教育社会学研究

教育と地域環境

後藤誠也

1979 年 34 巻 p. 5-14,en203
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.5

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The term of “community” has been commonly used for explanation of gained data in research, or the stage of the educational process.
We, now, must regard the community from other angles, for, I think, . there are many educational problems peculiar to each community to be solved.
Accordingly, I think, we should
(1) pay attention to the potential realities, that is, the basic consciousness of given community residents to education.
(2) pay attention to the educational problems through the matter of minority of the whole community, that is, the “buraku” discrimination or the education for the abolition of discrimination.
(3) consider the educational process and problems, not from the statistical standpoint but from the historical and microscopic.
Thereupon, we may have a definite image upon the educational environment of community with the relative peculiarity as the research object.

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社会化研究

高橋均

1979 年 34 巻 p. 15-27,en204
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.15

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This article tries to review socialization theories in educational sociology in Japan.
In the early 1960's, many researchers developed an interest in using the term of socialization in their articles. Before 1960's, research on personality development concentrated on autonomy, ego-formation, national character, and personality type, and thus the research was influenced not only by sociological theories but by cultural anthropology, psychoanalysis and developmental psychology. After 1960's, structural-functional theories, role theories, social learning theories, developmental tasks, and social interactionism were introduced and many theoretical and empirical studies on socialization were conducted.
Today, advances in socialization research are shown in such areas as political socialization, economical (monetary) socialization, vocational socialization, linguistic socialization, and moral socialization.

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教育社会学方法論の根本問題

青井和夫

1979 年 34 巻 p. 28-39,en204
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.28

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1) There are four schools which have criticized the scientific standpoint of Sociological Functionalism, namely: Maxist Sociology, Psychoanalysis, Structuralism and Phenomenology. Marxist Sociology aims to find out thesuperconscious(objective) law ruling the artifacts system, Psychoanalysis aims to grasp theunconsciousstratum in personality system, Structuralism aims to dig out thenonconsciousrule ruling the cultural system, and, in contrast with these three schools, Phenomenology focuses its attention not on Noema but onNoesis.
2) The configuration of these four schools may be able to be drawn as a square with Sociological Functionalism in the middle and with other four schools at each vertex. In this configuration, we can locate Reflexive Sociology between Sociological Functionalism and Marxist Sociology, Phenomenological Sociology (including Ethnomethodology) between Sociological Functionalism and Phenomenology, Hermeneutics between Phenomenology and Structuralism, and lastly Symbolic Interactionism between Herme neutics and Sociological Functionalism.
3) Nevertheless, all these schools stand on the horizon ofbeing(Sein) and ofmeaning.They don't search the ground itself which makes the horizon of all these schools the figure. It is “Zen” that attempts to search this ground itself. In contrast with Western Philosophy, Zen breaks. through being, meaning and consciousness to feel actually the world of nothing (Sunya), and to experience the process of appearance of being, . meaning and consciousness from nothing. I would like to find a bud of new sociology in Zen.

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学校社会学の展望

学校機能論を中心に

河野重男

1979 年 34 巻 p. 40-49,en205
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.40

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学校社会学研究の今日的課題は, 現在さまざまな形で進められている新しい学校論の探求や学校改革の動向との関連においてとらえられ, 位置づけられることが必要であろう。それは, かつて「国際連合人間環境会議」において採択された「人間環境宣言」(1962年) のことばを借りていえば, 今日の学校が「歴史上の転回点に到達した」という問題認識に基づいて, 「熱烈ではあるが冷静な精神と, 強烈ではあるが秩序だった作業」を要請されている課題なのである。そして, そのためには, まず学校の機能についての再検討が必要になる。

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「教師の社会学」の視点と展望

伊藤敬

1979 年 34 巻 p. 50-63,en206
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.50

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In this paper I attempt to clarify the characteristics of works of “sociology of teachers”.Then, they are restricted to the following papers. That is, they are,
(1) papers that applied sociological viewpoints, frameworks and ideas to analysing teachers,
(2) papers that were classified into the next areas of “sociology of teachers”, namely
(a) teachers as educational workers and professionals, (b) occupational socialization of teachers,
(c) educational organization and autonomy of teachers, in connection with educational research of teachers, and (3) papers that had proceeding ones in each area.
I pay attention specially to the intentions or aims and the viewpoints expressed in papers and point out significant results to “sociology of teachers” and educational research.

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高等学校教育の発展と高等学校研究の展開

麻生誠

1979 年 34 巻 p. 64-78,en206
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.64

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From a viewpoint of the post-war trends of high school education, I intend to review some of the main sociological studies on high school. The following criteria are adopted for the evaluation of studies;(1) problem setting, (2) research methods and techniques, (3) contribution to fact-finding and theory-building, and (4) contribution to solving practical problems. Since 1950, the number of studies on high school has increased five times as large as that at the begining, and also studies have risen to a higher academic level, especially by adopting the method of multivariate analysis. Now, senior high school has become one of the research fields in which Merton's middle range researches and theories are especially dominant.

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戦後日本における教育社会学教科書の分析

小野浩

1979 年 34 巻 p. 79-89,en207
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.79

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「戦後日本における教育社会学教科書の分析」などという課題は私の手に余る仕事ではあるが, せっかく機会を与えられたので敢えて試みることにした。
編集委員長の執筆依頼の文書には「いわゆるテキストにつかってもらおうと意図して出版された概論的なもの」を分析してほしい, 「たとえば初期は個人がかいたのに今は編著でしかでないのはどういう意味なのかとか, 一定のパターンが存在するのか…というようなこと」も考えてほしい, とある。このコメントを手がかりに「分析」を進めてみたい。「概論的なものを通して見た戦後日本の教育社会学」というようなことにもなるかとおもう。

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大学進学希望率規定要因の分析

山本真一

1979 年 34 巻 p. 93-103,en208
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.93

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The demand for university education service is a very important element in educational planning for Japanese future society where many of us will have higher education service.
In this paper, I gave my attention to the factors which have determined the percentage of applicants for admission to universities as the barometer of the demand for university education service, and I tried to make a quantitative analysis of the structure and structure-change of the factors. Giving my attention to the difference of percentage of applicants for admission to universities among prefectures, I made regression analysis to choose main determining factors using cross-section data of prefectures which were collected at the past four different times.
Two factors were chosen, one was occupation factor represented by the ratio of white collar workers to all workers in parent occupation, another was income factor represented by the ratio of university expenses by students to prefectural income per head. Regarding with these two factors, I further analysed the structure and structure change of the factors determining the percentage of applicants.
I used path analysis and elastisity analysis to find these interesting facts:(1) occupation factor has more effect on the determination of the percentage of applicants than income factor; but (2) income factor has increased year by year in effect on the determination of the percentage of applicants. Income factor will be the key factor to determine the future percentage of applicants for admission to universities on the bases of growing percentage of applicnts by the increasing ratio of white colar workers. Fees and scholarships will be more important in educational policy.

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教育における世代論

河野員博

1979 年 34 巻 p. 104-113,en209
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.104

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The purpose of this article is to give a correct meaning to the theory of generations in its application to sociology of education. We can point out that the past theories of generations were very ambiguous and that they were not thoroughly examined from an academic point of view. Hence here is the need for this study.
To realize this purpose, we would like to deal with the problems of generations chiefly as a conflict between two generations at a given time. Then we consider that the conflict between the generations consists of two types of relationships (of course, each relationship must be regarded as an Ideal-Type). These relationships are as follows: Type A; a relationship which is caused by the gap between the developmental stages or by the psychological mechanisms of generations, and Type B; a relationship which is caused by the different historical careers experienced at the same life stage of generations.
We cannot help posing the following question. Aren't we fairly confusing those two types of relationships when thinking of generation-gap-If the answer is in the affirmative, we have to admit that the term “generationgap” should have some possibilities of being misused as an easygoing sociological concept, especially when the older generation educates the younger one. It is important for us to know the fundamentals of the conflicting relationship between generations so as to avoid this denger. Particularly at this stage, when our society is in a period of drastic transition, we must pay much more attention to Type-B relationship.

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子どもの文化施設利用学習の可能性に関する一考察

高松市民文化センター利用学習を中心として

押谷由夫

1979 年 34 巻 p. 114-125,en210
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.114

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Today's educational innovations trend to “the school in society” from “society in the school”. But, in school education, this trend has not shown as yet. Is such an educational change possible in school education? And for that purpose, what is required?
We approached this problem by surveying the possibility of cultural facilities centered learning. In this study we surveyed “Takamatsu Shimin Bunka Center Learning”. This learning is assigned to all elementary and secondary schools in Takamatsu City.
The reasons we conducted this survey are as follows: an educational tie-up between school education and social education is necessary for “the school in society”, and Takamatsu Shimin Bunka Center is a model of cultural facilities because it is possible to learn almost all of subjects there, and the intention of the center is matched with ours.
The result showed the possibility of cultural facilities centered learning, if it will be done in Takamatsu City's way. And we can point out the following four requisites for this learning.
1) Promote children's spontaneous learning behavior. On the bases of positive participation and academic curiosity, we must systematize, in various ways, activity, co-operation and a period of study.
2) Prepare the cultural facilities to accept children's various interests.
3) Intend to implement cultural facilities centered learning in cultural facilities.
4) Intend to implement cultural faculities centered learning in school education. Especially it is necessary to raise learning morale on academic subjects.

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青年期の自殺の国際比較

渡部真

1979 年 34 巻 p. 126-137,en211
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.126

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Suicide among young people has become a serious social problem and is studied by many people. However research using statistics of suicide lags behind.
The purpose of this article is to examine the relationship between the level of social development and the tendency of suicide among adolescents. To determine the value of α for each country investigated, a suicide rate of adolescents (15-24 years old) is divided by that of the whole age group and then multiplied by 100. Then the values of α are compared on an international level and their changes are studied for the past seventeen years (1960-1976).
The following results are obtained.
(1) In developing countries in Central America, South America, Southeast Asia, etc., the values of α are constantly high, exceeding 100 in many of them. Adolescents in developing countries which have many contradictions within their social structure suffer the most disadvantages. Therefore their ratio tends to be high.
(2) The values of α are constantly low in developed countries mostly in Europe.
(3) In some of the countries which have achieved social changes toward developed countries during the past seventeen years, the values of α have been on the decrease. Japan is a typical example.
(4) In some developed countries, the values of a are on the increase (U. S. A., Canada, etc.). In these countries, the number of suicides as one of the “illness among adolescents in moratorium” might be large.
This article investigates whether suicide tends to concentrate on adolescents or not in various countries by calculating the values of α. In the countries which have achieved social changes toward developed countries, the values of a have been on the decrease, but in the most developed countries, the values of α have been on the increase.

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学校カリキュラムにおける教育知識の構成と伝達

高等学校を中心として

田中統治

1979 年 34 巻 p. 138-148,en212
発行日: 1979/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.34.138

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This paper aims at restructuring the British type of framework on school curriculum from the standpoint of sociology of the school and examining its availability to analyse the circumstances of senior high schools' curriculum in Japan.
I redefined school curriculum as an instrument of social control and a center mechanism of “through-put” within schools. By doing so, two key areas are distinguished, i. e. curriculum control and control through curriculum. “Social control” is the key concept which explicates the linkage of both areas.
According to this conceptual scheme, I formulate the dynamics of “Instrumental Order” oriented to the college entrance within senior high schools as a series of social processes. That is, “social control by the entrance examination system of colleges on the senior high schools' curriculum”. But the external control of this kind never penetrates into school curriculum without the internal media of schools. I would point out two major media. One is “curriculum role of teachers” as agents of social control, and the other is “bureaucratic structure and procedure” within school. Thus, social control through curriculum facilitates differentiation or stratification in the organization and transmission of educational knowledge, i. e. hierarchy of subjects, ability-specialization, etc. Similar effects are reflected on the socialization processes of pupils. In this context, B. Bernstein's concept of “Subject-Identity or Subject-Loyalty” and R. King's “Ability-Identity” are noteworthy. Therefore, in Japan, it is productive to adopt the British theoretical models to explore the social processes (social control, differentiation or stratification, bureaucratization, and socialization) arising from school curriculum.

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