结构功能理论及其在高等教育研究中运用的综述

Review of Structural Functionalism and Its Application in Higher Education Research

结构功能主义于20世纪50-60年代在西方社会学界占据统治地位,是分析社会系统与功能的有效理论。通常认为,结构功能主义起源于欧洲功能主义理论流派,以孔德、斯宾塞、涂尔干等古典社会学家的思想为基础,以生物有机理论为前提,后经过帕森斯和默顿两位代表人物的发展,逐渐成熟。结构功能主义倾向于将社会看作是一个统一的整体,其中各个部分都发挥着应有的功能,从而达到整个社会的和谐发展。这一理论在其兴盛时期也被用作对于高等教育,尤其是比较教育的分析,并且在教育公平和教育的社会功能等方面也都有广泛的运用。文章主要对结构功能主义的理论进行阐述,同时概括这一理论在教育社会分析中的应用。

Structural Functionalism has played a leading role in western sociology from 1950 to 1960, because of its efficient methods of analyzing the social systems and their functions. It is generated from European traditional school of Functionalism and developed by Tatcott Parsons and Robert Morten on the basis of the thoughts of classical sociologists such as Augusts Comte, Herbert Spencer and Emile Durkheim and Biological Organic Theory-. Structural Functionalism regards the society as a whole system and every part of the society plays its special function so as to make the whole society develop harmoniously. The theory is also used in higher education, especially in the analysis of comparative education and widely applied in education fairness and the social functions of education in its prosperous times. The paper mainly reviews Structural Functionalism and summarizes the application of theory in social analysis of education.