著者

伊藤 茂樹

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.59, pp.21-37, 1996-10-15

被引用文献数

19

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In post-war Japan, juvenile delinquency has been "moving" from the society outside school, to the border between society and school, to inside school, and finally, to inside people's "mind". In recent years, people "find" juvenile delinquency in their "mind". "IJIME" (bullying) as a social problem has been constructed since around 1980. In the discourses about this problem, "mind" is often referred to. References to "mind" are of four types : moral "mind" (to be educated), weak "mind" (to be disciplined), sick "mind" (to be cured), and "mind" to be accepted. Recently, the last one is found most often in the discourses, and it is thought that the problem can be solved by accepting various children's minds. The reasons why accepting children's minds is thought to be the best way to solve the "IJIME" problem are as follows : 1. "IJIME" is now regarded as the problem of normal children, not the problem with special personality, so they can be, and should be accepted as they are. 2. People find a great deal of difficulty in understanding today's "IJIME" and the children, and accepting children's minds is their only hope. 3. Counsellors actively claim their effectiveness and people expect counselling and counsellors to solve not only emotional but also social problems by accepting mind. But to normalize and institutionalize accepting children's minds as the only way to solve the "IJIME" problem and to revive schools heavily burdens the teachers, and their identity as a profession is brought to a crisis. Moreover, it personalizes the "IJIME" problem, and the structural factors of the crisis of the legitimacy of schooling are concealed.