著者

住岡 英毅

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.80, pp.127-141, 2007-05-31 (Released:2018-07-01)

参考文献数

6

被引用文献数

1

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Today, regional disparities in education can be seen from the following six aspects.(1) Disparities between areas (disparities between cities or towns)(2) Disparity inside areas (disparities between elementary school areas)(3) Visible disparities(4) Invisible disparities(5) Disparities in school education(6) Disparities in social educationAmong these disparities, this paper focuses on disparities inside areas, invisible disparities, and disparities in social education. The reason is that these are the new disparities found in mergers between municipalities (a contemporary phenomenon in Japan), movements of population and the decentralization of power. In other words, under the decentralization of power, communities are called on to be economically and educationally independent from the central government, and these new disparities are related to the educational power of communities and to the power of social education connected to them.They are also related to the urgent educational issues that must be tackled together by educational officials, people involved in schools and social education, and local residents under the decentralization of power.The two principal directions for this task are as follows.(1) Cooperation between schools and communities by strengthening support from educational administration to schools and communities, and strengthening cooperation involving both school education and social education.(2) Improving the specialization of education in a broad sense. In other words, improving technical cooperation with specialists such as teachers, leaders of social education, medical personnel and welfare personnel.These points will be crucial determinants of the success or failure of education under the decentralization of power.In addition, the author uses data on administration in cities and towns in Shiga prefecture, which are familiar to him. Nevertheless, the manuscript consists of some guesses without actual evidence in some points; therefore it has in some sense the character of the presentation of a hypothesis.

著者

住岡 英毅

出版者

大阪青山大学『大阪青山大学紀要』編集員会

雑誌

大阪青山大学紀要 (ISSN:18833543)

巻号頁・発行日

vol.6, pp.29-47, 2013

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Rakugo is one of Japanese traditional performing arts with a long history of more than 300 years. It faithfully reflects the spiritual aspects of Japanese people and society with all sorts of Japanese personalities and philosophies, ethics and morals, and every detail of dialogical mutual communication(timing of words,etc.). In this respect, Rakugo, along with other Japanese traditional performing arts such as Kabuki, Noh and Kyogen, plays an important role in the Japanese traditional culture.Rakugo stories convey a multitude of feelings and wisdoms, such as happiness, sadness, empathy, ethics, pathos, healing, etc., in the human lives of ordinary people. During every Rakugo performance, a unique atmosphere is created in the hall through empathy between the storyteller(Rakugo artist) and the listeners(Rakugo audience), and such atmospheres have helped the Rakugo art transform itself continuously. In other words, these unique Rakugo atmospheres created through dialogical communication between the teller and audience has contributed to the development of Rakugo art. This is one of the intrinsic characteristics of Rakugo, unseen in other traditional Japanese performing arts.The present treatise intends to extract educational elements out of such intrinsic characteristics of Rakugo, interpret them from the educational point of view, and explore various possibilities of utilizing Rakugo culture in the field of education The purposes of these considerations are: (1)to visualize unintended educational functions, i.e., potential character-building functions, of Rakugo, and (2)open up a new field of education by incorporating the unintended educational potential of Rakugo into intentional educational curriculums. Thus, the present treatise schemes to open a new door to the practice of education through Rakugo culture by exploring a possible association between Rakugo culture and pedagogy.The present treatise first takes up two Rakugo stories, "An alum apprentice (Myouban decchi)" and "Praising kids(Kohome)", to analyze their ideas of human beings by focusing on how the main characters such as the apprentice, the husband, and the fool, are depicted and how they are performed by the storyteller. Then their educational human relations through which the stories intend to convey their views on human beings are discussed Secondly, the Rakugo's concepts on ethics(morals)are discussed by analyzing the sinfulness of humans observed in "A parent-child teahouse(Oyako-jyaya)" and "A stable fire(Umaya-kaji)", humanness seen in "A case over killing a deer(Shika-seidan)", and satire expressed in "Sasaki's rulings(Sasaki-sabaki)". Then, how such analysis may make the innermost of morality visible is discussed, although the present-day's moral education has been failing to clarify it.Thirdly, the communication through dialogues between the storyteller and audience is taken up, and discussed to show how it becomes to show educational potentiality.The above three viewpoints constitute the present introductory treatise on education through Rakugo culture.

著者

住岡 英毅

出版者

不明

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.31, pp.6-7, 1979

著者

住岡 英毅 Hideki SUMIOKA 大阪青山大学 Osaka Aoyama College

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.80, pp.127-141, 2007-05-31

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Today, regional disparities in education can be seen from the following six aspects. (1) Disparities between areas (disparities between cities or towns) (2) Disparity inside areas (disparities between elementary school areas) (3) Visible disparities (4) Invisible disparities (5) Disparities in school education (6) Disparities in social education Among these disparities, this paper focuses on disparities inside areas, invisible disparities, and disparities in social education. The reason is that these are the new disparities found in mergers between municipalities (a contemporary phenomenon in Japan), movements of population and the decentralization of power. In other words, under the decentralization of power, communities are called on to be economically and educationally independent from the central government, and these new disparities are related to the educational power of communities and to the power of social education connected to them. They are also related to the urgent educational issues that must be tackled together by educational officials, people involved in schools and social education, and local residents under the decentralization of power. The two principal directions for this task are as follows. (1) Cooperation between schools and communities by strengthening support from educational administration to schools and communities, and strengthening cooperation involving both school education and social education. (2) Improving the specialization of education in a broad sense. In other words, improving technical cooperation with specialists such as teachers, leaders of social education, medical personnel and welfare personnel. These points will be crucial determinants of the success or failure of education under the decentralization of power. In addition, the author uses data on administration in cities and towns in Shiga prefecture, which are familiar to him. Nevertheless, the manuscript consists of some guesses without actual evidence in some points; therefore it has in some sense the character of the presentation of a hypothesis.