著者

加野 芳正

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.48, pp.210-213, 1991-06-05

著者

潮木 守一

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.83, pp.5-22, 2008-12-15

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Yano and Hamanaka have analyzed recent trends in the ratio of advancement to higher education in Japan, and concluded that the increased financial burden on households has been a blocking factor in recent years. They argue that a public policy for reducing the financial burden is needed, and that if such a policy is implemented, it will lead to increased advancement to higher education. As methodology they adopt a time-series multi regression of Japan as a single unit, using several economic variables such as starting salary of high school graduates, household income, unemployment rate and tuition fees. In this paper, the author uses a similar time-series multi regression, but broken down into 47 prefectures, and with the addition of variables describing the educational system such as student capacity in metropolitan areas and in local prefectures. From this analysis, the author finds that economic factors do not have a significant effect on the advancement ratio, and that educational system variables have a greater influence in determining the advancement ratio. In contrast to Yano and Hamanaka, the author argues that the negative attitude toward advancement to higher education in recent years lies not outside of the educational system, but rather inside of the system of higher education. Curricular innovation to provide more relevant content is the key to attracting more students to higher education. In an age where more than 50% of youngsters advance to higher education, enriching teaching content is a more important task than providing financial support. Researchers on higher education should pay greater attention to the educational system itself rather than factors outside of the system.

著者

宮島 喬 藤田 英典

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.50, pp.398-399, 1992-08-07

著者

高橋 一郎

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.60, pp.170-172, 1997-05-15

著者

山田 昌弘

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.63, pp.25-38, 1998-10-20

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In Japanese the word "kodomo" has two meanings, one is child(vs.adult)another is offspring(vs.parent). As a result, a gap has formed between the sociology ofeducation which deals with children and sociology of family which deals with theparent-child relations. G.W.F.Hegel and Takaaki Yoshimoto discussed the prototype of modern child rearing as a coincidence of the period of childhood and "offspering hoods". They stressed that parent-child relations disappear when offspring become adult. Thus, these are two traits of modern parent-child relationships. One is that parents have to find meaning child rearing because parents cannot expect financial compensation for their efforts. The major motivation of child rearing for parents in modern society is "love". However, love-relation between parents and children are incomplete because only parents feel love. That is the other characteristic of modern child rearing. But, because parents's love is incomplete they could believe in the presence of love. Modern society can be divided into the public sphere and private sphere (family), and the adult sphere and child sphere. In modern prototype quadrands B & C (figure 1)did not exist. So children were restricted into the quadrands. [figure] Recently because of longevity, the B quadrand has been appearing and also because of 'schoolization', the C quadrand has been appearing. The enlargement of the BC quadrand causes crisis in the meaning of child rearing for parents. In order to feel conviction in the presence of love relationship with children, parents need the evaluation by adult offspring and public evaluator (such as school). Therefore, parents have come to question why they must rear their children.

著者

保田 卓

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.94, pp.25-43, 2014-05-31 (Released:2015-06-03)

参考文献数

19

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本稿の目的は,ヨッヘン・カーデがルーマン教育システム理論をどのように批判的に継承しつつ発展させてきたかを跡づけ,それを踏まえて理論的考察を行うことである。カーデによれば,現代の教育システムは学校という組織の枠を越えて普遍化した機能システムであり,全体社会に流通する知識から[媒介可能]としてフィルタリングした《知識》を,成人を含む被教育者に媒介することで知識の習得に寄与し,ライフコース形成を促す教育コミュニケーションのネットワーク型システムである。教育システムは心理システムにおける個人の習得に,これをコミュニケーション上の習得と関係づけることで間接的にアクセスしうる。また教育システムは全体社会のメディアとしての【ライフコース】の存在を前提とし,〈媒介〉と〈選抜〉の二つのコードをもち,それによって全体社会において存続・安定化する。ルーマンが教育システムの一体性を象徴するとしてきた「教育意図」もこれらのコードとの関連で理解でき,またこの両コードをそれぞれ【ライフコース】メディアの事象次元・社会次元における具体化と捉えた場合,時間次元のコードとして[展望的/回顧的]を想定できる。一方カーデは【知識】と【修了証】を教育システムのコミュニケーション・メディアとしているが,これについては疑問が残る。

著者

ましこ ひでのり

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.48, pp.146-165, 1991-06-05

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In any border district, in this case the Ryukyu Islands, "nation states" run the risk of being vulnerable to various separatist movements. In order to combat this vulnerability, "national" education, the conscriptive and compulsory educational system, plays the role of an assimilative apparatus used by the "national states" in order to stabilize their own hegemonic rule. In particular, the educational system assimilates and unifies the diverse cultures represented in minority or regional groups. This is achieved largely through the imposition and/or replacement of the primary reference group, or "imagined community", where membership in the traditional or local community becomes membership in the "national state". In important ways, the "imagined community" of the "national state" is a function of the internalization of the "communications market" by abstracted intellectuals whose primary concern is the securing of their own better life chances. In this process, the intellectuals become a part of the hegemonic leadership and play a prominent role in the reproduction of the "communications market" and the legitimation of the "state language" for following generations. Ultimately, it is this mechanism that is responsible for the replacement of any local or traditional community by the hegemonic "imagined community" of the "national state". This paper discusses this historical process in detail as it is manifest in the case of the Ryukyu Islands during the pre-war period.

著者

牧野 智和

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.145-163, 2009-05-31

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Since the latter half of the 1990s, new expressions have appeared concerning ability in labor and education. These expressions of ability do not only reflect the transformation of the contemporary dominant ability model. The expressions themselves are social processes, and they are social practices that structure the dominant ability model anew. From these points of view, this paper will analyze expressions of ability as a social practice, and examine and consider the social significance of the expressions of ability empirically. As a result of the analysis, the following points were extracted. Firstly, the routine of magazine editing is a reflexive process which incorporates trends from all different forms of media. Therefore special features on business ability are produced based on trends from these media. They consequently reflect the dominant ability model that precedent studies have described. Secondly, in special features on business ability, company managers and office workers of well-known organizations frequently appear as the embodiers of the ability. In addition, experts that have specific dispositions frequently construct, define and rate the ability. Thirdly, in these special features, specific "relationships to oneself' are frequently seen. The relationships are that transformations of character and emotion into ability, based on self-monitoring and self-control, assist in engaging oneself positively and maximizing the potential nature of the self. These are psychologized "relationships to oneself." Such monitoring, control, engaging oneself positively, and maximization of potential nature, are an intention for the whole process of labor. These special features on business ability seem to be a transient trend, but it is clear that there are various aspects of cultural arbitrariness involved. It may be said that one of the tasks of the sociology of education today is to prepare a blueprint based on a comprehensive theoretical framework of such cultural arbitrariness and the actual situation. In this article, I show that Bourdieu's theoretical framework of symbolic struggle is one such framework.

著者

阿部 耕也

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.88, pp.103-118, 2011-06-10 (Released:2014-06-03)

被引用文献数

1

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本稿は,幼児教育における相互行為を分析する視点・枠組みを検討することを目的とする。 幼児教育は,家庭での初期的社会化の段階と学校教育段階の間に位置し,両者と密接に関連している。幼稚園での教育は,集団を媒介にした指導が軸となっており,学校における社会化に先行する雛形が観察される。 幼児をその相互行為の様式として観察─分析しようとするさい,注目されるのは種々の非対称ルールである。幼児─大人間でやりとりされる問いかけ─応答,人称─呼称のあり方など,いくつかの局面で非対称ルールは見出されるが,それらを介して大人と子どもの相互行為が構成され,社会化場面が立ち上がっていく。 遊びや指導場面では,子どもの集団においても非対称な関係があり,集団活動への参与資格にかかわる非対称ルールは,集団あるいは社会が成立し,存続するために不可欠の契機となる。幼児教育とはその意味で,非対称ルールを手がかりに対称ルールの習得を目指す,子どもへの働きかけといえる。 社会化は,集団を構成することと参与者が構成員となることを相即的に成就させる過程を示す。本稿では,具体的な相互行為場面をそうした過程が進行している場として観察し,分析する視点・枠組みを準備する。

著者

今田 絵里香

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.86, pp.251-252, 2010

著者

朴澤 泰男

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.91, pp.51-71, 2012

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本稿では男子の大学進学率の地域格差,すなわち都道府県間の差が構造的に生ずるメカニズムを説明することを目的に,人的資本理論の枠組みに基づいて,都道府県別データと,高校生及びその保護者を対象とする質問紙調査の分析を行った。<BR> 分析の結果,得られた知見は以下の通りである。第一に,大卒と高卒の男子一般労働者の平均時給を県別に推計したところ,その相対賃金(大卒/高卒)が大きい県ほど大学進学率が低い。20~24歳の男子の相対賃金は,男子大卒労働需要(出身県の20~24歳の大卒就業者数を高卒就業者数で除して定義)と負の相関関係にある。<BR> 第二に,男子大卒労働需要を用いて,県単位の大学進学率の回帰分析を行った。その結果,大卒労働需要の大きい県ほど地方在住者の県外進学率や,進学率全体が高いことがわかった。なお県外と県内の進学率は負の相関関係にあるため,収容率は大学進学率全体にはほとんど関連性がない。<BR> 第三に,高校生調査を用いた分析でも同様の結果が得られた。大学進学希望の有無に関する二項ロジスティック回帰分析を行うと,個人間で異なる家計所得や学力を統制してもなお,大卒労働需要の多い県に住む男子ほど,大学進学希望を(地方在住者の場合,県外進学希望も)持つ見込みが高いことが確かめられた

著者

近藤 博之

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.90, pp.101-121, 2012

被引用文献数

1

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学力に階層差のあることは広く知られているが,マクロな社会の変化とともにそれがどう変容していくかについては,必ずしも明確な展望が描けていない。本稿では,OECD の PISA 調査データ(2009)に多次元階層分析を適用し,国際比較の観点からこの問題に取り組んでいる。まず,生徒の家庭背景について,多重対応分析からブルデュー流の社会空間を構築し,経済発展により階層の多次元化が進むかどうかを検討した。つぎに,社会空間における個人座標を階層変数として利用し,それが PISA テスト得点をどの程度説明するかを吟味した。その結果,〈資本総量〉に対応する第1軸得点が生徒の成績差をよく説明すること,それに〈資本構成〉の違いを反映した第2軸得点を追加すると説明力がさらに高まることが明らかとなった。つぎに,各国におけるそれらの説明力の差異をマクロ水準の回帰分析によって検討した。その結果,第1軸得点の場合は,経済水準の上昇が階層差を縮小する効果をもつものの,平均学校余命が逆に階層差を拡大させる効果をもつことから全体の傾向が曖昧になること,第2軸得点の場合は,教育制度の特徴によらず経済水準の上昇とともに文化的資源の影響力が単調に強くなっていくことが確認された。結局,マクロな社会の変化とともに学力差に対する要因構造の転換が進み,教育達成の階層差は単純には縮小していかないとの結論が導かれた。

著者

麻生 誠

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.34, pp.64-78,en206, 1979-09-30 (Released:2011-03-18)

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From a viewpoint of the post-war trends of high school education, I intend to review some of the main sociological studies on high school. The following criteria are adopted for the evaluation of studies;(1) problem setting, (2) research methods and techniques, (3) contribution to fact-finding and theory-building, and (4) contribution to solving practical problems. Since 1950, the number of studies on high school has increased five times as large as that at the begining, and also studies have risen to a higher academic level, especially by adopting the method of multivariate analysis. Now, senior high school has become one of the research fields in which Merton's middle range researches and theories are especially dominant.

著者

池田 秀男

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.26, pp.38-52, 1971-10

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The purpose of this paper is to present a summary of the analysis of students' preferences for senior secondary curriculum and their course selectivity in relation to college aspirations. We attempted to approach this study from three aspects. First we looked at hierarchies and at inter-course relationships in preferences as revealed by examination patterns at entrance and by senior-year "hindsight" preferences in relation to the courses in which the respondents were actually enrolled. We then examined stability and shifts in preferences from examination and entry to graduation. Finally, we looked into senior-year "hindsight" preferences in relation to the reasons expressed for those preferences, their relation to college aspirations, and the reasons why dissatisfied students were enrolled in other than the curriculum that, as seniors, they preferred. The data used in this paper were based upon the responses to the questionnaires entitled "Research on Course Selectivty and Career Perspectives Among Male Upper-Secondary Students", which were administered in the middle of December 1966, to 72007 senior secondary students sampled from all over Japan, except the north-eastern parts to the Kanto-disrtrict. The paper reports four findings (1) preference patterns and realization, (2) stability, focused adjustment, and instability in course preferences, (3) same inter-pretations of choices and preferences, and (4) some impacts of college aspirations upon the course preferences among senior secondary school students. In the process of the analysis, the author has introduced some new concepts: One of them is the course preference patterns with three symbols and three digit locations in order to analyze their stability and shifts; on the other hand the author constructed four types of college aspirations to carry an analysis of the impacts of the college aspirations upon "hindsight" preferences for senior secondary curriculum. The paper is characterized by these concepts which are in the key positions of the analysis.

著者

越智 康詞

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.81, pp.113-115, 2007-11-30

著者

多賀 太

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.58, pp.47-64, 1996-05-20 (Released:2011-03-18)

参考文献数

22

被引用文献数

1

著者

志水 宏吉

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.40, pp.193-207, 285-286, 1985-09-30

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The aim of this paper is to re-evaluate the "New sociology of education." In the 1970s, an academic movement called "New sociology of education" arose in England. What made the moment was Young's readings, Knowledge and Control. Young criticized the "traditional" sociology of education on two points: (1) It takes for granted the reality of schooling and the presuppositions which make it existing; (2) It devotes itself to extract the relationships between inputs and outputs, so that it sees the "process" of schooling as a blackbox. Then, grasping the school as a culture-transmitting agency, he asserted that we have to call the organizing principles of the school (not only on knowledge but also on students) in question. We can say that the main character of the "New sociology of education" is its application of the "interpretive approach" for schooling. Its origins exist in Schutz's phenomenological sociology and Mead's symbolic interactionism, and it sees schooling as the negotiation process between teachers and students. One uses participant observations, interviews, video-cameras to understand the reality of schooling. Criticisms against the "New sociology of education" are as follows: it over-emphasizes the discontinuity with its tradition; it stands on super-relativism which puts values nowhere; it lacks the contact with the "structural" factors; its tecnique of data-analysis is unestablished and its findings are not suitable for generalization. Responding to these criticisms, the "New sociology of education" has been unfolding itself towards two directions: one direction that focuses on the micro process of schooling from the standpoint of symbolic interactionism and another direction that focuses on the macro constraint to the micro process from the standpoint of Marxism. In these circumstances, Willis's "Cultural reproduction theory" attracts our attention. Using the interpretive approach, it tries to reveal the interrelations between structural factors and interactional practices in a particular social setting. His study implies theoretical and methodological potentialities contained in the "New sociology of education" and its substance, that is, the interpretive approach.

著者

倉石 一郎

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.27-48, 2009-05-31

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This paper concerns the way educational sociologists "deal with" interview data recorded during fieldwork. In my recent research on the educational activities of fukushi kyoin (welfare teachers) in Kochi prefecture, which focused on "historical" events from the early post-war era to the 1960s, I recorded a great deal of interview data in the field, but was very reluctant to deal with the interview data as a constructionist life story researcher like myself would do before committing myself to the final research project. The constructionist presupposition that any reality is constructed through discursive practice prohibits us from interpreting interview narrative with reference to "outer world" reality and forces us to deal with the narrative exclusively. In my case with the fukushi kyoin, however, I decided to "utilize" the interview data in combination with other kinds of data-like documents. This means that I placed greater distance between myself and the interview data compared with the case of pure life story research. Here I point out that in educational research it is often hard to maintain the constructionist presupposition because education as an occupational world has, compared with other kinds of occupations, a highly intimate relationship with the written world and this reduces the interviewer's tension to the narrative itself. In addition, the fact that it is easier, through cooperation between the interviewer and interviewee, to construct and confirm that both share a common background, namely "education," causes the withdrawal of the metatheory that life story researchers support: the "wisdom of ignorance." Instead, in educational research the dominant metatheory is "prescribed wisdom," presupposing the superiority and precedence of the interviewer and interpreter to the interviewee and those researched. However it is also important that the practice of "re-use" of interview data may provide us with the opportunity to be conscious of the above-mentioned dominant metatheory in educational sociology. This may lead us to a radical criticism of the self-evident "prescribed wisdom" in any educational research.

著者

鶴田 真紀

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.83-102, 2009-05-31

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Audio-visual data analysis has generally been understood as a method for ethnomethodological studies in sociology. At the same time, especially in the sociology of education, it is also notable that video data analysis has been developed as one kind of educational research method rather than purely as an ethnomethodological research method. Focusing on such original developments, this paper examines the possibility of video data analysis in the realm of educational research. Firstly, this paper reviews the characteristics of audio-visual data analysis as a kind of qualitative research method and considers a number of studies analyzing video-taped interactions in the sociology of education. The paper then attempts to reconstruct the process of making an audio-visual data analysis of interactions between teachers and children with special needs in the elementary school, and focuses upon both the vocal and nonvocal behavior of the participants by providing a simplified transcript and a more complicated one in varying stages of analysis. Through this reconstruction, the characteristics of audio-visual data analysis and the differences between audio-visual data analysis and other research methods are revealed. In addition, methods for the transcription and analysis of a participant's conversation, behavior and gaze are also considered. Finally, this paper considers the efficacy of audio-visual data analysis in the exploration of a participant's orientation to education. Referring to the concept of "crucial setting," this paper suggests that the audio-visual data analyst needs to explore descriptions which show a participant's orientation to education through analysis. As audio visual technologies become more readily available, audio-visual data analysis as a qualitative research method is likely to become more sophisticated. However, this suggests that the analyst needs to pay more attention to the issue that concerns the significance of such study in the sociology of education. In other words, we are required to investigate anew why we make analyses of interactions using audio-visual equipment.

著者

廿日出 里美

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.88, pp.65-86, 2011-06-10

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保育サービスの多様化が進み,保育実践にかかわる組織やそこで働く人々が相互に知を創造していく資質や能力を理解し,それを支援することが求められている。この研究の目的は,そうした実践知の刷新が何によって引き起こされるか,子どもが対象となるサービスの職業人に求められる知の再構成を保育者養成という現場の日常から明らかにすることである。本稿では,まず,制度に媒介された保育者養成,保育をめぐる市場とイデオロギー,学校教育および職場活動のなかでの保育者養成の内的矛盾について述べた後,保育と演劇という異職種間の提携によって編み直された学習活動の軌跡を振り返り,実践知の創造を支援する道具となる(1)知の体系,(2)相互作用としての質問,(3)状況の変化,(4)「その場」に即応する現場力,(5)学ばれたことと未解決の課題を具体的に例証する。さらに,公共ホールがアーティストを学校に派遣するアウトリーチと保育者養成の授業科目のなかに芸術における学習活動を位置づける立場の違いについて考察する。三年計画で実施された保育者養成校での演劇ワークショップは,保育の仕事で求められる実践課題の対象や動機と重ね合わさり,参加者の身体をとおして背後にある理論が実感されている。「学習活動の動機は,現実への理論関与である」とエンゲストローム(Engestrom)が指摘するように,「芸術における学習」は,知の循環を引き起こすひとつの契機になる。