scholarly journals Knowledge and the Sociology of Education

2020 ◽  
Vol 44 ◽  
pp. 10-17
Author(s):  
Michael Young
Keyword(s):  
Sociology Of Education ◽  
Critical Reception ◽  
Current Debate ◽  
Basil Bernstein ◽  
Powerful Knowledge

This paper does not go into detail concerning the current debate around the idea of “powerful knowledge”, however, a brief account of the history and context of the sub-discipline as it has developed in England, is presented. For that purpose, some references to the important works of Basil Bernstein are explicated. It was he after all, following the critical reception of his early work on linguistic codes, who first argued that knowledge, or as it is sometimes expressed “the stuff” and not just “the who” of education, was crucial to any serious debate. Some hot points in the debate between Bernstein and Michael Young are presented. The suggestion is given that differently from Bernstein ideas to take into account „pedagogical code“ in the knowledge reproduction we have to begin with the distinction between memorisation of knowledge which is close to the idea of consumption, and developing a relationship to knowledge which has more affinity with becoming a member of a community.

A Critical Review and Appropriation of Pierre Bourdieu'S Analysis of Social and Cultural Reproduction

1986 ◽  
Vol 168 (2) ◽  
pp. 96-112 ◽  
Author(s):  
Dennis Shirley
Keyword(s):  
Statistical Analysis ◽  
Social Theory ◽  
Critical Review ◽  
Sociological Theory ◽  
Pierre Bourdieu ◽  
Vantage Point ◽  
Sociology Of Education ◽  
Critical Reception ◽  
Cultural Reproduction ◽  
French Education

Although Pierre Bourdieu is easily the most important current French sociologist of education, his work has largely been neglected by American educationalists. Part of this is undoubtedly Bourdieu's fault, for his writing is both jargon-ridden and and convoluted, but it would be a pity if this stylistic barrier impeded a critical and balanced analysis of his research. Beneath the jargon lies an astonishingly comprehensive and systematic sociology of French education, informed by a carefully selected and uniquely articulated integration of classical sociological theory and statistical analysis, To contribute to the critical reception of Bourdieu's research and social theory the author isolates and explicates key terminology in Bourdieu's work, links these concepts with each other within the totality of his sociology of education, and differentially appropriates and criticizes Bourdieu's work from the vantage point of the philosophy of praxis.

Truth and truthfulness in the sociology of educational knowledge

2007 ◽  
Vol 5 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Michael Young ◽  
Johan Muller
Keyword(s):  
Sociology Of Knowledge ◽  
Natural Sciences ◽  
Sociology Of Education ◽  
Social Constructivist ◽  
Objective Knowledge ◽  
Symbolic Forms ◽  
Basil Bernstein ◽  
The Social ◽  
Concept Of Truth ◽  
Constructivist Approaches

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.

The New "Sociology of Education" and its Legacy

1985 ◽  
Vol 44 ◽  
pp. 10-12
Author(s):  
Geoff Whitty
Keyword(s):  
Paradigm Shift ◽  
Sociology Of Education ◽  
Basil Bernstein ◽  
New Directions ◽  
And Control

The sociology of education in Britain is generally regarded as having gone through something of a paradigm shift in the late 1960s and early 1970s. A supposed “new direction” in the sociology of education was seen to emerge from the work of Basil Bernstein and Michael F.D. Young and their colleagues and students at the Institute of Education in London. This was symbolized in the sub-title of the first major publication by this group — Knowledge and Control: New Directions for the Sociology of Education (Young 1971a). Insofar as there was anything that had a coherent claim to be termed a “new sociology of education” (Gorbutt 1972), its approach was one which sought to make problematic that which had hitherto been taken for granted in education (Young, 1971b).

scholarly journals Perspectives in Sociology of Education: Basil Bernstein and Popular Education

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ivonaldo Leite
Keyword(s):  
Social Change ◽  
Latin American ◽  
Popular Education ◽  
Sociology Of Education ◽  
Speech Codes ◽  
Basil Bernstein

This paper aims to describe some contributions of the British sociologist Basil Bernstein to Popular Education. In this sense, methodologically, it reviews Bernstein's main works and addresses some bases and perspectives of Popular Education. Thus, initially the paper develops an approach on Bernstein's thought and then focuses on Popular Education, taking into account its European and Latin American characterisation. It finds out three contributions in Bernstein's sociology that are important for Popular Education, namely, (1) the theorization about speech codes; (2) the approach on so-called communicative pedagogy; (3) the dimension related to social change.

Suicidal Ideation and Self-Determination in Institutionalized Elderly

Crisis ◽  
2001 ◽  
Vol 22 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Andrée Fortin ◽  
Sylvie Lapierre ◽  
Jacques Baillargeon ◽  
Réal Labelle ◽  
Micheline Dubé ◽  
...  
Keyword(s):  
Self Determination ◽  
Current Debate ◽  
Elderly Persons ◽  
Rational Suicide ◽  
Institutionalized Elderly ◽  
Significant Difference ◽  
Social Subscale ◽  
Civil Status ◽  
The Right ◽  
Taking Action

The right to self-determination is central to the current debate on rational suicide in old age. The goal of this exploratory study was to assess the presence of self-determination in suicidal institutionalized elderly persons. Eleven elderly persons with serious suicidal ideations were matched according to age, sex, and civil status with 11 nonsuicidal persons. The results indicated that suicidal persons did not differ from nonsuicidal persons in level of self-determination. There was, however, a significant difference between groups on the social subscale. Suicidal elderly persons did not seem to take others into account when making a decision or taking action. The results are discussed from a suicide-prevention perspective.

‘What we are up against’: Lindsay Anderson and The Old Crowd

2014 ◽  
Vol 11 (2-3) ◽  
pp. 332-350
Author(s):  
Tom Sutcliffe
Keyword(s):  
Critical Reception ◽  
Production History

Drawing on the invaluable experience of watching Lindsay Anderson at work and on lengthy interviews with the director, this article traces the production history and critical reception of The Old Crowd, an Alan Bennett play which Anderson directed for London Weekend Television in 1979. In so doing it paints a picture of an ITV environment very different from that of today, one in which there was far more scope for formal experimentation and innovation, but it also demonstrates all too clearly the critical hostility and incomprehension which greeted directors like Anderson who were determined to take advantage of this relatively liberal climate in order to stretch the medium to its limits.

Walter Pater: Personality and Persons

2015 ◽  
Vol 5 (3) ◽  
pp. 234-250
Author(s):  
Stephen Cheeke
Keyword(s):  
Critical Reception ◽  
The Self ◽  
Walter Pater ◽  
History Of ◽  
Knowledge Of Persons

This article argues for the centrality of notions of personality and persons in the work of Walter Pater and asks how this fits in with his critical reception. Pater's writing is grounded in ideas of personality and persons, of personification, of personal gods and personalised history, of contending voices, and of the possibility of an interior conversation with the logos. Artworks move us as personalities do in life; the principle epistemological analogy is with the knowledge of persons – indeed, ideas are only grasped through the form they take in the individuals in whom they are manifested. The conscience is outwardly embodied in other persons, but also experienced as a conversation with a person inhabiting the most intimate and sovereign dimension of the self. Even when personality is conceived as the walls of a prison-house, it remains a powerful force, able to modify others. This article explores the ways in which these questions are ultimately connected to the paradoxes of Pater's own person and personality, and to the matter of his ‘style’.

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