Sociological analysis and democratic reflection with regard to education: a dialogue with mutual advantages

Abstract

Sociological analysis and democratic reflection represent two different levels of educational systems. One cannot be reduced to the other. But as long as their respective differences are not lost sight of they can be combined to some advantage. This article proposes an exercise in combination. It examines some recent developments in educational sociology and then analyses four serious problems for democratic educational systems: mass education, compatibility with other systems, particularly employment, the tension between rigidity and flexibility and the tension between school cultures and popular cultures. Finally it puts forward certain principles for the promotion of democratic consensus as regards education.