著者

秦 政春 内藤 朝雄

出版者

社会学研究会

雑誌

ソシオロジ (ISSN:05841380)

巻号頁・発行日

vol.49, no.2, pp.121-128, 2004-10-31 (Released:2016-05-25)

著者

秦 政春 河上 亮一 羽田 貴史 大内 裕和 矢野 眞和 山口 毅

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.70, pp.254-256, 2002-05-15

著者

秦 政春

出版者

日本教育経営学会

雑誌

日本教育経営学会紀要 (ISSN:02872870)

巻号頁・発行日

vol.33, pp.21-30, 1991-06-01 (Released:2017-07-06)

著者

秦 政春

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.32, pp.p67-79, 1977-09

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The objective of this article is to analyze empirically the impact of mass upper secondary school on the structure of educational opportunity. The proportion of compulsory school graduates going on to upper secondary schools increased from 55% in 1960 to 91% in 1975, on the nationwide average. This rapid expansion, however, has created a wide difference in the level among schools. This school hierarchy structure functions to cool out increasing social demand for higher education and to distribute educational opportunity, appropriately. There is the ploblem, howevers, that school hierarchy structure is influenced by both regional and social class structure. In short, school hierarchy structure is clearly built in social structure. In order to explore the mutual relationship between educational and social structure, I examined the structural changes in the upper secondary school system in terms of percentage distribution of enrollments by social class. It was then clarified how structures of the school hierarchy system were varied in different localities. As for the impacts of mass upper secondary education on the structure of educational opportunity, the following generalization has been derived. 1. Percentage distribution of enrollments by social class is different between general course and vocational course: general course→white-collar class vocational course→farmer, fisher, forester. 2. Forms of school hierarchy system clearly reflect socio-economic structure. 3. On the other hand, the structure of school hierarchy has the function of maintaining the socio-economic structure.

著者

秦 政春 片山 悠樹 西田 亜希子 ハタ マサハル カタヤマ ユウキ ニシダ アキコ HATA Masaharu KATAYAMA Yuki NISHIDA Akiko

出版者

大阪大学大学院人間科学研究科

雑誌

大阪大学大学院人間科学研究科紀要 (ISSN:13458574)

巻号頁・発行日

vol.30, pp.114-142, 2004-02

著者

秦 政春

出版者

アジア・文化・歴史研究会

雑誌

アジア・文化・歴史 (ISSN:24239461)

巻号頁・発行日

vol.13, pp.80-105, 2022 (Released:2022-03-01)

著者

秦 政春

出版者

アジア・文化・歴史研究会

雑誌

アジア・文化・歴史 (ISSN:24239461)

巻号頁・発行日

vol.11, pp.157-173, 2020 (Released:2020-09-07)

著者

秦 政春

出版者

日本犯罪社会学会

雑誌

犯罪社会学研究 (ISSN:0386460X)

巻号頁・発行日

vol.11, pp.175-198, 1986 (Released:2017-03-30)

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Bullying is not only educational problem but also serious societal problem at present. Contemporary bullying problem is characterized by bullying the weaker in groups. In addition, some forms of bullying tend to become more wicked and criminal obviously. Recently, there are cases in which bullied juveniles committed suicide. Based upon these contemporary tendencies concerning bullying problem, this paper analyzes the primary factor of bullying. Moreover, the problem of educational process in school which affects the bullying is distussed in a viewpoint of educational pathology. The results are as follows : (1) There are two types of deviant behaviors, bullying and non-bullying (see Figure 2). Bullying deviant behavior type is characterized by a series of bullying acts as a matter of course. This type is relevant to defiant attitudes toward class teacher. On the other hand, non-bullying type is characterized by criminal acts and absence of bullying. (2) Bullying is related to the defiant attitude toward class teacher, as previously stated. For example, juveniles who commit the bullying speak in of their class teachers behind their back (see Table 1). Consequently, it stands to reason that bullying is caused by juveniles' distrust of class teachers (see Table 2). (3) The structure of human relations in a classroom forms the background of bullying among juveniles. In every classroom, there are a few juveniles disliked by all other classmates. Classmates turn a cold shoulder on, and bully these isolated members in various ways. That is to say, the juvenile is entirely alienated and bullied by the rest of his/her classmates (see Figure 5). (4) As a result of Hayashi's quantification method of the first type the most influential variable of bullying is an attitude toward a class teacher, and then breach of school regulations (see Table 4). As to a variable of suffering the bully, the primary factor is immaturity in mentality (see Table 5). (5) Simply stated, bullying problem is a pathological phenomenon of school education, because the problem reflects mutually distrustful relationships between class teachers and juveniles. However, it is necessary to interpret positively this fact. We need to investigate desirable relationship structure between class teachers and juveniles in order to eradicate bullying.

著者

秦 政春

出版者

大阪大学人間科学部

雑誌

大阪大学人間科学部紀要 (ISSN:03874427)

巻号頁・発行日

no.25, pp.235-258, 1999-03

著者

秦 政春

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.39, pp.59-76,en305, 1984-09-30 (Released:2011-03-18)

被引用文献数

2 1

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The purpose of this article is to analyze the specific character and primary factor of delinquency and deviant behavior, and to discuss problems of educational process in school which affect the behavior, in modern society. The results of analysis on contemporary specific character and primary factor of delinquency are as follows(1) As the recent tendency, the delinquency ratio has increased in younger children than before (juvenilization of delinquent). Especially, the rate of increase of delinquent in primary school is remakable (see table 1).Moreover, a large number of delinquents in primary school tend to repeat the same deviant behavior to grade of upper secondary school (continuationalization of delinquency, see table 2).(2) As to students' consciousness and attitude on the delinquency and deviant behavior, it is not necessarily that all students take objection to the behavior (see table 3, 4).(3) As a result of path analysis, the most influential variable in the direct effect on delinquency is the record of delinquency, and then school-hierarchy, school record, and negative identity (see figure 1, 2).Based upon these results, several problems of educational process in school system on delinquency and deviant behavior must be discussed. That is to say, the problems are educational conditions producing the behavior as an important pathological phenomenon of education.In conclusion, some speculations growing out of the present research are offered. Firstly, it is pointed out that teachers' guidance for delinquent is not practically effective, and educational relationship between primary school, lower secondary school, and upper secondary school is not linked up systematically.Secondly, there are difficult problems concerned with structure of school system ; educational credentials, school-hierarchy, and selection examination. These problems have a considerable effect on delinquency and deviant behavior, even though the effect is not immediate.

著者

秦 政春 ハタ マサハル Hata Masaharu

出版者

大阪大学人間科学部

雑誌

大阪大学人間科学部紀要 (ISSN:03874427)

巻号頁・発行日

vol.25, pp.235-258, 1999-03

著者

秦 政春

出版者

福岡教育大学

雑誌

福岡教育大学紀要 第4分冊 教職科編 (ISSN:02863235)

巻号頁・発行日

no.28, pp.p21-34, 1978