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 (ISSN:04523318)

巻号頁・発行日

vol.48, pp.257-260, 2006-03

著者

塚本 美恵子

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.32, pp.111-133, 1990-03

被引用文献数

1

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The purpose of this paper was to clarify the concept of the term "TEKIO" and to report on the result of a survey done on school children who transfered schools. The term "TEKIO" originally used in biology is now commonly used. Although the function of "TEKIO" might be same, the concept or the definition of the term shows delicate shades of meaning depending on the research field. The English term of TEKIO is also different, like "adjustment" in psychology and "adaptation" in anthropology. In addition to these differences, the term "TEKIO" has a lot of synonyms. To make the concept clear and to avoid confusion, the term TEKIO should be used with a definition or an appropriate adjective. The aim of this survey was to determine the length of adjustment time and to identify facilitating factors when children encountered new environments: new schools, new classes and new friends. 29 school transfer children, their teachers and parents were administered questionnaires and later interviewed. Most teachers, 21 out of 29, concluded that these school tranfer children adapted within a couple of months. On the other hand, more than half children (17 out of 29) still preferred their former schools even when 6 months had passed. From an analysis of this survey, the following facilitating factors were identified: (1) prior school transfer experience, (2) parents positive attitude toward new environments, (3) active and outgoing girls in lower grades, (4) children who were given a chance to show their talent or skill among their classmates.

著者

布留 武郎

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.20, pp.141-167, 1977-03

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Hypothesis: The bulk of TV program content is entertainment, offering mainly passive pleasure. Although the program content varies the perceptive process in TV viewing has certain common characteristics in its structure. Children are required to perceive immediately the context developed on a TV screen with a global frame of reference but are not required to visually analyze the situations or reflect over them when the responses are uncertain. Therefore as a cumulative effect it can be assumed that TV might function to facilitate children's cognitive tempo and increase their field-dependency, nonananalytic preference or impulsivity. Method: Three kinds of tests were administered to ninetyone boys and ninety-six girls in the fifth grade from the Tokyo suburban area to assess cognitive style and one questionnaire to measure three kinds of TV viewing pattern. The fifth grade children are selected because they are of the age which receives a relatively stable habit of TV exposure (Furu '71), and in addition they still have the possibility of modifying their cognitive style in the future. The three kinds of cognitive tests included a Group Embedded Figure Test (25 items) developed by H.A. Witkin, a Group Conceptual Style Test (24 items) developed by J. Kagan, and a Matching Familiar Figure Test (10 items with 6 variants of each item) developed by J. Kagan, which was further modified for the Japanese children (Furu et al., '75). Reliability coefficient of each test was r_<tt>=0.88 (Kuder-Richardson's formula 20) on EFT. r_<tt>=0.89 (K-R's formula 20) on CST, r_<tt>=0.92 (Cronbach's α) on MFF-response time and r_<tt>=0.40 (Cronbach's α) on MFF-errors respectively. TV viewing time and program content were obtained through a weekly diary designed to complete a time table and identify TV programs watched, which were later classified into three types by a factor analysis (direct varimax method). The first factor was named "entertainment for adults" (e.g., variety shows, detective dramas, etc.); the second factor, "information" (e.g., news, newsshows, etc.) and the third factor, "entertainment for children" (e.g., cartoons, puppets, etc.). Channel preference obtained by a questionnaire was classified into two types, NHK (the public TV station in Japan, having two VHFs) and commercial TV (five VHFs). Ten months later the panel study which measured the same cognitive style and channel preference was carried out in order to investigate the causality of those two variables. Results: Among girls TV-I (entertainment for adults) or TV-III (entertainment for children) showed a statistically significant correlation with EFT respectively (p<.05, p<.05); in other words, the more they watched entertainment TV programs, the more they increased their field dependency. TV-II (information) also correlated with the reflection-impulsivity (close to 5% level of significance) which was categorized by double median split techniques on MFFT. Stated another way, they showed a tendency towards reflective perception in proportion to increment of TV-II (information) exposure. (See 表 5, page 149: 表 means Table). Boys who indicated commercial TV preference were inclined to be field dependent or nonanalyitc type, in contrast to the NHK preference group. Girls with commercial TV preference showed a tendency toward impulsivity in contrast to NHK preference group (see 表 6; 男 means boys, 女 girls. page 149). Although there was no relation betweeen the amount of TV viewing time and any cognitive style, significant correlations among them were found if a certain third variable was held constant. For example, among the lower verbal intelligence boys the more they were exposed to TV as a whole, the more they increased their field dependency, while the higher verbal intelligence group showed the reverse tendency. (see 表 8; 言語性上 means high in verbal scale 1 and下 low; 差 difference, z is tested on the difference between two correlations, page 151). Among girls the higher social maladjustment group tended to be field dependent in proportion to increment of TV exposure time, while higher social adjustment group did not show such a trend (表 9b). Extroverted girls tended to delay their cognitive responses and showed a decrease in errors in MFFT according to the increment of TV exposure time; the converse was true for the introvert group(表 9d, e). Discussion: It was assumed that children's TV viewing pattern would have a certain effect upon their cognitive styles. According to the results of present research, however, it seems more reasonable to interpret that any cognitive style children already possess determines their TV viewing patterns, since there were no TV programs which could help children to make analytic, field independent or reflective perception and which at the same time, aquire enough number of audience to the extent of influencing upon our findings. Secondly it is reasonable to consider some third variables mediating the relationship between cognitive style and channel preference. Among girls we found the intervening variable, the Family Communication Pattern correlated with both of these variables, that is, field independency-depencendency (EFT) and TV entertainment (TV-III or TV-I). See 図1^. (図 means figure, page 155). FCP is a scale which measured a certain parental attitude towards their children on a continuum between the polar of conciliatory or conservative and critical or progressive. The conservative family communication seems to lead their children to watch TV-III and also leads them to field dependency. Path analysis showed .the following results. When TV-III was taken as the criterion measure, the path FCP to TV-III had a significant B weight (.21, p<.05), but the path EFT to TV-III did not show the significence (図 2c; page 156). Next when EFT was taken as the criterion variable, the path FCP to EFT had a significant B weight (-.24, p<.05), but no significance on the path TV-III to EFT (図 2d). This implies that there would not be a causal relationship between EFT and TV-III, and FCP contributes to predict a part of total variance of EFT or TV-III. The coefficients of multiple correlation in this Figure are comparatively low (R=.25 to .32), which implies the existence of some third variable besides FCP, and also the question of FCP Test. It is also reasonable to assume the existence of some third variable intervening between channel preference and cognitive style. As far as the research data were concerned, however, FCP had little correlation with the either variable mentioned above. Therefore we connot refer to any third variable here. At any rate, the notion that cognitive style is an antecedent, and TV viewing pattern its consequence, or vice versa, cannot be concluded here. Another suggestion derived from this research is this correlation between the amount of TV viewing time and some cognitive styles were found when the subjects within a sub-sample were equalized in their attributes by adding one more attribute, that is, verbal ability or some personality aspect to sex difference. Particularly the studies on medium level such manipulation would be desirable. Prominent sex difference was found in our data. But as far as present research is concerned, it is impossible to refer to its cultural and social origin. The results of a panel study which was carried out ten months later showed the following cross-lagged-correlations as denoted in Figure (図3; page 158) (男 means boys, 女 girls, nummeral 5 or 6 indicate the school year, coefficients show zero order correlations.) A path analysis calculated from this cross-lagged-correlations indicated that field independency-dependency at the fifth grade did not contribute to the variance of channel preference at the sixth grade, nor was the converse true. However, in the case of reflection-impulsivity a path analysis showed that channel preference at the fifth grade could prescribe in part the total variance of reflection-impulsivity at the sixth grade. In this case the possible effect of the third variable can be considered but as far as present research data are concerned, such a variable was not found.

著者

立川 明

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.48, pp.1-26, 2006-03

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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.

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

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

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

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

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

石井 由理

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.29-38, 2001-03

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Norway revised its National Curriculum in 1997 as part of a thorough educational reform. Since Norway is a world leader in terms of the policy and practice of education aimed at promoting better international understanding and moreover shares some features with Japan, how it interprets recent social, economic and political development in the new National Curriculum is worthy of study. The paper briefly introduces the term "Education for International Understanding" and the rationale for studying the Norwegian curriculum. The content of the Curriculum is discussed in terms of raising awareness of global citizenship.

著者

陳 碧珠

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.48, pp.195-202, 2006-03

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日本における華僑・華人コミュニティは,歴史,文化の両面においてコリアン・コミュニティに次ぐ大きなエスニック・コミュニティである.在日華僑・華人の経済・政治的プレゼンスに関する研究も見かける.特に,在日華僑・華人の多くはバイリンガルあるいはマルチリンガルであるが,これらバイリンガリズムに関する記述を試みた論文は皆無に近い.本論文は日本におけるコミュニティ言語の多様性の側面に注目したものである.在日華僑・華人の社会言語学的状況やその個人がどのように中国語や中国文化を保持しているかを把握するために,日本の華僑・華人コミュニティにおける社会的ネットワークを調査した.本論文は,英国,ニューヨークやシンガポールで行われた研究を補完するものであり,それらの記述モデルを参考に考察をすすめている.主な観点は次の四つに大別される:'華僑・華人コミュニティの背景','言語使用のパターン切り替え','言語,文化,コミュニティ',と'教育,言語の再生'.これら4つのパラメーターから東京,横浜地域在住の華僑・華人コミュニティを観察した.中国の経済面での台頭,マスメディアを通じたグローバルなつながり,さらに中国人の移動性(diaspora)によって,中国語が今後,より重要になってゆくように思われる.予想に違わず,在日華僑・華人ファミリーの子供たちは,日本語にシフトしていた.しかしながら,日本語への言語シフトは止まらないが,おそらく,中国語は,エスニック・アイデンティティの証として,或いはそうでなくとも今後も学ばれ続けるであろう.

著者

スタンディッシュ ポール

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.44, pp.243-262, 2002-03

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本稿ではまず初めに,市民教育における最近の動向の文化的背景を素描する.続いて,正邪の問題をめぐる教師の自信喪失という道徳教育の問題に取り組む,イギリスとウエールズにおける試みを紹介し,これを批判的に吟味する.次に,1990年代後期における道徳教育から市民教育への関心の推移という傾向に関連して,1998年に英国で発行されたクリックレポート,『市民性のための教育と学校における民主主義の教授』について簡潔に論ずる.このレポートが首尾一貫し良識あるものであることを認めた上で,本稿は,特に社会への包括(social inclusion)に関し,市民教育の考え方についてより幅広い問いを投げかける.結論として,本稿で考察してきたすべての動向において,倫理,そして市民性についての矮小化されすぎた考え方が浸透しているということを指摘する.人々の生活を特色づけこれに意味を与えている,身近で,局所的で,互いに絡み合い,そしておそらくは葛藤をもはらむ諸々の忠誠の形を重んずるような形で,公的世界と私的世界の関係をとらえ直すことが,特にグローバライゼーションの時代においては必要である.このことは,教育実践全体に関わるものである.

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.9, pp.1-54, 1962-12

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In the history of modern Japanese educational thought, the Pestalozzian movement was once influential throughout the nation. This was during the Meiji period. Originally Pestalozzi had a unique structure of thought composed of a profound understanding of man based upon Christian concepts (though he was influenced by Rousseau), a deep interest in helping poor children to realize their true humanity in spite of the distorted conditions of their existence, and a new educational method or technique of accomplishing this. However the technique of Pestalozzianism has often been adapted without the underlying philosophy of concern for humanity. Takamine Hideo, a graduate of Fukuzawa's Keio and later a principal of Tokyo Normal School and promoter of Pestalozzianism, was educated at Oswego Normal School which had adapted "Pestalozzianism" with its special emphasis on the method of "object lessons ". This method was introduced through England which had a unique emphasis on pedagogical techniques, and whose methods easily spread all over America in the time of industrial growth after the Civil War. In this paper I intend to re-examine and analyze the nature and problem of the type of liberal education which was labeled as the "Pestalozzian movement" and which was regarded as contradictory to nationalistic education in modern Japan, but which as a technical method of education, having been cut off from its spiritual root, was rather easily integrated with the moral education based upon Confucianism and Emperor worship and with the Japanese mythical view of history. I also contrasted this kind of adaptation with the educational thought of two Japanese Christian educators: Ishii Jyuji, the founder of the Okayama Orphanage, and Tomeoka Kosuke, the founder of the "family school" for juvenile delinquency, who in their understanding of man, their basic motive and method of education had much in common with that of Pestalozzi, although they have been almost entirely neglected in the history of modern educational thought in Japan.

著者

立川 明

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.44, pp.1-15, 2002-03

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本論ではまず戦後の日本での高等教育改革の一つの前提となる,当時のアメリカ合衆国での教養教育の特色の一端を論じたい.その要点は,20世紀前半のアメリカの教養教育は,主として人文学の立場から構成されていた,という点である.この論点を,できるだけ戦後の教育改革に実際に携った人物の意見を中心として,再構成してみたい.その上で,教養教育についてのアメリカ側からの提起を,日本側がどう受け止めたのかについて,多少とも触れたい.最後に,戦後教育改革において,ウォールター・イールズの果たし(得)た役割について,ジュニア・カレジと教養教育との関係に焦点をあて,論じたいと考える.

著者

石本 菅生 寺田 祐二

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.26, pp.153-180, 1984-03

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The purposes of the study are: to clarify the effects of the use of a microcomputer to facilitate reading speed, and to develop a microcomputer based training system for practical use. Sets of NEC' PC-8000 microcomputer system were used in the experiment as a speed reading training device (SRT). The experimental subjects were forty ICU freshmen. Twenty of them were for the Exprimental Group, and another twenty, for the Control Group. In the first session of the experiment, the subjects in the both groups received an initial test which required them individually to read a material in conventional speed reading classroom fashion. Time spent to finish up reading was recorded for each subject. From the second session through seventh session, the subjects in the Experimental Group received training by making use of a microcomputer training system. The subjects of the Control Group were trained, in every session, in the same manner as in the initial session. A short quiz was given to the subjects in the both groups at the end of each session. A post test was administered individually when each subject completed a series of training lessons. The test material was the same text used in the initial session, and it was given in the same manner. At the conclusion of the post test, subjects were also asked to respond to a questionnaire designed to examine their attitude toward, the interest in, and the impression of the method and the device used for the training. The major findings were summarized as follows: 1. While little improvement in reading speed was achieved in the Control Group, a statistically significant progress was observed in the Experimental Group. 2. The training contributed to the comprehension of the reading material, however, the subjects in both groups made progress to the almost same degree. 3. Comprehensive reading efficiency was observed, and the efficiency in the Experimental Group was higher than the one in the Control Group. This proves that the SRT is an effective device for the training. 4. More than two-thirds of the subjects reported that immediate feedback of results of comprehension quizes was essential for the training. 5. There was few subject whose attitude toward computerrized SRT was negative. 6. All subjects in the Experimental Group responded that the training system was "not so easy to operate". The fact implies the need for further improvement of the SRT system, even though the most of them expressed their interest in the method of training applied. 7. The impressions expressed by the subjects in the Experimental Group support the findings described in 1-3. Namely, many of them considered "got speed" in reading, however, "no change" in comprehension. Based on these facts it can be said that the effects of the SRT is more than equal to the effects of the training method applied to the Control Group. 8. The most of the subjects in the Experimental Group complained that the text materials displayed on the TV screen was a little difficult to read compared to the hard copy print of the same material. 9. The range of the choice of speed (from 100wpm to 200wpm with 10wpm interval) was adequate to the most subjects. 10. Most of the subjects considered that individualized training was effective for improvement in reading speed, because a learner was isolated from others and he could read in his own pace. These findings of the training experiment were carefully examined, and a speed reading training system was designed and developed for TRS-80 Model 1 microcomputer equiped with two floppy disk drives and a printer. System softwares developed are a file conversion program and a speed reading trainner program. A commercially-developed word processing software and its spell-checking software (SCRIPSIT and CHECK/CMD) play an important roll in the system. The performance of the system, the legibility of the display, and the ease of operation were all improved besides improvement of text creation process which utilized word processing and spell-checking software programs. Only reasonable typing skill is required on the part of text file creator or teacher, and special instruction is no more needed for anyone who learns with this system.