著者

寺尾 明人

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.34, pp.1-31, 1992-03

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Recently Japanese society has been strongly interested in the school refusal problem which is continually informced by mass media. Behind this interest, there is the fact that the number of school refusal children has been rapidly increasing these 10 years. For example in 1987 there were 5286 school refusal children in the primary school and 32725 students in the junior high school. School refusal problem began to be recognized among those who were concerned in the late of 1950' in Japan. After that, this problem has been examined in the domain of psychiatry and psychology. This paper tries to discuee about this problem from the point of the educational practice, especially in terms of private juku schools for school refusal children. The past studies of school refusal problem have four characteristics as below; 1. There were no clear definition of the term "school refusal" among researchers. So several similer terms are used to explain this problem such as school phobia, dislike school, drop-out and truancy. 2. The object of the study has changed. In the beginning the main object of the study was the school refusal children themselves. But after that the object was gradually changed to their family background, their teachers and their schools. 3. The recognition of the cause of school refusal has changed. In the beginning the cause was thought with the children themselves. But after that the cause gradually became to be thought with the change of family style or social change. 4. There was no study on the activity of private juku schools for school refusal chidren, although the number of private juku schools is increasing year by year. In this paper I define "school refusal" as the condition in which a child does/can not go to the school more than 50 days in a scholastic year from his/her own mental reasons. To understand this problem we should understand the meaning of the attendance. In our school system all students are compulsorily requested to attend the school every day without being late and lefting school. The absence is regarded as a bad manner by their parents, teachers and society. Of course there are some reasonable reasons of the absence such as sick, accident and mourning. But other reasons are regarded as the unreasonable absence. And it is condemned. If the school would be a comfortable place for all students, the school refusal problem would not occur. But unfortunately the school life is not interesting for most of Japanese children nowadays, especially those who don't like to be involved in the severe entrance examination competition which is very tough and over-burdened for them. Generally speaking most of the people have inclined to think the cause of school refusal was in child's own mental problem. In fact in 1983 Ministry of Education also express the same opinion in a report in which they said that school refusal have its origin in child's own personal character or emotional interaction between mother and her child. But the rapid increase of the school refusal children requires us to change the former explanation. In 1990 Ministry of Education has changed their opinion in the report in which they said that the main cause of school refusal was not originating in child's own personal character but in our social change which included excessive expectations of parents to their children, the very severe entrance examination competition, and so on. Still the ratio of school refusal students is less than 1% of the total students. But this number should not be regarded as the small number. Because it will be thought that the number of the potential school refusal children would be several times than that. And most of them don't have any opportunities to study. It means that they are not assured of their own right of basic learning. In this situation private juku schools for school refusal children have set up and have been increasing. These juku schools are mostly small in their scale and are run by those who have a will to give children an alternative place for study. In spite of the practical activity of these private juku schools, educational researchers have paid less attention to them. Because the total number of juku schools was so small (there were 22 private juku schools at least in 1989 by the examination of Ministry of Law), and there were little documents and informations about them. We don't know what kind of education is going on in them, what qualifications stuffs have. But it is necessary for educational researchers to study this problem. And now we can see two possible ways to assure students of their right of basic learning. First one is to prepare places where school refusal children can spent their time with no fear and study something to develop their ability as possible as they can. And second one is to make present schools more comfortable. To make these ideas present we should recognize "school refusal" as below; 1. School refusal is not an individual desease but a social desease. 2. The reason of school refusal is complicated. So we should not try to endevour to find only one reason for resolution. Various approaches are improtant. 3. The essence of the problem is connected with the purpose of living. So it is important to find a way to make a school comfortable in which children can live vividly. But even if the number of private juku schools would increase suprisingly, there is little possibilities that Ministry of Education would admit the education of such juku schools as formal education. Because it might break present school system. Nevertheless, the study of juku schools is still important. Because it will give us a good idea to make the school more humanistic. And it will give us a practical hints to understand what the school refusal children are thinking, what kind of feeling they have to the school and why they do/can not go to the school. The results from this kind of research will give us various ideas to assure children of healthy, safety and happy school life.

著者

西村 幹子

出版者

国際基督教大学

雑誌

教育研究 (ISSN:04523318)

巻号頁・発行日

no.56, pp.1-11, 2014-03

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本稿は,グローバル化の影響を受けて,過去十数年の期間に高等教育機関の国際化にどのような変化がうまれているのか,そしてそれに対応する入試改革とはどのようなものか,について検討することを目的とする。過去10年間に出版された国際ジャーナルにおける高等教育に関する研究成果をレビューした結果,教育内容と対象の国際化と,卓越性の標準化と公正性という2 つのテーマを巡り,複数の課題が抽出された。グローバル化は,高等教育機関に国際性,卓越性,公正性,多様性を同時に求めるという極めて高度な要求を突き付けており,それに対応するためには追加的措置ではなく,既存の教育システムを見直すことが求められる。その上で入試改革に求められるのは,卓越性,国際性とともに公正性と多様性を確保すること,卓越性や優秀性の基準を大学自らが模索すること,入試,カリキュラム,成果,結果のリンクを強化することである。Since the World Trade Organization (WTO) referred to higher education as a tradable good and service in 2001, the internationalization of higher education has become a major issue and concern in a variety of ways. In response to globalization, higher education is experimenting with various schemes of cross-border mobility and partnership models, four major rankings of universities around the world have emerged, and the International Baccalaureate has received substantial attention as an international model of world-class education. This article aims to investigate how globalization has changed higher education institutions over the past ten years and discuss the implications of possible entrance exam reform. Having reviewed international journal articles published over the past ten years, the author identifies challenges surrounding two themes, namely,the internationalization of educational content and the target and standardization of excellence and its equity.Globalization burdens higher education institutions with great demands, internationality, excellence, equity, and diversity included among them. Responding to these challenges goes far beyond mere countermeasures and will require a fundamental revision of the current education system. The implications of an entrance exam reform at higher education institutions are three-fold: namely, to ensure equity and diversity in addition to excellence and internationality, to seek one's own standard of excellence and merit, and to strengthen the link among entrance exams, curriculums, outputs, and the outcomes of higher education institutions.

著者

山室 吉孝

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.27, pp.69-85, 1985-03

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After landing on New England from Old England, the birthplace, Puritanism had to face many hard problems in the religious and social organization policy within a different circumstances of the colony. The signs of change of American Puritanism can be seen from its early stages, and the process of change of the Puritanism as a system of religious dogmas was inevitable. Although, we find the influences of the ethos of Puritanism in modern American thought; the term used here, the ethos, should be understood as an imprint of the moral function of a religion which practically influences people's mode of life. Indeed the Puritan religion has declined, but the imprint is still alive basically unchanged. This thesis concerns the ethos that I conclude to be the heritage inherited from Puritanism. (1) First, the ethos involves the attitude which attaches importance to the verification of truth through practical action. The Puritan required verification of his redemption by God through practical action. Therefore he came to attach importance to that verification. (2) Secondly, the ethos involves the attitude which esteems rationality though human reason is not looked upon as an absolute. For the Puritan, practical action to verify redemption by God must follow the will of God. He did so rationally. Therefore he esteems reason. In this case, reason does not mean scientific reasoning but rationality based on interpreting the Bible. (3) Thirdly, the ethos concerns the attitude which disapproves fixed truths and values in the process of searching for the truth. For the Puritan, the only God is absolute. He believes in nothing absolute but God. And he does not believe that he knows anything perfectly. However, he must understand the will of God to govern his actions. Therefore he is constantly searching for the will of God, the object of the truth. (4) Fourthly, the ethos concerns the attitude which opposes any authority in the world and thinks highly of the independence of the individual. The Puritan believes that the only God is absolute. So he repudiates idolatry of the creature. He thinks that all men are equal under God. Therefore he opposes all human authorities, and depends upon no one but God. He becomes an autonomous man and an independent individual.

著者

木村 祐子 川瀬 謙一郎

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.25, pp.59-75, 1983-03

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Life long integrated education is a new concept in the world of education, which has rapidly become a topic of common interest in Japanese society as a whole since 1970. The concept of life long integrated education has cast light on adult education which has been in poor circumstances and, is on the wane. This paper attempts to observe the present situation of education through the results of a survey taken at Sapporo City, and to seek for future perspectives of adult education under the idea of life long integrated education. From the survey, we can conclude that the role of adult education should not be set within the limits of making up for the deficiency of formal education. There is a strong desire for learning, especially for higher education like university level studies. Some want universities to open only the library, gymnasium and other facilities to them, but most want systematized knowledge that is provided only for regular students at the present time. They also ask for special treatment for entrance examination and employment after graduation. From this point, the demands of adults are still far. from being satisfied. It is clear that social changes around universities call for them not to be isolated from the community with their doors shut to adults, but to provide opportunities for university education for them. Two proposals to be carried out in adult education in the future are as follows: 1] we should regard the problem of the"open university" as a problem of the continuing process of post-secondary education, establishing a new relationship with the community. All educational institutions after high school, that is, university, college, technical school and so on, should be considered when we think of the "open university." 2] Information center to provide bibliography, data, information and other materials about learning, etc. to the learners should be established. This will enable them to study at their own pace and make their study more profitable. We understend that the traditional concept of education is no longer able to meet the needs of the society and the individual. Then, the essence of the educational problem at present is precisely the problem of that concept. Therefore, first of all, we have to change our value concept concerning education before applying the above proposals. The concept of life long integrated education that claims to distribute education over the lifespan of each individual will define our goal.

著者

日高 第四郎

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.10, pp.1-12, 1963-12

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1. Historical Background Beginning of Moral Education in the area of Social Studies Problems of Moral Education 2. Implementation of Dotoku (Morals) Class The Contents of the 1958 Report of the Central Council for Education 3. A Question about the Fundamental Law of Education The relation between internationalism and nationalism in the Fundamental Law of Education. 4. The Contents of the 1962 Report of the Central Council for Education, "Policy for Substantial Implementation of Moral Education in Schools" 5. Personal Comments of the Writer on the 1962 Report i) There must be a principle which the majority of people accept in order to enforce moral education. The ideas in the Fundamental Law of Education may be accepted as the principle for enforcing moral education. ii) It is necessary to have as many teachers as possible who accept such ideas. Their independent thinking must, at the same time, be respected. iii) Patriotism and nationalism must be evaluated both from the national and international point of view.

著者

黒石 憲洋 佐野 予理子

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.49, pp.67-78, 2007-03

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日本人における「ふつう」概念の重要性について再検討するため,場面想定法を用いた実験的質問紙調査をおこなった.仮想場面として,他者との違いが量的に示される場面と質的に示される場面において,それぞれに拘束力の高い状況と低い状況を設定した.各場面において,周囲と同じ行動をとる他者あるいは周囲と異なる行動をとる他者を提示し,その他者に対する対人認知を測定した.結果として,いずれの場面においても,「ふつう」認知は周囲と同じ行動をとるかどうかにより影響を受けていた.また,他者との違いが量的に示される場面においては,遂行の高低に応じて対人認知が変化したが,それらの効果に「ふつう」認知による媒介はみられなかった.日本人における「ふつう」概念は,他者存在に向けられたものではなく,自己の状態として認知される場合にのみ,重要となる可能性が示唆された.

著者

秋山 朋子

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.43, pp.95-107, 2001-03

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This study examines the significance and necessity of differentiation of the phallic phase from the Oedipal phase in order to understand the female developmental process. The study summarizes the characteristics and developmental tasks for each phase. Consequently, the following observations were pointed out. First, the psychological functions acquired in the phallic phase contribute to ego development in the subsequent phases of conflict and become the energy for maturity. In clinical practice, these functions become the energy to work through the CCRT of neurotic patients. Second, the castration complex for women is different from that of men. Its characteristics are much closer to those of the phallic phase such as identification, narcissism, and superego. Third, compared with men, working through the female castration complex relatively contributes to the integration of self-representation.

著者

高木 とり

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.1, pp.144-201, 1955

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I. While a survey of textbook examination projects in America shows three studies which deal with Japan and the peoples of Japanese descent in contemporary textbooks, the present study deals with textbooks which were published in the last half a century in order to determine whether the textbook treatment of the country and the peoples has moved toward a world point of view. II. Eighty-seven senior high school American history textbooks published in the years 1895 to 1950 were examined; and the analysis of their content was made in terms of the standards of judgment given in the "Model Plan for Textbook Analysis" which appear in Textbook Improvement and International Understanding by I. James Quillen. III. The results disclose that all major topics, mainly in the diplomatic history between America and Japan, are dealt with by a growing percentage of textbooks throughout the fifty-five years as well as with increasing adequacy within the textbooks, although there are certain important omissions. IV. The changes in the balance in content show that domestic Japan and her point of view, also the Japanese as residents and citizens of the United States, are introduced more and more. V. Throughout the years, the textbook content is largely objective and fair, as well as accurate. VI. It is concluded that while there are certain omissions, as well as an over-emphases in the textbooks printed after 1951 of the warlike phases of the history of American-Japanese relations, there is an increasing attempt to present facts about Japan and the Japanese objectively and accurately, which should contribute toward international understanding and peace. (The English original of this study is published as MicA 54-896).

著者

西村 幹子

出版者

国際基督教大学

雑誌

教育研究 (ISSN:04523318)

巻号頁・発行日

no.54, pp.13-25, 2012-03

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サブサハラアフリカにおいては社会・文化的な価値観や慣行と貧困がジェンダーと教育に複雑に影響している。国際目標で掲げられている初等教育の完全普及は,男女間の就学状況などの量的な差を測るジェンダー・パリティを主要な指標としてモニタリングされているが,男女が社会の中でどのように位置づけられ,学校内外でいかに制約を受けているかに注目しなければ,国際目標は各社会において具体的な意味を持つことが難しい。ウガンダはジェンダー・パリティを達成しているが,女子の継続的な就学や学習過程は様々な社会経済文化的要因に規定されている。また,教員,生徒,親,社会の様々な構成員が持つジェンダー観は,家庭と学校における役割分担を介して,男女の学習過程や学力に影響している。真にジェンダー平等な教育の実現のためには,外部や上位からの政策としてではなく,各社会においてジェンダー平等の意味が問われなければならない。Cultural values, practices, and poverty have a complex effect on gender and education in sub-Saharan Africa. Cultural practices such as early marriage and various cultural values and domestic labor, placed on girls, inhibit them from continuing schooling and excelling in school. While gender parity is used to monitor gender-related goals such as universal primary education, such goals are likely to remain elusive unless one considers how men and women are situated in society, with constraints within and outside schools. Whereas Uganda has achieved gender parity in primary enrollment, gender equality is yet to be achieved in the learning environment, processes, and outcomes. A quantitative analysis employing large-scale panel datashows that the socio-economic factors have more influence on completion, repetition, and dropout of girls than on those of boys. Gender perceptions held by teachers, pupils, parents, and various members of the society have an impact on learning processes and achievement through gender roles at home and in school. These values and practices further intensify stereotypes among teachers and pupils concerning the alleged lower intelligence of girls and women. There has also been a theoretical debate on the appropriateness of the application of Western feminist theories to Africa and the necessity to contextualize gender and education issues. While many projects and programs have been implemented to address gender issues in education exerting an external or top-down policy influence, gender equality in education will only become genuine and meaningful when each society seeks its essential meaning.

著者

西村 馨

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.57, pp.47-55, 2015-03-31

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「すっきりする」という日常語は,カウンセリング・心理療法の現場でしばしば用いられる興味深い語である。本研究では,「すっきり」とそれに関連する日常語が表す体験感覚の考察を通して,背後に仮定されている心の働きを明らかにすることを目指した。その働きを理解する上で重要なキーワードとして,「整理する」という語に注目し,日本語特有の心の調整方法について論じた。身体-心-状況が混然一体となった感覚の中で,思いの流れが順調であることを健康と感じる一方,その流れを妨げる状況に対しては,自己回復力を待ちつつ,積極的に働きかける動きが生じることが浮き彫りになった。精神分析理論との異同についても論じ,体験を統合する過程に注目した,身体感覚に根差した心の働きのモデルの可能性を示唆した。The everyday Japanese expression sukkiri-suru (feeling refreshed) is an engaging concept that can often be found in counseling or psychotherapeutic situations. This study aims to reveal some implicit psychological functions behind the word’s meanings by examining the experiential senses that sukkiri and its related, everyday words refer to. To understand those functions, seiri-suru (clearing and ordering) is discussed as an important keyword, and vehicle regulating the mind particularly notable in the lexico-grammar of the Japanese language. Health is experienced in the flow of feelings moving smoothly in a harmonious combination of body, mind, and situation. When anything disturbs the flow, active engagement to recover it is invoked while the potential to self-recovery is awaited. The uniqueness of this model,different from that of psychoanalytic theory is discussed. Furthermore, the potential for this bodily-senses model which focuses on the process toward the integration of experience is suggested.

著者

服部 純子

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.41, pp.147-170, 1999-03

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This study of culture and personality is aimed at investigating the distinguishing personality characteristics of farming villagers and fishing villagers by adopting the method of example in regard to their regular religious festivals. Religious rites were chosen because they are considered to be the reflection of each of these groups belief in souls and to shed light on their basic individual consciousness. Characteristics of farmers' faith in gods and their personality are shown as follows. Each stage of the interaction between the god of rice fields and fanners shows their personality as multiplex. They place the highest value on the idea of regeneration. The ideas of inheritance/succession and repetition are highly regarded and cherished. Having a strong tendency to detest uncleaness/ "kegare", and above all death "kegare", they consider the performance of ritual exorcism extremely important. The farmers communicate with the spirits or souls of their departed ancestors and their continual dependence on their protection is paralleled by their strong attachment toward each family ancestor. Characteristics of fishermen' s faith and their personality are shown as follows. The interaction between fishermen and the guardians of their ships or beliefs in their gods suggests the rationale they appply to life and a new beginning which will be an improvement on what was lost previously. The many-sided dedication toward gods, especially the god-Ebisu, including the dead body, indicates their multilateral and versatile characters. Their belief in gods instills within them a broad-mindedness in regard to receiving both holiness and natural vulgarity which are dualistic qualities imparted from the sea. Their frequent wish for divine protection during their many voyages and the abundant blessings and offerings of thanks which they bestow upon their various gods such as the god-Ujigami, the god-Ryujin, the god-Ebisu, and so, for granting them the luck of big catches, testifies to their enthusiasm for their beliefs and their devout piety. They cherish the idea of the mysterious oceanic power to purify. Their attitude toward death is indicative of how they considered it as less unclean than farmers do. Fishermen regard the 'kegare' of childbirth as more impure and require a strict observance of the abstinence and segregation from everyday life.

著者

キング アリアナ

出版者

国際基督教大学

雑誌

教育研究 (ISSN:04523318)

巻号頁・発行日

no.57, pp.157-166, 2015-03

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正確で倫理的なメディア環境の追求には,メディアリテラシーだけでは十分ではない。メディアリテラシーは現在のメディアの問題を明らかにする上では非常に重要だが,「メディア能力」の高い社会であっても,非倫理的なメディアに立ち向かうメカニズムがなければ,その能力は制限される。この研究の目標は,メディアリテラシーを学ぶ者に,メディアの倫理性を評価するメカニズムを提案することである。Time Warner,News Corp 等のメディア会社の世界的な拡大と,それに伴う経済的・政治的権力の集中化を考察すると,メディアに投影される意見の多様性の減少が認められる。メディアの右派と左派の分極化や広告費への依存が高まった結果,メディア倫理は社会における重大な問題となりつつある。マス・ニュース・メディアを中心とした,グローバルメディア倫理学の重要性について語り,グローバル・メディアの倫理コードを提案し,メディア倫理への違反行為を分析するフレームワークを紹介する。In the ongoing pursuit of an environment of accurate and ethical media, media literacy alone is insufficient. Media literacy education is of paramount importance in bringing attention to the ethical conundrums facing today's media. However, a media literate society is extremely limited without a mechanism to confront the "unethical" in the media. This study's main purpose is to provide a mechanism for students of media literacy to evaluate media ethicality. Considering the global expansion of mass media corporations like Time Warner and News Corp, and the subsequent concentration of their financial and political power, there is a narrowing of the diversity of opinions being represented in the mass media.Moreover, there is an observable polarization of right and left-wing media, and with fewer willing to pay for news services, the mass media is dependent on advertising revenue. As this study postulates, the current state of mass media is characterized by an inclination to appease media investors at the expense of media consumers. This tendency to prioritize financial and political self-interest above all else is the very definition of a media ethics conundrum. Yet, while media literacy education plays an important role in revealing the financial and political bias of the mass media, recognition of the "unethical" alone is not enough to enact change. Focusing specifically on mass news media, this paper asserts the importance of discourse concerning global media ethics. A code of global media ethics is proposed, as well as a framework for evaluating potential breaches of ethics in the media which can be applied in future media literacy education. Through introducing a global media ethics code and a media ethics framework to the media literacy curriculum, it is anticipated that media literac students will be empowered to more actively enforce ethical reporting of the mass media.

著者

上林 喜久子

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.20, pp.29-55, 1977-03

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The purpose of this study is to examine what about and how Japan and America try to teach the historical relationships of two nations in their schools. It was hoped to find out, in comparison, a way which Japan and America cultivate national identity and understanding of other nation through the study of their national history textbooks. The author compared the treatments of Japan in American history textbooks, and those of America in Japanese history textbooks used at senior high school, level, respectively. Twenty-four Japanese history textbooks published from 1951 to 1971, and sixty-four American history textbooks published from 1951 to 1972 were chosen in this study. Three methods were used to compare the treatments of Japan and America in these textbooks.: 1. to make a list of twelve historical topics out of the whole content in the both textbooks; 2. to count the textbook coverage given to each topic in order to find out the degree of emphasis among the topics; and 3. to examine the treatments of selected topicsin tems of their expression, the stand points taken to describe the event, and the trend in the treatments. The examination was made on the treatments of 1. the topics regarding the wars (Sino-Japanese War, the First World War, the Disarmament Conferences, and the Pacific War), 2. the topics regarding social-cultural systems of the two nations (Japanese social-cultural systme in America, and American social-cultural systems in Japan). The author found that both Japanese and American textbooks placed almost equal emphasis on the description of the wars they were directly or indirectly involved. However, there were certain differe-nces in the treatments of the topics. American textbooks tended to interprete historical events from various points of view and their interpretation were varied depending on the author or publication year of the textbooks. Japanese textbooks showed little variation in the treatments of the events for almost twenty years. Furthermore, American texbooks explained an event in a manner of why and how it happened, but Japanese texts books presented the events in a pure historical record.

著者

西村 馨

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A 教育研究 = Educational Studies (ISSN:04523318)

巻号頁・発行日

vol.55, pp.79-90, 2013-03-31

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セラピーグループにおける言語化を多元コード理論の視点から検討するために,グループメイトリックスの分析とその多元コード理論的意味を考察した。多元コード理論では言葉にならない情緒の根源には情緒スキーマの解離があると見る。グループメンバーが相互に行う多次元的・並行的コミュニケーションの中でも,治療過程に関連するものを考察した。ミラー反応を通して,メンバーは解離された情緒を体験する。それに基づく特徴的な対人関係パターンの検討から解離されていた情緒の指示過程の進展が生じる。一方,自分自身が意識できないことがらを他のメンバーがつかむ場合には,代理的指示過程の作業とそのフィードバックによって,自分自身の指示過程へと進めることができる。セラピストは,個人的体験に基づく反応とメンバーからの言語的,下象徴的過程への反応とを区別し,指示過程に参与することで治療過程を展開することができる。To examine the verbalizing process in a therapy group from the viewpoint of multiple code theory, thisstudy discusses the analyses of the group matrix and their meaning for multiple code theory. Multiple code theory sees the dissociation of emotion schema at the bottom of unspeakable emotions. Among multiple and parallel communications that group members conduct among each other, those related to therapy process were examined. Group members experience their dissociated emotions through mirror reaction. Serial progress in the referential process takes place by examining interpersonal patterns that are characteristic of the dissociation.On the other hand, in case other members grasp the emotions that someone else is not aware of, the referential process within goes forward by vicarious referential process and feedback from others. Therapists can evolve the therapy process by joining the referential process through differentiating the reactions evoked by their personal history from the verbal or nonverbal subsymbolic process of the group member.

著者

武田 清子

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.1, pp.73-143, 1955

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I. Preface: The purpose of this study is to seek an insight on Christian Philosophy of Education in Japan relation to the conflict between the traditional and nationalistic concept of man and the Christian concept of man. II. The ethical question raised by the early Protestants. Criticism of the Confucian ethics on which the feudalistic and Tennoistic social and ethical structure was founded, at the same time introducing the points made by Hiromichi Kozaki's "New Essay on Politics and Religion," and Naomi Tamura's "Christianity and Politics." III. The Shimmin Education (education to mold the people. as the subjects of the Emperor) propagated by the nationalists. The educational thought of the leading nationalistic edu. cators (such as Arinori Mori, Nagazane Motoda and Shigeki Nishimura), who on the basis of Confucian ethical teaching sougnt to make the Emperor the ethical as well as political head. of paternalistic family-nation. IV. The controversy between national education and Christianity. 1) The criticism of Christianity made by the outstanding nationalistic scholar, prof. Tetsujiro Inoue of Tokyo Imperial University. 2) The criticism of Christianity made by Buddhists. 3) The refutation by the Christians, both the Catholics and the Protestants. V. Some problems of Christian Philosophy of Education in Japan. 1) Problem of the authority of nation and Emperor. 2) Loyal and filial piety as the foundation of ethics. 3) The problem of concept of man "to be as a part" or "to be as oneself."

著者

森住 史

出版者

国際基督教大学

雑誌

教育研究 (ISSN:04523318)

巻号頁・発行日

no.57, pp.119-128, 2015-03

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近年,文部科学省主導の「グローバル30」や「スーパーグローバル大学創世支援」により,EMI(English as the medium of instruction)をカリキュラムに組み込む大学が増えてきた。EMI の実施は,日本人学生の英語力を上げて「グローバル人材」を育成することと,英語で学んで学位を得ることができる環境を整えることでより多くの留学生を呼び込むことという二つの目的をかなえる形で進行している。その意味においては国の言語政策という極めて政治的なディスコースとして解釈することが可能である。しかし同時に,教育の現場のステークホルダー,特に実際の教室での授業に関わる教員と学生にとってEMIプログラムがどのような意味を持つのか,そして現場でどのような問題が実際に起きているのかについては,まだ十分な検証はできていない。Public-funded programs such as Global 30 and Top Global University Project have been supporting the growth of EMI (English as the medium of instruction) programs in Japanese universities. The government and the MEXT hope that the implementation of EMI will help Japanese universities become more 'global' in two ways: first, it will help prepare domestic students for English-speaking work place, and second, it will allow more international students to study at Japanese universities. In this sense, EMI movement in Japan can be interpreted as a part of political discourse concerning language policy. However, it is also a pedagogical issue affecting teachers and students. This paper provides an overview of the current state of EMI in Japanese universities and its implications in classroom practice.

著者

宮崎 あゆみ

出版者

国際基督教大学

雑誌

教育研究 (ISSN:04523318)

巻号頁・発行日

no.58, pp.87-95, 2016-03

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本稿の目的は,質的研究法の特徴を明確化し,質的研究法の重要な試みの一つであるポートレイチャー法を紹介することで,日本においてメインストリームとは言えない質的研究法のティーチングの発展に貢献することを目的とする。本稿では,まず,質的研究法の特質について整理し,質的研究法が,インタビューや観察等の質的なデータによって規定されるものではなく,人々の意味構築や実践のプロセスを問う「how」の枠組みに規定されることを明確化する。次に,「質的」枠組みの意味するところを考察する材料として,教育を初めとした広い領域で近年注目されているポートレイチャー法を紹介する。ポートレイチャー法とは,方法的トライアンギュレーションから得られた,文脈に即した厚い記述を基に,現実の複雑性,ダイナミズムや矛盾を捉える手法である。その手法は,社会科学の伝統的な表現方法に挑戦し,芸術と社会科学の境界を問う試みであり,「質的」の意味を考える上で示唆に富んでいる。In this article, I aim to contribute to the teaching of various types of qualitative research - which is still not viewed as a mainstream method in Japanese social sciences - through dissecting the features of qualitative research and introducing "portraiture methodology." First, I will explain that qualitative research is not determined solely by the quality of its data, but also by its framework and its "how" questions for exploring the processes of peoples' meaning constructions. I will then introduce "portraiture methodology," a widely respected methodology in many disciplines (including education), to think about what "qualitative" really means. Portraiture methodology combines various qualitative methods and pursues triangulations in various forms to obtain a thick, contextual documentation of complex, dynamic, and contested human experiences. It challenges the traditional ways in which social sciences represent reality, and incorporates artistic means to capture complex human experiences. This attempt to blur the boundaries of arts and sciences offers abundant suggestions about how to understand the meanings of "qualitative."

著者

新井 元

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A 教育研究 = Educational Studies (ISSN:04523318)

巻号頁・発行日

vol.54, pp.77-89, 2012-03-31

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2006 年,岐阜市議会において,市長が市立岐阜商業高等学校を学校法人立命館に移管する計画を公表した。この突然とも言える提案は政党各派の分裂を生み,同市議会の内外で数年にわたる混乱をもたらした。2007 年,市教育委員会が正式に市岐阜商高廃止の方針を打ち出したが,翌2008 年に議会は立命館誘致を否決。その直後,市長は民意を問うとして辞職し,2009 年の出直し選挙で再選されたものの,市議会は22 対21 で再び立命館誘致を否決した。教育改革として語られるべきテーマが政争の具と化したなか,市教委の同校廃止方針は市長の意向を受けたものとする批判がなされる。1956 年以降,日本の教育委員は自治体の首長によって任命されており,教委の独立性の実現は難しい。こうした1956 年体制下で,体制側に対峙する教委を見る事は難しいだろう。1970 年代以来,高校全入時代を迎えた日本では,ほとんどの人々が高校に進学するようになったが,その一方で,少子化や産業構造の変化に伴い,高校の意味するものも変わって来た。岐阜市のケースは,決して一地方の問題なのではなく,日本全体が今抱えている教育改革の構造的な難しさを意味している。In 2006, the mayor of Gifu city in the Chubu region of Japan introduced a plan in the City Assembly to transfer the jurisdiction of Municipal Gifu Commercial High School to a private school corporation: Ritsumeikan. This rather abrupt proposal caused consternation within and beyond the city assembly lasting years. There ensued internal strife among political groups in the municipal assembly. In 2007, the city Board of Education decided on the policy of closing the municipal high school. However, a plan to attract Ritsumeikan was voted down by the municipal assembly, in 2008. The mayor resigned to consult the electorate and the will of residents. Though the mayor was returned the next year, the Ritsumeikan plan was rejected again, 22 to 21 by the municipal assembly. The issue of local educational reform was embroiled in political strife and the Board of Education's school closure policy was thought to be merely an endorsement of the mayor's policy. Since 1956, as members of the Board of Education in Japan are appointed by the heads of local government the independence of the boards has been always been in imminent crisis and it is difficult to see a board of education defying a city hall under the 1956 system. Since the 1970s, almost all children in Japan enter upper secondary school. However, due to the dwindling birth rate and change of industrial structure etc., the meaning of high school has changed. The Gifu city case is a local but also urgent matter with wider implications in Japan relating to the structural difficulty of educational reform.

著者

アルベール ギヨーム

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A 教育研究 = Educational Studies (ISSN:04523318)

巻号頁・発行日

vol.58, pp.25-32, 2016-03-31

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大学生が高等教育レベルを学ぶ時,基礎的な要件となるのは論文の書き方である。しかし,常に問題とされるのは,彼らが中等教育で論文の書き方を既に学んでいることを求められている点である。ただし,そのような知識を要して論文を書いている学生は稀である。同時に筆記試験が基本という教育制度において論文を書くための知識を中等教育の時から高めるたとしても得られる価値は少ないのである。本稿はKuhlthau のInformation Search Process(情報検索プロセス)を使い論文作成の最初のステージに焦点をあてる。研究を理解する上で重要なWord Knowledge(言葉知識)について主にスポットライトをあてる。ICTの発展により,データベースにアクセスしやすくなったことで,文献レビューの機会が多くなり研究の幅が広がった。しかし,それらデータベースを使いこなすためには,Word Knowledge(言葉知識)が必須であるが,その概念を理解し咀嚼することは難しい。本稿は,理論的観点と実践的観点の二つのアプローチを取る。A fundamental requirement when one enters the tertiary education level is to know how to write academic papers. The main problem that arises from this aspect is that students are often supposed to know how to write such papers from their secondary level studies (McGregor, 1999). My experience as a Teaching Assistant (TA) at my home university in Japan has shown me it was often not the case. At the same time, in a system dominated by entrance exams which focus on cramming abilities and short answers, it is of little surprise that students might not have the right tools to deal with tertiary education requirements when they start their life as college students. This article focuses on the first stages of writing papers using Kuhlthau's Information Search Process (Kuhlthau, 2004) and emphasizing the importance of word knowledge when apprehending research. With the development of Internet and Communication Technologies (ICT), database research has become one of the easiest ways to access thousands of academic papers for literature review. However, their optimal use requires word knowledge whose acquisition may not be as simple as it seems. Through drawing on the author's experience as a TA and a Writing Support Desk (WSD) tutor, this paper also provides a concrete measures' section for students who are eager to have pragmatic solutions to their difficulties in finding sources and using them effectively. Considerations on plagiarism and how to avoid it are also provided. This approach on the Information Search Process through both theoretical and pragmatic scopes, will hopefully address researchers' and students' interest on the subject.

著者

森住 史

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A 教育研究 = Educational Studies (ISSN:04523318)

巻号頁・発行日

vol.58, pp.97-102, 2016-03-31

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日本の文部科学省は,2002 年の「「英語が使える日本人」の育成のための戦略構想」以来,2003 年の「「英語が使える日本人」の育成のための行動計画」など,次々に英語教育改革についての発表を行ってきている。しかし,文部科学省が英語教育推進を打ち出すたびに,その計画には,国語教育充実や,日本文化・伝統・日本人の価値観を教える教育の充実が伴っている。「グローバル化に対応した英語教育改革実施計画」を例にとってみると, 7 ページにわたる書類のうち,最後の一枚はすべて「日本人としてのアイデンティティに関する教育の充実について」というタイトルのもと,国語教育,伝統教育,歴史教育を充実させる計画が盛り込まれている。文部科学省の英語教育推進は,英語と英語教育が日本人にとって脅威とうつらないように,和魂洋才の体裁をもって提示されていると言える。