According to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher…

This review essay evaluates Karl Maton's "Knowledge and Knowers: Towards a Realist Sociology of Education" as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the…

In this essay, David Labaree examines the paradox of educationalization in the American context. He argues that, like most modern Western societies, the United States has displayed a strong tendency over the years for educationalizing social problems, even though schools have repeatedly proven that they are an ineffective mechanism for solving…

In this essay, Naomi Hodgson reconsiders the value of Michel Foucault's normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers' response to the recent introduction of citizenship education in England, focusing specifically on a review…

Educationalization is a term most frequently used to indicate that government (in particular) has inappropriately imposed on educational institutions responsibility for providing the solution to some social or economic problem. In this essay David Bridges illustrates, however, the way in which educational institutions collude in this process,…

Theorists often take a condescending stance when speaking about the educationalization of social problems. Given their confidence with postmodern and poststructuralist perspectives, the educationalization of social problems is easily perceived as a set of questionable interventions by governments into educational practices. In this essay, Bert…

Differences between Montessori theories of instruction and other popular approaches such as Dewey's account for the brevity of her popularity during her lifetime. An analysis of Nietzsche's influence during the development of her theories is described. (CB)

The author uses T. Parsons' and G. Platt's social theory to analyze the secularization of American higher education, then evaluates the necessity and desirability of that secularity. (GW)

Ron Laura's attempt to provide a philosophical argument for the inclusion of religious education into public school curricula is misdirected. An alternate route to philosophically justify religious education is needed. (JN)

William Losito's interpretation of Ron Laura's views on religious education in public schools is misconstrued. It is more important to learn to "think religiously" than merely to think about religion. (JN)

"Ressentiment" is identified as a key concept for understanding educational issues, including research directions, demands for accountability, and individual and group experiences of schooling (particulary those of prisoners). (GW)

This essay focuses on an analysis of the relationships among the educational institution, the mode of economic production, and the labor force. Class is considered an important factor in the dominant mode of production. Social classes are produced in a capitalist society by their position in the division of labor. The educational system reproduces…

Three questions are examined: (1) Why have contemporary American educators generally ignored Durkheim's sociology of education? (2) What were Durkheim's contributions to the sociology of education as his analysis related to social change through education? and (3) What is the relationship between Durkheim's sociology of education, social change,…

The article examines Basil Bernstein's research on power relations in education, discussing class formation, class essentialism, and changing nature. It describes new ways of approaching relationships between culture and power, noting the neo-Marxist-oriented sociology of education, and stressing the importance of keeping class relations in the…

The paper examines critical theory and curriculum theory, focusing on the work of John Dewey. It uses the reconceptualist view to help frame the critical theory perspective in curriculum studies. It notes the importance of viewing all facets of Dewey's work rather than extracting unpalatable elements. (SM)