ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

The current third educational revolution realizes universal schooling. Such transformation has not been sufficiently understood nor accepted yet. The massification of secondary schooling radically modifies the very meaning of the educational systems. We are facing an apparent paradox: education is experiencing a deep crisis just when it is reaching its greatest expansion and thus, its greatest success. The third educational revolution requires new characteristics from teachers. In fact, also secondary school demands for capacities which are more similar to those within primary school: fundamental task consists in serving the learning needs of their pupils. The new task for the sociology of school is ample and partly new, both for the mutated structural conditions of society and educational systems, and for the transformations in meaning that have taken place. The objective is to build a sociological analysis of the scholastic system which may overcoming the limits of both micro and macro formulations, analyze the multifaceted aspects of scholastic socialization in depth.