在全球化變遷日劇的時代， 教育社會學界似較關注新右派（New Right）教育改革所引發的社會公平問題，對於這些變遷可能蘊含的社會控制（social control）議題，則較少人探討。本研究乃以曾在教育語境中討論此一議題的杜威（John Dewey, 1895-1952）為對象，以其著作及有關的研究文獻為據，探討其社會控制的主張及所蘊含的教育意義。本研究在說明杜威主張社會控制係社會力量的適切運用、闡釋其所主張的教育旨在助人轉化社會控制為自制，並以其與社會控制有關的概念為依託，反思其主張的教育涵義後，於結論中提出兩項建議：一、吾人應廣義看待控制及社會控制的意義，以便理解杜威社會控制主張的教育涵義；二、吾人應以其所提倡之廣義社會控制主張為基礎的真實教育，補救新右派偏重經濟速效造成的虛假教育之失。最後，本研究並指出四個未來可進一步探討的方向。
In the context of the dramatic changes taking place in the era of globalization, issues of social justice arising from reforms initiated by the New Right movement have been much discussed by sociologists; issues of social control, however, have received much less attention. In this paper, John Dewey’s thoughts on social control and their implications for education are investigated by reviewing his writings and related literature. The paper is divided into six sections. After discussing Dewey’s view of social control as the appropriate use of social power, explaining his argument that the goal of education is to direct individuals to transform social control into self control, and reflecting on the educational implications of his arguments related to his concept of social control, two suggestions are made in the final section. They are, firstly, that we should adopt a broad conception of the meanings of control and social control, in order to understand the educational implications of Dewey’s concepts of social control; and secondly, that we should remedy the pseudo-education produced by efficiency-guided education reform under the influence of the New Right movement with genuine education, which is based on a broadly conceived notion of social control. Finally, four recommendations for future research are provided.
