The main aim of the paper is to develop a system of sociological concepts (theory of society) into a sociological curriculum theory and to implement it in an analysis of Estonian curricula. This theory links the concepts of society with those of education, knowledge and curriculum (Apple 2010, Autio 2006, Connelly 2008, Kelly 2009, Pinar 2008). I have extracted from them the following main ideas. The European civilization has overestimated the role of abstract and scientific knowledge. We stress the mutual relations between this knowledge and human perceptions, feelings, and experiences. At the essence, the human knowledge is symbolic, negotiated and contested. It is expressed via words, languages, concepts, theories. We consider other forms of human culture (figurative expressions, arts, music etc.) as equal to the abstract verbal knowledge.  It follows, that education is a better understanding of one’s relations (integration) with society, culture and nature.  In this process, students should keep their personal integrity. Educational process is a mutual identity formation between educational actors, teachers and students. These ideas support students’ creativity, innovation, entrepreneurial spirit and civic activities.

I have developed a system of concepts for analysis of relations between individuals and society (Haav 2008-2012). It starts with a dichotomy of social actors (citizens, politicians, civil servants and administrators) and social structures. There is a social inequality between them and it arises the questions of social effectiveness and justice. Various social actors perceive and evaluate the system differently. Those on the top justify the differences and try to increase them. They rely on absolutist concepts of knowledge, autocratic values and structures, and isolated concepts of individuals, society, culture and nature. For integration of individual and social development, there is a need for sociological concept of knowledge and integrated concepts of individuals, society, culture and nature. This enables the less preferred groups to express their interests, values and knowledge, too. They could take part in both development of curricula and determination of subject knowledge. As a result, curriculum becomes from the device of domination to a device of deliberation.

This sociological curriculum theory is a theoretical device for all school subjects and their syllabi. They should remind the social creation and cultural embeddedness of sciences and arts. Various subjects focus on different aspects of relations between individuals, society, culture and nature. Literature, art and music focus on culture. Writers, artists, musicians and actors express their ideas, values and feelings. Students study their works and sophisticate their ideas, values and feelings. Sciences focus on relations between people and nature. Science education outlines differentiated systems of concepts to deepen the students’ understanding of their relations (integration) with nature. Still, sciences and science education are social institutions. Science teachers should understand the society to realize their roles in it. Thus, all subject syllabi and textbooks should demonstrate their links to main social and cultural institutions. This would facilitate the subject teachers to link their subject and personal knowledge and use all this for development of their students’ knowledge, perceptions, feelings, activities and identities.

Apple, M. (2010) The Routledge International Handbook of Sociology of Education. New York: Routledge. Asson, E., Mölder, A. (1931) Eesti ajalugu ja kodanikuteadus. (The history and civic studies). Tartu: Noor-Eesti. Autio, T. (2006) Subjectivity, Curriculum & Society. Mahwah, N. J.: Lawrence Erlbaum. Connelly, F. M. (ed) (2008) The SAGE Handbook of Curriculum & Instruction. Los Angeles: SAGE. Danesi, M., Perron, P. (1999) Analyzing Cultures. Indiana: Indiana University Press. Dillon, J. T. (2009) The question of curriculum. – J. for Curriculum Studies, 41 (3): 343-359. Haav, K. (2008) Civic education in Estonia: democratic or authoritarian? – Journal of Social Science Education, vol. 9 (1): 121-130. http://www.jsse.org/2008/2008-1 Haav, K. (2009) Hariduse olemus, teadmised ja RÕK. (Knowledge, education & Curriculum). In O. Aarna (comp.) Õppija ja õppimine tänases ja homses Eestis. Tallinn: Eesti Haridusfoorum, 39-53. Haav, K. (2010a) Curriculum innovation. Paper to ECER Conference in Helsinki. Haav, K. (2010b) Education for democratic citizenship: Development of the theoretical framework for Estonia & European Union. In P. Müürsepp (ed.) Proceedings of the Institute for European Studies, Journal of TUT, 7: 168-192. Haav, K. (2011) Poliitikaharidus Eesti koolides 1920-2010 (Civic education at schools in Estonia in 1920-2010). In H. Ruusing (ed.) Riigikogu Toimetised, 24: 135-144. Haav, K. (2012) History of curricula and development of sociological curriculum theory in Estonia. Accepted for publication in an international peer-reviewed journal. Kelly, A. V. (2009) The Curriculum. Theory & Practice. Los Angeles: SAGE. Kridel, C. (ed) (2010) Encyclopedia of Curriculum Studies. Los Angeles: SAGE. Parijõgi, J., Adamson, T. (1934) Noor kodanik. Kodanikuõpetus algkoolile. (The civic textbook for primary schools). Tartu: Kool. Pinar, W. F. et al. (2008) Understanding Curriculum. New York: Peter Lang. Shahnazarov, G. H. et al. (1963) Ühiskonnaõpetus. (Textbook for social studies). Tallinn: Eesti Riiklik Kirjastus. Wikipedia.