教育社会学研究

知識配分と組織的社会化

「カリキュラムの社会学」を中心に

柴野昌山

1982 年 37 巻 p. 5-19,en233
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.5

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The author presents a conceptual framework for the analysis of distribution forms of knowledge and “negotiation” processes between teachers and students in the school instead of a “black-box” view of schooling.
The analysis based on the interpretative paradigm has several implications for the direction along which researchers should proceed. First, educational knowledge is, as B. Bernstein says, a major regulator of the structure of schooling experiences. Second, the hidden curriculum determines the mode of the transmission of educational knowledge and the forms of knowledge by which students are socialized in terms of the legitimation of symbolic control. Third, major implication of this idea is that this framework would give us a possibility of articulating micro- and macro-levels of analysis, if researchers concerned with sociology of schooling pay more attention to the organizational socialization processes regulated by the hidden curriculum, despite the relative lack of empirical studies under existing circumstances.

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解釈的パラダイムと教育研究

エスノメソドロジーを中心にして

山村賢明

1982 年 37 巻 p. 20-33,en234
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.20

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Karabel and Halsey's 1977 review on research trends in Power and Ideology in Education, is very suggestive for students of the sociology of education. However, their criiticsms to the interpretive paradigm are not pertinent, as far as ethnomethodology is concerned. This paper examines their comments and assess the effectiveness of ethnomethodology in the educational research. Ethnomethodology is expectd to contribute to the educational research in the following senses. First, it has the possibility to analyze directly the educational process without leaving the process of schooling “black box.” Second, it has the possibility to ensure the academic, sociological research against the present-day trend of institutionalization of research (“researchism”). References were also made to the characteristics of ethnomethodological studies such as the use of audio-visual aids for data collection, immanent analysis of interaction in the classroom, and meaning of socialization. There are some basic misunderstandings in Karabel and Halsey's criticism to ethnomethodological studies. It seems to be partly due to the fact that their arguments are based on the British “new” sociology of education, and partly due to the fact that their own position is that of Durkheimism, which is strikingly contrast to the ethnomethodology.

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学校組織と生往文化・進路形成

「高校生の生徒文化と学校経営」調査から

耳塚寛明

1982 年 37 巻 p. 34-46,en234
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.34

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We published two articles: “Student Subculture and School Organization in Japanese High Schools” in 1981, and “Academic Organization and Students' Career Formation” in 1982. The purposes of them were to clarify the organizational process and structure in high schools, and to identify the effect of school organization on the polarization process of student subculture and of students' career formation.
In the present paper, I reviewed the above two studies in the light of the development of sociological studies of the school, with a special reference to high schools in Japan.
Our studies showed that socialization and selection functions of the school are realized through a complex process within schools, and that school organization has various effects on students through this process.
In order to make progress in the study of the school as an organization, we must seek ‘the context-grounding effect’ of school organization. Furthe rmore, we need the empirical study of teachers as an organizer of various school activities.

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カリキュラム社会学の検討

研究枠組を中心に

片岡徳雄

1982 年 37 巻 p. 47-56,en235
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.47

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There seems to be much confusion and controversy in the definitions and interpretations of the basic concepts in the sociology of curriculum. The confusion can be described as follows;
1) whether the curriculum means the subject-matters or all the experiences of students in school.
2) whether the hidden curriculum is informal learning process or all the unintended products of learning.
3) whether the educational code is the classification of the relationships among subject-matters or it is the degree of the control over teachers (or students).
In the development of the sociology of curriculum, the following frameworks may be useful;
1) the school is an institution of the educational society to transmit the culture and to create the new culture.
2) the society of school is composed of the personality of teachers and students, the sub ject-matters including various values, and the social systemsi. e., the structure and process of human-relations.
3) the curriculum are intended to form teacher's plan of value-contents into students.
4) the “hidden curriculum” is not an adequate term, but there are many types of the “hidden learning”; incidental learning, accidental learning and anti-social learning in the process of teaching-learning in the school.
For example, Lippitt & White's experimental study of leadership type should be not interpreted in terms of “hidden curriculum”, but the climates of working groups are always intended by the leaders, and each group-members may become to learn unconsciously the different types of conduct.
5) the power of the social control has effects on the contents of curriculum and also the range of freedom in the decision-making and relationship in the teaching-learning field.

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日本型「新しい」教育社会学の課題

菊池城司

1982 年 37 巻 p. 57-66,en236
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.57

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With an attempt to typify in a rather sketchy fashion the recent trends of the sociology of education in Japan, the paper argues:
(a) that the sociology of education in Japan has been in a state of transition, because, under the influence of the British “new” sociology of education, curriculaum, pedagogy and the forms of assessment have been brought into focus;
(b) that, in spite of the preoccupation with the “new” sociology of education, the major technique of enquiry has been and still is the social survey, based upon a large population and using the closed questionaire;
(c) that, as a result, there is neither drawing of the sharp line between “old” and “new” sociology of education, nor bold attack on the “conventional paradigm” that could hardly be ignored;
(d) that the future development of the sociology of education may require widening the focus of the sociology of education, and less dependence on data processing and more dedication to data collection.

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学校社会学の動向

武内清, 苅谷剛彦, 浜名陽子

1982 年 37 巻 p. 67-82
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.67

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教育病理の判断基準の再検討

村上光朗

1982 年 37 巻 p. 85-94,en237
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.85

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Among many themes of the social pathology (divorce, suicide, narcotics, etc.) pathology of education has come to be taken as a theme very recently.
But nowadays pathology of education is one of the most important study in the sociology of education. The method for this study is closely related to paradigmatic conversion in the social pathology.
In this country, it has been structural functional analysis constituting “normative paradigm”-particularly the concept of “dysfunction”-that is the main method for the study of educational pathology. On the other hand, the “labelling theory” constituting “interpretative paradigm” centers round America and the Great Britain. The application of this theory has enabled the study for educational pathology of a broad sense. Particularly, effects of labelling between teachers and students (effects of tracking and streaming, etc.) have been clarified empirically.
These two methods, however, are liable to ignore the reflection on the criteria of educational pathology.
This article tries to explore the reflective viewpoints for the criteria of diagnosis.
Firstly, some epistemological implications of social sciences (phenomenological sociology, ethnomethodology, anti-psychiatry, etc.) are invectigated. Then, based on the clues obtained from the above the reflective viewpoints of the criteria are examined on the three dimensions: framing of self-evident world (Selbstverstandlichkeit), human relations and the sociocultural structure.
Finally, the meta-social pathology is proposed. Meta-social pathology requires value judgement based on Utopian principles which are obtained through the critiques of the ideology of total society.

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幼児の遊び能力形成要因の多変量解析

森楙, 植田ひとみ, 福井敏雄

1982 年 37 巻 p. 95-105,en238
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.95

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The play competence of young children may be fostered and developed under the mutual influences of the following major factors: the child's personal attributes, parent's attributes, physical and social environments for child's play, and human relationships such as parents' rearing attitudes and peer relations. The data on these facts were obtained through the questionnaire survey for the parents. And play competences of 2, 437 preschool children (3-6 years old) enrolled in 10 kindegartens and 9 day-care nurseries were measured by their mothers and classroom teachers who used the Play Competence evaluation scale.
HAYASI Quantification Scaling Type I was used to clarify the relationships between the play competence and these factors. The analysis disclosed that most dominant factors which foster and develop the play competence of young children were child's age, mother's attitude toward play materials, playing together with neighberhood children, and selection of playfellow.
The second aim of this article is to investigate the structure of most doiminant factor which foster the play competence. Path analysis is used for examining the causal relationships among variout variables. The four factors such as parents' living style, period of experience in preschool, play with neighberhood children, and in-door-outdoor play turned out to be more potent in fostering the play competence than any other variables.

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高校卒業生の経歴と学校教育の規定力

近藤博之

1982 年 37 巻 p. 106-117,en239
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.106

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In this paper I tried to examine the academic and occupational career of high school graduatse (25 years old at the time of survey) in relation to the influences of schooling. In the analysis of the data, a technique of “log-linear model” was used to clarify the inner structure among the qualitative variables. The following results are obtained.
First, academic careers (college attendance) of high school graduates are mostly determined by the course they completed in high school.
Secondly, on the other hand, occupational careers are determined by the course they attended in high school and the academic career they took after high school. These two variables are persistently independent to each other. For example, for the graduates of vocational courses, the course is more determinative than the academic career, and for the graduates of general course an inverse relationship is found. These findings suggest that the graduates of a general course are strongly motivated to enter college for the purpose of acquiring specific skills necessary for professional occupations.
Thirdly, according to the same analysis applied to the consciousness in the workplace, one's occupation or job is a more determinative factor than the high school course or the academic career. That is to say, effects of schooling are not beyond the effects of occupation.
Fourthly, however, college education enhances one's motivation to learn on the job, and discourages the feeling of one's solidality. This feature of college education might be understood more clearly through contrasting the job searching behavior of college students and the actual relationship between education and occupation.

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デュルケム教育思想における「秩序」と「変動」の問題

危機の時代の理論として

古川敦

1982 年 37 巻 p. 118-128,en240
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.118

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This paper attempts to reexamine the “conservative” character of Durkheim's sociological thought of education.
So far, it has been said that Durkheim's main consideration is the analysis of “order” rather than “change”. He has often been criticized in the point that he considered only one side of the interaction between education and society, because he made much of the conservative function of education contributing to social integration.
However, if we look back upon the historical context of the French society in those days and Durkheim's “personal reality” about human conditions, we realize that his thought of education contained innovational elements to a great extent. For him, “moral education” at schools was the only clue to overcome the vicious circle of pathological state of society. Furthermore, such a viewpoint was the product of Durkheim's internal tension between “factual order” and “normative order”.
Neverthless, his idealistic attitude, which expected the innovational function of education as “a person” living in the Third Republic, resulted in bringing about a fundamental dilemma with his role of positivistic “sociologist”. Therefore, the “conservative” character of Durkheim's thought of education must be understood on the basis of the “positivist-idealist” dilemma in the critical period.

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教員の教科別下位文化に関する事例研究

学校カリキュラムへの社会学的アプローチ

田中統治

1982 年 37 巻 p. 129-138,en240
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.129

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The concept of subject sub-culture is concerned with the organization and selection of subject-knowledge for teaching purposes and the maintenance of collectively-approved subject pedagogies. Therefore, it is important to investigate the actual condition of the subject sub-cultures for studying the curriculum decisions actually made by teachers in their day-to-day work.
In this paper I intend to explore the features of such decisions on the choice of textbooks and pedagogies, focusing upon the academic perspectives of teachers. I made a survey in 7 senior high schools, interviewing the heads of such subjects as the Japanese Language, Mathematics, and English.
Four major findings are obtained. First, teachers create their subject subcultures, which is determined by the organizational goal of their school. Secondly, subject sub-cultures fundamentally functione to facilitate teachers' decisions and actions based on the academic perspective. Thirdly, their observable functions differ according to the types of subjects, i.e., between “pure” and “mixed”. Fourthly, a concentration upon the differentiations within subjects leads to amonographic study analysing teachers' life histories in terms of their subject-identities.

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中・高校生の問題行動に関する研究

生徒文化研究適用による検討

樋田大二郎

1982 年 37 巻 p. 139-150,en241
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.139

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Whether the behavior of students is problematic or not, is not determined as given, but determined through the negotiation process between teachers and students.
The purpose of this paper is to clarify the relationship between problematic behavior and this negotiation process from the viewpoint of student subculture.
In this paper, I reviewd some American and English researches, and constructed the analytical for flamework of this papar. These researches explain problematic or delinquent behaviors were explained by four factors: push pull, process (teachers' making sense) and student making sense. I combined these four factors by putting two kinds of “making sense” factors centre of them.
I concluded that the negotiation process between teachers and students is a kind of making sense process, which is fundamentaly determined by the relationship between school-teacher culture and youth culture among students.

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造船社外工労働力の技能形成過程と労働市場に関する事例研究

渡辺文男

1982 年 37 巻 p. 151-163,en242
発行日: 1982/09/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.37.151

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The purpose of this paper is to analyse the vocational training of the subcontracted workers working in the shipbuilding industry. As a case for analysis, I chose the subcontracted enterprises and the subcontracted workers of an H shipyard in Hakodate city. The analysis was carried out from the viewpoint of labour market theory, with special emphasis on the difference between the training of the experienced subcontractel workers and that of the unexperienced.
The paper is composed of the following:
(1) I analyzed the change of occupational categories and the range of operation resulted from the company's adoption of “Rationalization” programme.
(2) By considering the change of operation content as a demand factor, I analysed the quality of the subcontracted workers in relation to the structure of supply.
(3) By considering the additional workers employed as unexperienced workers with when employed as experienced workers, the characteristics of warker's training were made clear.
(4) Through the above analyses, the characteristics of the subcontracted workers of the shipbuilding industry were made clear.

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