The purpose of this study is to clarify the Olympism of the filmmakers by considering both artistic and documentary aspects of the film, with an interpretation of the contents of representation of “Tokyo Olympiad.” In order to interpret these messages, it is important to notice the film's context and metatext. First, as a social context, it may be argued that the 1964 Tokyo Olympic Games had a strong role to play in enhancing the national prestige of Japan. So, it was natural that the politicians, the officials of the Japanese Olympic Committee (JOC), and the sport world in Japan asserted that the IOC's official film of the Tokyo Olympic Games should record mainly the outcomes of the performances of Japanese athletes (nationalism). Second, the gap between the artistic representation and a conventional documentary record are clarified by considering the metatext of the film. The frame of reference of film viewers, which is comprehension of the film itself when they watch the film, is as follows: “This is an official film of the Olympic Games,” and “this is a documentary film.” So, people regard this film with the understanding that “all that is represented in this film must be true.” In contrast, the filmmaker's premise was also that “this film is not just a conventional documentary film but an artistic one.” In conclusion, it can be said that this excellent film tried to represent not only a peaceful world (inter-nationalism) but also universal equality as human beings. The images of the film have no connection with race and class because of the representations of the universal solemnity of athletes, and human possibilities of excellent performance by winners and losers (trans-nationalism). This is the authentic representation of the Olympism of the filmmakers, and the reason “Tokyo Olympiad” was appraised as a great film worldwide.

抄録全体を表示

  The degree of equality in the delivery of education is an important dimension of variation. Some nations believe that the provision of a highly stratified system enhances quality, at least for the minority who are able to gain entry to the elite academic stream. In contrast, other nations prefer a more egalitarian approach to education where all students attend a common school devoid of ability streams until well into their secondary level studies (Levin, 1978); the egalitarian approach is believed to be just and fair. But does it enhance quality?
 While there are a number of studies that explore the academic consequences of tracking and/or streaming within particular national systems, there are relatively few studies that explore this question across several national systems. The recent OECD supported PISA studies (2010 a and b) enable a cross-national analysis; but the official reports from OECD primarily provide bivariate analyses of these relations whereas a multivariate approach taking into account several system level variables is preferred.
 In this paper we define egalitarian education, examine its historical origins, specify its contemporary correlates, and drawing on multinational data seek to determine if the single nation findings are replicated in a wider group of countries. Additionally we will focus on the position of Japan and the sub-group of rapidly developing Asian economies relative to other countries.

抄録全体を表示