Reflexivity of Meritocracy : The Theory of Education and Selection in the Late Modern Age

The purpose of this article is to construct a basic theory of " education and selection " that is applicable to the analysis of contemporary social changes, and to provide a theoretical perspective that is useful for conducting empirical studies in this area.A key concept of the theory is " reflexivity of meritocracy." First, the thesis of " modernization and meritocracy, " wherein educational selection became a social issue as meritocracy is popular in the modern age, was one of the basic theories in the area of " education and selection " studies.However, this thesis cannot explain the situations in late modernity.Second, the theories of late modernity, which include Giddens and Beck s theoretical works, pointed out the importance of the concept of " reflexivity." We also follow these theories when constructing our new theory of education and selection.Third, Giddens high-modernity theory is explained in connection with the structuration theory, and it is found that the distinction among the three " reflexivity " conceptsreflexive monitoring of action, reflexivity of the self, and institutional reflexivityis important.Fourth, I discussed the theory of reflexive meritocracy in the late modern age, in which reflexivity is radicalized and where contemporary meritocracy continues to be monitored.According to this theory, we can develop new education and selection studies by analyzing the mode of reflexive self-regulation. Introduction Various arguments on modernization and meritocracy High modernity and structuration : Organizing the notion of " reflexivity " Late modern age and reflexivity of meritocracy Reflexivity as a universal phenomenon and meritocracy in the late modern age Self-reflexivity and anxiety about ability and ability identity Institutional reflexivity and educational selection Conclusions References