著者

紅林 伸幸

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.28, pp.263-271, 1989-03-30

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<Shutai-sei> is a vague concept that involves two meanings of "Subjectivity" and "Independence". This concept is concerned with the traditional problem of "determinism and freedom" of human action, and from sociological perspective, offered against social constraint revealed as one of the determinism. <Shutai-sei> as "Subjectivity" is found in A・Schutz's action-theory. It is the autonomous function of "System of Relevance", that constitutes "World of everyday life" which is the cognitive base of action. The other side, <Shutai-sei> as "Independence" found in N・Luhmann's theory depends on "Subjectivity", the function of "System of Relevance". Both of these are given characters of the mechanism of action accomplishment, but on the other hand they may change due to action-theoretical necessity, and present the difference in quality. Therefore we can argue <Shutai-sei> as the given and as the shaped.

著者

佐野 通夫

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.21, pp.223-233, 1982-03-10

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From the point of view of "minority" in a society, we can see the nature of the society. It is the same in the education, especially modern education organized by the state. This article reflects the institutional discrimination between Japanese and Korean in education through the transition of the courses for training common school teachers, and makes the aspect of the Japanese teachers in colonial Korea clear.

著者

廣田 照幸

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.25, pp.203-212, 1986-03-10

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This study examines how educators inculcated the ideological doctorines and how pupils accepted them in the Military Academy (Rikugun Shikan Gakkd) and the Cadet School (Rikugun Yonen Gakkd). We focus on the relation of pupils' aspirations for rising in the world (rissin-shusse) to the doctorines, devotion to the Emperor (hoko). Reading some documents, we can see that their aspirations for rissin-shusse were not necessarily repressed or cooled out in the process of the.ideological inculcation. The devotion to the Emperor legitimated their rissinshusse and both were equated each other in their consciousness. And refering to professional officers' daily lives in 1920s', it is suggested that such a mental character played an important role in the wartime.

著者

橋本 健二

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.27, pp.249-257, 1988-02-10

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The state is one of the central problems in a recent social science. There are two key problems in theories of the capitalist state. One is determinant of forms and functions of the state, another is functions of the state to the structure of capitalist society. Many theorists have been engaged in these problems in various way. We need to unify these previous approaches and have a more generalized theory. I try to this by distinguishing Levels of Analysis and Modes of Determination. Functions of the state, to secure reproduction of structure of capitalist society, can be analized on four levels of analysis : levels of mode of production, class structure, social formation, and concrete society. Determinants of functions of the state can be understood as complex of structural limitation, conducts of members of state apparatus and influences of social classes. These theoretical considerations are part of sociology of state activities in general.

著者

水野 忠文 江橋 慎四郎 山地 啓司

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.13, pp.219-235, 1974-03-30

著者

斉藤 利彦

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.20, pp.279-293, 1981-02-20

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The problem of social study in the lower grade of Elementary school has been a very debatable one in Social Study-instruction. This paper is an attempt to elucidate how meaningful "The problem" is to "The Study of Development and Instruction". The contents of this paper are divided into two different objects. One is composed of the theory of Ministry of Education. The other is composed of the theory of the voluntary study-movement of education.

著者

柴山 真琴

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.33, pp.211-220, 1994-01-31

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Rapid growth of Thai economy in the 1980's brought about a dramatic increase of Japanese sojourners, which affected Japanese community and socialization environments for Japanese children in Bangkok. This paper is to describe characteristics of socialization environments surrounding children in 1990 comparing with those in the middle of the 1970's which Ebuchi described. One year's participant observation in 1990-1991 found : (1) a drastic increase in the number of Japanese sojourners, along with fewer residential quarters considered to be appropriate for foreigners to live in Bangkok, caused high concentration of Japanese families in a same apartment house, which resulted in a particular pattern of children's circle, that is, playing with the same Japanese children in the same building, (2) the move of Japanese school from the central Bangkok to its suburb forced Japanese school children to be confined in a school bus for an hour or so which curtailed their direct contact with Thai society, (3) an increse of vehicles and poorly equipped traffic facilities prevented Japanese children from going out alone to spend time with their friends without adult supervision, (4) prevalent among Japanese children were Japanese TV games, Japanese video-tapes and Japanese magazines and so on, (5) very limited ability to understand Thai language prevented Japanese children from getting acquainted with social realities of Thailand through mass media, and (6) social contact with Thai people in and out of their families and school remained at the superficial level; consequently their understanding of realities of Thai society is poor. These findings indicate that realities of Japanese children growing up in Bangkok is far from the ideal of overseas education advocated by the Ministry of Education. In order to mitigate unfavorable socialization environments, three proposals were made. (1) The concept of child rearing currently prevailing among Japanese parents and teachers in Bangkok was that children must be prepared for making a smooth transition academiccally and socially at the time of their return to Japan. This concept should be transformed into fostering strength in children to overcome difficulties under unfavorable circumstances. (2) The Japanese school in Bangkok should be re-organized as a center for understanding Thai culture and society for both children and parents. And (3) Japanese parents should be provided with the inter-cultural training which enabled them to understand their problems they faced in Bangkok.

著者

西内 裕一

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.24, pp.267-276, 1985-02-28

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The Yanagita Social Studies Plan is one of some noteworthy results of the voluntary study-movements of education in the post WWII. This paper is an attempt to elucidate how it was and clear its meanings from contemporary points of view. The content of this paper is as follows: (I) the aim of schooling (II) the relationbetween the thought of Yanagita and the plan (III) the aim of subject (IV) subject contents.

著者

宮崎 あゆみ

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.32, pp.169-177, 1993-03-30

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This research examines student subcultures with a gender perspective, using the ethnographic approach on a girls' high school. In this paper I call subcultures studied with gender frameworks in mind "gendered subcultures". In the first part, I briefly review traditional subculture studies and school organization studies which have overlooked such aspects as gender roles and femininity and masculinity. I also review the debate about single sex education v. s. co-education. This debate focuses on sexism within schools and subcultures related to girls' academic achievement. In contrast, this research focuses on femininity and gender roles as aspects of gendered subcultures. In the second part, the research, focusing on femininity of girls, shows that, within a girls' high school, there are gendered subcultures free from femininity, peculiar to a single sex school, but that they both accommodate and resist femininity out of school. It is confirmed that femininity is not fixed but changing.

著者

渡部 洋 曹 亦薇

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.32, pp.253-256, 1993-03-30

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The effects of handwriting on scoring essay tests were explored. The data were obtained from a newspaper company. The examinees were the applicants for the company jobs, and they were asked to write a small essay under the title of "About nation". The essays written by the applicants were copied and are called "handwriting" in this paper. The same paper were typed by a word-processor and are called "word-processed" in this paper. Five university or school teachers rated the essays. It was found that 1. there were no consistent differences between the averaged scores of handwriting and word-processed essays. 2. there were significant differences among rators.

著者

佐藤 修司

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.34, pp.363-379, 1995-02-28

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Kandel's division theory was introduced to Japan in the educational reform after World War II. Kandel was an important member of the Education Mission, so the description of the Mission Report resembled Kandel's in the institutional plan, the used term and wording, including the view of education and democracy, but the contradictory principles of teaching freedom and popular control were put side by side without proper arrangement. Japanese people in charge of the educational reform had the similar plan and view to Kandel and the Mission members. Especially the bill of teacher's ststus had the provisions of teaching freedom for relieving a teacher as a profession from imperative relationship and the professional personnel administration. Regretably the bill was soon repealed. After 1950's the government became opposite to the after-war reform ideals. The division theory of the advocates of 'people's right to education' has been constructed to protect the freedom of teaching under the hostile relationship with the government. For this reason the division theory in Japan has made radical and progressive in contrast to Kandel's.

著者

大場 義夫 川畑 徹朗 丹 公雄

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.16, pp.371-380, 1977-03-30

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We have two chapters in this study. The details are as follows; Chapter 1. This chapter is the sequel to our treatise reported in the preceding Bulletin of The Faculty of Education Univ. of Tokyo Vol. 15. In that Bulletin, we hypothesized that the effect of noises on psychological performance was not merely inhibitory but also accelerating, designated them as "inhibitory effect" and "accelerating effect". The main purpose of this chapter is to investigate these two effects, in case of performing Intelligence-Tests which has 5 intellectual factors from simplicity to complexity. Experimental conditions and procedures are as follows ; Test : Intelligence-Test, known as Todai A-S form. Noise conditions : Control group-about 40 dB(A), Experimental group-White noise 80 dB(A), produced by Noise Field Generator, placed at the center of the experimental rooms. Grouping: 3 groups. Gl-Control. G2-Experimental, doing the test in Usual Sequence, G3-Experimental, doing the test in Reverse Sequence. Subjects : The first and the second year Junior High School, about 50 members in each group. The main findings of this chapter were shown under. Concerning the complex intellectual factors in intelligence-test, "inhibitory effect" came first which was shown in Reverse Sequence Group : G3. But in the simple intellectual factors, " accelerating effect" had a tendency to come first, which was same as Kroeperin-Test composed of mathematical computation. Anyway two effects mentioned the above had different influence upon intellectual factors by the degree of complexity. Chapter 2. In this chapter, we investigated the effect caused by exposure to the music, by carrying out experimentally on 173 male and 173 femail junior high school pupils engaged in some intellectual performance. The findings of this chapter were as follows ; 1. The intellectual performance in the case of the quiet condition was more efficient in comparison with that of the music exposure, 2, The inefficiency under the music was not related to the degree of the undesirability against music, but related to the degree of the unfamiliarity with music.

著者

鈴木 宏昭

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.24, pp.287-296, 1985-02-28

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Three experiments were conducted to investigate the processes of the mathematical problem-solving using juice-mixing problem. The results indicate that the error patterns are not consistent among the problems that have the same mathematical structure, the conceptual bugs in the mixing schemata determine the availability of the values of variables in the problem and the informal knowledge of "thickness" obtained through everyday experiences interacts the subjects' strategy choice. Detailed protocol analysis revealed that the informal knowledge of "thickness" has critical roles to monitor the results and to generate the elaborated internal representations during the course of solving the problem.

著者

高井良 健一

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.34, pp.323-331, 1995-02-28

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This report focuses upon inquiring what kind of difficulties mid-career teacher faces with and how he overcomes the difficulties. Doing life-cycle research, many have explored the mid-career crisis. Through examining various former research on this issue and describing a teacher's life-history, this paper comes to a conclusion that teachers' mid-career crisis is characterized as the following three features. First, mid-career teachers encounter the stabilization of teaching. Second, they struggle to change their own image of teaching and learning. Third, associates and consociates of mid-career teachers play an important role to facilitate them to enter into the next career-stage.

著者

平原 春好

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.6, pp.11-63, 1964-03-31

著者

中薗 伸二

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.32, pp.373-380, 1993-03-30

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The purpose of this treatise is to investigate intensively the history, principle and issuse of "Sotaiho" for the first time. The main results are as follows. 1) Comparing "Sotaiho" with "Seitaijutsu", the author proved the former to be obviously influenced by the latter, early in the Showa era. Moreover, Keizo Hashimoto, originator of "Sotaiho" puts more emphasis on natural and systematic movements of bodies, with a flavour of Oriental medicine and thoughts. 2) "Sotaiho" mainly consists of a variety of slow and "rebalancing" movements of bodies for comfortable feelings. 3) "Sotaiho" will be useful in medical treatment and school or community health education, etc. 4) The effectiveness and limitations of "Sotaiho" must be scientifically studied in actual cases hereafter.

著者

佐藤 学 岩川 直樹 秋田 喜代美

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.30, pp.177-198, 1991-03-30

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It is well known that expert teachers form and use elaborate practical knowledge and thinking styles in their teaching. This paper illuminates five expert teachers' and five novice teachers' practical thinking in on-line (thinking aloud) and off-line (writing report) monitoring. Through comparing the experts' thought processes with novices, our research comes to a conclusion that the practical thinking styles of expert teachers are characterized as the following five features: (1) impromptu thinking in teaching, (2) active, sensitive and deliberative involvement in an ill-structured situation, (3) multiple view points to probe and to detect a practical problem, (4) contextualized thinking in pedagogical reasoning, and (5) problem framing and reframing strategy in a context. The result offers several implications for rethinking the concept of teaching expertise.

著者

刑部 育子

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.34, pp.21-30, 1995-02-28

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The purpose of this paper is to analyze how a four-year-old boy, who had been deemed as a 'difficult' child by teachers and peers, came to participate in the joint activities in a nursery school, in terms of the relations with teachers and peers. The process of establishing his identity, being accepted and treated as a full member of the community, is analyzed using the framework of Lave and Wenger's (1991) "Legitimate Peripheral Participation (LPP)." Lave and Wenger conceive of identities as the long-term, living relation between persons and their place through the gradual participation in communities of practice. A long-term observation was made using VCR, once a week from Apr. 1993 through Dec. 1993. The micro behavior analysis was used to clarify the interaction with peers and teachers. The change of his identity in the participation process was interpreted in the framework of LPP.

著者

伊藤 忠弘

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.34, pp.207-215, 1995-02-28

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The purpose of this article is to review the studies on self-esteem during last 10 years in Japan and to examine the usefulness of the concept of self-esteem and the validity of the self-esteem scales. It is shown that high self-esteem individuals are different from low self-esteem individuals in various social cognitions and behaviors in Japan as well as USA, but that the Rosenberg's self-esteem scale is not good enough fot understanding "self-esteem" of Japanese people.

著者

寺崎 弘昭

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.34, pp.1-20, 1995-02-28

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In this paper, the writer has attempted to analyze the educational thought of Thomas Tryon (1634-1703) in order to clarify an aspect of the historical stream of European thought of embryo education. Jean-Jacques Rousseau, citing Varro's discourse, said such as the following : Educit obstetrix, dit Varron; educat nutrix, instituit poedagogus, docet magister. Ainsi l'education, l'institution, l'instruction, sont trois choses aussi differentes dans leur objet que la gouvernante, le precepteur et le maitre. This shows explicitly that the term "educacion" traditionally meant the action of midwives and nurses. "Education" did not mean school-instruction but "san-iku (bringing forth and breeding up)" (Kunio Yanagida). Accordingly, in the first place, the history of education must be a history of "saniku" which clarifies the historical transformation of "education". Furthermore, the crucial and critical field of such history, though it might sound strange, is the history of embryo education, because it comprises the overlapping field both of "san" and "iku". In fact, historical materials of embryo education consist of books for midwifery and child-rearing. However, at least to Japanese, European history of embryo education discourses has not been familiar. On the other hand, we have already had many informations on Japanese history of embryo education ("taikyo"). Therefore, in Japan, exsists a tendency to think that embryo education discourses exisist in Japan rather than in Europe. But, in this paper, the writer presents one of embryo education discourses in the 17th-century England as an example for embryo education in Europe. Thomas Tryon, a Pythagorean and vegetarian, published his book A New Method of Educating Children in 1695,which was read by John Locke too. This book on education began with his discourse on embryo education, which was founded on two premises : (1) The "Impressions" that women make, whilst they are pregnant and go with the child, have a wonderful "Influence" upon their issue. (2) There is a strong and unconceivable "Sympathy" between the mother and the child. Because of these premises, he had to submit the discourse on embryo education at first, proposing six dietetic advices, physical and mental, toward mothers. Of course, his dietetic advices which were based upon his The Way to Health functioned as a manual for mothers' self-fashioning, naturally stressing on the importance of female education. In Tryon's educational thought, embryo education was an archtype and a foundation of his whole thought of education, which represented European tradition of education.