教育社会学研究

現代日本の教師

葛藤を中心として

新堀通也

1973 年 28 巻 p. 4-17,en245
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.4

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There are four approaches to the scientific study of teachers, viz., historical, administrative, comparative and sociological. Sociology of teachers is so framental that not all sorts of teachers are covered by it and that it does disclose the most remarkable·and urgent trait of contemporary teachers neither. By and large it studies elementary and secondary school teachers, neglecting teachers of university, kindergarten and other institutions. Although thelit are a great many differences between various categories of teachers, sociology considers only the general characteristics of teachers. It is proposed here that the most important trait of teachers is their conflict, inner as well as outer. Profession in bureaucracy is, theoretically, responsible for their conflict, because while teachers as professionals demand freedom and autonomy on one hand, bureaucracy by which they are employed asks them to follow its orders and objectives on the other. Thus there should be a sociology of teachers constructed around the concept of coflict. Distinct from other professions, teaching is characterized by such tendencies as great and socially indispensable number, diffused bureaucracy, coexistence of freedom and restriction and continuity of career in school both before and after employment.
Furthermore, teachers in contemporary Japan are experiencing new types of conflict, namely conflicts with students and with out-of-school teachers, for which is responsible the rapid transition to post-industrialism, where school teachers are losing authority and prestige they used to enjoy.
Thus the present article proposes to study teachers in contemporary Japan in terms of conflict and discusses its supposed conditions.

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日本の近代化と教師

浜田陽太郎

1973 年 28 巻 p. 18-29,en245
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.18

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As to the problem of “modernization and teachers in Japan, ” the three questions arise: the concept of modernization, the uniqueness of modernization in Japan, and the interrelationship between modernization and teachers. This article is an attempt to answer these questions, focusing attention on how “teacher class” is affiliated in the transition of Japanese society. Teachers were affiliated to the upper class in the hierarchical structure of village community which was an elementary component of Japanese society, and thus they had the dual attribute of farmer and teacher. It is pointed out in this article that this dual attribute of “teacher class” is a key to solve our problem of “modernization and teachers in Japan.”

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教員政策とその教師観

熊谷一乗

1973 年 28 巻 p. 30-45,en244
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.30

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This article tries to define the relationship between teacher policy and the conception of teacher with the purpose of scrutinizing the nature of the modern Japanese educational policy. The conception of teacher is one component of educational ideology which functions as the frame of reference for the valuation in the teacher policy making process and prescribes the contents of teacher policy by orientating goals and means in the policy making process. The teacher policy includes the following four problems: treatment (status and reward), teaching activities (instruction and guidance), administration and qualification of teachers. In terms of these four problems, we can determine the four fundamental factors which constitute the structural frame of the conception of teacher; knowledge and skill, professional morality, treatmeat and social releation. The conception of teacher thus depends on the nature of these four factors.
If we distinguish the prewar policy from the postwar policy for teachers, we can point out that the prewar teacher policy corresponds to the normal school type conception of teacher and the postwar policy does at first to the enlightenment type conception, and then to the special official type conception of teacher. Compared with the normal school type conception, the special official type conception shows the tendencies closer to professionalization, bureacratization, rationalization, autonomization (valuation and promotion of autonomy). These tendencies have developed under the strong impacts of the two kinds of teacher conception, the wage-worker type and the professional type.
Furthermore, it must be pointed out that we can not afford to overlook that the teacher policy and the conception of teacher reflect some political intentioti and are under the influence of a given power situation.

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教師の影響力とその構造

山村賢明

1973 年 28 巻 p. 46-62,en243
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.46

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Concerning the concept of “INFLUENCE”, we distinguished the action of influence from the capacity or the potentiality of influence. In this article, taking into account the latter, we intended to provide the theoretical framework for the research of teacher's influence on the pupil. Especially we examined Parsonian theory of social control and extricated it out of AGIL scheme to articulate it to Lasswell's scheme which defines influence in terms of value relations.
On the basis of this discussion, we pointed out the following problems of teacher's influence:
(1) Though the teacher's influence is ultimately oriented to “enlightenment”, it concerns various values in the process. Thus the forms of influence in Lasswell's terms should be analyzed in the teacher-pupil rilationship.
(2) The structure and dynamics of the influence requires the teacher to keep high “value position” beyond the subject teaching. That is, teacher's authority and pupil's dependence upon it are necessary for the effective educational influence. But this is an educational paradox since teachcrs have to make pupils independent through that process.
(3) Teacher-pupil relationship in public school system is elementally based on teacher's headship. Therefore, the teacher must convert it to leadership in order to make his educational influence effective. By using his class-group as a reference group, it become possible for him to diffuse and strengthen his influence as group influence.
(4) There is, today, a tendency that teacher's influences are becoming weak as a whole and limited into the specific scope. It is mainly due to industrialization in the present society, but it should be recovered from the viewpoint of child development and education.

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教員役割とその葛藤

児童保護者と教員の場合

石戸谷哲夫

1973 年 28 巻 p. 63-77,en242
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.63

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The data for teacher role expectations were obtained from answers to the questonnaire of 34 role items. The respondents were 685 samples of parents and 103 samples of elementary school teachers in a suburban community. The same questionnaire forms were used for the parents and the teachers so as to compaire their expectations to each role item.
The parent's subset and the teacher's subset of teacher roles were statistically compaired, and the inter-subset conflicts and the intra-subset conflicts were investigated.
The teachers show higher degree of consensus than the parents in terms of teacher roles. The teacher role expectations of parents are more politically conservative and more identical to the teacher-stereotypes than those of teachers. The intersubset conflicts of teacher roles are greater than intra-subset conflicts.
The main sources of intra-subset conflicts are concerned with freedom of teacher and teacher-stereotypes. Intra-subset conflicts are relatively often showed by the older respondents. Thus the greatest contlicts are found between older parents and younger teachers in the role items concerned with freedom of teacher and teacher-stereotypes.

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教員養成

潮木守一

1973 年 28 巻 p. 78-89,en242
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.78

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After the World War II, the teacher training system in Japan was reorganized and all of the higher education institutions including junior colleges were authorized to issue the centif icate for teacher under the condition to claim students a few units for the professional studies of the principle of education and educational psychology, and a few weeks for teaching practice. This system is called “open system”. Besides this open system, however, teacher training colleges still exist and have supplied most of teachers in the elementary schools and some in the lower secondary schools.
This open system has been criticized mainly by governmental committees, for instance, Central Advisory Committee for Education and Advisory Committee for Teacher Training System, because of the overissue of teacher's certificates and the loose and less substantial training of teachers.
Although Governmental Committees have tried several times to level up and to make strict the minimum standard of certification, these trials have always failed with the opposition of various interest groups including teacher's unions.
They have insisted that those reforms should lead to increase of the governmental control over the higher education, to less opportunities for students of universities and colleges other than teacher training colleges to obtain certificates for teachers, and as a result to the revival of the normal school in the pre-war period, which had been under the strict governmental jurisdiction.
The main problem seems to find how to coordinate the contradictory interests between teacher training college and other institutions of higher education by avoiding the governmental control over the higher education, especially over the teacher training colleges.

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高専制度一〇年の成果と展望

高専制度に関する二つの調査から

葉柳正

1973 年 28 巻 p. 92-105,en241
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.92

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The purpose of this article is to determine the educational consequences of the technical college system established ten years ago, and then to explore the perspectives of that system.
To determine the consequences of technical college education, we conducted the two surveys: “The evaluation of the technical college system by graduates” and “The evaluation of the technical college system by employers.”
There are two main chracteristics of the technical -college system. One is the five-year education for middle engineer training and the other is the early decision of career.
The results of these studies can be summerized as follows:
(1) Both graduates and employers highly evaluate education for middle engineers. About 74% of the graduates have confidence in their professional ability and 84% of the employers highly evaluate professional ability of the graduates at thier ages. The positions and jobs of technical college graduates are next to those of university graduates.
(2) There are some controversial problems of liberal arts education in technical colleges. The first problem is concerned with graduates' desires for liberal arts and the second is the strong demand of employers for liberal arts education. The third is negative influences of emphasis on technical training.
(3) A great many graduates negatively evaluate the early decision of career and strongly desire that the course for further study should be open for them.
(4) Judging from the decreasing number of the applicants to technical colleges and the new demand of engineers in the industrial world, the technical college should be raised to the higher status of professional college (SENMON DAIGAKU) with six or seven year education. By that reform, some of the controversial problems of technical college system will be solved.

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小学校の学級に海ける教師の指導活動と生徒の行動選択

大坪嘉昭

1973 年 28 巻 p. 106-117,en240
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.106

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Background factors which support or restrict elementary school teacher's directive activities are reviewed in the first section. As the supporting factor, (i) authority institutionally attributed to the teacher, (ii) teacher's superiority of experience, social maturity and psycho-physical abilities and, (iii) teacher's prestige are reviewed. Then the five kinds of restriction are also reviewed, which concern the number of class members, time, teaching-learning contents, school facilities and security.
Interaction between teacher's directive activities and pupil's behavior selection are analyzed in the next section. Behavior conforming to teacher's direction refers. to ‘Bc’, behavior deviating from it to ‘Ea’, and the degree of satisfaction of subje-ctive need to ‘utility’. Many of teacher's directive activities can be analyzed as activities to stimulate pupil's subjective expectation of utility for Bc selection or to restrain his subjective expectation of utility for Bd selection.
In the group-instructional situation, pupil's subjective expectation of utility for Bc selection is not always high, because the teacher can seldom direct each pupil appropriately.
The teacher tries to restrain pupils' Bd selections not only by stimulating their subjective expectations of utility for ‘Bc’ selection, but by restraining their subjective expectations of utility for Bd selection. The teacher also tries to restrain their expectations of utility for Bd selection by the activities which include direct or indirect negative sanctions to Bd selection.
Finally, the teacher's directive activities are analyzed when subjective probabilities of negative sanction perceived by the pupils are low. There are many ways through which teachers can increase pupils' subjective probabilities of negative sanction.
Teacher's sanction activitives often fail in restraining some pupil's subjective expectations of utility for Bd selection, if individual pupils or groups of pupils have any strong antipathy to him. This antipathy is often caused by teacher's directive activities which are difficult to be perceived impartial and proper by each pupil. Pupil's antipathy to the teacher is also difficult to be perceived by the teacher, because the pupil doesn't or cannot express it directly, He expresses it indirectly, for instances, by frequent Bd selections or by taciturnity.

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戦後日本の教育政策

数量化理論による決定関数の推定

牟田博光

1973 年 28 巻 p. 118-133,en239
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.118

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The system idea may be applicable to the education-policy decision process. The system, in general, is perturbed by its environments, variously called system forcings or inputs, and also the system responds to its environments, called outputs or responses. In this sense, the major function of system is to respond to an arbitrary input. Thus, the system output is represented as a function of its inputs.
With regard to the educational-policy decision system, this input-output function can be termed as a decision function of educational policy. However, if the policy making is defined as the choice of a specific policy-plan out of alternative plans, it can be termed as “a preference of educational policy”. The estimation of this function is to analyze and clarify the preference of the educational-policy decision system for the specific values.
This article aims to illustrate and estimate the decision function of the Japanese educational policy after World War II by using the quantification theory I. In this analysis, the policy-plan is adopted as an input variable, and its degree of realization as an output variable.
The main f indings are as follows:
1) The realization of the policy-plan is much determined by the plan-maker or the plan-making group.
2) If the contents of the educational policy-plan are progressive, that plan is hard to be realized; but if the contents are conservative, it is easy.
3) The plan, which is based on the description and illustration of facts or evidences (such as past cases, cases in foreign countries, quantitative data, etc.), is easy to be realized.
4) If the description of the plan is long, and if it refers to the various aspects of the educational policy, the degree of realization is relatively low.

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現代の女教師像

東京都・長野県・福岡県の公立小学校の場合

田中義章

1973 年 28 巻 p. 134-151,en238
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.134

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The number of women teachers of elementary schools in Japan has been increasing steadily year by year, and nowadays it becomes more than half of all teachers. The woman teacher is traditionally one of the typical occupations for the women. Is this occupation really suitable for the women? Will a tendency of increasing in their number continue in future? To answer these questions, women teachers' occupational consciousness (such as motivation, willingness, expectation, factionalism, self-attitudes as educational workers, etc.) was investigated. The data were analized a) by school of graduation, b) by age and c) by region.
We found the differences of the consciousness by schools from which respondents graduated. Some of them have not their own educational philosophy and personal idea for teaching. This is probably due to the teacher training system. Secondly, the difference in “the concept of value” was found between the prewar and postwar generations. Finally, there was the regional difference based upon the social environment.
Under these conditions, we can easily imagine that more complicated problems will occur in the near future. It is an important key for solving these problems how we can establish “the idea of value” in education, which is much diversified in today's educational f ield.
It is a problem whether or not the occupational duties as a teacher are cmpatible with the domestic duties as a housewife under the various women's occupational conditions. We found that the working conditions of teachers are possibly suitable for the women. The teacher seems to be one of the promising occupations for the women who have the desire of continuing their work after marriage.

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特殊教育の社会学

清永賢二

1973 年 28 巻 p. 152-157
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.152

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アメリカにおける教育社会学の動向

佐藤暢男

1973 年 28 巻 p. 158-172
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.158

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学校統合と住民運動

岩手県下閉伊郡岩泉町の事例

村中知子

1973 年 28 巻 p. 173-186
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.173

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「教師の社会学」に関する文献

伊藤敬

1973 年 28 巻 p. 187-206
発行日: 1973/10/15
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.28.187

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