教育社会学研究
Online ISSN : 2185-0186
Print ISSN : 0387-3145
ISSN-L : 0387-3145
33 巻
選択された号の論文の15件中1~15を表示しています
  • その断絶と癒着
    塚本 哲人
    1978 年 33 巻 p. 5-14,en207
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    In this paper I attempt to identify the relationships among occupation, school and family which the rapid urbanization has changed.
    With the ongoing industrialization, the principle of the priority of occupation has been established. Occupation has been sharply distinguished from the other social areas and our view of occupation has been changed. Occupation has been differentiated from family and we are forced to adapt ourselves to both areas.
    It has also influenced schools. They are connected to the occupational system. They have lost certain functions they had and have tended to reinforce the character as an institution of intellectual training.
    Family became to play a single function of its members' emotional satisfaction. It is said that father has lost the authority and the role as a chief of family. In his place, mother performes multiple roles, those of socialization of children and emotional cathexis. She defines the relation between school and family. Children and adolescents tend to be separated from their local community.
    Thus, occupational activities, which define the way of their lives, play the central role in family. School becomes to be subject to the occupational system. The integrative function of the community has been weakened. Our societal community tends to be organized with the occupational system in the center. It is the family that adapts its members to these changing situation. Therefore, it seems necessary to do more specific study of the relations among occupation, school and family.
  • 生きがいの可能性
    木原 孝博
    1978 年 33 巻 p. 15-24,en208
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    The educational opportunity is actually open to all social classes in modern Japan. 9 Voof Japanese boys and girls go to senior high schools and 34% of them go on to the institutions of higher education. But today educational institutions become a selective agency and do not always perform educational functions. This paper deals with what kind of impact educational institutions give upon the Japanese youth.
  • 岩内 亮一
    1978 年 33 巻 p. 25-32,en208
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    An assertion, that a well-organized occupational education manifests its function for the producing of industrial manpower for take-off in developing societies as well as for the supplying of enough lots of high quality of various types of manpower in industrial societies, has been accepted by policy-makers and academicus.
    For the improvement of this educational system, it is lively admitted to provide policy-making of the fundamental elements of the occupational education with financial subsidies, teaching and research staff, physical equipments and so forth.
    However, the general assertion of this type to stress the importance of institutionalized occupational education for industrialization of a society seems to be criticized and refined. This paper attempts to prepare a theoretical framework of occupational education with particular emphasis on social change. For this purpose, four points of view are discussed.(1) A proposition that institutionalization of the system of occupational education of public sector promotes the social development has to be altered and re-examined by a detailed discussion through an analytical scheme.(2) Professionalizations of social elements affect the role and character of occupational education, and simultaneously occupational education is oriented to professional diversity. Consequently, the impact of professionalization involving the front of technical innovation shows various confusions in the organization of occupational education.(3) The system of occupational education relates with the social stratification. Output of this educational system influences the configuration and formation of social class, and conversely it is affected by a principle of distribution of social status, as well as a principle of job endorsement.(4) Peripheral part of occupational education is increasing its function with the demand of industrial sector. This trend is the result of rapid social change, access of industrial training to occupational education.
  • 新井 郁男
    1978 年 33 巻 p. 33-44,en210
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    The present article first analyses the roles that contemporary schools in Japan are expected to play by parents. One of the most important roles that parents expect is the intellectual development of children. But the intellectual development that parents have in mind is one that can contribute to enabling their children to pass the entrance examinations of prestigeous schools and colleges. This is reflected in the gradual decrease in enrollment from lower grade to upper grade which is generally observed in “Japanese schools” for those Japanese school children who are outside of Japan
    This article proposes in the second place a community-wide team teaching as the system which can make it possible for schools to fulfill the intellectual development. Such a system must be developed as part of the educational planning on a community basis. It is to be envisaged in such a way that all community resources can be utilized for the intellectual development of children. If schools are to function as an agency for intellectual development, they should be so organized as to provide an adequate climate or culture for that purpose. The community-wide team teaching may contribute to realizing this.
  • 萩原 元昭
    1978 年 33 巻 p. 45-58,en210
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    Until very recently the studies of home environment have been neglected in connection with other environments such as school and working.
    This paper considers the educational possibility of home environment from the two viewpoints of communication structure within home and mothers' oral control of their children.
    The data of questionnaire survey and some cases seem to suggest that imperative control is dominant in position-oriented homes and among mothers who are named ‘following children’ or ‘overcareful for children’. The analysis of oral control of children's behaviors points to the importance of home environment as an open system where mothers use such personal control as appeal.
  • 渡辺 洋二
    1978 年 33 巻 p. 61-67,en211
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    In 1948 the Japan Society of Educational Sociology was organized by educationists who had little knowledge of sociology, and sociologists whose primary concerns were in sociological problems of education. By the next year, leading universities were offering courses in the field of educational sociology in departments of education exclusively. From these circumstances, the marginal status of educational sociology was derived.
    In the first symposium on “What is educational sociology?” held in 1954 at Nagoya University, much light was thrown on the status of this new college discipline and its vague features in relation to a variety of perspectives. In the course of discussion, strong emphasis was placed upon a sociological approach to education, which was customarily referred to as the position of “sociology of education” in contrast with the “educational sociology.” And it became the main stream of its subsequent development.
    The second symposium on the same subject, which was held in Tokyo in 1977, revealed to the audience the fact that considerable convergence had developed since the Nagoya meeting two decades earlier, regarding the scope of the discipline. Moreover, a new element was introduced by some debaters, who recommended that an “interdisciplinary approach” should be introduced to the field. Others, while acknowledging the value of the related social sciences, cautioned that the core of the field must continue to emphasize principally the sociology of education.
    It was noted, however, that in the United States, for example, the sociologists of education were none other than sociologists, and none of them had ever conceived that “sociology of education” must be an independent discipline separate from sociology in general. To some, this posture could imply that an independent organization for educational sociologists in Japan, such as JSES, might be unnecessary.
    Although the writer had expected the debaters to refer to the “new” sociology of education, associated with symbolic-interactionism and phenomenological sociology, none of them examined their theoretical perspectives.
  • 佐々木 徹郎
    1978 年 33 巻 p. 68-74,en212
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    Since the establishment of educational sociology as an academic discipline in Japan around 1950, the discussion on the nature of educational sociology as a science has been undertaken in two occasions of the annual meeting of Japan Society of Educational Sociology.
    The majority of leading educational sociologists who have participated in the discussions have persistently insisted that educational sociology is not a common branch of sociology but has a peculiar position vis-a-vis sociology. According to them, the reasons for this are; either because its object of study is education, or because it pays a special attention to the social functions of education and the impacts of education upon social processes and development.
  • その動向と体系
    新堀 通也
    1978 年 33 巻 p. 75-81,en214
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This article discusses the trend and nature of educational sociology by an analysis of the four concepts composing the word, Kyoiku-shakaigaku, a Japanese term equivalent to English, educational sociology. They are (1) kyoiku (education), (2) shakai (society), (3) shakaigaku (sociology), and (4) gaku (science or discipline)
    (1) In contrast to traditional pedagogy, the subject of educational sociology is the broadest concept of kyoiku (education). Here education refers to not only deliberate and formal but also indeliberate and informal education. Thus out-of-school as well as school education, and andragogy as well as pedagogy are studied by educational sociology. This is relevant especially in this age of life-long education.
    (2) Educational sociology has two main fields of study, namely “education as society” and “education in society”. The former takes education as a social system or a social fact, analyzing its social structure or process. The typical subfields are sociology of school, of class-room, and of teachers. Education in society, or relation between education and society, is further classified into the two subfields, viz. “from society to education”, or social determinants of education, and “from education to society”, or social function of education. There were a great deal of achievements in the former, such as the influences of social class or informal group upon educational opportunities or learning, but in recent years, much has been done in the latter, e.g. the role of education in social development, unity or change, especially dysfunction or pathology of education like conflicts or unemployment produced by school explosion.
    (3) Educational sociology studies education sociologically. There has been a tendency from micro- to macro-sociology of education and towards more international and interdisciplinary studies, with fresh interests in such fields as higher education, educational bureaucracy, educational planning, economics of education and politics of education.
    (4) Finally educational sociology should be recognized as an established field of science. In order to achieve the autonomy and prestige, this discipline has defined itself as a sociology of education. And it has studied university as a new subject, whose function is scientific research as well as education, so that sociology of science is closely related and should be cooperated with sociology of education.
  • “教育的社会学”と“教育の社会学”の再検討
    二関 隆美
    1978 年 33 巻 p. 82-88,en215
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    Ever since educational sociology started to develop in Japan nearly thirty years ago, its qualification as an academic discipline has been criticized because of its ambiguity. A controversy over whether to define it as an applied or a pure science has been one of the factors that evoked this impression of ambiguity.
    In the early years, it defined itself as an applied, practical science (hereafter called “Educational Sociology”), in which the knowledge and theory of sociology was applied to solve educational problems. Another school has emerged in later years, with the name of “Sociology of Education”, taking the position of a pure science that, regardless of practical efficiency, describes and explains educational phenomena with viewpoint and frame of reference of sociology.
    Having reviewed researches carried on in Japan so far, the author wishes to argue out the controversy on two grounds.
    1) The general sociology which the “Educational Sociologists” expected to rely on had not developed sufficiently in that area to enable it to contribute to problem-solving in education. Thus, they were obliged to make sociological studies on the social aspects of education for themselves. It has been a natural follow-on in the developmental course that “Educational Sociology” has evolved into the Educational “Sociology of Education”. The two schools, in principle, are not a matter of alternatives. It is urged that our educational sociology integrates its practical and theoretical positions.
    2) The two schools share in a problem of value-judgement. There is no doubt that “Educational Sociology” seeks to realize practical values. On the other hand, the “sociology of Education”, in spite of its would-be objective neutral stand, cannot be free from value-judgement. First, its subject of study is derived from practical concern with the problematic situation of education. In the second place, the theoretical frame of sociology with which the educational phenomena are interpreted is based on some ideology of social life. The author proposes a need for examining researchers' ideological standpoints in society from the viewpoint of the Sociology of Knowledge.
  • 直井 優, 藤田 英典
    1978 年 33 巻 p. 91-105,en216
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This paper intends to analyze the educational and occupational attainment process in Japan, using the data collected through the questionnaire survey in Tokyo in 1975.
    Two main objectives are:(1) to examine the objective opportunity structure in Japan, in terms of the degree to which socio-economic background factors are related to educational attainment and educational attainment and socio-economic background factors are related to occupational attainment, using the Blau-Duncan's basic path model;
    (2) to examine the mediating process through which socio-economic background factors influence educational attainment and then occupational attainment, using the extended path model which includes various psychological and ecological variables as well as basic status variables.The major findings are as follows:
    (1) Educational attainment is influenced by such socio-economic backgroundfactors as father's occupation (.247) and father's education (.347)with R2=.274; Respondent's first occupation is strongly influenced byhis educational attainment (.484), while the importance of father'soccupation is rather small (.150); Similarly, respondent's current occupationis most strongly influenced by his first occupation (.347) and then byhis educational attainment (.293), while father's occupation has the smalldirect effect on occupational attainment (.084). It should be pointed out, however, that the total causal effect of father's occupation on respondent'scurrent occupation is significantly large (.336).
    (2) With respect to educational attainment process, it is found that thefollowing variables play significant roles in the mediating process; that is, cognitive ability measured by scholastic performance at the 6th grade ofelementary school, extra preparatory education such as tutoring and Juku, parents' expectation and encouragement, subjective evaluation of familyeconomic condition, and educational aspiration. It would be interestingthat mother's education level takes a very unique part in this mediatingprocess, particularly influencing respondent's subjective evaluation of hiseconomic condition, extra preparatory education, and parents' expectationand encouragement. Ecological variables such as age and regional remotenesshave also significant effects on educational attainment.
    With respect to the occupational attainment process, educational levelhas an important effect on occupational attainment, both on the firstand on the current occupation, while cognitive ability and academic performanceat the last educational institution have no significant effect. Thestrength of occupational aspiration is also related to occupational attainment.These results may be said to support Y. Gultung's observation aboutthe mechanism of status attainment process in Japan, “degree-o-cracy”.It is hoped that further research will be carried out to make our findingsmore reliable.
  • 茨城県の場合
    安藤 義道
    1978 年 33 巻 p. 106-117,en218
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This article intends to analyse the educational problems in the sections of girls at agricultural schools in Ibaraki Prefecture, especially at Ose Agricultural School as a case.
    It has been often said that the section of girls at agricultural school would be a school of house-keeping. Most of girls were residents of the school seat and they lived and were engaged in farming there after their graduation. The data obtained from the investigation of girls at Ose Agricultural School showed that the rate of girl students who were born in Ose Village and the rate of girl graduates who settled and engaged in farming in Ose Village were quite high.
    It should be noticed, however, that the section of girls at agricultural school was not a school of house-keeping but the substitute for a girls' school.
  • 天野 正子
    1978 年 33 巻 p. 118-131,en218
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This study deals with the period between 1920 and the time Japan undertook a wartime posture in 1935-during this period higher education for women indicated a singular increase in facilities and enrollment.
    In considering why higher education for women showed so singular a quantitative development during this period, there is an explanation (diagrammatic explanation) that points to the prosperous situation of the economy following World War I, which brought about a change in the industrial and social structures-notably the development of the middle class-a change that entailed the “push” of arapid rise in the demand for further education and, simultaneously, the “pull” of a growing social demand for the graduates of higher education. This explanation is validated by many scholars. However, there is little mention about the specific meanings of “push” and “pull”, their organic unification and the specific mechanisms which led to their quantitative increase. Moreover, there are only few studies in support of such an explanation.
    In this paper, therefore, I will scrutinize the process of development in higher education for women during the post WWI period, and the vectors of the “push” and the “pull” at work in this development-with particular attention to the following: 1) Structural characteristics of higher education for women;
    2) The demographic (social) status of the entrants into higher education;
    3) The occupational distribution of the graduates of higher education.
  • その教育理論の再検討
    原田 彰
    1978 年 33 巻 p. 132-142,en219
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This paper aims to clarify the characteristics of Emile Durkheim's educational theory by scrutinizing his thought of teachers.
    Durkheim was not only one of the founders of educational sociology, but also devoted himself to establish the principle of public education in the Third Republic. It should be noted that his practical concerns for public education were well found in his thought of teachers.
    The major points discussed in this paper are as follows:(1) According to Durkheim, a school teacher is “the agent of society”.
    This expression has been often understood from the viewpoint of maintenance of the status quo, but we must now reconsider it by reading carefully his writings on education.
    (2) In the opinion of Durkheim, the principle of moral integration in modern society is individualism or the cult of the individual. Therefore, we can say that he considered the teacher as the interpreter of this moral idea. Indeed, “the agent of society” should be regarded as a man who brings children to cherish a social ideal.
    (3) Durkheim was fearful of the abuse of power into which the teacher may fall. He thought it necessary to prevent this danger by the teacher's self-control. Thus, he said “the teacher must resist himself”. We can find here an unknown aspect of his educational thought.
    (4) It seems that Durkheim considered anarchists and dilettantes to be disqualified for schoolteachers. According to him, anarchists are those who can not feel the necessity of moral rules and dilettantes are those who do not concentrate their energies on the definite tasks.
    In conclusion, it is not enough for us to find an origin of educational sociology in Durkheim's theory of education. It should be pointed out that we must find his pre-scientific concerns for education in his theory.
  • イギリス教育社会学の動向と関連して
    石戸 教嗣
    1978 年 33 巻 p. 143-152,en220
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    In the late 60's the British sociologists of education began to focus their attention on the transmission process of educational knowledge, which had been neglected in the functional analysis of educational system. Educational knowledge system seems to reflect the underlying principles of social control and power structure.
    We can distinguish the two streams; the ‘new’ sociology of education and B. Bernstein. The former, by adopting the phenomenological methods, makes clear the social control aspects of teacher-pupil interaction at the micro level. But its overemphasis upon the social construction of reality leads to the negation of rationality in general.
    The latter, the advocate of'open school', relying on the works of Durkheim, analyses the structural homogeneity among social system, educational system and educational knowledge system. And the Durkheim's concept of social constraint confines him within the limit of functionalism. And the substantive analysis of educational knowledge and institution is overlooked.
    In order to overcome these difficulties the concept of social control which sets individuals against society has to be replaced by the democratic control of education. And then the possibilities of the development of Bernstein's linguistic approach are suggested.
  • T. S. クーンのパラダイム論に関する一考察
    新富 康央
    1978 年 33 巻 p. 153-164,en221
    発行日: 1978/09/30
    公開日: 2011/03/18
    ジャーナル フリー
    This paper attempts to analyse the structure of discipline in Pedagogy, with reference to T. S. Kuhn's ‘Paradigm’ theory. The sociology of scientific knowledge or science is an undeveloped research area in the sociology of higher education.
    Theory and/or methodology in the sociology of science have been chiefly carried out through the Mertonian/Kuhnian debates. The key concept in Merton model is the four scientific norms (‘Ethos’) which characterise'scientific community' as a self-regulatory system. In this model science is described as “a particular sort of behaviour”. On the other hand, Kuhn, sociologically-minded historian of science, has argued that the actions of scientists in all mature sciences are directed by mono-paradigm. In this model science is described as “a particular sort of knowledge”.
    The term ‘Paradigm’ has given considerable influence upon the sociology of science, especially as the theoretical tool and background for the criticism on the Merton model. Four points are suggested: (a) comprehension of science within an intellectual rather than a socio-cultural context of scientific community, (b) development of the perspective and framework on ‘scientific change’, (c) emphasis on the endogenous or internal factors in the scientific development and the emergence of scientific discipline, and (d) presentation of the socialization theory, that is, the methodology of the sociology of scientific authority and commitment.
    In my view, however, empirical investigations of ‘paradigm’ theory have almost remained a question. In this paper the discussion is restricted to the case of pedagogy. The points of view of the analysis are as follows: (a) mono- or poly-paradigm?, (b) the neglect of institutional and organizational perspectives, and (c) the double structures of scientific recognition and identity within scientific discipline.
    Formal communication in sciences is primarily carried on through articles, appearing in scientific journals. Thus, a set of papers cited in scientific journals of four specialties (sub-disciplines) in pedagogy is chiefly analysed: philosophy of education, sociology of education, educational administration and adult education.
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