Abstract
We have experienced drastic change in the paradigm of schooling since "Rinji-Kyouiku-Shingikai" ("Rinkyoshin") which was formed between 1984 and 1987. This change contains a multi-dimensional shift in educational policies, ideas and purposes of education, the structure and function of educational organizations and teaching in schools. We can summarize the new paradigm of schooling after "Rinkyoshin" as individualization and diversification of educational structure, which is based on the New Right's deregulation and marketization policies in education. In an academic symposium held at Kokugakuin University in 1998, we discussed the possible relationship of the emergence of the new paradigm of schooling and adolescent deviant behaviors: Can the new paradigm solve the deviance problems, or can it make new deviance problems, or can the emergence of new deviance problems construct the new paradigm of schooling? This paper outlines and examines the above issues as an introduction to the three articles presented at the symposium. Firstly, after defining the term "new paradigm of schooling", I illustrated some characteristics of educational reform of high school in Japan. Secondly I pointed out two hidden and latent problems which can be caused by the paradigm shift after "Rinkyoshin". One is the possibility of the decline of standard and of the increase of variance of pupils' educational achievement. The other problem, more serious, is declination of socialization function of schools. Japanese schools, according to foreign sociological observers, have had efficient and excellent accomplishment in socializing the adolescent so far: The average conduct of Japanese was highly socialized and under control: The public costs of managing the population and of remedying deviant behavior were low: The social overhead spent on unproductive people was less: The average Japanese exhibited high level of skills and good work habits in the work place. The Paradigm shift to individualization and diversification of educational structure could lead to declination of socialization function of schools, which could make new adolescent deviance problems in our society. This means a crisis of Japanese education, and of our society itself.
