The subject of this symposium was to review critically the recent trend of our Japanese studies on human relations in school and family setting
First, it was pointed that in Japan there had been many prominent studies on classroom dynamics since World War II, stimulated by Lewinian studies on social climate and the trend of emocratization of Japanese society. But it was pointed out that the impact of these studies on educational problems have been negligible because of the discrepancy between the practical educational concerns and eseraches.
Second, it was discussed that most studies on parent-child relationship failed to conceive parent-child relationship as a reciprocal process necessitating a methodological re-examination for researchers.
Here are some another points.
(1) Both school and family settings have to be taken as a part of a particular society and the character or dynamic process of the teacher-pupil, pupil-pupil interaction relation have to be integrally related to various aspects of society
2) Researchers must thoroughly study the actual social problems such as the increase of cases of suicide of young children and the prejudice to handicapped children both particular to the present educational environment
