著者

古川 千絵

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.77, pp.27-46, 2005-11-15

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Many people living in advanced countries have sympathy for the desire for self-realization or self-discovery. However, particularly in Japan, society does not provide any support for the process of jibun-sagashi (finding oneself) or the negative consequences of the process. Given this situation, the purpose of this paper is to investigate the possibility of institutional support for jibun-sagashi. For this purpose, the gapyear in the U. K. is chosen as a subject of a case study, since it is an institutionalized support system that allows mainly young people to take time off for a process of self-discovery, with a time limit. The contents of newspaper articles during the past fifteen years are used to examine the social awareness that is said to be the basis for the popularity of the gapyear. From an analysis of the contents of newspapers, it is clear that positive expectations have long been placed on the gapyear, although many problems, which in some cases threatened its viability, have also been revealed during these fifteen years. These problems have included a deterioration of the financial situation of students led by the introduction of university tuition, and the excessive institutionalization and commercialization of the gapyear. There are two aspects of the expectations toward the gapyear : it is seen as a period for finding oneself, and as a period for learning new skills and gaining new experiences. The two are not separate, but rather are related to each other. These findings confirm the fact that it is important for society to support people in taking a gapyear or similar period in response to these expectations. Yet, on the other hand, it seems that expectations are thrown at the gapyear in an uncritical manner, and there is a need to accurately grasp this situation. How do people experience the gapyear or other similar self-discovery, what needs do they feel that makes such a period necessary, and how do these experiences bring actual benefits in their future careers? It is critical to find answers to these questions. In addition, it is possible that the gapyear has resolved the problems resulting from the distortions of the educational system or employment situation, rather than rectifying these systems themselves. These points are essential when thinking about the possibility of institutional support for jibun-sagashi in Japan as well.