著者

田中 節雄

雑誌

椙山女学園大学研究論集 社会科学篇 (ISSN:13404059)

巻号頁・発行日

no.25, pp.159-169, 1994

著者

田中 節雄

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.35, pp.99-110,en232, 1980-09-20 (Released:2011-03-18)

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There are two fundamental problems on the socialization in the school. First, the old socialization theory has tried to understand the change of human attitude with the concept of socialization. But has it succeeded? Second, it is said that school is the agency of socialization, but we cannot identify what in the school is the agency of socialization.The task of this article is to understand the socialization from a new point of view, and to make clear what in the school is the agency of socialization. What I state in this article is as follows:1. Socialization is usually regarded as a process. I tried to consider it on two dimensions, “the social relations” and “the change of human attitude as result”.2. By doing so I made clear the difference and the resemblance between education and socialization.3. The old socialization theory has neglected the conflict in the socialization: there is not consensus among all members in the society on what sort of the change of human attitude should be regarded as socialization.4. The old socialization theory neglects the change of the attitude in terms of the gratification of human desires, but it is inadequate.5. In the school the social relations are as follows:(1) The teaching-learning relation(2) The cooperative relations(3) The conditions in which children foresee their class in the future (the anticipatory class relation)6. In contemporary schools the anticipatory class relation regulates the teaching-learning relation and the cooperative relations. Teachers are the gatekeepers. Pupils show various kinds of pathologies.