著者

山村 賢明

出版者

日本教育社会学会

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.43, pp.69-70, 1991-10-19

著者

山村 賢明

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.37, pp.20-33,en234, 1982-09-20 (Released:2011-03-18)

被引用文献数

4

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Karabel and Halsey's 1977 review on research trends in Power and Ideology in Education, is very suggestive for students of the sociology of education. However, their criiticsms to the interpretive paradigm are not pertinent, as far as ethnomethodology is concerned. This paper examines their comments and assess the effectiveness of ethnomethodology in the educational research. Ethnomethodology is expectd to contribute to the educational research in the following senses. First, it has the possibility to analyze directly the educational process without leaving the process of schooling “black box.” Second, it has the possibility to ensure the academic, sociological research against the present-day trend of institutionalization of research (“researchism”). References were also made to the characteristics of ethnomethodological studies such as the use of audio-visual aids for data collection, immanent analysis of interaction in the classroom, and meaning of socialization. There are some basic misunderstandings in Karabel and Halsey's criticism to ethnomethodological studies. It seems to be partly due to the fact that their arguments are based on the British “new” sociology of education, and partly due to the fact that their own position is that of Durkheimism, which is strikingly contrast to the ethnomethodology.

著者

キッセ ジョン. I 山村 賢明

出版者

日本社会学会

雑誌

社会学評論 (ISSN:00215414)

巻号頁・発行日

vol.14, no.1, pp.79-90, 1963-08-10 (Released:2010-05-07)

著者

辻 功 山村 賢明 武藤 孝典

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.11, pp.48-68, 1957-03-30 (Released:2011-03-18)

著者

キッセ ジョン I 山村 賢明

出版者

日本社会学会

雑誌

社会学評論 (ISSN:00215414)

巻号頁・発行日

vol.14, no.1, pp.79-90, 1963-08-10

著者

山村 賢明

出版者

日本社会学会

雑誌

社会学評論 (ISSN:00215414)

巻号頁・発行日

vol.17, no.1, pp.35-52, 1966

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Our problem is—what is meant by the word mother in Japanese culture? What meaning is the mother presumed to have for the self in Japan? We took up a radio program called "Haha o Kataru" to grasp the meaning of the Japanese mother. In this program, many persons who are well-known in the mass conmunication world talk about their own mothers for fifteen minutes. We got one hundred and forty-four broadcasting tapes. From the point of view of our analysis whether the facts they told are true or not is unimportant, though interpretations or meaning they imputed are significant.<br>Three fifths of the subjects who spoke about their mothers are male. Sixty per cent of them are public entertainers, thirty-three per cent are intellectuals or artists, seven per cent have other occupations. A half of their mothers are already dead.<br>By analyzing themes appearing in their talks and their interpretation of them, we think we can construct the following conceptions of the mother.<br>1. The mother is essentially a valuable person.<br>2. The mother sacrifices herself to the child and the husband, and so doing she finds her life worth living.<br>3. The child can take advantage of such a mother (amaeru).<br>4. The mother may provoke guilt feelings within the child, especially after her death.<br>5. The mother is a poychological prop and stay for the child; and his achievement or what he is is looked upon what he owes to her.<br>6. The mother may be the motive for the child's achievements. (The child strives in his life in order to make his mother happy, and the child expects his own achievement to be appraised by her.)<br>7. The mother is sentimentalized or emotionalized as the object of the child's lifelong attachment. The word 'mother' (okâsan, ofukuro) itself induces specific sentimental reaction.

著者

辻 功 山村 賢明 武藤 孝典

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.11, pp.48-68, 1957

著者

アアロン・V. シコレル ジョン・I. キツセ著 山村賢明 瀬戸知也訳

出版者

金子書房

巻号頁・発行日

1985

著者

山村 賢明 北澤 毅 瀬戸 知也 陣内 靖彦 永井 聖二 古賀 正義 清矢 良崇 阿部 耕也 片桐 隆嗣 稲田 素子 森 俊太

出版者

日本教育社会学会

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.45, pp.158-163, 1993-10-09

著者

山村 賢明 Yamamura Yoshiaki 埼玉大学 Saitama University

出版者

東洋館

雑誌

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

巻号頁・発行日

vol.28, pp.46-62, 1973-10-15

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Concerning the concept of "INFLUENCE", we distinguished the action of influence from the capacity or the potentiality of influence. In this article, taking into account the latter, we intended to provide the theoretical framework for the research of teacher's influence on the pupil. Especially we examined Parsonian theory of social control and extricated it out of AGIL scheme to articulate it to Lasswell's scheme which defines influence in terms of value relations. On the basis of this discussion, we pointed out the following problems of teacher's influence: (1) Though the teacher's influence is ultimately oriented to "enlightenment", it concerns various values in the process. Thus the forms of influence in Lasswell's terms should be analyzed in the teacher-pupil rilationship. (2) The structure and dynamics of the influence requires the teacher to keep high "value position" beyond the subject teaching. That is, teacher's authority and pupil's dependence upon it are necessary for the effective educational influence. But this is an educational paradox since teachers have to make pupils independent through that process. (3) Teacher-pupil relationship in public school system is elementally based on teacher's headship. Therefore, the teacher must convert it to leadership in order to make his educational influence effective. By using his class-group as a reference group, it become possible for him to diffuse and strengthen his influence as group influence. (4) There is, today, a tendency that teacher's influences are becoming weak as a whole and limited into the specific scope. It is mainly due to industrialization in the present society, but it should be recovered from the viewpoint of child development and education.