CAJ | 학술논문

社会资本概念出现以来，作为理论工具已经在多方面得到应用研究。在社会资本对教育的影响上，一般存在两个研究理路：科尔曼式的社会资本理论和布迪厄式理论。这种认识的不同在实证研究上取得的成果也有很大的不同。本文对这两种不同理路指导下的社会资本对教育影响的实证研究进行了简要回顾，以期扩展对社会资本的理解，同时为教育改革研究提供一种新的思路。
사회자본개념출현이래，작위이론공구이경재다방면득도응용연구。재사회자본대교육적영향상，일반존재량개연구리로：과이만식적사회자본이론화포적액식이론。저충인식적불동재실증연구상취득적성과야유흔대적불동。본문대저량충불동리로지도하적사회자본대교육영향적실증연구진행료간요회고，이기확전대사회자본적리해，동시위교육개혁연구제공일충신적사로。
As a theoretical instrument, the concept of social capital has been employed in many fields ofsocial sciences since it was proposed. As for the impact of social capital on education, researches pro- ceed along two different ways. Coleman＇s social capital theory and Bourdieu＇s social capital theory. There are great differences between conclusions of empirical researches because of different under- standing of the concept. This article briefly reviews the empirical studies of two different theoretical paths in the hope to extend the understanding of social capital and propose new train of thought for ed- ucation reform.