论布迪厄教育社会学思想的理论渊源及理论框架

以布迪厄的著述和国内外对布迪厄的相关研究为基础文献,从布迪厄对现象学的借鉴、对法国认识论传统的借鉴,以及对结构主义的借鉴,考察了其教育社会学思想的三个主要理论渊源;从方法论、核心概念、理论支撑三个角度梳理了布迪厄教育社会学思想的主要架构,即“关系主义”是布迪厄教育社会学的方法论思想;“资本”“惯习”“场域”是布迪厄教育社会学思想的核心概念;文化资本理论是布迪厄教育社会学思想的重要理论支撑。布迪厄教育社会学思想的学术魅力就在于运用其特有的反思批判性思维,着力分析了存在于教育场域内的某种再生产逻辑：学校教育系统中存在的种种分类形式实际上是外部权力场域在教育场域内部的表现,并且这种分类通过教育场域内的独特运作机制得到了进一步的强化与合法化。     

大众体育消费行为的社会学管窥

本文从社会学视角，对我国大众体育消费行为进行了研究，阐述了大众消费的涵义、类型和形式，分析了体育消费在整个社会消费中的比重问题以及体育消费内部结构的合理性问题。指出了大众体育消费行为主要由经济因素、社会因素和心理因素构成。家庭化的体育消费行为将成为整个社会体育消费的主要趋势之一。自然性的体育消费行为将逐渐被商品性的体育消费行为所取代。     

论社会支持的社会学意义

社会支持的主体是一定的社会网络 ;社会支持的客体是一定的社会弱者 ;社会支持的介体是一定的物质支持和精神支持 ;社会支持的本质特征有社会性、选择性和无偿性。因此 ,就社会学语义而言 ,社会支持是一定社会网络运用一定的物质和精神手段对社会弱者进行无偿帮助的一种选择性社会行为     

关于离婚标准的理性思考

离婚标准问题与人们对离婚的认识有关,在离婚标准上,国际上有3种模式,即过错原则、无过错原则、破裂原则。在我国影响自由离婚的因素主要有:社会稳定、传统家庭观念、法官业务水平、对道德犯罪的惩罚等,但这些因素都不是限制离婚的根本理由。应更新观念,采纳自由离婚方式。     

《论语》社会学思想论纲

从社会学视角看,《论语》具有社会学的现实品格、理论内涵和应用价值。它包涵着古代中国的道德社会学、家庭社会学、教育社会学、文化社会学、经济社会学、政治社会学、法律社会学、宗教社会学等诸多社会学思想。深入探讨《论语》的社会学思想具有重要的实践价值与理论意义。     

Reimagining Obesity

This article draws on Mills’ sociological imagination (from the 1959 publication The Sociological Imagination) to consider the connections between personal trouble and social issues when it comes to the causes and consequences of obesity. These connections may be important for assuaging the “obesity bias” that pervades our discipline, particularly as it manifests in our undergraduate students and influences the ways they will act as future professionals.     

Durkheim Said What?: Creating Talking Textbooks With Augmented Reality and Project-Based Activities

Abstract

This study explored utilizing augmented reality (AR) and project-based learning (PBL) strategies to increase students’ understandings of sociological paradigms and the theorists’ motivations behind their development. Using a posttest-only quasi-experimental control group design with experimental intervention, three groups of students’ scores were compared on a post-unit assessment. The PBL-only group, the PBL-AR group, and a control group were also compared over time on the post-unit assessment, a quiz, and the midterm. PBL-AR students’ scores were higher on all three assessments. The project’s design, implementation, and findings are discussed, along with implications for future curricular redesign using novel tools and technologies.     

Towards a rural sociological imagination: ethnography and schooling in mobile modernity

In 1959, C. Wright Mills coined the phrase ‘the sociological imagination’ to offer a critical assessment of a discipline he saw descending into a technical or abstract empiricist practice that he feared would ultimately deepen human alienation and oppression. Mills positioned the sociologist as a careful, critical scholar working in the space between biography and history. In this paper, I offer a meta-ethnographic analysis of several recent critical ethnographies in the rural sociology of education using my own experience as a rural education ethnographer to frame the analysis. I argue that critical ethnographic work is crucial to developing educational analysis that is attuned to the nuances of place and the kind of metrocentric analysis that effectively ‘traps’ rural places in larger structural educational reform narratives.     

Blue-collar affluence in a remote mining town: challenging the modernist myth of education

Based on research in Karratha, a remote resource town in Western Australia, this paper explores the ways in which blue-collar affluence disturbs the meritocratic mythology of formal education. In the opening decade of the twenty-first century Karratha was one of Australia's most affluent towns, yet its adult population was characterised by a level of formal qualifications that was well below the national average. These demographic realities test fundamental beliefs about the functions of education in industrial modernity in ways that help illuminate the importance of Corbett's challenge for educational sociologists to strengthen their commitment to posthumanist studies focused on building sustainable human spaces, particularly in rural areas. Further to this we need to stretch the possibilities of humanist education beyond the successes linked to financial security. Comprehending alternatives to the structurating influence of the myth of an education-based meritocracy offers an important strategy for doing so.     

试论王符的社会思想

王符是东汉时期著名的思想家,所著《潜夫论》中蕴含着丰富的社会学思想,包括诸如社会问题思想、人性可塑论和人的社会化思想、社会变迁论、社会交换互动论、社会规范思想和社会控制论、教育品才论和人生修养思想、社会整合论和理想社会构想等等内容,其中有些思想至今仍有借鉴意义。