著者

田中 雅文

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.76, pp.95-110, 2005-05-30 (Released:2011-03-18)

参考文献数

57

被引用文献数

1 1

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Previous research findings show that voluntary activities carried out by NPOs (nonprofit organizations) enhance learning and self-development among volunteers. Meantime, it has become difficult for post-adolescents to form a selfidentity. Can NPOs reduce this difficulty?This report discusses the above-mentioned issue, by adopting the concepts of reflexivity and public space. First, it discusses how the human relationships nurtured in voluntary activities can provide the self as a “reflexive project” with opportunities to form an identity. Second, it proposes a concept of public space produced by NPOs and examines the possibility of a reflexive transformation of the self and society promoted by voluntary activities within the public space. Finally, it discusses the significance of that kind of space for the formation of identity in post-adolescence, by combining two concepts, namely, public space and learning.The following findings are obtained. Voluntary activities nurtured within the public space produced by NPOs promote the reflexive transformation of the self and society based on concrete human relationships, experience and outcome of activities, and therefore liberates the participants from the formation of an identity dependent on abstract information. Such public spaces are filled with various kinds of learning, and therefore are nothing less than “learning spaces.” The learning emerging there can be called “reflexive learning.” At present in Japan, it is important for post-adolescents to understand that social transformation and self-development are part of one united body. Through that process they can recognize their own position and power in actual society and gain an identity as a member of society. Meanwhile, it may lead us to evade a “risk society.” Therefore, “reflexive learning” has the potential to achieve simultaneously the formation of identity in post-adolescence and the liberation of our society from risk.

著者

田中 雅文

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.76, pp.95-110, 2005-05-30

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Previous research findings show that voluntary activities carried out by NPOs (nonprofit organizations) enhance learning and self-development among volunteers. Meantime, it has become difficult for post-adolescents to form a self-identity. Can NPOs reduce this difficulty? This report discusses the above-mentioned issue, by adopting the concepts of reflexivity and public space. First, it discusses how the human relationships nurtured in voluntary activities can provide the self as a "reflexive project" with opportunities to form an identity. Second, it proposes a concept of public space produced by NPOs and examines the possibility of a reflexive transformation of the self and society promoted by voluntary activities within the public space. Finally, it discusses the significance of that kind of space for the formation of identity in post-adolescence, by combining two concepts, namely, public space and learning. The following findings are obtained. Voluntary activities nurtured within the public space produced by NPOs promote the reflexive transformation of the self and society based on concrete human relationships, experience and outcome of activities, and therefore liberates the participants from the formation of an identity dependent on abstract information. Such public spaces are filled with various kinds of learning, and therefore are nothing less than "learning spaces." The learning emerging there can be called "reflexive learning." At present in Japan, it is important for post-adolescents to understand that social transformation and self-development are part of one united body. Through that process they can recognize their own position and power in actual society and gain an identity as a member of society. Meanwhile, it may lead us to evade a "risk society." Therefore, "reflexive learning" has the potential to achieve simultaneously the formation of identity in post-adolescence and the liberation of our society from risk.

著者

市川 昭午 田中 雅文 屋敷 和佳 塚原 修一 結城 忠 荒井 克弘

出版者

国立教育研究所

雑誌

総合研究(A)

巻号頁・発行日

1990

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高等教育の量的拡大に伴って、現在我が国の高等教育はあらゆる面で「大衆化」への対応に追われている。にもかかわらず、これまでの大学研究はなによりも「学問の府」としての大学が前提とされ、とかく学術研究や人材育成の問題に関心が偏りがちであった。といっても、大衆化がこれだけ進んだ最近では大衆化の問題にも関心が向けられなかった訳ではないが、それとてエリート大学、就中伝統ある国立大学に焦点が置かれていた。これに対して、我々は次のような認識に基づいて、この問題にアプローチしようとした。すなわち、今日の高等教育の問題は学術研究に劣らず国民大衆の教育問題である。大学の大衆化は在学者の8割近くを占める私学が中心的役割を果してきた。そうしたことからも窺えるように、我が国の高等教育大衆化には固有のメカニズムが存在する。むろんそれにはアメリカの後を追うという面があることは否定しないが、同時にアジア諸国と共通する面があるのではないか。そうした見地から、この研究では以下のことを研究課題とした。(1)高等教育拡大の全体像、特に大衆化の担い手となった私学の拡大メカニズムを明らかにする。(2)大衆化が我が国高等教育全体にいかなる影響を及ぼすかを吟味する。(3)大衆化に伴う教育並びに経営上の諸問題とそれに対する個別大学の対応を調査する。(4)諸外国、特にアメリカ及びアジア諸国との比較において大学大衆化の日本的特質を抽出する。個々のテーマの研究成果は本年度刊行された研究報告書『大学「大衆化」の日本的特質と大衆化大学の経営行動』を参照されたい。そこには日本ではじめて大学大衆化が論じられた1960年代とはだいぶ違った様相が確認できる筈である。そしてそれはアメリカともアジアの各国とも違う「日本の大学大衆化」を示している。