Japanese Sociological Review
Online ISSN : 1884-2755
Print ISSN : 0021-5414
ISSN-L : 0021-5414
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Volume 61, Issue 3
Displaying 1-13 of 13 articles from this issue
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Special Issue
  • Intruduction
    Yoshio KASHIDA, Miyuki SHIMOEBISU
    2010 Volume 61 Issue 3 Pages 232-234
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.232
    JOURNAL FREE ACCESS
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  • Sociology Adding to and Originating from the Surrounding
    Yoshio KASHIDA
    2010 Volume 61 Issue 3 Pages 235-256
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.235
    JOURNAL FREE ACCESS
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  • Sociology in Secondary Education
    Hiroki OKAZAKI
    2010 Volume 61 Issue 3 Pages 257-276
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.257
    JOURNAL FREE ACCESS
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    This paper examines secondary education in Japan from a sociological perspective.
    To begin with, I consider the significance of the theme of sociology in secondary education, and provide three reasons for conducting such an analysis: the importance of sociological education from an international perspective, the possibility of the development of sociological pedagogy, and the contribution of Japanese sociology to secondary education in general.
    Second, I illustrate the marginalization of sociology within the secondary school curriculum in Japan, by examining the guidelines set and its treatment by the Ministry of Education, Culture, Sports, Science and Technology. I suggest three reasons for this marginalization, namely, the characteristics of sociology as a discipline, a general indifference towards the subject at the institutional and administrative level, and a lack of collaboration between educators involved insocial studies education and those involved in sociological education.
    Sociological pedagogy has been proven effective in the fields of both comprehensive study and experiential learning used to help social problems. After reviewing several studies in teaching sociology, which discuss the integration of sociological education into service-learning, I consider the application of this new pedagogy to the secondary education curriculum or introductory-level sociological education in Japan.
    Further, I examine society's perception on social studies education in relation to the development of the education of the global citizen or the influence of the changing structure of contemporary society. I then argue that sociology can contribute to the learning and development of communality and sociality and indiverse areas outside the sphere of traditional social studies.
    Finally, I suggest that it might be especially significant for the future of Japanesesociology to promote further study of sociological education in secondary education in order to support its practice at the institutional level and engage more positivelyin educational administration.
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  • Sociology in Homemaking Course
    Yoko HOSOE
    2010 Volume 61 Issue 3 Pages 277-293
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.277
    JOURNAL FREE ACCESS
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    The objective of this paper is to analyze non-academic, alternative visions of sociology through their relationship with homemaking courses and investigate the scope and issues in sociology. With this end in view, the paper first discusses the nature of homemaking courses. The process starts with an inquiry into home economics, which serves as an academic background to homemaking. The paper then seeks to address this inquiry by analyzing the position and problems of sociology to identify and resolve issues in the course of homemaking itself.
    In ancient Greece, home economics occupied a legitimate position as a practical (political) science for males. Between then and the modern era, it was an area of study designed for family heads, that is, men. However, from the modern era onward, home economics reverted from being a male-oriented discipline to being a female-oriented one. With theoretical developments revolving around life politics, a central theme of Anthony Giddens. s modernity theory, sociology came to be considered a potential source of power in creating a new recognition of home economics as a field in which both women and men (humanity) initiate reforms in modern society. The scope of sociology lies in its ability to cross over into home economics, giving home economists the potential to reform this field of study. This potential grants homemaking education, backed by home economics, the capacity to foster practical life skills in children in the form of reflective selection of lifestyles and to enable them to aim for social reform.
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  • The Scope of Sociology in Nursing Schools
    Some Lessons from the Experience of a Sociology Instructor
    Masanao KATSUMATA
    2010 Volume 61 Issue 3 Pages 294-306
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.294
    JOURNAL FREE ACCESS
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    Lessons from the experience of a sociology instructor in a nursing school are shared as follows: A nurse understands a patient as a human being and cares for him/her on the basis of this understanding. For the purpose, nursing science adopts various concepts from other disciplines and classifies patients. problems as nursing diagnosis. In addition, nursing theorists introduce various theories from other sciences and attempt to promote nursing as a subsection of anthropology. Medical sociology focuses on the medical society and the functions of medicine in societies. Nursing focuses on the society to which a patient belongs in order to understand and care for him/her. What nursing students need is sociological imagination to understand a patient as a human being. Sociological imagination can be better cultivated by basic sociology than special applied sociology such as medical sociology.
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  • Sociology in Social Work Education
    Akiko MISHIMA
    2010 Volume 61 Issue 3 Pages 307-320
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.307
    JOURNAL FREE ACCESS
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    The Certified Social Workers and Certified Care Workers Act was enacted in 1987 in Japan. After the enactments, sociology has been included in the national examination for the acquisition of a social worker's license.
    This paper examines narratives in sociology and education in sociology in social work education and related academic studies. This study will address the scope of sociology within the realm of social work.
    First, I will explain the present state of social work education in Japan. Second, it will focus on the manner in which sociology influences social work education, related academic studies, and a social worker's practice. Third, I will consider the manner in which sociology contributes to social work education, related academic studies, and a social worker's practice.
    Although sociological theories are presently selected arbitrarily in social work education, sociology has had an incredible impact on social work. For example, institutions were deinstitutionalized, paternalism was rejected, and selfdetermination and "users' narratives" acquired respect. It is believed that transformations of this nature have made a social worker's methods postmodern.
    However, there is a sanctuary that postmodern social work cannot cover. I argue that this profession presently has two different methods of intervention. The first method of intervention is postmodern care, while the other is evidence-based social work that supports powerful intervention. The present situation of social workers should be considered in order to initiate sociological discussions in the realm of social work.
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  • Sociology in Medical School
    Junichi SATO
    2010 Volume 61 Issue 3 Pages 321-337
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.321
    JOURNAL FREE ACCESS
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    Sociology has been peripheral to the field of medicine in Japan. This paper is largely based on the author's experience of teaching sociology in a medical school in Japan. The paper analyzes why the two disciplines are irreconcilable and discusses how sociology can be involved in medicine and medical education. The discussion in this paper will be threefold. First, the paper will point out the incongruence between the medical sciences in medical school that are extremely biomedicine oriented and sociology that largely deals with the social construction of disease. How and to what extent the conflict between the two disciplines can be resolved will be discussed in the paper.
    Second, the paper will focus on how medical school education is institutionalized as well as controlled by the government, which might leave little room for sociology. Given this, the paper will consider how sociologists can become more involved in the education of medical doctors. Third, the paper will examine how and to what extent sociologists are able to deal with the sovereignty of medical doctors.
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  • Is the Theme of Illness and Medicine Marginalized in Cultural Anthropology?
    Emiko NAMIHIRA
    2010 Volume 61 Issue 3 Pages 338-350
    Published: December 31, 2010
    Released on J-STAGE: March 01, 2012
    DOIhttps://doi.org/10.4057/jsr.61.338
    JOURNAL FREE ACCESS
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    Cultural anthropology has denied to categorize themes as "central" or "marginal" because one purpose of this study is to examine the culture of human beings as a sum of acquired abilities, institutions, customs, etc. Further, the primary aim of this study is to discover contexts of all cultural and social phases. Any phase or aspect of culture and society is significant for anthropologists. Therefore, medicine is not a "marginal" theme in this sense. However, cultural anthropology does not analyze biological aspects, while the developed, interdisciplinary field of medical anthropology adopts the theory, approach, and concepts of cultural anthropology and studies both the cultural and biological aspects of human beings.
    In consequence, medical anthropology contributes new knowledge to cultural anthropology and reinvigorates cultural anthropology, wherein the theme of the biological aspect of human beings is not included.
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