著者

橋本 摂子

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.60, no.1, pp.141-157, 2009-06-30 (Released:2010-08-01)

参考文献数

37

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ハンナ・アーレントの政治論をめぐっては,しばしば,その公/私‐境界の硬直した二分法が指摘される.公的空間からあまりに厳格に自然必然性を抜き去ることによって,社会問題への適用可能性を狭め,政治理論としての価値を損なっているのではないか.本稿はこうしたアーレント解釈に抗し,彼女のおこなった公/私の境界区分を,テクストに沿って精確に描き直す.社会学の文脈にアーレント政治論を配置し,新たな可能性をひらく試みである.アーレントにおける公/私‐境界の区分は言語/非言語‐境界に対応する.彼女は公的領域から言語外在的要素を排除したが,単に2つの領域を分断したのではなく,「事実」という独自の視点から言語/非言語-領域を分離・接合(articulate)させた.そのような公/私-区分は法執行カテゴリーよりも,むしろ理論社会学におけるシステム/環境‐区分に等しい.このことから,アーレントの政治思想は,近年の社会システム理論と強い親近性をもつことが示される.超越的根拠を排した〈政治〉=言論の自己準拠的再生産を通じて創設・保持される「公的空間」は,システム/環境‐差異にもとづくオートポイエーシスとして読み解くことができる.それによって,「複数性」という術語が,生命や真理などの伝統的な政治理念のかわりに立てられた,世界の実在性(reality)に立脚するアーレント〈政治〉の存立根拠であることを明らかにする.

著者

橋本 摂子

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.64, pp.123-142, 1999-05-15 (Released:2011-03-18)

参考文献数

14

被引用文献数

4 1

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This paper aims to clarify the dynamic process in “ijime” situations, focusing on the practical role of bystanders in group dynamics.In “ijime” studies, bystanders have been identified as the key persons who influence the seriousness of the “ijime” situation. However, the practical effects of bystanders on the “ijime” situation isnot clear. Since the structure of an “ijime” group is presumed to be static, and the change of the “ijime” situation has been overlooked in previous studies. In this study, we attempt to show the different effects causedby the various roles bystanders play in the process of “ijime”.Through interviews conducted on 62 students at the university and high school level, we were able to classify their experiences inelementary school or in junior high school on the subject of “ijime”. There is a remarkable difference between the “ijime” situation in elementary school and in junior high school. Depending the role of the bystander in any given “ijime” situation, three patterns of “ijime” in elementary school and two patterns in junior high school were identified. These differences can be attributed to the varying attitude that bystanders have toward a particular “ijime” situation.In elementary school, bystanders act either as an audience or remain silent for personal safety reasons, thus allowing the “ijime” to attract more attention by adults. In junior high school, however, bystanders are no longer concerned with the role of “ijime” because they have lost interest in the “ijime” behavior. In this case, bystanders detract attention away from the “ijime” in such a way that the assailants behavior become more serious. Then the situation turns for the worst with the possibility that a victim will emerge.It is during the freshman and sophomore year in junior highschool that incidents of “ijime” can become most serious. This fact has been explained with the increase in the number of bystanders in previous studies.

著者

橋本 摂子

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.66, no.3, pp.436-438, 2015 (Released:2017-03-08)

著者

橋本 摂子

出版者

The Japan Sociological Society

雑誌

社会学評論 (ISSN:00215414)

巻号頁・発行日

vol.54, no.1, pp.49-63, 2003-06-30 (Released:2010-04-23)

参考文献数

18

被引用文献数

2 2

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階層研究において, 女性の社会的地位をどのようにあらわすかは, 現在でも結論が出ていない問題の一つである.これまでに提案された解決策は, 主として2種類にわけられる.職業尺度を維持したまま, 地位の表示形式を変更する方法と, 尺度自体を変更する方法である.しかし見出されるべき「不平等」がリベラリズムに基づいた不平等である限り, 地位の表示形式は個人単位でなければならない.そしてこれまで用いられてきた職業地位はリベラリズム的倫理観に深い関わりをもつ尺度であり, その経験的妥当性こそが階層研究のリアリティを支えてきた.地位指標のこうした政治性は, 無職者と有職者を統合することでは女性の地位問題が解決しないことを意味している.階層研究の主題は, 職業を通じた個人単位の資源獲得ゲームにおける不平等の発見でしかない.女性問題はそこからの排除と疎外という形でのみ位置づけ可能となる.

著者

橋本 摂子

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.66, no.3, pp.436-438, 2015

著者

橋本 摂子

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.64, pp.123-142, 1999-05-15

被引用文献数

4

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This paper aims to clarify the dynamic process in "ijime" situations, focusing on the practical role of bystanders in group dynamics. In "ijime" studies, bystanders have been identified as the key persons who influence the seriousness of the "ijime" situation. However, the practical effects of bystanders on the "ijime" situation is not clear. Since the structure of an "ijime" group is presumed to be static, and the change of the "ijime" situation has been overlooked in previous studies. In this study, we attempt to show the different effects caused by the various roles bystanders play in the process of "ijime". Through interviews conducted on 62 students at the university and high school level, we were able to classify their experiences in elementary school or in junior high school on the subject of "ijime". There is a remarkable difference between the "ijime" situation in elementary school and in junior high school. Depending the role of the bystander in any given "ijime" situation, three patterns of "ijime" in elementary school and two patters in junior high school were identified. These differences can be attributed to the varying attitude that bystanders have toward a particular "ijime" situation. In elementary school, bystanders act either as an audience or remain silent for personal safety reasons, thus allowing the "ijime" to attract more attention by adults. In junior high school, however, bystanders are no longer concerned with the role of "ijime" because they have lost interest in the "ijime" behavior. In this case, bystanders detract attention away from the "ijime" in such a way that the assailants behavior become more serious. Then the situation turns for the worst with the possibility that a victim will emerge. It is during the freshman and sophomore year in junior high school that incidents of "ijime" can become most serious. This fact has been explained with the increase in the number of bystanders in previous studies.