著者

中野 佑一

出版者

Japan Association for Urban Sociology

雑誌

日本都市社会学会年報 (ISSN:13414585)

巻号頁・発行日

vol.2015, no.33, pp.39-54, 2015-09-05 (Released:2016-10-09)

参考文献数

26

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The purpose of this paper is to clarify the safety consciousness of Security Town residents in what is called a “Japanese gated community”. Gated communities, residential areas that limit the entrance to the inside by enclosing the area with fencing, using security guards and installing CCTVs, are widespread throughout the world. Recently, Security Towns are increasing in Japan, highlighting growing security needs. We investigated the consciousness of security of Security Town residents in survey and through interviews, and analyzed the data. This paper highlights the three findings. First, 76% of Security Town residents emphasize crime prevention in choosing their residence. However, residential motivations are different, and security is not considered the top motive. Second, Security Town residents have not eliminated their fear of crime, especially compared to national data. However more than eliminating their fear of crime, living in such an area serves as a warning to suspicious persons or strangers. Finally, Security Town residents put a certain confidence in the security, which is maintained by regional council.

著者

中野 佑一 川口 遼

出版者

国際基督教大学

雑誌

社会科学ジャーナル = The Journal of Social Science (ISSN:04542134)

巻号頁・発行日

no.78, pp.65-84, 2014-09-30

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This paper argues for the possibility of “research-education separated model” in order to achieve better social research education.In particular, firstly, we look at the current state of social research education under the Social Research Qualification System and confirm that “research-education integrated model” is now dominant in social research training classes. Secondly, we argue that “research-education integrated model” tends to focus mainly on knowledge and skills in social training, not on the sociological imagination, which is essential to sociology and social research. Thirdly, we examine the common ground between the sociological imagination and reflexive thinking about self and society, one of the goals of liberal arts. Fourthly, we deliberate possible ways of class management to enable a course model which separates education from research on the basis of our educational experiments in “Qualitative Analysis in Sociology” at International Christian University. Finally, we analyze the educational effect of this class on the students participating in the class. As a result, we reveal that there are three educational effects which are mutually related: the understanding of research process, the cultivation of social and communicational skills and the realization of sociological imagination.

著者

中野 佑一 ナカノ ユウイチ Nakano Yuichi

出版者

駒澤大学文学部社会学科

雑誌

駒沢社会学研究 : 文学部社会学科研究報告

巻号頁・発行日

no.57, pp.77-96, 2021-11

著者

中野 佑一 川口 遼

出版者

国際基督教大学

雑誌

社会科学ジャーナル = The Journal of Social Science (ISSN:04542134)

巻号頁・発行日

no.78, pp.65-84, 2014-09-30

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This paper argues for the possibility of "research-education separated model" in order to achieve better social research education.In particular, firstly, we look at the current state of social research education under the Social Research Qualification System and confirm that "research-education integrated model" is now dominant in social research training classes. Secondly, we argue that "research-education integrated model" tends to focus mainly on knowledge and skills in social training, not on the sociological imagination, which is essential to sociology and social research. Thirdly, we examine the common ground between the sociological imagination and reflexive thinking about self and society, one of the goals of liberal arts. Fourthly, we deliberate possible ways of class management to enable a course model which separates education from research on the basis of our educational experiments in "Qualitative Analysis in Sociology" at International Christian University. Finally, we analyze the educational effect of this class on the students participating in the class. As a result, we reveal that there are three educational effects which are mutually related: the understanding of research process, the cultivation of social and communicational skills and the realization of sociological imagination.