On Institutionalization of Sociology of Education
Dr. Sci. (Sociol.), Prof., Department of Sociology, A.I. Hertzen Russian State Pedagogical University, St.-Petersburg, Russia; Chief Researcher, Yaroslav-the-Wise Novgorod State University, Veliky Novgorod, Russia email@example.com
The article is devoted to the key issues of institutionalization of sociology and its branch - sociology of education. Basing on the comparative characteristics of the processes of growing integrity of this branch, its stability and functioning in a number of countries, the author justifies a number of criteria (parameters) for its institutionalization. These parameters are viewed as interlinked sorts of the potential of this science and include: a) shared conception of the subject matter and the corpus of its basic theories, b) its definite position among surrounding academic disciplines and their boundaries, c) active self-organized academic community and d) its social and practical impact. Such conceptualization is relatively new for both domestic and foreign studies history and institutionalization of sociology and its branches. It also is of general importance for the science history studies, in particular in view of their typical terminological inconsistency and dominating descriptive approaches in those studies. Reliance on the abovementioned set of criteria allows to step ahead from descriptions of events to a systematic and detailed assessment of empirically measured potentials as regards both general sociology and its branches. Sociology of education as one of those branches, having acquired in recent decades in Russia a shared vision of its subject matter and key concepts, yet it is lacking active and coordinated academic community and resources of its reproduction (mainly through university programs). This statement leads further to the substantiation of priorities as regards this branch of sociology in view of its stagnation in Russia.
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