著者

大阪大学大学院国際公共政策研究科 [編] = Osaka School of International Public Policy Osaka University

出版者

大阪大学大学院国際公共政策研究科紀要編集委員会

巻号頁・発行日

1997

著者

大阪大学大学院文学研究科 [編]

出版者

大阪大学大学院文学研究科

巻号頁・発行日

2008

著者

大阪大学大学院言語文化研究科編

出版者

大阪大学大学院言語文化研究科

巻号頁・発行日

2018

著者

伊佐 夏実 Natsumi ISA 大阪大学大学院 Graduate School Osaka University

雑誌

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

巻号頁・発行日

vol.84, pp.125-144, 2009-05-31

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This paper examines and presents the characteristics of the "emotional labor" of teachers by analyzing interviews with ten elementary teachers. Moreover, it discusses the notion that the emotional labor of teachers is a teacher strategy. The concept of emotional labor, introduced by Hochschild (1983), contends that the emotion of workers becomes commoditized when these acts are sold for a salary and thereby estranged from the individual. Although Hochschild emphasizes the negative aspects of emotional labor, I contend here that the emotional labor of teachers may have strategic aspects even if it is compulsory. The differences between Hochschild's argument and that put forward by this author arise from two points. The first depends on the autonomy of work. The second depends on the aspect of emotional labor as a means by which teachers carry out their core classroom purposes. In this paper, I present a concrete analysis of the latter point. In Hochschild's argument, the commercialization of feelings and their instrumentality are dealt with as identical things, but the two aspects should be distinguished. I insist that the emotional labor of teachers has an instrumental aspect rather than one of commercialization. That is to say, for emotional labor in teaching it is important to consider how teachers manage pupils' emotions. Japanese teachers hope that pupils will grow up not only academically but also emotionally. In addition, a teacher's instruction is based on working on pupils' feelings. Thus teachers need to manage both pupil's feelings and their own in order to build relationships in which the parties are linked together by emotional bonds in order to enable teachers to control classrooms. Because of this, teachers are required to carry out emotion management of their work, and in this sense they constrain their emotional labor. However they carry out emotional labor strategically by changing the meaning of heteronomous emotion rules into valuable instruments for their pedagogical purposes. This strategic aspect of the emotional labor of teachers is a skill acquired in the process of socialization as teachers. Thus negative aspects do not reside in the characteristics of the emotional labor of teachers, but are caused by aspects (compulsory/strategic) which are emphasized when a teacher carries out emotional labor. However, as Hochschild shows, emotional labor becomes negative and draining when poor working conditions make it impossible for teachers to perform their work well. Accordingly, it is necessary to conduct further studies concerning the emotional labor of teachers in relation to the circumstances surrounding the teacher.

著者

伊賀上 菜穂 Naho IGAUE 大阪大学大学院言語文化研究科 Graduate School of Language and Culture Osaka University

出版者

東北大学東北アジア研究センタ-

雑誌

東北アジア研究 = Northeast Asian studies (ISSN:13439332)

巻号頁・発行日

vol.7, pp.71-91, 2003-03-31

著者

林 知里 岡本 愛花 神林 優花 花田 佳奈 渡邊 えみ 中島 美繪子 Chisato Hayashi Okamoto Aika Kanbayashi Yuka Hanada Kana Watanabe Emi Nakashima Mieko 元千里金蘭大学 看護学部 現大阪大学大学院 医学系研究科附属ツインリサーチセンター 市立豊中病院 淀川キリスト病院 市立池田病院 三木市民病院 元千里金蘭大学 看護学部

出版者

千里金蘭大学

雑誌

千里金蘭大学紀要 (ISSN:13496859)

巻号頁・発行日

pp.67-75, 2012

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近年、男女共同参画社会の実現、少子化問題、子どもの社会性の発達や父親自身の人格的成長、QOLやワーク・ライフ・バランスなどとの関連において、父親の育児参加が注目されている。多胎児の父親は単胎児の父親より積極的に育児参加するものが多いとの報告があるが、育児参加が父親に与える影響について多胎児と単胎児の父親を比較した調査はない。そこで、本研究では、多胎児と単胎児の父親の「子育て観・次世代育成観」「母性神話」「仕事観」「子ども観」を調査した。ツインマザースクラブの会員1016名に自己記入式アンケートを郵送、211名の父親から回答を得た(回収率20.8%)。また、比較群として、小中一貫校の児童・生徒および大学生の単胎児の父親300名にアンケート調査を実施し、101名から回答を得た(回収率33.7%)。結果、「子どもが3歳になるまで、母親は育児に専念するほうがよい」「子どもを出産した後は、母親は仕事をやめたほうがよい」といった、いわゆる「三歳児神話」や「母性神話」については、多胎児の父親は単胎児の父親と比較して反対側が有意に多かった。「子育ては自分の自由な時間を奪う」「仕事は自分の自由な時間を奪う」「子育て中は、勤務時間を自分で調整できる方がよい」は多胎児の父親で賛成側が有意に多く、「育児休暇をとると昇進にひびく」は、多胎児の父親で反対側が有意に多かった。ふたごの父親は、単胎児の父親と比較して積極的に育児参加している者が多く、育児の担い手として実質的に育児に関わる経験が母性神話に対する価値観や子育て観、仕事観に影響している可能性が示唆された。

著者

豊泉 俊大(大阪大学大学院)

出版者

日本生態心理学会

雑誌

生態心理学研究 (ISSN:13490443)

巻号頁・発行日

vol.13, no.1, pp.3-14, 2021-05-01 (Released:2021-06-10)

参考文献数

22

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本稿の目的は,ギブソンによる画像理論の全容を解き明かすことである.ギブソンは画像経験の本性を,その二重性にみる.画像経験が二重性を伴うことは事実である.われわれは画像をまえにして,たしかに,画面と画面に描写されているものとを見る.しかし,私の見るところ,そうした二重性によって画像経験の内実が尽くされることはない.画像経験の本性は二重性にではなく,むしろ三重性にあると,本稿は論ずる.そして,そのことが,ギブソンが示した画像の定義そのものから導きだされうることを,したがって,本稿の提示する見解が,ギブソンによる画像理論の正統な解釈たりうることを,精緻なテクスト読解によって証明する.本稿は,これまでには十分に検討されることのなかった,ギブソンによる画像理論の真意を精確に見定めるものとなる.

著者

大阪大学大学院人間科学研究科対人社会心理学講座 [編] = Deparment of Social Psychology Graduate School of Human Sciences Dsaka University

出版者

大阪大学大学院人間科学研究科対人社会心理学研究室

巻号頁・発行日

2001

著者

砂山 渡 大澤 幸生 谷内田 正彦 Wataru Sunayama Yukio Ohsawa Masahiko Yachida 大阪大学大学院基礎工学研究科システム人間系専攻 筑波大学大学院経営システム科学専攻 大阪大学大学院基礎工学研究科システム人間系専攻 Dept.of Systems and Human Science Graduate School of Engineering Science Osaka University. Graduate School of Systems Management University of Tsukuba. Dept.of Systems and Human Science Graduate School of Engineering Science Osaka University.

雑誌

人工知能学会誌 = Journal of Japanese Society for Artificial Intelligence (ISSN:09128085)

巻号頁・発行日

vol.15, no.6, pp.1117-1124, 2000-11-01

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In recent years, Web pages have become the most available resource of information. However, it is hard to express a user interest by words, so people are hard to access those information by using search engines. In this paper, we suggest a system which supplies keywords used in real Web pages. This system aims at making up a lack of user's knowledge and filling the gap between user's knowledge and real information. Along with these, a two-dimensional search interface is supplied to a user. In this interface, keywords are classified by a user interest and are arranged with expressing the relation between a user interest and Web pages cleary. As a result, a user can make his/her own interest concrete and can get disirable pages quickly.

著者

古田 和久 Kazuhisa FURUTA 大阪大学大学院 Graduate School Osaka University

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.207-225, 2007-05-31

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This paper examines the impact of social class and a variety of attitudes regarding society and education on attitudes toward educational expenditures. In Japan, the rapid rise of educational participation rates has been strongly supported by household expenditures. The scale of private funding is very large in comparison with other countries, and not only high income parents, but also low income ones, make expenditures for their children's education. Therefore, the following question arises: what motivates Japanese people to give education to their children? Previous research on economics and the sociology of education has focused on investment and consumption. However, considering that the motives for educational expenditures are complex and are influenced by a variety of characteristics of parents, including attitudes on society and education, this paper investigates attitudes toward educational expense using data from the 2003 National Survey on Work and Daily Life. In order to identify significant patterns in many variables, decision tree analysis is used as a data mining techniques. Following a brief introduction of decision tree analysis, the technique is applied to delineate the key features that distinguish between people who are eager to pay their children's educational expenses and those who are not. First, the data indicate that many people believe that parents should pay for nearly all of their children's educational costs. Second, decision tree analysis reveals that the most important factor influencing the payment of educational expenses is not the benefit of education, but rather the recognition of educational inequality in contemporary Japanese higher education. People who perceive educational opportunities as being equal are more willing to pay for their children, because they believe that there is stiff competition for educational credentials. Third, investment and consumption are important factors for people who believe there is educational inequality. As a result, the motive for making educational expenditures depends on attitudes toward society and education. On the other hand, the group that showed most strongly negative attitude is people who believe that educational opportunities are closed by family income and that their own subjective social status is low, and that education does not play a central role for achieving high income and social status. This finding suggests that at present, educational costs are very heavy, and that if the burden of tuition fee and other educational expenses clearly brings an awareness of educational inequalities according to family income, many people will perceive education as being meaningless for them.

著者

川口 俊明 前馬 優策 Toshiaki KAWAGUCHI Yusaku MAEBA 大阪大学大学院 大阪大学大学院 Graduate School Osaka University Graduate School Osaka University

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.187-205, 2007-05-31

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The aim of this paper is to discover a route for the resolution of "differences in scholastic ability," which are a serious problem in Japanese Education, using the idea of "Effective Schools". "Effective Schools" are schools which have relatively small differences in scholastic ability between social groups. This report looks at the continuation of effects of schools, and studies the characteristics of "Effective Schools" in Japan. In conventional studies on "Effective Schools" in Japan, seven characteristics are clarified: (1) Ordered child groups, (2) Mutual empowerment by students, (3) A school administration that values teamwork, (4) Connections between schools and outside organizations, (5) A positive school culture, (6) A system that encourages learning, and (7) Leadership. These were found in data from a single year, however, and were not based on data collected continuously. Therefore, surveys to date are inadequate. This report demonstrates the existence of "Effective Schools" and analyzes the characteristics of schools in one city in Hyogo Prefecture, based on continuous data. The findings are as follows. To begin with, from an analysis of scholastic ability data, it is clear that the evaluation of "Effective Schools" is considerably affected by grade groups. In previous studies in this area, attention had not been given to the differences between grade groups, and this suggests a danger in relying on data for a single year. In addition, caution must be exercised in basing policymaking on data on scholastic ability performed in a single year. Next, while the results of the surveys varied greatly by grade groups in most schools, there were two schools (A and B) that were continuously effective. School A was unified several years ago. The teachers are building a new school culture, involving "watching and checking inside school" and "taking learning hours." On the other hand, School B is characterized by "good class atmosphere" and "self-direction in learning." The two schools seem to have very different characteristics, but it can be pointed out that teachers of both are supportive in various aspects. Comparing these with the seven characteristics of "Effective Schools" in Japan, School A is a school that has (1) Ordered child groups and (6) A system that encourages learning (in School). By contrast, School B has (2) Mutual empowerment by students and (6) A system that encourages learning (at home). Moreover, both schools have (3) A school administration that values teamwork and (5) A positive school culture. From those analyses, it can be hypothesized that "Teacher Culture" and "School Culture" are important factors in the study of "Effective Schools."