The sociological approaches interpreting the communicative relationship between the professor and the university student

Abstract

This research paper examines the communicative relationship between university professors and students as a multidimensional phenomenon within the sociology of education. Communicative relationships are essential for building trust, strengthening social bonds, and promoting mutual understanding within society. Effective communication supports cooperation, reduces conflicts, and enhances collective problem-solving. It also enables individuals to share ideas, express needs, and participate actively in community life, contributing to a more cohesive and resilient society. Rather than viewing this relationship as a mere conduit for the transmission of knowledge, the study conceptualizes it as a dynamic social interaction shaped by subjective experiences, institutional structures, and symbolic authority. The paper seeks to answer the guiding research question: How do different sociological approaches contribute to explaining the dynamics of the communicative relationship between the university professor and the student? Employing a qualitative, interpretive methodology based on critical analysis of foundational sociological theories—including communicative action, symbolic interactionism, phenomenology, and ethnomethodology—the paper not only elucidates the theoretical underpinnings of these approaches but also compares their strengths and weaknesses. Furthermore, the analysis is anchored with an applied example from the Algerian university context. The findings highlight the value of methodological plurality in understanding professor-student interaction and offer implications for educational practice and policy.