教育社会学研究

生涯教育理念の教育社会学的考察

新堀通也

1980 年 35 巻 p. 5-14,en224
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.5

ジャーナルフリー

抄録を表示する抄録を非表示にする

Since UNESCO proposed the idea of lifelong education as the leading principle for reforming the contemporary education in the 1960s, it has been so widely diffused that there seems to be much cofusion and controversy in its definition, interpretation and evaluation. The dispute can be classified in terms of
(1) whether the idea of lifelong education be really the epoch-making principle or it be only a slogan,
(2) how lifelong education should be defined, especially in its scope,
(3) which is more appropriate term, lifelong education or lifelong learning, and,
(4) whether lifelong education is really so efficient as claimed. After discussing the above four matters, patterns of lifelong education are identified. Since idea or practice of lifelong education is determined by societal and historical situations in which it is proposed and practised, and also by attribute of its proponents, there can be observed contrasting pairs of pattern, like;
(1) idealistic lifelong education to realize an ideal of equality of educational opportunity, vs. realistic lifelong education to promote the actual utility like improved vocational proficiency.
(2) free-competing, unplanned lifelong education, in which various kinds of agency develop in response to various educational needs of individuals and compete each other to survive, vs. planned lifelong education, systematized and institutionalized mainly by the central government.
(3) reformed lifelong education, in which already existing educational institutions are reformed and utilized for lifelong education, vs. creating new systems and institutions for lifelong education.
(4) lifelong education in the age of high economic development, vs. that of low development, and,
(5) psychological notion of lifelong education stressing the longitudinal development of learning by individuals, vs. sociological notion pertinent to institutions and social determinants of lifelong education.

抄録全体を表示

PDF形式でダウンロード (1655K)
生涯教育と発達過程

佐藤守

1980 年 35 巻 p. 15-24,en225
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.15

ジャーナルフリー

抄録を表示する抄録を非表示にする

Since the theory of “education permanent” was introduced by Paul Lengrang early in 1970, it has created much discussion among us (in Japan). This is translated into English as ‘the lifelong integrated education’. We can see in the theory the conception of integrations of vertical education from the cradle to the tomb of individuals and horizontal education in families, schools, communities, industries and so on. It came out as a critique at the education in confusion in this age of changing society. In this paper I examined the developmental process of life in the traditional society in comparison with that in the changing society.
(1) The developmental process in the traditional society The process of life had been organized as the age ladder system according to age order, i. e. childhood group (7 to 15 years old), youngmanhood group (15 to 25), adulthood group (25 to 60), and oldmanhood group (60-). All people in a village community could be elevated gradually to the next upper group by improving the status and doing his part well corresponding to the inner organization in each group. The integration of vertical and horizontal education existed there and the life curve had the pattern of u-letter.
(2) The developmental process in the changing society. We can not find the integration of vertical and horizontal education in the changing society. We find the pattern of a downward oblique life curve. Every Developmental stage from the infant to the old is split.
(3) The lifelong education and the developmental process The theory of lifelong education is an educational idea in a future society. When considering lifelong education and the developmental process, we must not overlook the concept of “the developmental task”, by Prof. Erik H. Erickson and Prof. R. J. Havighurst, because the integration of vertical and horizontal education is contained there. We could advance naturally to the next upper stage, if we accomplish the task on every developmental stage in life cycle. We can find there the integration of lifelong education in accord with that of the developmental task. And there the life curve has the pattern of upward oblique curve.

抄録全体を表示

PDF形式でダウンロード (1523K)
生涯教育と教育の機会均等

市川昭午

1980 年 35 巻 p. 25-35,en226
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.25

ジャーナルフリー

抄録を表示する抄録を非表示にする

Throughout the post-war period, most advanced countries have made utmost efforts to realize equal educational opportunity by the massive expansion of education in the first place and by adopting compensatory education in the second place. Lifelong education can be called the third phase of equalizing policy because it takes over, as one of its main objectives, the equalization of educational opportunity which has not been achieved by both precedent measures.
Compared with existing school education, LLE can not only broaden the scope of educational opportunity within given age cohorts, but also reduce intergenerational inequality. In addition, it can contribute to curtailing inequality between, sexes as a pattern of recurring opportunity for education is unarguably better suited to women's lifecycle.
While LLE has several advantages as mentioned above in terms of increasing educational opportunity, following problems remain unsolved:
(1) So-called “cumulative education” can be incompatible with recurrent education which takes place intermittently.
(2) Presupposing so-called “free learner”, the level of previous education becomes the key determinant of participation in learning.
(3) Considering the manpower requirement of society and resource constraints, we cannot always give top priority to equality.

抄録全体を表示

PDF形式でダウンロード (1660K)
生涯教育における基礎教育

池田秀男

1980 年 35 巻 p. 36-46,en227
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.36

ジャーナルフリー

抄録を表示する抄録を非表示にする

The concept of lifelong education broadens our conceptions of education, which in turn requires to refocus on the integration of various patterns of education as partnership between school education and adult education or between basic education and professional education. The way of integration depends upon whether the lifelong education is differentiated or not by the institutions.
This paper attempts to articulate the structure of basic education by relating social and economic developments to varying institutionalization of education. The concept of basic education would be analyzed into two patterns: The basic education in the developed areas and the fundamental educaton in the underdeveloped areas. In the former as exemplified in the United States, a new wave of criticism of school education has crystalized into “Back-to-basics” movement, whereas in the latter the fundamental education has been developed as a part of integrated projects of “community development” where all the services are united.
The accelerating pace of human affairs, the increasing accumulation of knowledge, and the impact of technological change have imposed a great need for more basic education in life span at the rising level in addition to the remedial education of school inadequacy. The handicap of illiteracy to the performance of adult roles is obvious even in the underdeveloped areas, because the basic skills or 3 Rs are of special value in intellectual developments of the people. The fundamental education has as its purpose the eradication of illiteracy and the intellectual developments supporting the social and economic developments. Both patterns of education termed as the basic education and as the fundamental education are essential to the basic skills or functional literacy necessary for survival in everyday life. Whatever the patterns, it is clear that “basic education” for the foundations of lifelong education has come of age.

抄録全体を表示

PDF形式でダウンロード (1681K)
生涯教育における専門教育

関口義

1980 年 35 巻 p. 47-59,en228
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.47

ジャーナルフリー

抄録を表示する抄録を非表示にする

In the present paper, the current status and future of recurrent education in Japan were studied and analyzed from the viewpoint of the function and role of specialized education.
The term “specialized education” is usually used in a rather wide meaning. However, here it is limited to its particular aspect centering around the problem of special training school or a subject the author has long been concerned with.
Being an effective educational institution after the secondary school, the special training school has played a great role in the specialized and professional education. Particularly, its special course is called as the special traing college, where people learn for practical experts in a variety of fields. In comparison with the university and junior college, the special training college has a comparatively free organization of curriculum and it practises an education closely related to the profession and well adpated to the actual life. Therefore, many adults as well as youth actually attend the special training college. Thus, this college is positively made use of as an institution of the recurrent education.
Based on the actual status and its recognition, problems were discussed as to what function and role the special education plays in the recurrent education.
As features of the modern age, there is a tendency of more specialization and subdivision of profession and job due to changes in the structure of industry. Thus, various practical specialists have been and are being trained. In this case, there is a problem that compared to the traditional profession, practical specialists in new fields may be in an unfavorable condition and limited in opportunities in continuing their professional learning after graduation from school, namely, that there may be differences in opportunities of receiving the recurrent education between different species of profession. To correct such differences, policies were devised and proposed. They include improvements of the professional status through the professional organization, practical use and investigation of the coordinating function of the government in its administration and policy selection, investigation of the professional qualification system in the ideal form, and, further, development of the ability and skill of experts and practical experts by providing more opportunities of study and training and by making use of the existing educational and training institutions.

抄録全体を表示

PDF形式でダウンロード (1839K)
教員養成の争点と生涯教育

橋爪貞雄

1980 年 35 巻 p. 60-72,en229
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.60

ジャーナルフリー

抄録を表示する抄録を非表示にする

The supply of qualified teachers to compulsory education has undergone various difficulties since the end of World War II, and it was especially true during the period of economic prosperity in 1960's. But the situation seems to be changing gradually after this prosperity began to decline in 1970's.
The consequent “over-supply” of teachers can even be recognized these days. Main factors influencing this “over-supply” may be listed up as follows:
(1) The comparative easiness for university graduates to get teacher licences (especially of secondary education) under the present Teacher Licence Law.
(2) A steady increase of university graduates applying for government officials including public school teachers.
(3) A remarkable raise of teacher salaries in compulsory education was made possible through the promulgation of a special law in 1974. School teachers are now paid more than average local government officials graduated from universities.
(4) A longer leave given to female teachers after every child birth. This has made teaching a more attractive and secure job for female graduates.
(5) The decrease of younger population expected in the near future and the consequent decrease in the demand for school teachers, although the total situation will be made a little easier by the long-range plan of improving class-size.
Recent dicussions on teacher training have been more or less influenced by this “over-supply” as well as by theoretical opinions about education and teaching profession in general. Four viewpoints or trends can be identified in the discussions:
(1) That any kind of teacher training should be given by a “university”. This means that a teacher training institution must maintain an acadmic standard at the level as high as any other institutions of higher education.
(2) That teaching even at the elementary level is a “profession” which can be trained and recruited only in a curriculum emphasizing the inevitable interrelation between academic study and educational practice.
(3) That a more strict enforcement of regulations on teacher licences is urgently needed in order to exclude inappropriate teacher applicants.
(4) That some “realistic” measures must be taken in response to the recent increase of teacher applicants.
These four trends cutting across each other also form different opinions on the division between pre-and in-service training of teachers. Two examples, i. e. the so-called “peak system” in pre-service education for elementary school teachers and the student teaching are referred to briefly.

抄録全体を表示

PDF形式でダウンロード (1669K)
生涯教育と地域社会

地域学習社会の形成

松原治郎

1980 年 35 巻 p. 73-82,en230
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.73

ジャーナルフリー

抄録を表示する抄録を非表示にする

Recently, more and more attention has been paid to the role that the community can play in the implementation of lifelong education. In local communities, there exist various kinds of educational facilities and various types of learning activities are going on. It is necessary to integrate at the horizontal demension those educational conditions from the viewpoint of life-long education.
According to our survey, educational opportunities are being systematized in Ueda City, Nagano Prefecture from the viewpoint of lifelong education by integrating the attempts by the school to make it open to the communities and the community education by KOMINKAN or citizens' public halls.
In order to promote the all-round development of children, it is required to raise the educational power of families, schools and communities, and therefore, it is desired to plan the division of tasks and integration between those three agencies. If this is to be fully achieved, it is necessary to connect the two viewpoints: that is, the community is the place where the life of children is led, and also various educational policies and networks of facilities and activities are developed.

抄録全体を表示

PDF形式でダウンロード (1638K)
青少年の社会化国際比較

日・印・米の場合

熊谷文枝

1980 年 35 巻 p. 85-98,en231
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.85

ジャーナルフリー

抄録を表示する抄録を非表示にする

The role of youth throughout the world is one of the most significant aspects of present-day societies. Sometimes the value of a society is judged on the basis of its youth population since young people are the ones who will take the initiative in the society's future. Therefore, it is of the utmost significance to study the people of the next generation, especially in terms of the socialization pattern of youth.
The patterns of youth socialization of 635 Japanese, 391 Indians, and 139 American high school seniors were studied. The report is based on their rating on the 18 parent practice items employed by their fathers and mothers. A 2×2 factorial design of sex of parent and of respondent was constructed for each of the parent practice items for Japanese, Indian, and American data. Four major findings emerged. First, high reliability and adequate validity for the Cornell Parent Behavior Description were obtained. This fact substantiated our use of the scale in cross-cultural studies, not only in child socialization but also in youth socialization. Secondly, an overall pattern of youth socialization in these three societies revealed that Indian parents resembled closely their American counterparts where a high degree of support, control, and punishment were directed at youth. Thirdly, boys and girls across societies tended to be exposed to different kinds of parental socialization pressures, i. e., such demensions as achievement and self-reliance were stressed in the case of boys, whereas nurturance, obedience, and responsibility were stressed in the case of girls. Fourthly, even though the mother tends to be the major socialization agent in our society, there existed a different degree of participation by mothers and fathers in these three societies: mothers in Japan and India took the initiative in this area as opposed to the joint participation of American parents.
It is apparent that the sex of the parents and the children was the crucial factor in the study of youth socialization. In addition, the socialization of youth reflects the socio-cultural characteristics of each particular society. A new trend of “Androgyny” may possibly alter the patterns of youth socialization in the foreseeable future.

抄録全体を表示

PDF形式でダウンロード (1733K)
社会化の担い手としての学校の分析

田中節雄

1980 年 35 巻 p. 99-110,en232
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.99

ジャーナルフリー

抄録を表示する抄録を非表示にする

There are two fundamental problems on the socialization in the school. First, the old socialization theory has tried to understand the change of human attitude with the concept of socialization. But has it succeeded? Second, it is said that school is the agency of socialization, but we cannot identify what in the school is the agency of socialization.
The task of this article is to understand the socialization from a new point of view, and to make clear what in the school is the agency of socialization. What I state in this article is as follows:
1. Socialization is usually regarded as a process. I tried to consider it on two dimensions, “the social relations” and “the change of human attitude as result”.
2. By doing so I made clear the difference and the resemblance between education and socialization.
3. The old socialization theory has neglected the conflict in the socialization: there is not consensus among all members in the society on what sort of the change of human attitude should be regarded as socialization.
4. The old socialization theory neglects the change of the attitude in terms of the gratification of human desires, but it is inadequate.
5. In the school the social relations are as follows:
(1) The teaching-learning relation
(2) The cooperative relations
(3) The conditions in which children foresee their class in the future (the anticipatory class relation)
6. In contemporary schools the anticipatory class relation regulates the teaching-learning relation and the cooperative relations. Teachers are the gatekeepers. Pupils show various kinds of pathologies.

抄録全体を表示

PDF形式でダウンロード (1746K)
生徒文化の分化に関する研究

耳塚寛明

1980 年 35 巻 p. 111-122,en233
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.111

ジャーナルフリー

抄録を表示する抄録を非表示にする

Studies of student subcultures in high school have contributed to the development of studies in this field by discovering a variety of subcultures such as an anti-school subculture. These studies, however, have several problems. Amongst others, we need theories and methods which make it possible to explain the polarization of student subcultures as well as to describe the distribution of them among students.
For this purpose, I clarified three theories that may explain the polarization between pro-school and anti-school subcultures, and applied them to two sets of research data. Clarified theories in this paper are following;(1) culture clash, (2) status frustration and (3) school organization.
The result showed the possibility that the status frustration model would fit in with facts, and that this would explain the polarization of subcultures. But we have too restricted information about school organization to identify the effect of it on the polarization. We have to pay attention to school organization more systematically. Furthermore, we have not analyzed the micro-sociological process of differentiation of students by teachers. On the basis of a status frustration model, we need to explore the school organization, and especially the process of differentiation of students. This process will be explained fully by regarding it as a labelling process.

抄録全体を表示

PDF形式でダウンロード (1585K)
教育経済学の20年

教育の社会科学総合の観点から

金子元久

1980 年 35 巻 p. 123-133,en234
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.123

ジャーナルフリー

抄録を表示する抄録を非表示にする

Since its establishment. as a discipline the economics of education has been progressing eminently to date. This paper aims at clarifying the nature of theoretical development of the discipline. It is argued that:(i) it was the human capital theory that provided a core for the economics of education to be established as a dispcipline, and it provided a basis fort both the analyses of the relation of education with income distribution and with economic growth;(ii) but the major issue was the education-social equity side in the 70's, where the theory was challenged seriously by others, while the theory itself developed towards the direction to be a general theory of individual choice of action and its consequences; and (iii) on the other hand, in the education-growth side the human capital theory was unrivalled for some years with its internal-rate-of-return concept, but the inadequacy of it is now becoming apparent. The conclusion is that besides its wealthy stock of theories and statistical results, the Economics of Education provides a resourciful insight to the Sociology of Education with its dialectical development as a discipline with twenty years history.

抄録全体を表示

PDF形式でダウンロード (1598K)
日本の大学教授に関する社会学的研究

学者の転出・転入移動に関連して

山野井敦徳

1980 年 35 巻 p. 134-145,en234
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.134

ジャーナルフリー

抄録を表示する抄録を非表示にする

In this study, I described three main currents of the study on sociology of professors and introduced my future vision. Especially, I pointed that interrelations and influences among higher educational system, academic productivity and mobility are very important. The aims of this article are to classify the patterns of mobility, to measure the quantity of them and to refer to the social background of them.
I, therefore, analyzed “Who's Who in Higher Education, 1978 ed. and 1979 ed.” by comparative method. The patterns of mobility can be classified into outflow and inflow mobility in higher educational system. I found that outflow mobility rate was 6.21% and inflow mobility rate 8.91% per academic year in Japanese higher education. Japanese. mobility rates were far lower than American's and other countries'. Japanese patterns of employment in higher educational system, that is, early tenure system, non-selective system and so on, might influence these rates.
On the other hand, we can classify outflow mobility into active mobility, retired mobility, and death etc., and further into mobility of inter-university and mobility of out-university. I measured each of them. Active mobility occupied 63.8%, retired mobility 34.5%, and death 1.7%, and that mobility of inter-university occupied 34.5%, mobility of out-university 74.7%. In other words, about 1, 400 Japanese professors annually. Experienced mobility of interuniversity Furthermore, I tried to analyze mobility by faculty and deciplines, locomotion, prestinge of universities. I finally, described mobility of the major universities in Japan as a case study.

抄録全体を表示

PDF形式でダウンロード (1555K)
学級社会にみられる「社会的」交換

教師と生徒の関係を中心として

蓮尾直美

1980 年 35 巻 p. 146-157,en235
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.146

ジャーナルフリー

抄録を表示する抄録を非表示にする

This paper aims to make clear the taken-for-granted classroom behaviours of teacher and pupils from their own perspectives in order to contribute to the coming Sociology of the Classroom.
From the view point of Sociology, a class as one of the social groups is an unity of interacting personalities which is complex and dynamic, based on the negotiation of their roles and their “power” relations in the classroom interaction process.
I administrated the questionnaire to 1, 582 pupils, the interview to 42 teachers, and classroom observation of female and male ‘teachers’through VTR that may enable to understand their definition of the situations in the classroom at seven elementary schools in Fukuoka City.
I found out the following points:
(1) Teacher and pupils who belong to the school located in the central part of the city, negotiate their roles smoothly in the situation of teaching and learning.
(2) Younger teachers have more often “Social” Exchange with pupils having “Power” produced in their interaction process.
(3) Teacher and pupils have “Social” Exchange in the “non-everyday” life classroom situation different from that of “everyday” life because they are observed and rated by others outside of the classroom.

抄録全体を表示

PDF形式でダウンロード (1808K)
成人の学習機会としての放送利用学習

南本長穂

1980 年 35 巻 p. 158-169,en236
発行日: 1980/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.35.158

ジャーナルフリー

抄録を表示する抄録を非表示にする

Recently, it has become popular to use TV-programs, especially correspondence education, so-called TV-Seminar for learning activities. They have increased in urban communities since the early 1970's.
The purpose of this article is to clarify the effects of TV-Seminar on the development of adult learning activities from the standpoint of the expansion of liferlong eduction.
The following assumptions are suggested.
1) TV-programs for adult learner at home and schooling should be dependent.
2) Adult learning activities should be supported by schooling in TV-Seminar. At the same time, adult learner should be oriented to community problems by schooling.
3) If so, every adult could participate in the TV-Seminar.
We surveyed “Matsuyama Chu TV-Seminar” in December, 1979, which contained 260 subjects in two groups. According to its results, we can point out four requisites for the development of TV-Seminar as follows. We must intend to:
1) solve the problems, peculiar to the use of TV-programs at home, by improving the content of the TV-Seminar schooling,
2) raise adult learning morale in TV-Seminar,
3) synthesize adult learning activities in the schooling,
4) organize learning groups in TV-Seminar.

抄録全体を表示

PDF形式でダウンロード (1664K)

J-STAGEへの登録はこちら（無料）