教育社会学研究

学校と社会

その間への視点

萩原元昭

1981 年 36 巻 p. 5-10,en211
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.5

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There are some opinions to conpensate the strong insulation between school and society in Japan. Between school and family the pupil of Junior High School has also strong insulation. How can we approach this insulation problem? We tried to show a new trial to this problem by applying Dr. Bernstein's concepts: classification and framing to the insulation problem. We also showed the necessity of analyzing the problem from the viewpoint of developing the children's freedom.

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学校・教師・親

研究方法論を中心として

田中一生

1981 年 36 巻 p. 11-21,en212
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.11

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It is important for us to study the relationship among school, teachers and parents from the following five viewpoints, considering the existing level of research in the sociology of education.
1) School is defined as a social agency in our society arming at the transmission of culture to coming generation.
2) Our research has to be focused on the social controlling aspect of schooling.
3) We must notice the social interaction between teachers and parents with regard to educational processes within school.
4) It is necessary for our study to take the organizational approach to the school.
5) It is to be emphasized to inquire teachers-parents relationship from the stand-point of role-analysis.

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大学と地域とのあいだ

大学開放を中心として

古野有隣

1981 年 36 巻 p. 23-36,en213
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.23

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The relations between Univesity and Community are becoming closer in recent years. There are several patterns in them, but this short article forcused on the extension activities.
How to enrich the activity in our country is to broaden the awareness of necessity to this activity among all staff members of universities, and then to take a step forward to extend the real educational and research faculty in university for the citizens in the communities.

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デュルケム学校論の再構成

学校と社会の関係を中心に

石戸教嗣

1981 年 36 巻 p. 37-47,en213
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.37

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No one denies the value of the works of Durkeim for the sociology of education. But the study about his sociology of education is not enough and his real image is sometimes distorted.
In this paper I will examine Durkeim's conception of schooling in relation with political society.
It proceeds as follows
1. The distinction between Durkheim's concept of education and schooling is made. And the sacred-profane theory is related to two characteristics of schooling.
2. The role of the secularized school played in the modern political society will be made clear.
3. The structure of the school will be determined according to its expected role. Especially the educational ideology of ‘diversite’ must be in harmonywith Durkeim's educational principle ‘education par les choses’.
As the result, it will be shown that Durkheim was eager to integrate the real and ideal aspects of political society with the aid of schooling.

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選抜・配分装置としての学校

労働市場の内部化との関連で

小林雅之

1981 年 36 巻 p. 51-62,en214
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.51

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In 1970s a lot of critical works on the Human rCapital Theory which has been a theoretical framework of the economics of education have been raised in the U.S.A. Among them, the Segmented Labor Market Theory, especially the Internal Labor Market Theory and the Screening Device Hypothesis seem to be very suggestive from a view point of the sociology of education. This paper aims at reviewing these new views and acquiring implications about school education systems.
The Internal Labor Market Theory insists as follows: There are barriers to entry in the internal labor markets. Employment of workers is restricted to entry jobs and they are promoted internally. They acquire their vocational skills not by school education but by On the Job Training (OJT). By acquiring these skills they are promoted to the higher rank jobs. If these skills are enterprise-specific, employers must bear the training costs. To minimize the hiring and training costs, employers prefer to promote workers internally rather than hire them from outside the enterprises. The more skills are enterprise-specific, the more the labor markets are internalized.
The Screening Device Hypothesis insists as follows: Education does not contribute to raising productivity, but serves as a means to sorting people for jobs. Employers do not have enough information about work performances of workers. So they use education as an indirect proxy measure of workers' abilities.
In the internal markets, the more skills are enterprise-specific and training needs long time, the more employers use education as a Screening Device and become indifferent to vocational skills acquired by school education and skills are acquired by OJT. Thus in the internal labor market school education is used as a Screening Device and the transmission function of vocational skills by school systems is weakened. Moreover, some economists declare that school education develops personalities which are correspondent to hierarchical work relations in enterprises.
Japanese labor markets characterized by a life-time employment system seems to be well explained by the Internal Labor Market Theory. In the internal labor markets the utilities of vocational knowledge and skills acquired by school education are denied. Some empirical research evidences support this conclusion.

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学校組織の存立メカニズムに関する研究

高等学校の階層構造と学校組織

苅谷剛彦

1981 年 36 巻 p. 63-73,en215
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.63

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The problems of “school as organization” have been studied mainly from the viewpoint of school administration and education administration, in the field of educational research in Japan. But such studies have taken interest in the organization of school staff to rationalize school administration. Therefore they have not treated the more elemental problem-How do schools organize the behaviour and learning activities of their pupils?
This article aims to explore its elemental mechanism of school organization, forcusing on Japanese high schools. In the social context which contain the school organization objectively, the school staffmembers organize the educational activities subjectively. How do they organize the school? It is the problem for me to explore the mechanism.
At the first, I review the study of Ronald Kings “School Organization and Pupil Involvement”. Then I point out the important point of his study. It is that he treated organizing schools as teachers' subjective “action”. And I point out the limit of his study. It is that his analysis was based on the static bureaucratic model.
To get over the weakness, I look into the decision-making process about organizing educational activities. For this purpose, I review the study of March, J. G.& Simon, H. A.s' “Organization”. They pointed out that the decision-making is based on staffs “definition of situation”. And based on the study of Becker, H.S. et al., I point out that “group perspective” orientate “definition of situation”. So I can say that teachers' group perspectives control the decision-making process about organizing educational activities.
After reviewing such studies, I propose the hypothetical model which can explain the mechanism of Japanese high school organization in the schools' hierarchical structure dynamically.

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地域社会と学校の論理的媒介としての教育の分業化

「地域社会と教育」論の方向性をめぐって

柳治男

1981 年 36 巻 p. 75-85,en216
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.75

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Practically, recovering of community influences on education is argued in every area of education: school education, family education, and out-of-school education. In Japan drastical social changes since 1960 have destroyed the traditional mechanism of socialization in the community. School has lost its community background of education.
Theoretically, community approach to education in the sociology of education is expected to solve these practical problems. But under the urbanization and industrialization of the present world, we cannot establish a new frame of analysis by the community approach.
In this paper, labour division of education is proposed as a key concept to analyze the relation between community and education. This concept is very useful for reconstruction of the community approach in sociology of education, because it can connect the school to community conceptually as a coin-munity institution. The education in the changing community is treated as a dividing process of labour of education. Thus practical contribution of this approach would be expected.
No efforts to co-ordinate devided parts of education in the community has created the crisis of socialization. Teacher in the school, father and mother in the family, and other residents must cooperate for more harmonized child development.

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高等学校通学区域再編と住民の教育要求

山形県北村山地区の事例

横山敏, 大坪正一

1981 年 36 巻 p. 87-100,en217
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.87

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In this article we studied inhabitants' educational needs for the reorganization of the school district.
1. The subject and the method in this research
Reorganization of the high school district is determined not only by the educational policy and administration, but by inhabitants' support and justification. Therefore the research of the high school district should be understood by recognition of inhabitants' educational needs.
2. The character of the movement of reorganization of school district
-The trend of Kitamurayama area in Yamagata prefecture-
We found that the board of education in Yamagata prefecture decided to divide the Mogami Murayama school district into two districts because of the repugnance of school education, that the council of trade union of teachers in Yamagata prefecture influenced the decision by the board of education, and that the council of counter measure to the high school district was opposed to reorganization of the school district.
3. The structure of inhabitants' educational needs
-A study of case in Higashine city-
We studied educational needs against the division of the school district by inhabitants in Higashine city.

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大学生の就職企業選択に関する一考察

丸山文裕

1981 年 36 巻 p. 101-111,en218
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.101

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This paper is dealing with the following two questions: I. How do college students choose the company to be employed? Which factors determine the students' company choice? 2. How does the college have effects on the students' company choice?
To answer these questions, the data analyzed are from Students Survey on Occupational Aspirations which was done in May 1980, including about 500 senior students from five different colleges.
For the first question, the analytical model is a path model which is often used in the studies on the relationship between social mobility and education. The variables included are fathers' education, fathers' occupation, type of high school, grade in high school, college selectivity, grade in college, occupational norms, company size in terms of number of employees.
As for the second question, the analysis is based on both “the college impact studies” and “the chartering theory” which is developed by American sociologist John Meyer. Meyer argues that the effects of colleges on the students' aspirations, value, etc. arise less from their internal structure and curricula than from their external social settings-the institutionalized definition or charters. In this study, the college selectivity is assumed to be the charter.
Main results are following: I. The students in the more selective college tend to choose the bigger company to be employed. And they are willing to accept the occupational norms relevant to the bigger company. 2. The result of path analysis shows that both college selectivity and occupational norms have the important effect on students' company choice. 3. The higher the college selectivity, the more the college has effects on its students' company choice, that is, students' company choice is less influenced by students' past attributes-fathers' occupation, fathers' education, and the type of high school attended in selective college than less selective college.

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ドイツ語圏における大学の階層構造

18世紀末以降の医学の場合

山崎博敏

1981 年 36 巻 p. 113-123,en219
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.113

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It is said that modern German university system has characteristics of equal prestige structure, competition, rapid diffusion of innovation and frequent mobility of student and professors among institutoins.
The purpose of this paper is to investigate the change of prestige structure of university system in German-speaking world from the late 18th century to 1969. Appointment to professorship is a part of reward system of science. To measure prestige in medical faculties from the data of mobility of fullprofessors is tried. And the prestige structure in each period is examined historocally.
The prestige index is defined as follows:
P. I.=(The number of professors who moved in)/(The number of professors who moved out+1)
Division of the period is as follows:
The period (-1809); the 2nd period (1810-1871); the 3 rd period (1872-1918); the 4th period (1919-1948); the 5th period (1949-1969)
The most prestigeous university is Halle in the 1st period, Berlin, Wien, Göttingen in the 2nd period, Berlin, Wien, Mtinchen in the 3rd and 4th period. In the 4th period mobility from political reason is frequent, and the prestige of many universities which would be in DDR after the second world war, including Berlin, decreases, and that of Swiss university increases. In the 5 th period, the most prestigeous university is Miinchen, and the next is Bonn, Freiburg, Heidelberg, and large city university like Frankfurt, Hamburg.
Generally, through these periods, the prestige of the universities in provincial area such as Innsbruck, Giessen, Rostock, Greifswald is low, and these universities are starting point of full-professor. Contrarily, the prestige of university in the capital of large state (Land) like Prussia, Bayern, Austraria is high, and these universities are the final reaching point of mobility.
Finally, the appropriateness of the prestige index proposed here is examined in terms of population of students and the number of novel prize holder in each university.

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女性の高学歴化と社会教育における学習

木村敬子

1981 年 36 巻 p. 125-136,en220
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.125

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Today an increasing number of women go on to higher education, and consequently, quite a number of women who learn in institutions of public adult education have higher educational experience. Their way of thinking and their inclinations toward the subjects became an important matter to be examined.
This paper aims to clarify the way of thinking about male-female roles and sexual equality, and inclinations toward subjects, especially those related to women's problems, of women with higher education and with primary and secondary education.
A questionnaire was presented to women who have jobs and are learning in some institution of public adult education in Greater Tokyo, as part of a research project in which the author participated, which was funded by the Ministry of Education. The data was evaluated taking into account the educational backgrounds of the participants.
The findings are as follows:
(1) Women with higher education don't approve of the traditional sexual division of labor and inequality between men and women. They also feel discontented with the position of Japanese women today.
(2) Women with higher education are more interested in learning cultural and social sciences than women with primary and secondary education, who are highly interested in learning subjects related to their hobbies.
(3) Both groups are interested in subjects related to women's problems of everyday life, but women with higher education are also interested in learning about the theory of women's problems.

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高校における学校格差文化

武内清

1981 年 36 巻 p. 137-144,en221
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.137

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It is often pointed out that school spirit and its individuality tend to be disappearing. But we can still recognize a certain school spirit and individuality in each high school cluster classified by the average proportion of students who get higher education.
The academic subculture is more dominant in high schools which send a large number of students to college. On the contrary, the delinquent subculture is often found in high schools of lower academic level.
In this paper, I attempt to test positively the hypothesis mentioned above, by using the result of the survey administered to 3458 students in ten high schools of different academic levels.

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クラスルーム・リサーチの視点と方法

A. A.ベラックの研究を中心として

稲垣恭子

1981 年 36 巻 p. 145-155,en221
発行日: 1981/09/12
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.36.145

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The interaction between teacher and pupils is the central element in all educational institutions. It is indispensable basis for educational research to understand what is going on in the classroom. Yet, there are very few worthy research works which focus upon the educational process in the school.
This paper aims to study the reliable system to grasp the interaction process between teacher and pupils in the classroom. In this paper, I shall cen-trally deal with the work done by A.A. Bellack. The system he developed is regarded to be the most excellent system to analyze the verbal interaction in the classroom.
I shall comment on this work by Bellack, comparing with the system up to now, and make clear the perspective for classroom research of my own.
Firstly, I shall briefly refer to the trend of classroom research in America. In those statement, the standpoint and purpose of the classroom research in the past will be explained.
Secondly, I shall give an outline of the work by Bellack. To do this, I shall describe his basic attitude towards the research and outline of the analyzing system, in the first place. Then, I go on to touch upon the characteristics and usefulness of this system.
Finally, I shall try to criticize Bellack's System on the basis of my own data obtained in mg classroom research. In this statement, the possibility of the improvement of Bellack System should be suggested.
In these procedures, I shall give one direction to classroom research.

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