著者

鶴薗 佳菜子 山口 泰史 鈴木 翔 武田 真梨子 須藤 康介

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.157-167, 2013-03-10

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The purpose of our study is to examine what is the determining factor of the amount of “okozukai” (an allowance) and how it influences elementary/ junior high school students’ consciousness and behavior. / As a result of our analyses, we got the following findings. First, parents who are concerned about their children's education are likely to reduce the amount of “okozukai”. Second, the amount of “okozukai” have effects on children's behavior but it depends on whether parents take interest in education of children. “Okozukai” as a family education strategy doesn't necessarily have an equal influence on every child.

著者

小室 弘毅

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.43, pp.25-34, 2004-03-10

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The purpose of this paper is to clarify the possibility of body in reading by examining "Shindoku". First, we must examine the concept "Mi (body)" in Japanese and clarify the function of "Mi (body)". "Mi (body)" can synchronize with another "Mi (body)". And this is why "Shindoku" can be possible. Second, we would examine "Shindoku" as a method. "Shindoku" is classified into two. One is "reading with body" and the other is "reading to body". The method of "reading with body" contains "reading with hand", "reading with mouth" and "reading by getting body ready". Michio Namekawa, a pioneer of reading education in Japan, told that we need concentration in "reading by getting body ready" in order to get reading more effectively and deeply. Kakichi Kadowaki, a Christian, told that he could read Bible more deeply by practicing "Zen". We must walk the same way with all our body and soul as the author walked in order to "read to body". If we read a book as a purpose of "Shindoku", we should not receive the book as only written sentences but we should receive what the author says as his own experience. And we should take the author's problem as our own problem. From the viewpoint of "Shindoku", we can see the problem of practice and posture in reading.

著者

山崎 智子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.377-385, 2012-03-10

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This paper sets out to review literature on state-university relationships in the United Kingdom. Berdahl (1959) regarded the University Grants Committee (UGC) as an ideal agency which maintained a desirable relationship between the state and the universities. Though Berdahl's theory has been widely accepted, Vernon (2004) claimed that the state had strong influence on the universities in a prehistory of the UGC. The prehistory can be divided into four periods: the foundation of modern universities, the beginning of the university grants, the incorporation of civic universities, and the establishment of the UGC. In order to clarify the state-university relationships, these issues should be analysed.

著者

大西 晶子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.41, pp.301-310, 2002-02-25

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The aim of this paper is to review literature related to psychological effet of cross-cultural contact. Over the past few decades, numerous attempts have been made to examine adjustment and adaptation of the person in cross-cultural setting. The development of the models and theories is at fist reviewed and methodological issue is critically discussed that studies have been done within the framework of hypothesis testing. Secondly, culture identity is especially focused on because of its increasing significance for human being, living in ever complex cultural enviroment. Cultural identity has been studied mainly from two aspects : acculturation and deveropmantal perspective. Finally, necessity of more intergrated and corroborative works is suggested for the studies of cultural identity.

著者

河本 愛子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.375-383, 2013-03-10

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School events are non-academic activities, but are part of the national curriculum and characterize Japanese schooling. This paper explores the origin of school events and reviews empirical research that examines their functions. It finds that empirical research on school events is neglected, and argues that examining the impact of school events on individuals should be regarded as an important issue in educational and developmental research. Directions for future inquiry are also discussed by referring to research on structured activities abroad that have features similar to those of school events.

著者

西村 詩織

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.251-258, 2008-03-10

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The present article reviews researches on "aseri" experiences. "Aseri" is a Japanese noun (the verb form is "aseru"), referring to broad experiences including "being impatient or irritated", "feeling time urgency" and "time anxiety". However, there have not been enough researches on aseri and its concept is not well defined. Many previous studies have focused on only one particular side of aseri. Having reviewed researches on aseri, the integration of studies is found to be important. In addition, a multi-dimensional approach is also thought to be useful. The studies on agitation and self-discrepancy theory are discussed as well in terms of aseri.

著者

関 直規

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.37, pp.351-359, 1997-12-12

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Little is known about the history of municipal social education policy, because most studies on the history of social education have concluded that it specially played central role to govern the rural society through the Emperor system in modern Japan. The purpose of this paper is to investigate the rationalization of recreation resulted from the change of work and leisure composition in the 1920's through an analysis of the social education policy in the Osaka city government. The leisure time of urban dwellers had been left largely to commercialism which had exploited their life. Reforming their leisure time and recreational activities seriously as a municipal problem meant more than recuperation from their labor. It involved also opportunities for citizenship education to make urban dwellers independent and ideal citizens. First, I review the composition of work and leisure problems from a statistical research of working and leisure time. Secondly, I consider the policy of recreation in the Osaka city government under the following two points. For one thing, the recreational thought of officials specializing in urban policy. Then the fostering growth of attachment for modern Osaka contained in consuming leisure activities. In this paper I would like to show some historical facts in order to establish the history of the social education policy based on urban universality in modernization process which will recompose the most historical studies so far.

著者

高 宇

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.50, pp.35-43, 2011-03-10

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The purpose of this paper is to examine the relation between Nation and Mission School during the end of Meiji and the early Taisho era. About Nation and Mission School in the Meiji era, precedence research tended to lay stress on the tensional relations between both sides. However, with the change of social circumstances, the educational policy is not necessarily a invariable. This paper focus on the background and the process that the establishment of Sophia University, a Catholic University, from the aspect of the thoughts about Religion and Private School at that time, attempt to study the change of the relation between Nation and Mission School.

著者

李 和静

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.53-62, 2015-03-31

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This case study investigated the formation and role of one Korean cram school in Japan through fieldwork at J-hagwon in relation to shadow education in the Korean community. The educational achievement of Korean students who were sent to Japan for education at Korean cram schools was considered the focus of this study. The results can be summarized as follows. First, Korean students were most likely to participate in shadow education (join a Korean cram school) for the purpose of study ability enrichment. The Korean shadow education system has formed to meet the educational needs of the Korean newcomers and played a complementary role in relation to public education. Second, test preparation and private one-to-one tutoring for special admission (= teungrye) in the Korean cram school was conducted. In addition, the Korean cram schools had important meaning as a place to build a network for adaptation to life in Japan, and for the exchange of information. This study suggests that there is a necessity to reconsider the Korean cram school as a place that not only plays an educational role but also holds a social role in the community. Within Korean cram schools the concepts of globalization, space, and immigration intertwine; the educational achievement of Korean students may also be considered as a tool for some to return to their home country.

著者

押上 玲奈

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.44, pp.359-367, 2005-03-10

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The issues of educational adequacy have been in controversy for more than a decade in the United States. Around the 1990s, the primary concept of school finance has moved away from equity to adequacy both in the litigations and policy-makings. This paper reviews the history of the conceptual shift from equity to adequacy in school finance, explores the definition of educational adequacy, and deliberates four approaches to estimate the necessary and sufficient costs to achieve adequate education in practice. In conclusion, despite the policy attempts to achieve adequacy, there is still a gap between the adequacy-based policy approachs and the adequacy idea which faithfully addressees the students who are not receiving the education they should have.

著者

高橋 美保 森田 慎一郎 石津 和子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.335-343, 2015-03-31

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Though much research has been conducted regarding stress or mental health problems from the job hunting activities of university students, few studies have focused on its positive effects on their later lives. In this study, the long-term effects of the job hunting activities of university students on their beliefs about failure and life-career resilience were investigated. Data was gathered through internet research from the university students in their third or fourth year. Of the students studied, 200 were currently engaged in job hunting activities, 69 were already finished with their job hunting activities and 131 were the students were not concerned about job hunting activities at that time. Variance analysis and multiple regression analysis were conducted using all factors, including the experience of failure, the experience of overcoming failure, 4 factors of beliefs about failure and 5 factors of life-career resilience. The results showed the possibility that job hunting activities generate resilience of continuous coping and reality acceptance which are both negatively related to anxiety and depression in students who have finished the job hunting. This result suggests that the resilience derived from job hunting has a positive effect on later mental health.

著者

吉村 春美

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.541-550, 2015-03-31

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The purpose of this paper is to examine the possibility of extending a practice called Edible schoolyard at a Japanese public elementary school as a case study. Edible schoolyard is the interdisciplinary and comprehensive curriculum that was implemented as one of the school reform measures at Martin Luther King Jr. Junior High school in C.A., U.S. It is a curriculum comprised of a garden and kitchen component in which students grow vegetables and raise animals, and then proceed to harvest, cook and eat their finished products. The Japanese elementary school, which appears to be the first of its kind, introduced the concept and applied it for the purpose of improving their comprehensive curriculum. The present results suggest that children showed self-efficacy, curiosity and interests about nature and these led to emotional development. However, further investigation into the cross-curriculum development, learning evaluation and professional community development are needed in order to advance this practice.

著者

Shimoyama Haruhiko

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.41, pp.273-281, 2002-02-25

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This paper is intended as an investigation of the developmental task of clinical psychology today in Japan. Clinical psychology is now beginning to develop a large profile and a more serious role in Japanese society, but it is rather difficult to draw a definite perspective to develop it as a profession in the society. At first, we review the history of clinical psychology in Japan to describe difficulties it is now facing. Then we consider the comparison between clinical psychology in the U.K. and in Japan to focus on a feature of Japanese clinical psychology. It is shown that there is confusion about what clinical psychology, psychotherapy and counselling exactly are in Japan and the confusion has caused many problems of Japanese clinical psychology. The comparative analysis also indicates that finding ways to some integration is necessary to surmount the difficulties and problems. So we can say that it is actually a developmental task of clinical psychology today in Japan.

著者

堀家 由妃代

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.42, pp.337-348, 2003-03-10

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This is an ethnographic study on the interaction processes among various people such as teacher, students and a boy with physical disabilities called Kenji in the main streaming classroom. In this study, the author focuses on analyzing their interaction and activities as strategy which are ways of achieving their goals, including their survival. Kenji's teacher's goal is an enhancement of performance of her students. She has two strategies which are "visualization" and "avoidance". The first strategy aims to present children's performance, and the second strategy aims to avoid the communication between Kenji and her. Although the teacher usually uses "visualization" to the children, she uses "avoidance" to Kenji. In this case, Kenji developed two of his unique strategies. To resist "visualization", he pretended to be a "participant" though he cannot do such an activity, and an "incompetent" though he can do it really. As for the "avoidance", "he becomes" indifference "to escape the interaction in the classroom. As Kenji's assistant, the author intervenes in the interaction between teacher and Kenji, other children and him to mediate the communication between Kenji and other people and avoid the conflict among them. In the prior research on the special education, the social handicap of the child with disabilities is derived from the physical impairment and the disability. But this study suggests that it depends upon the social setting whether the child with disabilities suffers from the handicap or not. Both the impairment of the child with disabilities and the interaction among various people around the child constitute the handicap inside of the classroom.

著者

高岡 昂太

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.48, pp.185-192, 2009-03-10

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Today, outreaching to abusive parents is important for helpers. They are not willing to search for a social help because of having little motivation, even though abusive parents do need support from others. So, in many times, it becomes a big conflict between those parents and helpers. Recently, in Child Welfare system, an approach of Multi-disciplinary Team has been increased; however, the approach requires to advance the consideration on a basic law such as the U.S. or the U.K. In this paper, finding some lacks of Japanese Child Welfare system and expecting prospects of research in this area are argued.

著者

松永 幸子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.42, pp.11-20, 2003-03-10

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Is committing suicide sin? This is the issue on which has been debated for a long time. In early modern Europe, suicide was called "English Malady". One of the reasons is that the debates on suicide in England was much heater than elsewhere, and the word "suicide" was coined in the seventeenth century England. In this paper, the writer has attempted to clarify the characteristics of the arguments on suicide in its early stages in England, analyzing the contents of their theses. The first runners were John Sym (Lifes Preservative against Self-Killing, 1637) and John Donne (Biathanatos, 1647). Sym enlarged the category of "exempt cases" and included suicide which was committed by "passion" or those who could not judge morally, proposing his dietetic measures which prevented from people committing suicide. Donne demonstrated that all suicide could not be sin, using the neutral term "Self-homicide" for the first time. According to Donne, suicide could be "Self-preservation" itself. On the ground built by them, the following debates on suicide evolved in the 17th and 18th century England, where suicide became to be considered as "non compos mentis".

著者

本田 由紀 齋藤 崇德 堤 孝晃 加藤 真

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.87-116, 2012

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The sociologists of education in Japan have continuously engaged in self-reflections on the definition and the character of the field through some conflicting points of view. By conceptualizing Kyosya size indexes to clarify the structure of the institutional basis, this article offers an institutional analysis of the state and history of the discipline in 1) the methodology of the papers, 2) the content of education in universities, and 3) the identity of the researchers. The analyses in this article demonstrate the distortion and the dispersion of the institutional basis of the sociology of education in Japan, which obstruct the self-definition of the field.

著者

古市 直樹

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.435-443, 2013-03-10

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This paper considers the evolution of structural thought in Heinrich Rombach. He developed the image of communication that underlies his original structural thought “structural ontology” on his new conception “image philosophy” und “hermetics”, but he failed to bring the developed image into his structural thought itself minutely.

著者

小林 剛志

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.49, pp.327-332, 2009

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The purpose of this paper is to review the trend of studies in the interaction for music making. In this paper, the inquiry is focused on the linguistic praxis related to musical praxis. The keyword is the languages of craft on the music making process.

著者

吉原 恵子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.37, pp.123-133, 1997-12-12

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Most studies of women higher education have focused on "how higher education brings different future to women from men's." In other words, they have argued on the segregated education between men and women. So far, various approaches, such as, guidance in choosing universities, cooling-down of aspiration, school culture to affect students'educational ambition, gender-role socialization, have been employed in the regards of the selection of universities. On the other hand, as to after entering universities, feminine tracks leading to different occupational careers have been pointed out. However, the entrance examination system between high school and university has not been payed attention fully as a system to differentiate students by gender. In this paper, we explore that the entrance examination is not one of procedures to enter a university, but it prepares a kind of "feminine tracks." To achieve the aim, we mainly use a cross-sectional data acquired by the research in which university students in Tokyo filled out the questionnaire. Firstly, we take up girls'high schools and boys'high school and examine how they use "the admission by school recommendation" as one of means to enter a university (II). Secondly, we analyze the difference in the use of "the admission by school recommendation" between girls of girls'high schools and girls of coed high schools (III). Lastly, "Ronin" norm in choosing universities among girls is analyzed (IV).