نشریه جامعه شناسی آموزش و پرورش
پیاپی 2 (بهار و تابستان 1393)

Responsibility is an important precondition for favorable social behavior and promoting student achievements. This inquiry is intended to study the factor affecting student responsibility. The independent variables in the present study include fairness, warm relationship, and opportunity for autonomy, self-esteem, self-concept and perceived autonomy. Survey method is employed for data collection. Research sample includes 360 female students of guidance school residing in Varamin. Structural equation modeling is employed for data analysis. Findings show that student self-esteem and self-concept, instructor ’s fairness, warm relationship and opportunity for autonomy have direct and indirect positive impacts on social responsibility of students.

This study compares the social adjustment of students in boarding schools and adjacent regular schools. The data was gathered by comparative ex post facto research method, using adjustment inventory of Sinha and Singh. The sample includes 557 students in boarding schools and 627 students in adjacent regular schools. For the data analysis we used descriptive and inferential statistics (independent samples T test). The results show that social adjustment of students in boarding schools (both boys and girls) is lower than students in adjacent regular schools. Social adjustment of boys and girls in both boarding schools and in adjacent regular schools are equal.

The main purpose of this study is to investigate the relationship between child's behavioral difficulties and developmental tasks of the family life cycle in the post-divorce family. Using the survey method, the study’s sample consists of 105 primary-school pupils 6 to 12 years of age from District 12 in the city of Tehran, whose parents had divorced. The mother or father who has custody of the child filled out two questionnaires: Achenbach Scale (CBCL) for child affective-behavioral difficulties and the Naghashian’s Child Rearing questionnaire. Findings show a significant relationship (r=0/410) between child's behavioral difficulties and developmental tasks. The results of multiple regression analysis indicate that improvement of social support network and the occurrence of regular visits with mother or father, who does not have the child’s custody, are the main predictors of child's behavioral difficulties. Based on the results of the study, the quality of developmental tasks over the family life cycle and child rearing are more important than the experience of separation and divorce. These factors have several effects upon child's behavioral difficulties.

Culture or in the interpretation of Bourdieu (1989) cultural capital, includes level of education, physical and material elements of culture and habitus which are always found in cultural behaviors and activities such as watching TV, listening to music, going to the cinema, museum or a theater, reading books, newspapers, etc. Such acts requires objective material and cultural elements such as having a library, paintings, sculptures and antiques. Based on this, the members who have higher levels of education, should contain most of cultural goods of the consumers or as Adorno (1384) interpreted, cultural industries. This means that the universities, in addition to improving the level of individual’s knowledge, should increase their cultural capital and educational level. This may occur in Western societies, but the two research projects conducted in Tehran, on the family and women's groups of different classes enjoying varying economic, social, cultural and educational levels, imply that there is not a considerable difference between the academic and non-academic individuals in the use of cultural goods. In other words, universities had not been able to increase the cultural activities of the people up to the level at which their cultural capital level is also raised. Another important point is that the theories of ​​the Western world do not necessarily respond accordingly in our society because our society is in transition from a traditional path towards the modernization and finally to amodernity (Berman, 1389).

Scientists seek to establish and maintain relationships with society and different groups of people, but these relationships have been rather one-directional and based on monologue logic flowing from scientists to the lay. During recent decades, however, the science and society relationships have witnessed changes: facilitating processes of dialogical and encouraging open/mutual participation. The present paper, while reviewing the literature, theoretical views and experiences of other countries, takes a glance at the Iranian situation and seeks to answer the following questions: 1- How have been the forms of science and society relations during recent decades? 2- What relations have exhibited these formations, echoing changes of society’s forms? 3- What parallels exist between forms of contemporary democracy and forms of science and society relations? 4- How the Iranian situation of science and society relations can be organized in a more democratic direction? The first section of the paper based on the study of the existing literature presents forms of science and society relations in three models of public deficit, public engagement, and public participation. The second section examines the link between three categories of science, society and democracy to clarify symmetry between these conceptual formulations with social changes and shifts in contemporary democracy forms. The finding of the paper shows the emergence of cultural and technological changes and that genesis of late modernity or postmodern society has been effective in democratization of knowledge and society. The final section of paper proposes several ideas for developing democratic processes in science and social relations in the country.

This article seeks to analyze the mechanisms of Iran’s education system, using the critical theories, especially that of Ivan Ilich. First, we discuss the social issues which can be traced to education system’s mechanisms, directly or either indirectly. Then these issues are analyzed through the lens of critical theories, during which the relationship between some traits of the mechanisms of Iran’s education system, its malfunctions and dysfunctions of the system are unraveled. Based on this analysis we propose some solutions to amend the education system. Overwhelming emphasis that the state recruitment system puts on certificates makes people obey the rules of education system blindly in order to gain formal qualifications and certificates. Some traits of education system such as categorizing based on age and certificate, centralized curricular materials, hegemony of specialists, mandatory schooling, long years of education and schooling, and so on, sprang up numerous educational and social problems. The proposed solution is that education system and the state recruitment system must change radically in order to regain efficiency.