Some researchers said that the cause of bullying (ijime) can attribute to the particular factor(s) (e.g. the stress of entrance examination, the lack of Theory of Mind, personality, disfunction of educational system or parents nursery attitude and so on) or interaction of these factors. Other researchers refused of these propositions and suggested that there is no cause of bullying that can be attributed to the bully or the bullied person. The purpose of this study is to clarify which factor(s) affect the occurrence of bullying if it is possible to attribute to particular factor(s). Questionnaire was used and 287 persons answered of this questionnaire. Factor analysis and multiple regression analysis showed that the percentages explained by these particular factors (square of multiple regression coefficient) were 11-12% when the particular factors were attributed to the bully or bullied person. ANOVA suggested that it was defficult to attribute the cause of bullying to the interaction of these factors. Results indicated that what played the important role on bullying was not the person who was bullying or bullied but the person who just looked at the bullying situation without taking any behaviors ("audience") and the person who took both the bullying role and the bullied role ("the bullying and bullied person"). The reason why the "audience" and "the bullying and bullied person" played the important role is discussed when a bullying occurred.

View full abstract

Faced with difficult situations being thrown at them, non-attendants at school often experience pains that seriously threaten their existence. Yet, being human beings, they should be able to choose ways to face these problems based on their own freedom. When they do make these choices, though, they may not always be able to choose the best way for the problem. But even in these times their freedom must not be ignored by a teacher, which is an important characteristic of their human self. In other words, the principal task of a teacher must be to provide a "solicitude which leaps forth" for finding a way to deal with the problems based on their own freedom. Yet, some non-attendants at school may find that their own freedom is not enough to deal with the many difficult situations always being thrown at them. When dealing with these non-attendants at school, teachers must provide a "solicitude which leaps in" as a substitute to solve these situations, but they must make sure not to overuse it because of the dander of non-attendants at school being too dependent on teschers. They must decide which "solicitude" should be provided after gaining a true understanding of the various possibilities of painful situations and grasping of whether the students are able to cope with that pain using their own freedom. This is not easy, but it is possible for good teachers. This paper will consider concrete examples of how good teachers who are receptive enough to keenly discern these painful possibilities can provide appropriate "solicitudes" by examining the results of a "consulting classroom".

View full abstract

It implemented this investigation in the kindergarten education scene. Because the kindergarten education is the first long-range educational institution which raises a child togetrer for the human being during child raising, when saying still "the child raising" which is, generally, to catch tends as if to do "the parents educate child" and to do "the territory in the home". However, in this study, it makes all of the situations which educate children such as the schooling and the society education in addition to the home education "the child raising situation". On it, at first, it limits to the communication between the home and the kindergarten and it writes to have tried investigation and a study to here. In the past, in the kindergarten education scene, to draw a conclusion conceptually and moreover being empirical tended. This study provides quantitative data. In other words, it provides the handhold which thinks of how it is good if thee nurturing person concerns a protector by home and kindergarten education scene interaction form's being described as the communication.

View full abstract

We sent out a questionnaire to the students in the departments of early-childhood education, home economics and social welfare in five junior colleges and universities from 1994 to 1996. The peculiar of their image of home that we found out by analysing their answer are as follows. (1) The central matters of their concern are part-time jobs and their future employments. On these matters they usually consult with each other but rarely consult with their teachers. (2) 78% of the students hope to get married in future. Most of them prefer love-based marriage, and they make much of personality to choose their own partner (3) 90% of the students hope to bring up children in future, because they feel children lovely and expect pleasure in child-rearing. The number of child they want to have is two. (4) As to the course of life, more than half of them hope to get a job, to get married, to retire from their children. They chooes this way of life because they believe it would be better for an infant to be brought up by his own mother. (5) Many junior college students intend to get some licenses, and many university students aim to become independent economically. Most of them hope to the diffusion of child-rearing leave in order to create the gender-equal society. Finally we pointed out that many of them seemd to have faild to davelop the social ability that is necessary to make a good relationship with others.

View full abstract