著者

浅井 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.38, pp.307-316, 1998-03-26

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The aim of this paper is to describe the thought process of Sukeo Sakurai (1887-1951) at a private experimental primary school "Ashiya-Jido-no-Mura" (1925-1938), forcusing on his pursuit of "Self". In Taisho liberal education the construction of "Self" in children was regarded as essential. But Sakurai attempted to reform education through pursuing for "Self" in himself as a teacher. Sakurai was a teacher at the elementary school attached to Nara women's higher normal school from 1917 to 1924,which was the main research center for developing "Learning Method". He criticized the proponents of the method on two grounds. First, after he lost his identity as a teacher at the school, he tried to reestablish it based on unmediated and emotional relationships with children. Second, he denied the existence of the generalizable truth in his pursuit for his inner truth. Sakurai established "Ashiya (Mikage)-Jido-no-Mura" in 1925 as a place where there was no oppression on "Self" of each child and teacher. Teachers came to the school to depict their own "Selves". Sakurai dreamed a utopia where people lived with perfect freedom, consolation, and happiness as in a playing park. But Sakurai's dream gradually became narcistic. With the shortage of funds, what "Ashiya-Jido-no-Mura" meant changed from a place as an utopia of "Self" to the stage where he performed a tragic hero. After closing the school in 1938,his pursuit for "Self" turned out to have stemmed from his narcistic love to "Mother", which supported and symbolized the nation "Japan".

著者

板倉 弘子

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.40, pp.221-229, 2001-03-15

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Every adult has the right to learning. This paper intends to make clear that adult education guarantees the accesses of every adult to learning opportunity in multicultural societies. It is focused on that Adult, Community and Further Education (ACFE) programs in Victoria, Australia, is one of the typical program in multicultural societies. Various learning programs for adults in Victoria communities have been developed by ACFE. In conclusion the author has emphasized two points as follows : first, there is no clear process through which every adult, to learn in ACFE system, makes it effective to utilize by himself his learning results; and secondly, ACFE policies are prepared carefully to realize equality for every adult in communities.

著者

小入羽 秀敬

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.277-283, 2010

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This paper analyzes the long and continuous work hours of elementary school teachers by reviewing teachers'work-style during lunchtime and lunchtime recess, especially from 11 : 30 to 13 : 30. The problems on teachers'over-work are exposed recently, and the solutions to lighten the teachers'duties are in necessity. Elementary school teachers are busiest in working hours, when students are in the school. They are too busy to take a break during working-hours. This paper defines this phenomenon as "continuous work hours". From the analysis, this paper concludes that many teachers have duties that cannot control by themselves during lunchtime and those uncontrollable duties makes teachers to work long and continuously. Especially, teachers in charge of 1st and 2nd grades are in this trend. To solve this problem, this paper suggests two things. One is to lighten the workload of lunchtime teaching. By setting the lunchroom and cafeteria-aids, teachers'workload on teaching in lunchtime will be relieved. Second, is making a controllable time during their working hours, such as in the morning class. This can be done by assigning special subject teacher, such as art and music. By making the controllable time during the working hours, teachers'health can be more guaranteed than in the past.

著者

高櫻 綾子

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.46, pp.259-267, 2007-03-10

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This paper reviews studies of peer relationships in early childhood and examines the relation between play in young children and peer relationships. First, it focuses on playgroup entry and intimacy with peers to examine the influence of peer relationships on play. Second, it considers the influence of play on peer relationships. The results show that there is a reciprocal relationship between the two : the success of a child entering a playgroup depends on the quality of peer relationships, and intimacy with peers is formed through play. Consequently, not only research but also the practice of teachers is required to bring about the mutual development of play and peer relationships.

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.40, pp.17-26, 2001-03-15

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This paper attempts to reexamine the criticism on the "Taisho culturalists" in "the Attempt to modern histoy" by Junzo Karaki. Karaki criticises "Santaro's Diary" by Jiro Abe for its dilettantism. I divide the ideology of the culturalizum into the concept of the cultivation in the "Taisho culturalists" and in the next generation. I attempt to prove that Karaki really attempted to criticise not the concept of the cultivation in the "Taisho culturalists" but in the next generation. For that, I classify the cultivation into "the cultivation as lived" and "the cultivation as written". "The cultivation as lived" is the self-cultivation. "The cultivation as written" is the view of cultivation and the result of "the cultivation as lived". I attempt to examine how "the cultivation as written" is read.

著者

安藤 理 井上 公人 中西 啓喜 有海 拓巳 苅谷 剛彦

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.43-67, 2009-03-10

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The social difference is controversial in modern society. Regarding this issue, high school education study has developed its work on high school students, as the subject of the research, of going on to various courses after graduation or those born in lowgrade family. It is said that those in relatively weak tier are likely to have more disadvantage, which depicts the clearer aspect of differentiated society./ On this matter, we pay an attention to students graduating in privileged high schools or those going on to four-year university after such style of high schools. We additionally divide the region of high schools that the mentioned students graduated into “rural part” and “urban part” in order to make an argument based upon differences among the concerned areas. The aim of this study is to analyze the ability and consciousness of those thought to steadily pave the way the route in order to gain the socially stable life and to argue differentiated society from varied aspects. Mainly four subjects as followed are to be analyzed./ Japan has various regional differences. In such a society,/ 1. Who considers them elite ?/ 2. Who will be in favor of redistribution ? We are, upon the two written subjects, to clarify the influence of the regional movement. Meanwhile, there has been issued the differences from the birth levels. We make an analysis with an attention to Honda's proposal (2005) “post-modern ability”. Specifically analysis is to be assigned as below./ 3. What kind of ability developed in high school can make “post-modern ability” be in full swing at university ?/ 4. What kind of person can make “post-modern ability” be in full swing at university ? This study aims to analyze the ability and consciousness of those, without sexual difference, on social difference and to clarify their real aspects so that we can see the future of the differentiated society.

著者

司城 紀代美

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.50, pp.119-126, 2011-03-10

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Vygotsky is a psychologist who eagerly worked on the research and the practice of education for children with difficulties. His theory is pioneering, and it has a big influence on modern education for children with difficulties. In this paper, the following two problems are examined. The first is how the theory of Vygotsky is located in the present special needs education research, and the next is how it is useful for the research of the special needs education of Japan. The concept of "detour" is presented as a clue effective to research the special needs education of the mainstream school.

著者

趙 衛国

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.311-319, 2005-03-10

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This paper reviews the current literature on the problems of immigrant teenage children's adaptation in Japanese schools. Recent studies address the problems of immigrant children's school adaptation by focusing on the attitudes of schools. They point out that the schools who accept immigrant teenage children overly stress these students'inability to adapt but fail to give adequate consideration to their cultural backgrounds. These researches describe the immigrant children in Japanese schools as ethnic, cultural and social outsiders and being under great pressure to "Japanize." However, there are two oversights in such an approach. First, they fail to take into consideration immigrant children's cultural autonomy. At least a number of these teenagers are actively adapting to Japanese culture. Secondly, such an approach ignores the social support coming from Japanese teachers and fellow students. In fact, these teenagers'adaptation to the Japanese school system is closely related to their cultural incorporation into Japanese society (acculturation). This paper explores the possibility of studying immigrant children's school adaptation problem from the point of view of acculturation and social support, and highlights the diverse acculturation strategies adopted by immigrant children.

著者

金井 香里

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.47, pp.451-460, 2008-03-10

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Based on an in-depth field research conducted in a public primary school located in the Kanagawa Prefecture, this article explores a teacher's experienced dilemmas in coping with some difficulties a "newcomer" student goes through in school/classroom. It has been pointed out in former studies that a Japanese teacher tends to take into little consideration different cultural/historical backgrounds of newcomer students in coping with difficulties they go through, which leads them to academic failure(low academic achievement, dropouts etc.). In actuality, however, the teacher does consider different cultural/historical backgrounds of "newcomer" students somehow. Although the teacher attempts to cope with the students'difficulties in consideration of their backgrounds, his/her treatment at times causes preventing them from studying in school/classroom. Through an analysis of a teacher's experienced dilemmas in her classroom practice, the author illuminates why the teacher's treatments cause preventing a "newcomer" student from studying in classroom/school while she attempts to take into much consideration the student's cultural/historical backgrounds.

著者

金井 香里

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.43, pp.245-254, 2004-03-10

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Based on an in-depth field research conducted at two public primary schools located in the Kanagawa Prefecture, this article explores two Japanese teachers'ways of representing an ethnic minority(i. e., a "newcomer" and a "second generation newcomer" respectively). It has been pointed out in the former studies that the cultural differences of ethnic minorities are invisible in the Japanese schools and that teachers tend to treat the difficulties/failures these minorities go through as individual issues, i. e., his/her own personality and/or the family circumstances, rather than social issues. It is true that teachers have such a tendency. However, it is necessary to analyze how such attribution occurs in the teachers'thinking processes because it is also true that the teachers must have obtained some information of ethnic minorities'cultural/historical backgrounds such as nationality, birthplace, the parents'home country, etc. In this article, it is analyzed how the knowledge about the backgrounds of an ethnic minority influences a teacher's cognition of the behaviors of the child's. For the analysis, the author focuses on the two modes of representation in a teacher's thinking: one mode of representation concerns individual characteristics of a child; the other informations about the child's cultural/historical backgrounds. In conclusion, it is suggested that teachers use strategically the knowledge of ethnic minorities'backgrounds(i. e., nationality) in the daily interaction with the children in the classroom.

著者

金井 香里

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.45, pp.235-244, 2006-03-10

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Based on a field research conducted in a diverse classroom in a public primary school in the Kanagawa Prefecture, this article explores what kind of strategies a teacher adopts in order to resolve the dilemmas he encounters in coping with the issues of "newcomer" students in the classroom. It has been pointed out in a former study that Japanese teachers tend to have a peculiar way of dealing with issues of "newcomer" students : they eliminate rather than make the most of the cultural differences of the students'(datsu-bunmyakuka) ; they treat each "newcomer" student as a member of the homogeneous population in the classroom/school (doshitsuka) ; and they treat the difficulties/failures the students go through as individual issues, i.e., his/her own personality, rather than social issues (kojinka). Teachers seemingly have such tendencies. However, they encounter dilemmas, considering hard situations a "newcomer" student is in due to his/her own cultural/historical background. Through an analysis of a teacher's narratives as well as the teacher-student (s) interactions, the author illuminates why the teacher adopts strategies which may be expressed as kojinka or doshitsuka while he considers the hard situations the "newcomer" student is in due to his own cultural/historical background.

著者

小林 正泰

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.46, pp.21-30, 2007-03-10

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This paper analyzes the whole plan of "Reconstructed Elementary Schools", the views of City of Tokyo Construction Bureau on education, and the structure of the schools actually build after the Great Kanto Earthquake. The plan was well-designed how children, teachers and the neighborhood use their school and matched Toshitaka Sano and Kougorou Komota's policy that an elementary school building should function educationally and as a center of community. And then, their ideal was achieved as special classrooms and gymnasiums build in all of the "Reconstructed Elementary Schools".

著者

渡邉 茉奈美

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.51, pp.191-202, 2011

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We have to consider the effective program to prevent our children from child maltreatment because child maltreatment is increasing. What is the most effective for every parent? I think every parent has more or less parental anxiety. So the preventing program focusing on it can be effective for every parent. In this paper, I reviewed the studies of parental anxiety. Then I found the parental anxiety affects the parenting misbehavior and that it is changing with time. For example, there may be anxiety about abusing as everyone knows "child maltreatment" by the media. That is why I suggest that we should hear the real parents'voice to know what kind of anxiety they have. If we can know it, we are making the program of primary prevention of child maltreatment that focuses on it.

著者

小野田 奈穂

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.211-219, 2008-03-10 (Released:2009-11-06)

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The purpose of this study was to investigate "the personal-self" for women raising their children. 12 participants were interviewed, and date was analyzed using the KJ method. The main results were as follows. First, "the personal-self was classified into four types : (1)participation to society, (2)physical time, (3)psychological time, (4)interpersonal relationship. Second, it was suggested that the level of stress of "the personal-self" influence the level of stress resulting from child care.

著者

下山 晴彦

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.43, pp.121-131, 2004-03-10

被引用文献数

1

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In response to the social demands, clinical psychologists have to improve training systems for the future. British clinical psychology and Japanese clinical psychology started almost at the same time, but the ways in which they have developed are very different in terms of the attitudes towards science. Therefore, a comparative study between the two countries is very helpful in considering some factors of the development of clinical psychology as a profession and in constructing a training model. On the one hand, British clinical psychology has continued to assume that clinical psychology is itself scientific. On the other hand, Japanese clinical psychology has not assumed this. In this paper, I introduce a metaphorically experimental design to confirm a hypothesis that a scientific approach would make a contribution towards clinical psychology growing into a profession. As a result of the comparative experimental study, I conclude that assuming a scientific approach is very important in the development of clinical psychology in the modern world, but it is not a developmental task common to every development. It would be more correct to say that assuming a scientific approach is very helpful only in getting clinical psychology out of the pre-modern sectionalism, into integration and into proposing social accountability in the modern society. However, since assuming a scientific approach is not directly related to clinical practice, it is not necessarily helpful in developing clinical psychologists from the training viewpoint and the post-modern viewpoint. Consequently, I suggest a comprehensive model of clinical psychology, which can fit into the Japanese situation and the post-modern world.

著者

石橋 太加志

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.51, pp.485-492, 2012-03-10

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The lesson of a high school student's psychology argues about the necessity in recent years. Most verification about the validity in the lesson is not made. In 31 high school students who chose the lesson of psychology, this research examined the validity about the lesson for 3 times about social skill. For examination, I carried out by the registered form using the social skill measure, and analyzed how each one of social skill scores would change. In all the lessons, the skill score went up from beforehand to after the event. It was judged that I was effective as a subject matter. In the student of high evaluation, in observation evaluation, the skill score was high, and the student of low evaluation did not have a good skill score. It is judged that observation evaluation also has fixed value. However, in the case of social skill, two students who seldom changed from the basis by the student with a high skill score with the high level were not chosen. I was able to find out meaning not to depend only on observation evaluation but measure itself.

著者

増田 美奈

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.341-349, 2012-03-10

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The purpose of this paper is to present a theoretical framework for case studies about teachers'moral judgment in teaching. Through consideration of studies on teachers'moral perception, teachers'teaching style, and teachers'pedagogical judgment, the following three points were abstracted as important viewpoints to grasp teachers'moral judgment in teaching. The first one is to focus on teachers'teaching style which is consistently presented in various expressions in teaching. The second is to focus on both of judgment in a one-time-only situation and the teaching style as a formed habit. The third is to grasp characteristics of teachers'moral judgment in one phase of teaching in such three temporal contexts, as 1) judgment in the teaching, 2) judgment in the development of the class and children since April, and 3) judgment in teachers'teaching career. In conclusion, this paper suggests that in order to explore teachers'moral judgment in teaching, case studies should be conducted with the theoretical framework in this paper.

著者

白山 映子

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.49, pp.333-345, 2010-03-10

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This paper challenges two generally accepted views. The first one is that “Sansuijin Keirin Mondo-” written by Nakae Cho-min is considered as the first Japanese book which argues the government and international politics by means of a dialogue style. The second one is that although “Bampo- Seiri” by Ga Noriyuki has been said to be the first translation of “De l'Esprit des Lois” written by Montesquieu, this book was actually a secondhand translation through the English version of the French original. // This paper will examine “To-sei Isakairon,” “Ritsurei Seigi” and “Ritsurei Seigi no Taii.” Particular concerns in this research are the following: firstly, “To-sei Isakairon,” published by Shimizu Usaburo- (1829-1910) in 1882, represented three sorts of governments: the republic, the constitutional monarchy and the monarchy; secondly, the style of this story appears much more dialogic than “Sansuijin Keirin Mondo-.” The former seems to be rather light and comical, intented to the ordinary people; thirdly, “Ritsurei Seigi” and “Ritsurei Seigi no Taii,” translated by Suzuki Tadakazu and published by Shimizu Usaburo- through his company, were the translations of the French original “De l'Esprit des Lois,” unlike “Banpo- Seiri.” // Shimizu Usaburo- was one of the modern Japanese pioneers of cultural exchange during the Meiji period between Japan and western countries, in particular, France and the USA. After his participation in the International Exhibition held in 1867 in Paris, he founded a new trading company in order to import numerous materials such as books of philosophy, science and jurisprudence as well as dental instruments. As a well-known ‘ Hiragana-ronsha, ’ he contributed an article about an orthographical system to “Meiroku Zasshi.” // This research describing the dialogue of “To-sei Isakairon,” explicates the influences of Western thoughts, focusing on Usaburo-'s way of thinking about governments.

著者

宮本 英美 小池 琢也 佐々木 正人 冨田 昌夫 玉垣 努 玉垣 幹子 梅村 文子 松本 琢磨

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.39, pp.365-381, 2000-03-15

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We studied about development of putting on socks action performed by a patient with paralytic symptom in rehabilitation of ADL. Our purpose is to reveal what information are available to relearn and improve the action. Especially, it is important how he organized many movement into whole process of action and what patterns of action were used and selected, because we can find in these developmental aspects what information were explored and used to coordinate segments of body. We analyzed 5 videotaped actions over 6 months in these ways : time, number of sub-actions, organization of action process, variation of action patterns. Time decreased gradually, but number of sub-actions didn't correspond to it. Organization of action process and variation of patterns showed that the patient explored posture supporting trunk and manipulation simultaneously and change of such posture varied some kinds of manipulation. These results suggest that putting on socks is based on this basic posture ('simultaneous posture') and it is source of generating new patterns of actions.

著者

藤田 慶子

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.44, pp.301-309, 2005-03-10

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Children interact with classmates and teachers in schools as not only part of the educational system, but also in places where each school and each class create their own activities and contexts. It is important for studies of school education to analyze children's interactions in schools. However there is no theoretical frame which connects children's pluralistic world with their institutional and organizational conditions. I will attempt to examine Goffman's productions as the theoretical frame for studies of schools. Some studies applying his perspective to schools have overlooked the actual basic essence-dramaturgical approach that Goffman consistently applied. This study shows that his concepts "role as collective representation" and "role distance" are keys to understanding children.