著者

佐々木 輝美 ササキ テルヨシ Teruyoshi Sasaki

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.46, pp.143-152, 2004-03-31

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The main purpose of this study was to examine how sexually explicit media would affect college students' attitudes towards sex. Previous study results based on Gerbner's theory of cultivation would suggest that students exposed to sexually explicit media would accept distorted sexual information or behavior depicted in the media. A survey was conducted to investigate this relationship among college students (N=350). The survey consisted of eight items probing sexual media exposure and their attitudes toward sex. x^2 analysis results indicated a positive correlation between the items of sexual media exposure and attitudes toward sex. The discussion further considers details surrounding the mechanism of accepting distorted sexual information, media exposure, the formation of attitudes and the roles of peers.

著者

マーハ ジョン C.

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

no.46, pp.173-185, 2004-03-31

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ピジンとは多言語が存在する状況の中で新たに発生した言語であり,固有の特徴をもち,かつ体系だったシステムを持っている。ピジン・クレオールの研究は,異なる言語を持った人間が互いに接触する際に,言語はどのような形で存在するかという問題に関連している。日本は多数の言語が存在する地域であるため,様々なピジンも存在する。しかしこれまで詳細に言語学的に研究されたピジンは少ない。そこで本論では,多言語的環境である日本の中で,ピジンは新旧の歴史をもつ言語現象であることを述べる。言語どうしの接触は大陸から人間が日本本土に移動してきた縄文-弥生期に始まった。これは大陸からのアルタイ語族(弥生人)とマレー・ポリネシア語族(縄文人)の接触である。「港ピジン」は16世紀に九州で発生して以来今に至っており,日本語とスベイン語のピジンである「長崎ピジン」はその例である。沖縄にも日本語と琉球語のピジンが存在する。1980年代以降は,都市で働く外国人労働者の間で「Gastarbeiter(外国人労働者・出稼ぎ)ピジン」が発達した。このような言語接触のなかには,琉球語と日本語の接触のような言語どうしの接触の例もあれば,同言語の亜種どうしの接触(例えば方言間接触)もある。より「軍事基地ピジン」は世界中で見られるもので,日本にも「浜松ピジン」などの例がそれにあたる。小笠原諸島は歴史的にも長く英語のコミュニティがあるが,ここではミクロネシア語,ポリネシア語,日本語,英語の言語接触が19世紀から始まった結果ピジンが形成された。本論は日本におけるピジン・クレオールの歴史の概略であるため,日本語と日本語手話などのピジンについては述べられていない。しかしこの歴史を見るだけでも,日本が多言語的環境にあることは明らかである。

著者

大井 直子 オオイ ナオコ Naoko OOI

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.45, pp.199-201, 2003-03-31

著者

黒石 憲洋 佐野 予理子 クロイシ ノリヒロ サノ ヨリコ Norihiro KUROISHI Yoriko SANO

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.49, pp.67-78, 2007-03-31

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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

武田 清子 タケダ チョウ キヨ Kiyo Takeda Cho

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.6, pp.17-53, 1960-03

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During the Meiji period a revolutionary development occurred in the field of academic learning and science in Japan. There was a transition from the ethical teachings of Confucianism, the basic ideology sustaining the feudalistic social structure, to modern Western science, introduced by the Enlightenment movement of the Meiji Era. However a single approach to the adoption of modern science was not followed. On the contrary a variety of approaches were taken which evidences the nature of the problem which has confronted modern science in Japan. In this paper I have compared three typical approaches to the adoption of modern science which are expressed in the writings of Yukichi Fukuzawa of Keio University and a liberal, Hiroyuki Kato, the first president of Tokyo University and a nationalist, and Masahisa Uemura, a leading Protestant of the Meiji period. I. Preface II. Establishment of modern science by Yukichi Fukuzawa a) Independence of science from government. b) Method of cognition and academic inquiry: by observation and rationalization and to govern nature by the discovery of the law of nature. c) The significance of "Jitsugaku" advocated by Fukuzawa. d) Scientific truth and man. III. The Problems in Hiroyuki Kato's adoption of Darwinian evolutionism a) Kato's concept of natural law by evolutionism. b) Men as slaves of natural law in the theory of evolutionism. c) The relation of the individual to the nation as an organic elationship. d). Inconsistency of scientific truth in Kato's science distorted by the irrationality of the Emperor's absolute authority. IV. Man and science in the thought of Masahisa Uemura: A Christian criticism of the above two concepts of the nature of science.

著者

服部 純子 ハットリ スミコ Sumiko Hattori

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.41, pp.147-170, 1999-03-31

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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

ドーソン ウォルター P. Walter P. Dawson

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.49, pp.91-98, 2007-03-31

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アメリカ占領時代に試みられた日本における教育制度の民主化から半世紀以上が経過したが,日本の学校現場における政治的民主化は殆ど問われていない.本論では日本の中学校を対象に行われたフィールドワークに基づいた理論研究であり,特別活動における教師の指導と学校という政治的縮図における政治的社会化の関係を説明する新しい理論を提示することを試みる.理論的枠組みとして,フーコーの「統治性」やベネディクト・アンダーソンの「想像の共同体」及びロラン・バルトの「神話作用」などを用いて,義務づけられた特別活動によって民主主義社会における自律的市民を育成するという矛盾を問い直す.特別活動に埋め込まれている政治的イデオロギーの受け手である学生の役割を強調することによって,機能主義的なアプローチの弱点に焦点をあて,「教育の神話作用」という新しい理論を提示する.Over 50 years have passed since the American Occupation's efforts to democratize the education system and wider Japanese society, although there has been little study of political socialization in Japanese schools. This paper based on field work conducted in a Japanese middle school attempts to present a new theory to explain teachers' approaches to guidance in student government activities and the resulting processes of political socialization in the Japanese middle school as a political microcosm. A Foucauldian analysis of findings centered around "governmentality" combined with the concepts of "Imagined Communities" (Benedict Anderson) and "mythologies" (Roland Barthes) was utilized to attempt to explain the contradictions present in an effort to produce the autonomous citizens of a modern democracy by way of compulsory political education activities groups. The result is a new theory of political socialization in schools titled "mythologies of education" which attempts to address weaknesses in functionalist explanations of socialization by emphasizing the agency of the subject/student who is the recipient of the political ideologies embedded in student government activities.

著者

武田 清子 タケダ チョウ キヨコ Kiyoko Takeda Cho

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.11, pp.47-103, 1965-03

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Kanji Kato (1884-) was a unique educator of farmers who aspired to regenerate agricultural communities as the spiritual and material foundation of the nation. He was once converted to Christianity under the influence of an American missionary, but later he became an enthusiastic follower of Dr. Katsuhiko Kakei, a Shinto theorist and professor of law at Tokyo University. Kakei, having adopted Hegelian philosophy, developed a new interpretation of Shintoistic Nationalism. Thus it became Kato's mission to educate the farmers to Shintoistic Nationalism. From another approach, Tadaatsu Ishiguro, a pioneering leader in the Ministry of Agriculture and Forestry, was seeking ways to solve the serious problem of farmers' poverty, which was aggravated by a continuous agricultural crisis in the 1930's. Ishiguro attempted to implement two policies. One was a kind of reform of the landlord system (which, however, only became realized by command of the U.S. Occupation Forces after World War II), and the other was a plan to develop an educational program for training leaders in rural communities. Ishiguro was planning to establish a Japan Higher Folk School, adopting the pattern of that developed in Denmark under the leadership of Nikolai F. S. Grundtvig, an outstanding Christian leader who worked to solve that country's ruraIproblems. Kato was invited to serve as the first principal of this school, which, first in Tomobe and later in Uchihara, in Ibaraki prefecture, became the center of education of farmers in Japan. Same or similar kinds of folk schools with Kato's educational thought and method, spread all over the country. This educational movement in its early stage was expected to be like that in Denmark. It might have given the impression of sharing some of the humanistic and democratic sentiments of other new educational movements of the Taisho period, which were typically critical of the formalistic public school system (under direction of the Ministry of Education) and emphasized informal educational methods, pragmatic combining of "labor" and "education", and practical concern for social problems, etc. But in reality Kato's movement contributed to preparing, spreading and supporting the idea of Shintoistic Nationalism and fascistic ultra-nationalism in the thought pattern of the rural Japanese. Kato, when he realized that the second and third sons of poor peasants had no land to cultivate, was convinced simply that land had to be found for them somewhere in the world, and Manchuria offered the best opportunity. He persuaded military authorities, as well as the government itself, to adopt an agricultural emigration policy under which 5,000,000 poor peasants were to be sent to Manchuria. After the Manchurian War in 1931, this program became national policy, and Kato's school became the center for training the emigrants to Manchuria. Later Kato proposed sending out young boys between the ages of 16 and 19, besides the adult emigrants. At the government's request, many schools all over Japan were forced to select the best ten in ability and health among their graduating students and to send them to the school in Uchihara. They were trained there, and later at branches in Manchuria, in both agricultural and military practices. Then they were sent out to the northern frontiers as kind of colonial troops… a total of more than 300,000. Many of these capable and healthy boys, living under inhuman conditions in a severe climate, with poor food and heavy labor, suffered illness or died. Later, at the end of World War II, more than 80,000 boys, women and children were left behind by the Japanese troops and became tragic victims to the attacking Russians and Chinese. This paper is an analytical study of Kato's Shintoistic Nationalism and the nature and role of his educational movement in the historical process of modern Japan. The content is as follows: I . Preface…the purpose of this paper. II. The Folk School Movement for "regeneration" of rural communities in the period of agricultural crisis. III. Kanji Kato's Shintoistic Nationalism and his educational thought and method practiced and demonstrated through the Japan Higher Folk School Movement. IV. Emigration of farmers and youth troops to Manchuria as the result and continuation of Kato's educational activities. V. The significant nature and problems of Kato's nationalistic educational thought and movement in the history of educational thought in modern Japan.

著者

コンラッド クリフトン F. ジョンソン ジェイスン

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

no.50, pp.103-118, 2008-03-31

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自由な学術の教育を促進するにはどうすべきか.有力なアイデアは,現存の文献にも多数見いだされ自由な学術の教育を促進するにはどうすべきか.有力なアイデアは,現存の文献にも多数見いだされるが,しかしリベラルアーツ教育論には三つの大きな弱点がつきまとっている.第一に,リベラルアーツ教育論は,個々の大学の多様な事情を抜きにした,万能な解決策で満ちあふれている.第二に,リベラルアーツ教育論は,カリキュラムの変容過程に比して,カリキュラムの内容の方を法外に重視することで,焦点の中心がズレている.第三に,リベラルアーツ教育論は,歴史的な試みに無頓着である.こうした事情を踏まえて構築された本論は,自由な学術の教育の改革において,有意義な改善と革新とを導くための,三つの試金石を提示する.第一は,変容的な改善という運動を奨励すること.続いては,将来性のある定義や実践を探求し続けること,そして最後に,形成的な評価に照らして,カリキュラム・モデルを実験し,改造してゆくことである.

著者

深谷 澄男 向井 敦子 フカヤ スミオ ムカイ アツコ Sumio FUKAYA Atsuko MUKAI

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.27, pp.129-154, 1985-03-31

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Suppose here we have a chair, a stool, a bench, and a sofa. When you are very tired, you would take a sofa for making yourself comfortable. A bench would be preferable when you enjoy talking together with your love. These are all made as a seat, but they can also be used for other purposes. For example, a stool is available as a footstool, and a bench, a sofa as well, good for building a barricade, because the weight keeps it from removal. When you want to take a rest after a long walk, you could seat yourself on a stone, a log, or else rolling around there. Neither a stone nor a log is, of course, not a seat in itself, but it serves as a seat when you are seated on it. An English word "Thing" could be translated into Japanese in two ways; either Mono and Koto. Let's take a typical example. "Thing" in the sentence "I haven't had a thing to eat all day" would be Mono in Japanese. On the other hand, "Thing" in the sentence "It is a good thing to give up smoking" would be Koto. Mono is a thing, grammatically speaking, an indication of the subject or the object in a statement. Koto is a thing, an expression of the predicate. A chair, a log as well, is Mono, a material which can materialize itself as a seat only through one's action of taking a seat. This action is Koto. Therefore, the action of taking a seat functionally transforms a chair or a log as a material into a thing which can materialize itself as a seat. In other words, Koto of one's taking a seat acts as a possibility of actualizing oneself, which we define as koto. Under some appropriate requirements, koto has a possibility of being transformed into KOTO as an action to the object. If you are such an infant that you can't be seated by yourself, Koto of taking a seat must remain as a latent, probable action. A stool can be defined as mono, a thing which can be probably transformed into a seat, a footstool, or whatever through some action. When you are seated on a stool, it is defined that the stool is now materializing itself as MONO of a seat. When the stool seems fragile, it must remain as a latent, probable material, because it may not bear the weight of you in spite of the appearance as a seat, which will keep you away from seating yourself. Mediated by Koto, mono can be transformed into MONO, and koto can also be transformed into KOTO by Mono. In this way, there could be theoretically supposed an interactional process between Mono and Koto. If we take a view-point of the subject of self-organizing activity, we could hypothetically analyze out four directions of the interactive actualization. Firstly, when I am doing an action to a thing, mono is being actualized into MONO mediated by Koto. SURU is a Japanese word corresponding to the DOING an action. See Figure 1. Secondly, when my action is becoming in effect, koto is now being actualized into KOTO mediated by Mono. NARU is a Japanese expression of the BECOMING. Thirdly, when I choose a thing to do something with, I am recognizing it as being there. The recognition that a thing, mono, is there is an action of mine, KOTO. BEING of a thing is ARU in Japanese. Fourthly, when I am going to do some action, I am conscious that I am having myself as a subject who is going to act upon a thing. Activity, koto, concentrated on some action leads to the consciousness, MONO, of myself as a behavioral subject. HAVING myself in act upon a thing can be expressed as IRU in Japanese. When I am having myself as a subject, I will be able to do a thing in effect. At the same time, the effectiveness will be fed back to the becoming of my action. The becoming will direct me to recognize a thing as being there. And the recognition of an object will guide me to the subjective consciousness of myself in action. Psychological self-organizing activity could be assumed to actualize itself continuously by way of this feed-backing route, as illustrated in Figure 1. In this paper, some episodes are psychologically examined in order to demonstrate this feed-backing process between Mono and Koto. Through the reconsiderations, first of all, we can also get to the conclusion, as B. Kimura (1982) suggested, that Koto must be superior to Mono so that self-organizing activity could maintain its subjectivity in one's phenomenal world. The second is that the reversal of Koto's superiority to Mono would cause behavioral retardation and subjective reduction or collapse. Needless to say, this conclusion can naturally be led from the first. Thirdly, autonomously waving rythm predominantly generated in one's looping process of feed-back would synchronize others' looping into the self-organizing activity.

著者

向井 敦子 深谷 澄男 ムカイ アツコ フカヤ スミオ Atsuko Mukai Sumio Fukaya

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.31, pp.127-171, 1989-02-18

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A sentence consists of Noun Phrase as subject and Verb Phrase as predicate. "Basic English" created by C.K. Ogden has only 16 verbs; be, seem, go, come, have, do, give, get, put, take, keep, let, make, say, see, and send. "Basic English" composed by 850 words restricts itself so rigidly, but it shows its fruitful ability to transform a lot of derivative verbs into these basic verbs. The 16 basic verbs could be classified into four categories as follows: "BE" expresses the presence of subject. "GO" shows the course of subjective events. "DO" is the expression of subjective working toward its object, and "HAVE" contingently relates the object with its subject. This suggests that a statement should be constructed as follows: the work of subject effects the development of events, the course forces the subject to cognize the existence of his object, the opposite introduces the contingent relationships between him and his opponent, and finally he recognizes himself as an agent. This circulating structure of a statement construction led the authors to understand functional recursiveness, which reveals itself whenever we come to know ourselves and others. In this paper, the authors carefully examined some psychological paradigms, so that they could consciously refine their terms one by one not as an entity but as a relational function, and they could circulatingly accumulate their hypotheses about our psychology. Their enthusiastic effort converged upon the figure 1, which schematized the compound and hierarchical system of the recursive function. The authors presented some definitions in order to analyze functionally circulating recursiveness in our psycho-logic structure. First of all, "Mono" was defined as something which is possible to set its position as a subject in a sentence, and "Koto" was defined as some prescription which is possible to complete the sentence as a predicate. When a predicate has some contingency upon a subject, the subject carries some message, and the predicate determines its context. "Mono-ka" was defined as a subjective direction ready to carry some message, and "Koto-ka" was defined as a predicative orientation ready to realize its own context. So that, the first quadrant in the figure 1 was recursively structurized as an on-going process, which transforms possibility into probability. "Mono × Mono-ka" was characterized as "Sure", which means "DO" as stated above. "Koto × Koto-ka" was featurized as "Naru", which corresponds to "GO". "Mono × Koto-ka" was called as "Aru", which shows "BE". And "Koto × Mono-ka" was named as "Iru", which expresses "HAVE". Then, the authors arrived at their theoretical base-line in order to build the compound and hierarchical system of our psychology, which circulatingly proves itself as recursive function of "Suru (DO) × Naru (GO) × Aru (BE) × Iru (HAVE)". Secondly, the authors presented the five definitions on "Psycho-Generative A/B Pattern", which was originally derived from O.S. Wauchope, and was re-examined by H. Yasunaga. Definition 1 of "Complementary A/B Pattern" was charactrized as a producing function of living vitality, which is essential to our psychological life. Definition 2 of "Interactional A × B Pattern" was featurized as a generating function of living field, where we lead our living activities. Definition 3 of "Compound a/b Pattern" was perceived as a confronting function of living task to avoid complexity in our life. Definition 4 of "Hierarchical A/b Pattern" was cognized as an absorbing function of living dilemma by means of showing our self-dominance over the opponents. Definition 5 of "Reverse B/a Pattern" was acknowledged as an intriguing function of double bound reversibility by means of pretending our self-indulgence toward the opponents. The first quadrant in the figure 1, which defines the first recursive context in the circulating course of our living activities, was constructed as the combination of the complementary pattern and the interactional pattern. The second quadrant, which significates our behavioral consciousness oriented toward objects as a metacontext of the first context, was given as the combination of the interactional pattern and the compound pattern. The third quadrant, which differentiates our objective, cognitive propositions as a metacontext of the second context, was presented as the combination of the compound pattern and the hierarchical pattern. The fourth quadrant, which comprehends our subjective, emotional assumptions as a metacontext of the third context, was appreciated as the combination of the hierarchical pattern and the reverse pattern. For the authors, a theory should be a recursive, deductive system of practical hypotheses, and could encourage us to keep ourselves in our own position for guiding "Mutual Assistance". Some reconsiderations based upon the figure 1 have told us that "Mutual Obstruction" will be generated when we can not tolerate our own "Double Bind". We inclind to insist on our subjective dominance over the opponents too strongly only to indulge ourselves emotionally so that we might escape from the psychological dilemma. That's because we, first of all, have to have a lot of sense and courage to fix our eyes on our own psychology, and we have to know with presence of mind what, how, which, and when to occur in ourselves. This will certainly guide us from "Mutual Obstruction" to "Mutual Innovation" through "Mutual Assistance".

著者

マーハ ジョン C. John C. MAHER

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.46, pp.173-185, 2004-03-31

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ピジンとは多言語が存在する状況の中で新たに発生した言語であり,固有の特徴をもち,かつ体系だったシステムを持っている。ピジン・クレオールの研究は,異なる言語を持った人間が互いに接触する際に,言語はどのような形で存在するかという問題に関連している。日本は多数の言語が存在する地域であるため,様々なピジンも存在する。しかしこれまで詳細に言語学的に研究されたピジンは少ない。そこで本論では,多言語的環境である日本の中で,ピジンは新旧の歴史をもつ言語現象であることを述べる。言語どうしの接触は大陸から人間が日本本土に移動してきた縄文-弥生期に始まった。これは大陸からのアルタイ語族(弥生人)とマレー・ポリネシア語族(縄文人)の接触である。「港ピジン」は16世紀に九州で発生して以来今に至っており,日本語とスベイン語のピジンである「長崎ピジン」はその例である。沖縄にも日本語と琉球語のピジンが存在する。1980年代以降は,都市で働く外国人労働者の間で「Gastarbeiter(外国人労働者・出稼ぎ)ピジン」が発達した。このような言語接触のなかには,琉球語と日本語の接触のような言語どうしの接触の例もあれば,同言語の亜種どうしの接触(例えば方言間接触)もある。より「軍事基地ピジン」は世界中で見られるもので,日本にも「浜松ピジン」などの例がそれにあたる。小笠原諸島は歴史的にも長く英語のコミュニティがあるが,ここではミクロネシア語,ポリネシア語,日本語,英語の言語接触が19世紀から始まった結果ピジンが形成された。本論は日本におけるピジン・クレオールの歴史の概略であるため,日本語と日本語手話などのピジンについては述べられていない。しかしこの歴史を見るだけでも,日本が多言語的環境にあることは明らかである。

著者

都留 春夫 ツル ハルオ Haruo Tsuru

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.20, pp.7-9, 1977-03

著者

都留 春夫 ツル ハルオ Haruo Tsuru

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.20, pp.7-9, 1977-03

著者

タグチ ミナ イワサ レイコ サイトウ ヨシヤ ナカノ テルミ Mina Taguchi Reiko Iwasa Yoshiya Saito Terumi Nakano

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.33, pp.127-143, 1991-03

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This study was a trial for developing a multi-media learning package which combines a broadcasting program with other media. NHK School Broadcasting Special Series, "Hearing a Story -Totto-chan-", was chosen for the study, and a learning system incorporating it was constructed. A personal computer connected to simulated CD-ROM was selected as the medium for making maximum use of the strengths and for compensating for the weaknesses of the TV program, which is to improve students' listening ability. A CAI system for producing optimal learning was developed, and its effects were validated.

著者

立川 明 タチカワ アキラ Akira TACHIKAWA

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

no.48, pp.1-26, 2006-03-31

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定説では,19世紀の半ば以降に登場するランド・グラント・カレジは,1828年のイエィル・レポートが定式化した古典的カレジにとって替ったといわれる.本論では,こうした定説に疑義を差し挟み,定説とは反対にランド・グラント・カレジの構想はイエィル・レポートの主張の延長線上にあり,後者の提案の具体化でさえある,と主張する.イエィル卒のジョナサン・ボールドウィン・ターナーは1851年,科学と文芸の諸原理こそ優れた教育の基礎であるとの原則を応用して「産業大学論」を公表した.産業大学を中心として,ワシントンの中央研究所と産業諸階級とを結ぶ教育体系を提唱したターナーは,宗教に基づくかつての「公共性」に替えて,知の共和国に基づく新しい「公共性」を高等教育に打ち立てたのである.According to the standardized interpretation of the history of American higher education in the nineteenth century, the Land-Grant Colleges displaced the position of the Yale Report of 1828. The present author would contend that, on the contrary, the former have in fact fulfilled the programs which the Yale Report had advocated, especially in its first part. Jonathan Baldwin Turner, an Illinois college teacher and farmer, a one-time protegee of Jeremiah Day at Yale, promoted the admissions of industrial classes to college education on the basis of the Yale Report idea. That idea referred to the justification of the basic principles of science and literature as the foundation of a superior education. By envisaging an industrial education as dynamic interactions of all practical workers and the Smithsonian Institution as the academic center, via mediating industrial universities, Turner effected a shift of the ground for public higher education from the traditional religious solidarity to the future- oriented republic of knowledge.

著者

原島 鮮 ハラシマ アキラ Akira Harasima

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.7, pp.269-272, 1960-12

著者

原島 鮮 ハラシマ アキラ Akira Harasima

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.7, pp.269-272, 1960-12

著者

原 喜美 ハラ キミ Kimi Hara

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.6, pp.195-221, 1960-03

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The women's status in Japan, so to speak, has been elevated in a zig-zag course with the progress of the modernization of the country since the Meiji Restoration in 1868. The ideal image of woman in each age was greatly affected by the aim of the country. It is needless to mention those drastic changes in the political, legal, economic, social and educational fields brought about with the termination of World War II, but, first of all, the writer takes a brief review of the postwar changes of the women's status in Japan. Though educational and occupational opportunities have been greatly expanded for women, in reality, women are still discriminated and given pressure from different directions. It is said that the emancipation of women in Japan has struck against a wall. The writer, in hopes of locating where problems exist, has investigated 350 graduating university female students in six leading universities in Tokyo including three women's universities and. three coeducational ones. The questionnaire included such questions as whether they will go to graduate schools or take up a job; what kind of job they will take; why they choose such a job; how they evaluate the social status of the Japanese women; how they depict their ideal images after 10 years from now, etc. In. conclusion, it can be said that mainly because the women's status has struck a far more stable balance than existed immediately after the end of World War II, those young educated women are less eager and less conscious of elevating their status than the older generation revealed in another study. The chief obstacles which. hinder the promotion of women's status, according to those young women students, are lack of their strong professional consciousness and of understanding on the part of men.

著者

海後 宗男 カイゴ ムネオ Muneo Kaigo

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.42, pp.191-227, 2000-03

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本研究は、過去に行われたテレビ報道に関する諸研究において、テレビ報道活動から社会的現実構築、話題性や娯楽性の形成というそれぞれ異なる結果が受信側で起こることが指摘されているが、何故テレビ報道の受け手に、このように異なる結果が生起するのかという疑問からスタートした。テレビ報道に関する研究は数多くあり、様々な研究結果が発表されている。これまで報道番組の内容分析、あるいは効果分析が中心であった。しかし、内容分析は特定の報道の番組に限定され、効果分析もいろいろな効果が指摘されてはきたものの特定報道番組に限定されたものが多い。テレビ報道の発信要因と受信要因は相互に関連しているにも拘わらず、その発信要因と受信要因の相互関係により、異なる結果が起きる点についてはこれまでさほど注目されてこなかった。本研究では、全報道番組に基づいてテレビ報道の新しい研究視点を設定することを試み、発信時のテレビ報道のメディア・フレームと受信時の接触行動の志向がテレビ報道を研究する上で重要ではないかと考えた。