著者

新堀 通也 有本 章

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.19, no.3, pp.2-21, 1969-01-30

被引用文献数

1

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A great many people have discussed and made investigations on higher education, but few of them have pain attention to the nepotism and paternalism in the Japanese academic world. Radical student political movement and academic freedom are of course seriously important, but these problems will not be solved until we improve the quality of college professors and eliminate the pre-modern elements in the Japanese academic world.<BR>We have studied career patterns of college professors these five years and some of our previous findings were already published in the following publications : Nippon no Daigakukyoju Shijo (Academic Marketplace in Japan), 1965 ; Asahi Journal, Vol. 5, No. 47, Nov. 24, 1963 ; Comparative Study of Career Paterns of College Professors, International Review of Education, Vol. X, No. 3, 1964.<BR>In order to make a more detailed study on the relationship between education and career, the recruitment system, and the promotion system of professors in universities or colleges of various countries, we sent about 2, 000 questionnaires to professors in about 40 countries. About half of them were randomly chosen from the contributors to the latest academic journals in each country, and the another half were sampled from the World of Learning 1964-65.<BR>The questionnaire consists of the following three parts :<BR>1) personal history : age ; birth place ; citizenship ; education ; occupational career ; annual income ; position or status ; scholarly achievement.<BR>2) social origins : father's education and father's occupation<BR>3) administration and others : formal licence required for college professors such as German Habilitation or French Agrégation ; procedure of getting the doctor's degree ; the average age of getting degree ; the average age of getting degree ; the average standard and procedure of application for employment ; the procedure of appointment and promotion.<BR>The response rate was about 40 per cent. Because it was extremely difficult to get the accurate adresses of the respondents, the response rate was much lower than we had expected. Therefore the following analysis of the academic world cannot represent the whole situation in each country. We mainly analysed full professors in the following major countries : The U.S.A. ; the U.K. ; France ; Germany ; Italy ; Australia ; Canada. The responce rates in these countries were higher than average and the number of the respondents in these countries were large enough to be analysed independently.

著者

新堀通也 津金沢聡広編著

出版者

第一法規出版

巻号頁・発行日

1984

著者

新堀 通也

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1960, no.2, pp.83-85, 1960-03-01 (Released:2009-09-04)

著者

新堀 通也

出版者

広島大学

雑誌

大学論集 (ISSN:03020142)

巻号頁・発行日

vol.13, pp.1-17, 1984-12

著者

新堀 通也 Shimbori Michiya 広島大学 Hiroshima 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.4-17, 1973-10-15

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There are four approaches to the scientific study of teachers, viz., historical, administrative, comparative and sociological. Sociology of teachers is so fragmental that not all sorts of teachers are covered by it and that it does disclose the most remarkable and urgent trait of contemporary teachers neither. By and large it studies elementary and secondary school teachers, neglecting teachers of university, kindergarten and other institutions. Although there are a great many differences between various categories of teachers, sociology considers only the general characteristics of teachers. It is proposed here that the most important trait of teachers is their conflict, inner as well as outer. Profession in bureaucracy is, theoretically, responsible for their conflict, because while teachers as professionals demand freedom and autonomy on one hand, bureaucracy by which they are employed asks them to follow its orders and objectives on the other. Thus there should be a sociology of teachers constructed around the concept of coflict. Distinct from other professions, teaching is characterized by such tendencies as great and socially indispensable number, diffused bureaucracy, coexistence of freedom and restriction and continuity of career in school both before and after employment. Furthermore, teachers in contemporary Japan are experiencing new types of conflict, namely conflicts with students and with out-of-school teachers, for which is responsible the rapid transition to post-industrialism, where school teachers are losing authority and prestige they used to enjoy. Thus the present article proposes to study teachers in contemporary Japan in terms of conflict and discusses its supposed conditions.