對個人而言，不論其所處生命階段都會面臨不斷學習、成長與社會化的過程。換而言之，「教育」佔據人們很大一部分的社會生活。教育社會學也從中孕育而生，學者們對各種教育現象、體制、功能……等，至今已有相當程度的分析、評述與批判。學界與坊間也不乏以教育社會學為名之書籍，內容編排大致包括學科歷史背景介紹、特定學說脈絡論述，與教育相關議題／專題討論等三面向。作為一門跨領域學科，教育社會學不僅涉及教育學與社會學，其他經濟學、人類學、哲學等學門亦牽涉其中。不同學門所側重之課程內容也多有差異，更複雜化此學科的基礎知識。
有鑑於此，本課程為社會系同學特別設計，將更多地介紹與社會學相關的學說論述和議題。本課程含括兩項重點。第一，側重人物及其理論學說。將介紹六位社會學家，介紹其背景、理論概念說明，以及其概念如何實踐於當前教育有關之場域。第二，聚焦特定與教育相關之專題討論。包括個人社會地位、經濟成就與發展、國家定位與目標、相關教育政策分析等，透過鉅觀視角解析與教育相關之社會現象和議題。透過本課程，希冀能循序漸進讓學生瞭解社會學知識，並融會貫通地應用於社會分析中，藉此延伸更多與教育相關討論。最後，能夠反思過往的學習經驗，乃至於當前大學階段的學習，以達實踐課程知識之目標。
For individuals, no matter what stage of life they are in, they will face a process of continuous learning, growth and socialization. In other words, "education" occupies a large part of people's social life. The sociology of education was also born from it. Scholars have already analyzed, commented and criticized various educational phenomena, systems, functions, etc. to a considerable extent. There are also books in the name of educational sociology in academic circles and in the market. The content is generally organized into three aspects: introduction to the historical background of the subject, discussion of specific theoretical contexts, and discussions on education-related issues/topics. As an interdisciplinary subject, sociology of education not only involves education and sociology, but also involves other disciplines such as economics, anthropology, and philosophy. Different departments also focus on different course contents, further complicating the basic knowledge of this subject.
In view of this, this course is specially designed for students from the Department of Sociology and will introduce more theoretical discussions and issues related to sociology. This course contains two focuses. First, focus on the characters and their theories. Six sociologists will be introduced, their backgrounds, explanations of theoretical concepts, and how their concepts are practiced in current education-related fields. Second, focus on specific topic discussions related to education. Including personal social status, economic achievements and development, national positioning and goals, relevant education policy analysis, etc., and analyzing social phenomena and issues related to education from a macro perspective. Through this course, we hope to enable students to understand sociological knowledge step by step and apply it to social analysis comprehensively, thereby extending more education-related discussions. Finally, students can reflect on their past learning experiences and even their current university studies to achieve the goal of practicing course knowledge.
陳奎熹、張建成，2006。《教育社會學：人物與思想》，高等教育。
臺灣教育社會學學會、陳淑敏、許殷宏，2023。《教育社會學：理論、經驗與應用》，高等教育。
Chen Kuixi and Zhang Jiancheng, 2006. "Sociology of Education: People and Ideas", Higher Education.
Taiwan Society for Sociology of Education, Chen Shumin, Xu Yinhong, 2023. "Sociology of Education: Theory, Experience and Applications", Higher Education.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
15 | |
| 期中作業期中作業 midterm assignment |
60 | |
| 期末報告期末報告 Final report |
25 |
