教育社会学研究
Online ISSN : 2185-0186
Print ISSN : 0387-3145
ISSN-L : 0387-3145
23 巻
選択された号の論文の15件中1~15を表示しています
  • 新堀 通也
    1968 年 23 巻 p. 5-18,en215
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    It has been widely recognized that industrialization, one aspect of modernization, depends upon education, so that now their reciprocal relationship is among the most popular subject matters for various disciplines. Theory on modernization, especially of Japan, sees in fairly expanded popular education in the Tokugawa era a prerequisite for industrialization, Economics of education, comparative education, educational policy and others are deeply cOncerned with education as a sine qua for industrialization. Educational sociology too, by definition has to explore the relation between industrialization and education, And in fact it has produced many important works, but unfortunately there seems to be no systematic blue print which covers all fields for it yet, It is here proposed to offer tentatively a sociology of industrialization and education, which should treat the effect of education upon industrialization on one hand and vice versa on the other.
    Education functions positively upon industrialization (1) as its precedent condition, (2) through selecting, training and allocating the personnel of industry, (3) by technological innovation and (4) educational industry, while it works negatively upon industrialization (1) by its traditionalism, (2) by educational lag, and (3) by lack of adequate planning. Conversely, industrialization influences both positively and negatively upon education, Positive effects manifest themselves in (1) expansion of education, (2) efficiency of education, (3) improved educational system, while negative ones are observed in many educational problems produced by (1) urbanism, (2) urbanization, (3) demographical mobility.(4) intra-urban mobility, (5) shortage of housing, (6) megalopolis, (7) technological innovation, (8) shortage of educational leaders, (9) bureaucratization, (10) mass society, (11) generational opposition, etc, Educational sociology has neglected some of these effects, Finally some of necessary perspectives for the fruitful study are pointed out, such as (1) problem approach, (2) interdisciplinary approach and (3) utilization of official resources.
  • 司馬 正次
    1968 年 23 巻 p. 19-28,en214
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    The effect of technical innovation on education is two-fold: Education is influenced by new technical developments and also by efforts to catch up with new techniques, The present article aims to study the second aspect empirically based on the results of the case study in the steam power plants.
    The conclusions of the study can be summarized as follows:
    1) A study on automated power plants in Japan indicates that the educational attainments of the workers at such plants, which is usually very high at the time of their inauguration, rapidly declines as they become more experienced. Also, wide educational gaps that normally exist among holders of different positions disappear as they acquire sufficient experience with the new equipment, resulting in a largely uniform educational level among the workers.
    2) The above findings suggest that experience with new equipment (onthe-job self-training) and educational attainments (school education) are substitutive for each other, Therefore, it may be assumed that a specific job always requires a fixed level of capability which include those two elements.
    3) On the basis of empirical studies in many countries, the author demonstrates that the above hypothesis is universally applicable without regard to race, religion, and geographical area, It is also mentioned that the question of technical innovation vs. education should be studied not only from the angle of school education but also in connection with the total technical capability including on-the-job experience and training, It is further stressed that the more active technical innovation is in a society, the higher the educational attainments of its members tends to be.
  • 西本 洋一
    1968 年 23 巻 p. 29-42,en213
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    Science and technology have become specially important factors in determining man's beliefs and outlooks for about two hundred years, In this brief period, science and technology have proved to be increasingly powerful revolutionary forces, They profoundly influence cities, travel, leisure, social organization, moral and aesthetic sensitivities, and forms of government. They have transformed our lives.
    The distinction between science and technology is not always clear, Science is primarily concerned with understanding nature-our physical environment and living creatures, including man himself, This understanding furnishes the basis for meeting many practical problems, Technology is the application of scientific knowledge to practical concerns.
    The search for new learning strategy proceeds with increased vigor and speed for the last decade or so, The success of improving production in business, industry, agriculture, and medicine through applications of technology, stirs the hopes of teachers, school administrators, and citizens generelly that similar improvements can take place in teaching and learning.
    The educational changes beginning with the second half of the twentieth century were two fold: the rapid increase of technology in educational practice, and the concurrent reexamination and modification of the total educational program. Experimentation with intensive try-out of television, teaching machines, language laboratories, and other recent developments are producing much valuable knowledge and technique for the improvement of the quality of instruction, It is not my purpose here to provide a how-to-do-it kit for installing television, teaching machines and other media in a school, These details are available from other sources, Instead, it is to consider the relation between the means available for instruction and their effectiveness in the total educational settings.
    Following the introductory chapter, Chapter 2 reviews some of the many things we know about industrialization, Chapter 3 deals with the newly formedfield called instructional technology which is the off-shot of modern industrial technology. Chapter 4, in a continuation of chapter 3, deals with environmental control, introducing the six major innovative attempts, continuing education, realtime instruction, curricular reform, new instructional media, teamteaching, and school design. Then in chapter 5, possible implications are considered on the basis of the system approach that is part of the new instructional technology.
  • 横浜市立大学医学部を事例として
    古屋野 正伍, 山手 茂
    1968 年 23 巻 p. 43-59,en212
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    Since the predecessor of the present Faculty of Medicine, Yokohama City University was established in 1944, it has contributed to the local area, supplying the graduates as practitioners. The total graduates until 1966 reached the number of 823, and the places of their origin and employment are as follows.
    Their work places in Yokohama City mainly consist of municipal establishments such as University Hospital (542 beds), City Hospital (122 beds), Maternity Center, and the isolation hospital (282 beds). Also, 103 persons own a medical office in Yokohama City.
    However, as the industrialization of Yokohama City which has been particularly remarkable since 1955, pulls the workers into the city, and the suburbanization in the Tokyo Metropolitan Region proceeds with the increase of commuting residents as well, Yokohama population exceeded 1, 850, 000 in the begining of 1966, It has brought about not only the shortage of medical facilities and personnel but the public nuisance such as noise, air and water pollution, etc. The public health service, being of vital importance for the purpose of its defense, has been immature as the subject for practice, and the public equipments such as public health station, hygienic, laboratory, and disinfecting station in which some graduates are employed have also been insufficient. The Municipal Public Nuisance Center, established in 1964, is expected to carry out its up-to-date task,
    The School of Medicine, a training institution of medical personnel for the industrializing area, faces a number of problems.
    The staffs usually have to catch up with the daily progress of scientific technic and thought, developing new fields of research, cultivating their successors, and retraining the graduates. One of the most crucial for them might be how to answer the students and new graduates to the satisfaction of their discontent toward the medical administration and institution. The cooperation among medical schools and hospitals with regard to research, education, and treatment seems to be necessary to solve these problems.
  • 戦後の推移と展望
    佐藤 暢男
    1968 年 23 巻 p. 60-73,en211
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    The purpose of this paper is to present how education for working youth in Japan after World War II has changed due to industralization, from sociological point of view. The aspects which the writer intended to analize are mainly:(A) relations between working youtheducation on one hand and the supply demand of labor forces and social (regional and industrial) mobility on the other;(B) what educational policies have been taken in the process of industrialization, and how the system of the working youtheducation has been changed by those educational policies.
    From this point of view, the transition of the working youtheducation in Japan after World War II has been anal ized in terms of three subdivisional periods, i, e, (I) reconstructional period (1947-1954), (II) declining period (1955-1960), and (III) reorganizational period (1961-present).
    The results of this study are as follows:
    1, In the process of industrialization, the working youtheducation has declined in the agricultural and rural educational fields, On the other hand, it has not remarkably developed in the industrial and urban educational fields for lack of effective policies.
    2, The percentage of working students enrolled in the private educational institutions has increased, and there are still many working youth who are deprived of any educational opportunity,
    3. The policies and contents of working youtheducation have been considerably influenced by urgent demand from industry for lack of labor forces.
    4. The ideological and educational standpoints for the working youth has not readily been established in Japan and the educational policies and measures have lacked unity.
  • その関連性をめぐって
    石田 剛
    1968 年 23 巻 p. 74-85,en210
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    本論文は、工業化と教育の関連について論じてきた。その結果次のことが明らかになった。一、工業化が教育と関連することの思想的背景は、社会的教育経済学の発展をまたねばならなかった。二、工業化と教育を結びつけるには媒介変数が必要である。三、工業化、教育、間接的教育メディアは、それぞれいくつかの要因により構成されている。四、工業化と教育は、それらの要因により多元多次の関係にある。五、教育は工業化のインプットになる。六、工業化された社会と工業化されない社会とでは、教育の性格が異なる。七、教育は工業化に対して、プラスに作用する場合もあるし、マイナスに作用する場合もある。
  • 森口 兼二
    1968 年 23 巻 p. 86-90
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
  • 川田 寿
    1968 年 23 巻 p. 91-95
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
  • 矢野 峻
    1968 年 23 巻 p. 96-99
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
  • 岩内 亮一
    1968 年 23 巻 p. 100-104
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
  • 新堀 通也
    1968 年 23 巻 p. 105-107
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
  • 幼児の社会化における臨床的側面
    葉柳 正
    1968 年 23 巻 p. 110-123,en208
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    The purpose of this study was to examine the hypothesis based on Carl R. Rogers' Personality Theory:
    The understanding (empathic) child-rearing attitude of mothers contributes to the development of their children's “stable” personality, whereas the rejecting one to their “unstable” or maladjusted personality.
    (Procedures)
    A special set of questionnaire was prepared to find out the child-rearing attitudes of parents and used for setting a typology of their attitudes: understanding and rejecting ones. In addition, its validity was further examined by interviews with mothers sampled from the parents of kindergarteners around Tokushima City. We administered a personality test to the children, while employing two other techniques to their mothers and teachers to obtain their judgement of the children's personality traits.
    As a result, we elucidated the mother's child-rearing attitudes as well as their children's personality traits. By using these data we examined correlation between the types of parental attitudes and their children's personality traits.
    (Results)
    Findings in the Table show the relation between. the child-rearing typesand children's personality traits.
  • 鍾 清漢
    1968 年 23 巻 p. 124-142,en206
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    It is evident that Taiwan-the Republic of China still at present in the stage of “Agricultural Society” is undergoing a rapid change toward industrialization. As a country experiencing a rapid transformation, it is confronted with the problem of a rapidly growing population and with that of the population mobility from rural to urban areas, Further, Taiwan is now faced withcompeting in the foreign markets to maintain its economic vitality. Therefore, in vocational education, an emphasis should be placed on the training of technical personnel for agriculture, industry, fishing and foresting. It is also necessary to induce people into such occupations and industry as are strategically important to the country's economic development. Actually, however, human resources are underutilized at present. Effective incentives are lacking for bridging both short-term and long-term gaps between supply and demand in all the critical manpower areas, Such situations reflect the school setting of present-day education.
    The purpose of this paper is to analize some problems related to the actual goals of students which are quite divergent from national requirements, For one thing, students tend to view education as an end in itelf, There is almost universal respect and desire for schooling, the general concern of the students seems to be to attain the highest academic degree7possible, regardless of whether the school education may fit the overall development of the country, or character development of the individual.
    The influence of so-called “formanism” thus tends to persist, The attainment of a high level academic schooling is viewed primarily as a status symbol not only for the student but also for his family and also as a key to the most privileged occupations, This is the reason why so-called “promotionism” still prevails, with teachers and students gearing their classroom work to the entrance exminination to the next level of schooling.
    All such problems as are related to the actual goals of students, teaching methods, study habits of students and some of its harmful effects (emphasis on just the memorizing ability of students) are atributable to the Chinese historic and traditional examination system that tends to deviate education from economic and social development.
  • 田中 一成
    1968 年 23 巻 p. 143-157,en207
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    We have two problems in relation to this subject. One is how to teach the village youth the agricultural techniques after their graduation from high school, The other is t1-4t of employment of such youth, As regards the first problem, agricultural high school students should be provided with special advanced course or institutions even after graduation, because technical education at high school which provides only elementary knowledge and techniques, is not sufficient to manage agricultural work for themselves, To master the techniques that raise the production, they must learn many production techniques for another some years.
    Nowadays, the graduates learn them through Four-H clubs, prefecturaltechnical training centers development centers, agricultural research institutions, and through the observation of advanced areas, But these agencies are not in a position to satisfy the needs of the earnest young farmers. If this problem is to be solved, agencies exclusively designed for the technical training should be provided. And if we want to train excellent farmers, we must retain excellent young men in a village. For this purpose, it should be hurried to make attractive the environment of homes, schools, and villages.
    As regards the second problem, we suspect that those who enter employment after graduation are less dilligent than those who would become independent farmers, Why are there people who leave their farmhouse and get employment? Such students usually are not eldest sons, and it is inevitable for them to enter employment due to narrow arable land. Such situations are satisfying not only to them but also to their employers. The problem lies in this fact, If such situations are not improved, village community may be destroyed and agricultural high school education may become meaningless.
    But on the other hand, it should be noted that graduates of independent farmers course are employed for their seriousness, their all-round characters and their spirits, The knowledge and techniques that they have learned at school are ignored, What is the meaning of independent farmers course, then?
    We must solve this problem as follows: To wipe off the image of the old agricultural high school, to provide only human nature training, and to give the technical education after eighteen years old. The senior high school must have one course-a human nature course, and should not have many courses for employment.
  • 北海道の場合
    高倉 嗣昌
    1968 年 23 巻 p. 158-173,en205
    発行日: 1968/10/05
    公開日: 2011/03/18
    ジャーナル フリー
    This article aims to study what bottlenecks in adult education are found in the process of rapid decrease of population in some areas in Hokkaido. Four villages and one town are selected representing different kinds of industry: a farm village in paddy-field areas, a farm village in upland-field areas, a mountain village, a fishing village and a coal-mining town, In these places the population of young people is rapidly decreasing whereas that of women is slowly decreasing. Now, observing the actual conditions of adult education of youth and women, we find that the education of women has been continued as in the past, but youth education is rapidly declining. That is, the rapid decrease of educational objects has great influence upon the activities of adult education. However, under the similar condition of rapid decrease of population, the influence upon youth education differs according to the kinds of industry of these places.
    1. No influence...farm village in paddy-field areas (rice-crop agriculture)
    2. Decrease in members of youth groups... farm village in upland-f ield areas (non-rice-crop agriculture)
    3. Decrease in the number of youth groups... mountain village (forestry)
    4. Nominal existence of youth groups... fishing village (fishery)
    5. Disappearance of youth groups... coal-mining town (mining)
    It seems that from No.1 to No.5 the decline of youth education gradually becomes more severe. It may be said that the stability of industry has some relation to the decline of youth education: the less stable the industry, the greater decline of youth education. Such phenomenon has come out partly because the main objects for adult education are the employees of industries, and partly because adult education cannot be regarded as successful unless many people participate in it. We have to review this kind of thinking and find out better ways of promoting adult education. For this purpose, the following points are to be considered: 1) how to reach those young people who still remain in the main industries, and 2) how to reach those young people who have been excluded from adult education.
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