著者

高旗 正人

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.75-88, 2002-05-15 (Released:2011-03-18)

参考文献数

19

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The purpose of this paper is to analyze the process through which new types of problems of deviance have taken place in contemporary Japanese schools, referring to the perspectives of organization studies, especially those of T. Parsons and A. Etzioni.Schools, as instructional groups, must be orderly and systematic in order to achieve their given tasks. Confronted with a growing number of deviant pupils, Japanese schools have attempted to enlarge and strengthen control and punishment. However, these strategies have again driven schools into trouble in two ways. First, they have raised external criticism that schools themselves are unusual and deviant. Second internally, schools have seen the emergence of new kinds of deviant behaviors, namely bullying (ijime) and school non-attendance (futoko). To deal with such problems, the Ministry of Education has proposed to weaken control and punishment in schools, i.e. to build a “supportive climate, ” and to enhance their “group-maintenance functions.”It is said that punishment serves to tame deviant pupils and to quiet down learning groups. But this order is transient, for once the coerciveness is withdrawn the situation returns to the original state. Ijime is often a by-product of coerciveness. It is believed that oppressed pupils will attack others too weak to strike back. As forfutoko, among the causes for its increase is the current trend toward toleration in school education. Once instructional control is weakened, there can be a loss of the sense of belonging among pupils who, under coercive situations, readily identified themselves with the school. This suggests that schools should develop new school guidance practices to foster the “moral involvement” of pupils.

著者

近藤 大生 野垣 義行 原田 彰 高旗 正人

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.18, pp.239-255, 1963-10-20

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<Aim>__-: "Gakushujuku" and tutors outside the formal school system of Japan have been so widely used to prepare the adolescent for entrance examinations that they are now recognized as one of the major problems of socio educational significance. In Hiroshima where this survey was taken this phenomenon is most prevalent. It was the aim of this study to make clear the actual situation by analyzing the attitudes of the children, the parents and of the teachers in using "gakushujuku" and/or tutors. <Method>__-: This survey was taken in Hiroshima in December, 1962. To carry out our purpose, we questioned children (9 to 17 years of age), parents and teachers in primary and secondary schools totaling approximately 7,000. <Findings>__-: 1) Extent to which "gakushujuku" and tutors are utilized varies significantly with children's grade and sex, parents' occupation as well as schooling, income and level of education expected of the children. 2) About thirty per cent of the parents who utilize them for their children point out the successfully passing of entrance examinations as the prime motive 3) About half of the teachers whom we questioned regard this phenomenon as one of the serious socio-educational problems. 4) Many parents, if not most, look upon "gakushujuku" and tutors as a means of ensuring higher education for their children. *Gakushujuku" is a small private informal school where children go to do their homework and prepare themselves for entrance examinations.