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Socjologia wychowania w Polsce – pytania o wymiar tożsamościowy subdyscypliny

100%
Leszniewski T., Wasielewski K.
Studia Socjologiczne
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2013
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issue 2(209)
9-29
EN
The text is an attempt to analyze the condition of Polish sociology of education at the turn of the century. It presents changes in the identity of a subdiscipline and their consequences. It also indicates a problem of internal divide within the sociology of education, which is related to the changing set of its key terms,. This shift leads to a differentiation between sociology of education and sociology of schooling in Poland. Causes of this situation may be found in the process of marginalization of this subdiscipline within sociology, which results from its borderland location (between sociology and pedagogy) and also its historical pathways. The article ends with a tentative answer to the question regarding the possibility and direction of further development of this field of knowledge in Polish sociology.
2

SHAME AS A SOCIOLOGICAL CATEGORY. CHRISTIAN IMPLICATIONS (Wstyd w ujeciu socjologicznym. Inspiracje chrzescijanskie)

100%
Czykwin E.
Studia z Teorii Wychowania
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2011
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issue 2(3)
163-186
EN
The problem connected with an issue of emotions has currently become one of the key-approaches especially in microsociology. The above article constitutes a compressed presentation concerning views of the most prominent sociologists who adapted the notion of shame as well as its alternative: the notion of pride for the sociological purposes. The notion of shame is understood as a signal of disturbance or breach of the social bonds. In this context, it becomes a universal perspective and an analytical concept binding its social and individual aspects, thus making references to the works of Charles Cooley. The social character of shame allows to differentiate its two basic types: unconscious and conscious shame. The nature of the latter is a constructive one. The conscious shame allows the bonds to be rebuilt, whereas the unconscious one, both in the individual and social perspective possesses a destructive potential that generates aggression (shame/rage spiral). The problem lies in the fact that the unconscious shame occurs incomparably more often than its alternative because the societies of the Occident tend to taboo shame, so that ‘it's a shame to be ashamed' (Thomas).The understanding of shame as a supreme, universal emotion performing several functions has found a number of scientific confirmations. The aim of this article is to draw the attention of the reader that this particular interpretation has a deep theological justification. The article is an analysis of the Old Testament's text entitled The Fall, which depicts shame and sin as the main categories referring to the Christian human anthropology, and as the foundation of a human nature. The Confession is also an indication, how important the self-awareness of shame and the resistance of shame of the individual is towards its practice. The verbalization of the experience of shame/sin, which in a Christian tradition has a character of a public declaration, enables the transfer of the unconscious shame to the consciousness resulting in the appearance of a constructive psychological potential within an understanding of a suggested approach. Today, according to the Author, the popularity of social-networking websites is an expression of a need and search for unconscious and shameful essences, those which violate the social bonds. The anonymity of the Internet allows for the experiments involving shameful contents including the social mirror.
3
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Proměny v mezigeneračním přenosu dosaženého vzdělání v České republice v historické perspektivě

88%
Simonova N.
Sociologický časopis. Czech Sociological Review
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2009
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vol. 45
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issue 2
291-314
EN
The aim of this article is to explain educational reproduction in the Czech Lands between 1906 and 2003 from the perspective of educational mobility. Mobility trends in the intergenerational transmission of educational status identified in an analysis are presented in the context of findings on odds ratios in education and in a historical context. The analysis is based on observations of the intergenerational transmission of educational status, i.e. educational mobility, in two educational transitions between three educational levels (lower secondary, upper secondary, and higher education). Mobility tables and their log-linear analysis are used to help explain what mobility processes shape the educational inequalities that have proved stable over the long term and also odds ratios between the main levels of education. The article helps fill in the gap in knowledge about the long-term development of the educational structure in the historical Czech Lands and Czechoslovakia and provides information about typical mobility trajectories and varying mobility patterns in periods before 1948, between 1948 and 1989, and after 1989. An understanding of these structural contexts helps clarify what occurred in the past and what is occurring now in the area of unequal access to education and to explain one of the main findings from the analysis - that in Czech society the transmission of a family's educational status from one generation to the next continuously follows the same patterns.
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