著者

渡邊 洋子

出版者

京都大学大学院教育学研究科生涯教育学講座生涯教育フィールド研究編集委員会

雑誌

京都大学生涯教育フィールド研究 = Journal of lifelong education field studies (ISSN:21877475)

巻号頁・発行日

vol.1, pp.3-12, 2013-03

著者

渡邊 洋子

出版者

日本教育政策学会

雑誌

日本教育政策学会年報

巻号頁・発行日

vol.3, pp.196-220, 1996

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Until recently, the studies in history of education have mainly focused on the formal education in schools. It resulted that the educational opportunities and learning styles of majority of women in countryside have almost been ignored in the academic research fields. This paper focuses on the process, backgrounds and intentions of organizing the local female youth into some supervised groups in the villages, from 1910s to 1920s in Japan. The popular name given to such groups was "SHOJOKAI", literally 'the club of virgin, or unmarried young women'. There are roughly three patterns in the organizing process of "SHOJOKAI": (a) Female of elementary school graduates or members of dress-making groups, organizing themselves by the leadership of schoolmasters or so; (b) younger members of local women's groups becoming independent from the body and setting up new groups or divisions; and (c) newly organized on the purpose of compensatory education, campaign for improving lifestyles, and women's moral education. The number of such groups nationally increased just after the Russo-Japanese War (especially in 1908), and also around the period of setting up the Central Office of "SHOJOKAI" in 1918. As the Ministry of Education was not interested in the national organization of female youth at that time, the Ministry of Domestic Affairs went ahead. However, it should be kept in mind that what we call Shojokai Policy was not clarified in the official paper until 1926. Instead, they gave chance and some responsibility to the Guest Officer, Fujio Amano to utilize his ability and energy to report on the local Shojokai situations and to set up the leading organization. Amano himself was a teacher and leader of youth groups in his home village, and at the age of 25, had been invited to work for the Ministry. He insisted that "SHOJOKAI" should be organized in each villages, in order to prevent the young women from suffering from the influence of the city culture and lead them to be 'Good Working Wives and Healty Sound Mothers of the Country'. He wrote three books and many articles on magazines to announce his ideas and the practical plans to start up "SHOJOKAI"'s activities. In his educational intention and practice, the existence of other sex youth groups itself was found to be very effective. And the slogan 'Work toughly, gently and honestly' was clear in expressing what was expected to Japanese young women after the World War I. He also put much emphasis on how the young lived and felt in their everyday s lives. "SHOJOKAI"s were later reorganized into "JOSHISEINENDAN" (Local Youth Groups for Females), which led Japanese young women to work for their community and also for the pursuit of Japanese national policy (especially the one for invasion of China).

著者

渡邊 洋子

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.3, pp.196-220, 1996-06-25 (Released:2017-12-29)

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Until recently, the studies in history of education have mainly focused on the formal education in schools. It resulted that the educational opportunities and learning styles of majority of women in countryside have almost been ignored in the academic research fields. This paper focuses on the process, backgrounds and intentions of organizing the local female youth into some supervised groups in the villages, from 1910s to 1920s in Japan. The popular name given to such groups was "SHOJOKAI", literally 'the club of virgin, or unmarried young women'. There are roughly three patterns in the organizing process of "SHOJOKAI": (a) Female of elementary school graduates or members of dress-making groups, organizing themselves by the leadership of schoolmasters or so; (b) younger members of local women's groups becoming independent from the body and setting up new groups or divisions; and (c) newly organized on the purpose of compensatory education, campaign for improving lifestyles, and women's moral education. The number of such groups nationally increased just after the Russo-Japanese War (especially in 1908), and also around the period of setting up the Central Office of "SHOJOKAI" in 1918. As the Ministry of Education was not interested in the national organization of female youth at that time, the Ministry of Domestic Affairs went ahead. However, it should be kept in mind that what we call Shojokai Policy was not clarified in the official paper until 1926. Instead, they gave chance and some responsibility to the Guest Officer, Fujio Amano to utilize his ability and energy to report on the local Shojokai situations and to set up the leading organization. Amano himself was a teacher and leader of youth groups in his home village, and at the age of 25, had been invited to work for the Ministry. He insisted that "SHOJOKAI" should be organized in each villages, in order to prevent the young women from suffering from the influence of the city culture and lead them to be 'Good Working Wives and Healty Sound Mothers of the Country'. He wrote three books and many articles on magazines to announce his ideas and the practical plans to start up "SHOJOKAI"'s activities. In his educational intention and practice, the existence of other sex youth groups itself was found to be very effective. And the slogan 'Work toughly, gently and honestly' was clear in expressing what was expected to Japanese young women after the World War I. He also put much emphasis on how the young lived and felt in their everyday s lives. "SHOJOKAI"s were later reorganized into "JOSHISEINENDAN" (Local Youth Groups for Females), which led Japanese young women to work for their community and also for the pursuit of Japanese national policy (especially the one for invasion of China).

著者

渡邊 洋子

出版者

日本医学教育学会

雑誌

医学教育 (ISSN:03869644)

巻号頁・発行日

vol.38, no.3, pp.151-160, 2007-06-25 (Released:2011-02-07)

参考文献数

6

被引用文献数

17

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1) 成人教育においては, 学習者と教育者には「学ぶ/おしえる」関係が成立しており, 両者は「最も望ましい効果的な学習の実現」に向けて, 学ぶ主体・学習援助の主体として協働する.2) 成人学習者は, 「自己概念」「学習の経験」「学習へのレディネス」「学習への指向性」「学習への動機付け」のおのおのにおいて子どもとは異なる特徴を有する.3) 自己主導型学習は, アンドラゴジー (「成人の学習援助の技術と科学」) にもとづく学習モデルであり, 学習者は, 自らの学習プランを能動的・相互的に作成し自ら実践することを期待される.4) 日本の生涯学習はおおむね, 「他者決定型学習」「自己主導型学習」「自己決定・相互変革型学習」の3つのタイプ (段階) に大別でき, おのおのにおいて異なる複数の教育者の役割が求められる.5) 専門職の現場や養成のプロセスにおいては, 学習者と教育者の間に「対等性」「共感性」「協同性」「相互性」「啓発性」などの価値が, 自覚的に共有される必要があると考えられる.

著者

渡邊 洋子 河井 亨 原田 直樹 黒野 詩織 小野 加奈子 牧浦 寛 柴原 真知子 辻 喜代司

出版者

京都大学大学院教育学研究科生涯教育学講座

雑誌

京都大学生涯教育学・図書館情報学研究 (ISSN:13471562)

巻号頁・発行日

vol.8, pp.157-180, 2009-03

著者

渡邊 洋子

出版者

生涯教育学講座紀要編集委員会事務局

雑誌

京都大学生涯教育学・図書館情報学研究 (ISSN:13471562)

巻号頁・発行日

vol.1, pp.3-41, 2002-03-25

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。

著者

渡邊 暁 渡邊 洋子

出版者

近畿大学九州短期大学

雑誌

近畿大学九州短期大学研究紀要 (ISSN:09164383)

巻号頁・発行日

no.45, pp.53-68, 2015

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[注記]著者専攻(渡邊): 相談援助 社会的養護

著者

渡邊 洋子

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.116, pp.138-141, 2009-05-30