We have experienced drastic change in the paradigm of schooling since "Rinji-Kyouiku-Shingikai" ("Rinkyoshin") which was formed between 1984 and 1987. This change contains a multi-dimensional shift in educational policies, ideas and purposes of education, the structure and function of educational organizations and teaching in schools. We can summarize the new paradigm of schooling after "Rinkyoshin" as individualization and diversification of educational structure, which is based on the New Right's deregulation and marketization policies in education. In an academic symposium held at Kokugakuin University in 1998, we discussed the possible relationship of the emergence of the new paradigm of schooling and adolescent deviant behaviors: Can the new paradigm solve the deviance problems, or can it make new deviance problems, or can the emergence of new deviance problems construct the new paradigm of schooling? This paper outlines and examines the above issues as an introduction to the three articles presented at the symposium. Firstly, after defining the term "new paradigm of schooling", I illustrated some characteristics of educational reform of high school in Japan. Secondly I pointed out two hidden and latent problems which can be caused by the paradigm shift after "Rinkyoshin". One is the possibility of the decline of standard and of the increase of variance of pupils' educational achievement. The other problem, more serious, is declination of socialization function of schools. Japanese schools, according to foreign sociological observers, have had efficient and excellent accomplishment in socializing the adolescent so far: The average conduct of Japanese was highly socialized and under control: The public costs of managing the population and of remedying deviant behavior were low: The social overhead spent on unproductive people was less: The average Japanese exhibited high level of skills and good work habits in the work place. The Paradigm shift to individualization and diversification of educational structure could lead to declination of socialization function of schools, which could make new adolescent deviance problems in our society. This means a crisis of Japanese education, and of our society itself.

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Since 1980's, the paradigm of schooling has been changing drastically. The change contains pursuit of individuality, introduction of various types of education or school, integration of curriculum, and downsizing and liberalization of schooling. Along with it, discourses about education or schooling have changed. They emphasize conflict between teachers and pupils, and set the goal of schooling very abstractly, as shown in the slogans such as "Power of Living" or "Education of Mind". The New Paradigm of Schooling is advocated referring to the various deviant behaviors of pupils and teachers, which have become social problems for these two decades, for example, school violence, bullying, school refusal, or corporal punishment. In such discourses, "Old Paradigm of Schooling" is regarded as the cause of the various problems, and it is assumed that The New Paradigm surely solves them. But, as seldom referred, those behaviors of pupils and teachers have long been existing even though they were not paid attention to. Also important enough, people's sensitivity and attitude towards schooling have changed. They prefer individuality, privacy, rights, and equality. They no longer trust nor authorize schooling. So it is sure that The Old Paradigm no longer fits into them. Consequently, the change of paradigm being embodied in educational reform is in a sense inevitable. And some of the reform will be able to reduce or normalize the deviant behaviors to some extent. Moreover, school is expected to withdraw from controlling pupils' deviance. But, it is not recognized that some other agents should be responsible for the control of deviance if school is exempted from it. Owing to the downsizing of schooling, more and more teenagers are supposed to enter into various places outside school and some types of deviant behavior are sure to appear. Discourses which expect downsizing of schooling doesn't take it into account.

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The aim of this paper is to clarify the changing features of high school deviant control and its factors. The author surveyed same high schools which I had surveyed 18 years ago in 1979. At the time, high schools strictly controlled students' behavior both inside and outside school. However now school deviant control is eased, covering only inside school and retreated from behavior control. High schools today focus their effort on student mental care. The author surveyed high school deviant control changes and school system factors and school paradaigm factors which caused deviant control changes. The following are the findings of this paper. First, Parents' and students' expectation on high school education extremely decreased. Mental socialization became more and more important. Teachers cannot make consensus on deviant control guidelines and students became a clients of mental care and healing. Secondly, these changes are facilitated by some paradigm changes. High school set limits of their responsibility and the place responsibility on family and other local agencies. Values concerning student control are becoming controversial and there are no consensus about educational matter. Education which emphasizes KOSEI-NO-JUSI ("respect for individuality") changes student control from uniformed mass control to individual control and guidance from behavior control to mental counseling. The eleven schools the authors surveyed are located in two rural prefectures. Interviews were conducted with the headmasters and directors of academic guidance, career guidance and student activities. Also, questionnaires were distributed to and filled by second grade students and all teachers surveyed.

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Do youth and children problems, such as juvenile delinquency, significantly influence on educational policies in Japan? I argue that they have had influence in current Japan. A good example of this occurred in 1997 in Kobe, Japan, when a junior high school student murdered and wounded elementary school students. This case (called the Kobe case) had a great influence on the inquiry and the report "About What 'Kokoro-no-kyoiku' (education of mind) From Infancy Should Be" by Central Council for Education (CCE) in 1997 and 1998. This paper discusses the relationship between the case and the report. Protected by public opinion that came to emphasize social norm after the case occurred, and interim report of the council tried to depict that youth deteriorated, and work out what the youth and children should be. The CCE's report played a role of weakening a tendency toward "individualization" and "diversification" in educational realms, which has steadly developed among parents, teachers, the youth, and children. On the other hand, the report promoted and educational policy oriented to "socialization" and "standardization". Features of the report include: "interfering in a family education"; "emphasizing moral education"; "working on the 'harmful environment' problems"; "proposing what youth and children should be"; and "advocating the 'Ikiru-chikara (the youth's and children's ability in living) and the 'Kokoro-nokyouiku' (education of mind). These features indicate that an educational policy proposed by the report is based on a concept that the youth and children are fundamentally deprived in Japan. In conclusion, the CCE's report is strongly influenced by the Kobe case.

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There are a number of ways used in bullying from mischief to delinquency but what is most inherent in bullying? The study analyzes the behavior and consciousness of Japanese elementary and junior high school students in the widely-disputed social problem-bullying. The analysis is focused on the fourfold structure in school system which encloses a student and at the same time reflects the social relations among students; peer group, class, grade and the whole school. The findings include (1) peer group and class are the main place where bullying is practiced; (2) when bullied, the victim children can hardly mobilize third parties like friends, teachers and parents to moderate the case; (3) in many cases, neither teachers nor parents recognaize bullying incidents. Moreover, classmates as witnesses of the case tries to keep distance from the case. The structure of school system explains the second and the third points. On one hand, students have to maintain social relations with peers. On the other hand, the fixed fourfold structure of school system functions to block the intervention of third parties into bullying incidents. Moreover, bullied students have no way to escape from the state of bullying, since the school system usually do not allow them to be replaced to another class, grade or school. As a consequence, the school system itself allows the maintenance of bullying in peer group and classroom. Consideration of the school system is duly encouraged in the discussion of bullying.

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Recently in Japan, an increase and deterioration of juvenile delinquency is reported by the law enforcement agencies and mass-media. But, I cannot fully agree with these reports. I have, therefore, tried to evaluate the present state of juvenile delinquency as accurately as possible. I adopted these three measures as the criteria of evaluation; (1) rate of delinquency in past 30 years, (2) rate of delinquency of the other countries in the year, (3) rate of adult crime in the year. 1) The rate of juvenile delinquency in 1996 (10.1: per 1000 teenagers) is average compared with the data of past 30 years. 2) This rate is lower than such countries as the United States, Great Britain, Germany and France. 3) But, this rate is extraordinarily high compared with the rate of adult crime in the year. The arrested of teenagers equal 50% of the total, even though they make up 13% of the total population. By the way, these trends began to emerge from around 1980. I regard these trends as "extraordinarily low percentage of adult crime." Why does this peculiar situation arise? I considered this question from the three points of view. 1) Viewpoint of environmental conditions: Environments surrounding crime had differential effects on adults (decriminalization9 and on juvenile (criminalization). 2) Viewpoint of relation between adult and juvenile (on system level and individual level); Systematization of society tends to suppress deviation of adults, while promoting deviation of juvenile. 3) Viewpoint of crime-structure; Crime structure has been changing largely. "Ordinary crime" such as theft and violence became the domain mainly of juvenile, while traffic-crime and business-crime became more serious for adults.

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