Sociology in Secondary Education.

This paper examines secondary education in Japan from a sociological perspective. To begin with, I consider the significance of the theme of sociology in secondary education, and provide three reasons for conducting such an analysis: the importance of sociological education from an international perspective, the possibility of the development of sociological pedagogy, and the contribution of Japanese sociology to secondary education in general. Second, I illustrate the marginalization of sociology within the secondary school curriculum in Japan, by examining the guidelines set and its treatment by the Ministry of Education, Culture. Sports, Science and Technology. I suggest three reasons for this marginalization, namely, the characteristics of sociology as a discipline, a general indifference towards the subject at the institutional and administrative level, and a lack of collaboration between educators involved in social studies education and those involved in sociological education. Sociological pedagogy has been proven effective in the fields of both comprehensive study and experiential learning used to help social problems. After reviewing several studies in teaching sociology, which discuss the integration of sociological education into service-learning, I consider the application of this new pedagogy to the secondary education curriculum or introductory-level sociological education in Japan. Further, I examine society's perception on social studies education in relation to the development of the education of the global citizen or the influence of the changing structure of contemporary society. I then argue that sociology can contribute to the learning and development of communality and sociality and in diverse areas outside the sphere of traditional social studies. Finally, I suggest that it might be especially significant for the future of Japanese sociology to promote further study of sociological education in secondary education in order to support its practice at the institutional level and engage more positively in educational administration. [ABSTRACT FROM AUTHOR]