-ISHLAH: Jurnal Pendidikan 15, n.º 1 (3 de fevereiro de 2023): 675–86. http://dx.doi.org/10.35445/alishlah.v15i1.2978.

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The purpose of this study was to describe the implementation of lesson study using word squares in educational sociology courses. Using lesson research with qualitative approach, this study involved one class of 29 pre-service elementary school teachers in semester VIA on the Educational Sociology course. Two lecturers were involved as observers. The instruments included observation sheet for open class activities and lesson learned reports. The data were analyzed using interactive technique. It is concluded that the lesson study was implemented to students using Word Square in three stages (Plan, Do, and See). Plan stage includes preparing a table of lesson study activity plans, day and date, materials, activities (pre-activity, main activity, and post-activity), lecture instruments (Lecture Unit/SAP), learning media, handouts, model lecturer, observation sheet, and assessment/evaluation sheet. Do stage includes implementing educational sociology learning with the theme “Education and Social Mobilization Stratification” as planned (Plan stage). See stage is a reflection activity from the previous stage by the observers

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Vasiliev, V. P. "Sociology of public administration". Moscow State University Bulletin. Series 18. Sociology and Political Science 25, n.º 4 (12 de fevereiro de 2020): 279–87. http://dx.doi.org/10.24290/1029-3736-2019-25-4-279-287.

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The article presents the main results of the development of the Department of sociology of public administration, the conditions and conceptual foundations of research and the content of the educational process. The results of the implementation of problem tasks in the framework of the direction Social state: modernization of management and social policy are shown. The main achievements in the field of scientific research are structured. The novelty of published textbooks and teaching AIDS is shown. The characteristic of the main academic disciplines developed by the Department is given.

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Kochetkov, V. V. "Department of sociology international relations". Moscow State University Bulletin. Series 18. Sociology and Political Science 25, n.º 4 (12 de fevereiro de 2020): 95–101. http://dx.doi.org/10.24290/1029-3736-2019-25-4-95-101.

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The article describes the process of formation and development of the Department of Sociology of International Relations, Faculty of Sociology, Moscow State University named by M.V. Lomonosov. The main personnel of the department and their scientific interests are characterized. The content of educational and scientific work is disclosed. Formulated the main problems and outlined the prospects for the development of the department.

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Pu, Qian. "Analysis of Social Factors in the Emergence of Educational Sociology". Chinese Education & Society 34, n.º 6 (novembro de 2001): 8–25. http://dx.doi.org/10.2753/ced1061-193234068.

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