教育社会学研究

マスコミ時代の教育

木原健太郎

1970 年 25 巻 p. 2-13,en258
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.2

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The studies on mass communication by American sociologists representedby C. W. Mills were introduced to Japan, then the question thereofbegan to be enthusiastically argued in our country. Since 1954 when thebroadcasting of television covered many districts, moreover, people becameinterested in the question.
More specifically, many of the theses on mass communication writtenduring the time from 1954 to 1965 related to “the influence of televisionon education.” And most of them pointed out that television worked badlyfor education, but some could be actually proved and some could not.
Since 1966, remarkable amount of journals came to mention about ‘post -industrial society.’ Stimulated by the references on post-industrialsociety, Yujiro Hayashi created a concept of ‘informational society.’ They became interested in the relationship between mass communicationand education in an informational society.
The informational society defined by Hayashi means the society basedupon information processing by computers. The important points in thissociety are how to collect information and how to select it. In addition, creative judgement is also very important while the data of informationare processed by computers. Information in mass communication shouldserve for attitude change and formation and it should be treated for thebenefit of his behavior.
As mentioned above, the meaning of mass communication in an informationalsociety is different from that in other societies. Mainly fromthe viewpoint of school education, they gradually utilize mass media asoften as possible. Besides the text books and libraries, they are goingto utilize television as an important supplementary medium for schooleducation. It is considered as the use of mass communication for thesystematization of education.

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マスコミと家庭生活

研究と課題

大村好久

1970 年 25 巻 p. 14-31
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.14

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テレビ視聴からみた家庭教育の構造

橋爪貞雄

1970 年 25 巻 p. 32-44,en257
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.32

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Studies on the effects of mass communication have proved that theeffects of television on the viewers are intervened by such factors as theprimary groups, their norms, and interpersonal relationships withinthe groups. This suggests that the way in which family members watchtelevision and evaluate various influences of television-viewing upon thesocialization of children may be regarded as an important index to showthe structure, the value system and the interpersonal relationships ofthe family.
Two aspects of child socialization in the family are examined in termsof TV-watching behaviors reported in various research projects on “televisionand the child.” They are:(1) the contact between parents andchildren mediated by TV-viewing, and (2) the “deferred gratification” idea closely related with child-rearing in middle-class families.
(1) Almost all reports tell us that the contact between parents andchildren has increased both in the number and in the proportion of hourssince the introduction of TV sets into families. It is also suggested thatthis increase in the quantity of contacts is not necessarily followed bythe increase in the frequency of talks and hence in the intimacy betweenparents and children.
This might partly be caused by the parents' attitudes toward thecontent of adult TV programs which, according to various reports, childrenwatch more often than child programs. Parents or children might enjoywatching these adult programs by themselves, but might feel embarrassedin the presence of the others. If this be the case, it would suggest whatthe dominant value system would be in the field of child education withinthe family.
But the fact is that most parents are found to be either optimistic orpermissive about TV programs in spite of the advice of researchers against uch undesirable effects as prematurity.(This, of course, does not meanthat parents are quite indifferent to bad influences.)
(2) Permissive attitudes toward program content may reflect thegeneral emphasis of modern nuclear families upon enjoyment or thegratification of human desires. The incompatibility between this emphasisand the “deferred gratification” which is considered to be the predominantvalue of the middle-class family education can be solved by paying acloser attention to one factor of the latter idea, namely, the time-orientation.This time-consciousness of parents may also explain why they are morestrict about the way the children watch television than about what they watch.

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マス・コミュニケーションと学校教育

片岡徳雄, 住岡英毅

1970 年 25 巻 p. 45-57,en256
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.45

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It should be noted that mass communication has remarkably developedwith different media, and that a large quantity of information acquiredthrough mass media has led us to the change of our daily life. In thissituation, research in the field of mass communication has been conductedmainly on what effects and influences communication activities have uponthe children.
In this article, however, the writers discuss, in terms of school in theflow of mass communication, the problem of re-consideration of the schooleducation, above all, the communication system at school. We can regardthe text books, records, slides, etc. used at school as mass media, includingother typical mass media such as broadcast, newspaper and magazine.Therefore, we can regard school as a system of processing informationacquired through these media.
There are two types of communication in accordance with the characteristicsof media.
One is a “conveying” communication, the other is a “mutual amplifying” one. In a “conveying” communication, the teacher may act as anopinion leader in so-called two-step flow of communication. In a “mutualamplifying” communication, we can say that the teacher has more characteristicsas a tutor to the pupils or the students. In these communicationsystems at school, antra-personal communication, personal communication, and mass communication interact dynamically.
In other words, this is a dialogic process between “his own individual” world and “commonly owned” world. Therefore, in learning and instructionprocess, we may find two flows, that is, the flow from “homogeneous” to “individual” and the flow from “individual” to “homogeneous.” Theformer corresponds to a “conveying” communication, and the latter toa “mutual amplifying” one.
It has been proposed that by modifying some parts of the recordedmaterials, we can make good use of the audio-visual teaching aids, especiallytelevision films. This proposal surely hits the mark in the caseof a “conveying” communication, but a “mutual amplifying” communicationwill not always allow us to do this kind of modification. In thisrespect, we need to consider seriously this problem since it seems reasonableto suppose that the aspect of school as a “mutual amplifying” communicationsystem will be emphasized and be significant in school educationin future. Otherwise, the existence of school itself might be endangered.

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テレビジョンと学業成績

布留武郎, 生田孝至

1970 年 25 巻 p. 58-72,en255
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.58

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The multiple correlation of school achievement with the linear coinbinationof TV-Print behavior, intelligence, and other variables was R=0.601 with fourth graders, and R=0.675 with seventh graders. The TV-Print behavior is categorized into the four types: TV-type (high TV and lowprint); Print-type (low TV and high print); High users (high TV and high print); and Low users (low TV and low print). With the fourth.graders, variables which have significant partial correlations with schoolachievement were intelligence, creativity, positivity and parent-child conflict.With the seventh graders, they were intelligence, adaptability, creativity, social class, and social norm. The partial correlation betweenschool achievement and TV-Print behavior, however, was significant withneither of fourth and seventh graders. We can conclude that the less.achievement of TV-type groups is not due to the direct effects of television, but depends upon the intervening effects of predispositions and/or children's “Parent troubles, ”

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児童のテレビ行動におけるオピニオン・リーダーシップ

阿久津喜弘, 生田孝至

1970 年 25 巻 p. 73-88,en254
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.73

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The purpose of this study is to examine Merton's notions of statushomophily and monomorphic type on opinion leadership, that is, to determinethe directional and morphic types of opinion leadership in children'stelevision behavior.
The following assumptions are made to attain the purpose:
(1) The directional type of opinion leadership in children's televisionbehavior is homophily rather than heterophily.
(2) There is a positive relationship between opinion leadership inchildren's television behavior and mass media exposure; that is, the higheris opinion leadership, the higher mass media exposure.
(3) The morphic type of opinion leadership in children's televisionbehavior is monomorphic rather than polymorphic.

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マス・コミと非行

星野周弘

1970 年 25 巻 p. 89-104,en252
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.89

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The purpose of this paper is to scrutinize the findings of research onmass communication and delinquency and to propose some generalizationsregarding the influences of mass media on juvenile delinquency.
The findings of research indicate that mass communication is not consideredto be a sufficient or crucial cause of delinquency. There is, however, few evidence to support the view that the media-depicted crime andviolence facilitate delinquency. Heavy exposure to crime and violenceprograms may be considered to be harmful conditionally. Crime andviolence in the media is likely to cause delinquency or precipitate it inthose children who have predispositions to be affected. In other words, mass communication ordinarily does not serve as a prime mover towarddelinquency but is possible to function as a crucial factor among variousfactors of delinquency under certain conditions.
As for the effects of mass communication on delinquency, the followinggeneralizations are proposed:
1) Mass communication is not the sole cause of delinquency. On theother hand, children can be delinquents without any influence ofmass media.
2) Mass communication does not only reinforce the existing behavioraltendencies but changes them. Though predispositions have profoundinfluence on one's delinquency, the previous experience in mass communicationis also included in these predispositions.
3) The effects of mass media seem to be small in most cases ofdelinquency.
4) Crime, violence and sensual scene in the mass media may serve asa prime factor of delinquency under the following conditions:
a) children are situated in the conflicting group norms or in thedisorganized society.
b) children have less complete knowledge from other sources.
c) crime and violence depicted in the media are presented as legitimateacts.
d) children have greater interest in delinquency or have predispositionstoward delinquency though they have not been sufficient.factors of delinquency.
5) Mass communication is unlikely to turn well-adjusted children into.delinquents.
6) Mass communication does not only function as a force toward thereinforcement of the existing cultural values. It leads to the bounds.of public acceptance as well regarding the ilberahzation of content.
7) Referring to the social effects of mass communication, delinquency is.perceived as originating in part from cultural values reflecting shortrun hedonism which are frequently depicted in the mass media. Mass.media seem to serve for diffusing delinquency in the larger communityregardless of social strata.

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イギリスの放送大学

細川幹夫

1970 年 25 巻 p. 105-115,en251
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.105

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This report presents all the up-to-date programmes of the Open Universityto be started in January, 1971.
Originally named “the University of the Air”, the Open Universityoffers an exciting new opportunity for adults throughout the United Kingdomto work toward degree qualifications through the integrated mediaof television, radio and specially designed correspondence courses. Thepermanent headquarter is located at Milton Keynes in north Buckinghamshireand many of its activities are organised through twelve regional.centres which cover the whole of the United Kingdom. Although itsteaching programme (with educational partnership of BBC) begins in January, 1971, registration of students started in January, 1970.

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通信と教育と社会

N・ウィーナーのサィバネティックスによりながら教育社会学のあり方を考える

大淀昇一

1970 年 25 巻 p. 118-130,en249
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.118

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What is education? This question is very hard to answer and in thestudy of the sociology of education in Japan, we have not thought aboutit seriously. So in the study of the sociology of education, the meaningof education has not been studied, but families, schools or communitiesin which children, pupils or students are taught have been mainly studiedsociologically. What we want to know seriously is the meaning of educationand the interrelationship between education and society which had tobe studied scientifically. Education is essentially the communication of skilland knowledge from adults to children. In education, children will growup and be socialized. So children become socialized men or “zoon politikon”.(“Zoon politikon” is the expression of Aristotle. If a man hasrelations with other men, then he can become the human being.)
N. Wiener (a mathematician in the United States), in his “Cybernetics”, argued the relationship between communication and society andpointed out that the structure of society is the network of communication.This suggests that education, as we have implied, is one of communicationin society. If a man is in the network of communication, he canbecome the human being, as Aristotle thought. If not, he cannot becomethe human being. In order that all men in society become thehuman beings, they must be in the network of communication. Andwhen this situation is maintained, we enjoy liberty, equality and philanthropyin our society. On the other hand when each of us can be freeand equal and enjoy philanthropy, we are in the network of communication.In order that all of us enjoy liberty, equality and philanthrophy, poverty must be removed out from our society. Therefore, educationas one of communication in our society, must save us from the socialpoverty.
The study of the interrelationship between education and society is thestudy of education and poverty. We must study how we must be educatedto live in the society without poverty.

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大学における社会化と環境論的接近法

江原武一

1970 年 25 巻 p. 131-145,en248
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.131

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In this article, the writer attempts to explore the new ways of studyon the socialization in school, especially the socialization in higher education, which is a new research interest among educational sociologistsin Japan. The writer also tries to examine more refined classificationsof institutions for higher education. Since the types of social and academicclimates in Japanese higher education have been diversified, we mustattempt to develop a certain institutional typology which would helpus to understand this diversity.
American literature of educational sociology in the past decade showsremarkable changes in strategies of studying educational institutions aswell as changes in the content and interest. Investigations on the effectsof college experience on socialization are among these changes. Reviewingthese investigations, the writer selected a method which should becalled an environmental approach. An environmental approach is themethod which measures the differences of college environments, within.which socialization is taken into account. This approach has two types;β-approach represented by the College Characteristics Index (CCI) and α-approach which depends on the Environmental Assessment Technique (EAT) and others.
It can be concluded that an environmental approach is a useful methodto analyze many problems of mass higher education in Japan.

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家族における子どもの社会化に関する一考察

ベールズの相互作用分析による親子関係の分析

佐藤カツコ

1970 年 25 巻 p. 146-160,en247
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.146

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The purpose of this study is to clarify the child socialization processin the family. We intend to analyze the tendencies of parent-childinteraction in terms of child development, and then to verify the theoreticalmodel of child socialization process presented by Talcott Parsons.
Survey procedure: A picture-questionnaire was devised in which parentchildinteraction situations were shown. Subjects were asked, “If you (or your parent) were this person, how do you (or your parent) say tothis child?” The questionnaires were given to about 2000 sets of father, mother and child (635 children in the second grade, 562 in the fourthgrade, 521 in the sixth grade of primary school and their parents, and543 parents, who had children in kindergarten).
Results: All the responses were analyzed by the rules of the Bales'interaction process analysis. The results were as follows.
1) Parent-child interaction showed the developmental pattern; that is, in terms of child development, the interaction pattern tended to changefrom a relative emphasis on the problem of “controll” to the relativeemphasis on the problem of “orientation”. The relative frequenciesof both “negative reactions” and “positive reactions” tended to decrease.This tendency of phase movement seems negative to that ofproblem solving group observed by Bales and Strodbeck. We mightsay, however, this results verified the theoretical model of TalcottParsons' socialization process.2) Considerable descrepancies were found between parents' attitudes andchildren's perceptions about them.
3) Father took relativelly more “instrumental” attitudes toward his childthan mother, whereas mother took more “expressive” attitudes thanfather. On the contrary, child perceived that father takes more “expressive” attitudes and mother takes more “instrumental” attitudes.

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東北農山村学卒者の就業動向とマスコミ

特に学卒者職業観変容・地域社会への関心とマスコミ効果性をめぐり

二宮英明

1970 年 25 巻 p. 161-184
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.161

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都道府県別大学進学率格差とその規定要因

友田泰正

1970 年 25 巻 p. 185-195,en246
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.185

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The problem of this article is to determine the regional differencesin college enrollment ratio and to explore the determinants of these differences.
The determination of the college enrollment ratio in each prefectureis not easy because the data on the exact number of re-enrollment andon the statistical universe in each prefecture are not available. In thisarticle, I tried to determine the college enrollment (and application) ratio by including the number of re-enrollment as far as the data areavailable and by defining the junior high school graduates of 1964 (and1965) as a statistical universe. There is a large variability in applicationratio from 43% of Tokyo to 11% of Aomori. Generally, highly urbanizedprefectures such as Tokyo, Kanagawa, Aichi, Nara, Kyoto, Hyogo, Kagawa, and Hiroshima are high in the ratio. There is also a variability in thecollege enrollment ratio from 39% of Tokyo to 11% of Aomori.
In order to explore the determinants of these regional differences, the following six factors were employed as independent variables:(a) proportion of administrative, managerial, and professional workers;(b) proportion of non-agricultural workers;(c) proportion of senior highschool or college graduates;(d) per capita income;(e) proportion of urbanpopulation;(f) dispersion of college campuses. Pearson's Product MomentCorrelation Coefficients were computed. Results showed very high correlationcoefficients: for instance, for four-year college application ratio, 0.9132with (c); 0.9012 with (a); 0.8835 with (d); 0.8668 with (b).

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戦後日本の雇用と中卒就職者の動向

小野浩

1970 年 25 巻 p. 196-208,en245
発行日: 1970/10/10
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.25.196

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(1) This is an introductory work to a study of the evolution of lowersecondary schools in post-war Japan, which will survey a transition of theplacement circumstances of lower secondary school graduates and theiractual working condition in these circumstances.(2) Present desperate efforts to employ graduates from lower secondaryschools result, generally speaking, from the unbalanced ratio betweensupply and demand. In this respect, we need to inquire into the constitutionof youth worker's employment of the enterprises.(3) The lower secondary school graduates are far more favourable inthe labour market in 1956-7 and after than before. But, being employeonly as such, most of them cannot but work as the unskilled, and mayremain as the same throughout their career.

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