著者

宮原 志津子

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.50, pp.91-99, 2011-03-10

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This article aims to examine the definition and history of the International Comparative Librarianship (ICL). The ICL has been developed since the 1960's supported by the library assistance of US for the developing countries. In the 1960's, American library consultants published their articles and books, referring to their work experiences in Southeast Asian countries. They are the first ICL studies in the library and information science (LIS) field. Instead of Americans, some Asian students started the ICL study and earned Ph. D of US graduate schools in the 1970's. At present, many Asian scholars have been contributing to the development of ICL study, particularly at the field of international cooperation of LIS education.

著者

井田 頼子

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.41-52, 2015-03-31

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The purpose of this study is to point out the current issues about the policy of universities in Japan. In recent years, the government and the universities in Japan have focused on constructing new academic and educational institutions or programs for cultivating global human resources in universities. However, the government and the universities do not put a focus on the fact that there are Japanese high school students overseas who do not choose to go to universities in Japan, rather, other countries. This article clarifies the reasons why they decided to go to universities in other countries by semi-structured interview research: 4 students in Canada, and 6 students in Australia. This research result shows as follows: 1) They have been in anticipatory socialization systems globally. Based on 1), 2) They choose university from a respective viewpoint of admission and educational systems. 3) They put an importance on connecting their skills or academic knowledge to their future, such as higher education or occupation globally. The government and the universities should rethink tasks in terms of getting global human resources with a broader perspective.

著者

秋田 喜代美 佐川 早季子

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.217-234, 2011

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The importance of the quality of early childhood education and care (ECEC) has been noted in different academic domains and the improvement of ECEC quality is a matter of the highest priority internationally. This paper reviews the empirical studies which examined longitudinally the impact of ECEC quality on child development. First, the focus is on the evaluation method. What indicators and scale are used to measure the quality of the structure and process? What are the advantages and limitations of each scale? Then, the findings of the longitudinal studies are reported. This paper addresses significant issues in determining and measuring quality for further discussion on quality research and also on a comprehensive ECEC policy.

著者

両角 亜希子 小方 直幸

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.159-174, 2012-03-10

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Management of university becomes a critical issue because of competition for acquiring students due to the declining birthrate. However the research of this area have been mainly focused on the analysis of financial health based on the size or selectivity of universities and professionalization of staff or cooperation between staff and faculty and the approach from the organizational point of view remains unexplored field. This paper examines the university management and organization focusing on private universities. Three areas-governance, personnel system and organizational climate are focused on as the organizational characteristics and the relationship between university organization and adequacy of the student quotas of enrollment is examined. University governance such as strength of autonomy of faculty and president of board of trustees from a founding family or not and organizational climate such as sharing of goals have some important effect on the financial health of universities on the one hand, but personnel system has no clear influence while it improves work motivation of staff.

著者

寺崎 弘昭

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.1-15, 2001-03-15

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In this paper, the writer has attempted to clarify the pedagogical stereotype that has hindered many historians of education from pointing out that corporal punishment was never abolished in the early modern history of educational thoughts. In fact, according to the writer's perusal of the texts, the early modern educationists permitted a rod or beating as a last resort of correction, while they denounced corporal punishment. For example, John Locke did admire the use of the "Whipping" for children's "Obstinacy" and "Stubbornness" in his famous book Some Thoughts concerning Education (1693,see §78), though he denounced corporal punishment as a "slavish" one in the same book (§52). Locke admitted the corporal punishment as a means of discipline, for it was not outside (corporal) punishment. The same fact can be pointed out in the educational thoughts of Quintilian, Augustine, Erasmus, Joseph Lancaster, Pestalozzi, Horace Mann, and so forth. Lancaster, while he condemned the corporal punishment, recommended the punishment of pillory, fetters, and "the birds in the cage". Similarly, Mann maintained the corporal punishment as a lesser evil that cured the grave evil. In spite of such undeniable facts, many historians of education have ignored the facts. Why? The writer maintains that the eyes of historians of education have been blurred by the pedagogical stereotype that emerged to obtain a professional authority of the educational science in the nineteenth century. For example, Joseph Payne, as "the first professor of education in England", established such a pedagogical stereotype in his lecture "On Corporal Punishment as a means of discipline in Schools" (The Educational Times, March 1861). He pretended to demonstrate that corporal punishment was denied as a means of discipline as well as a means of promoting learning in the history of orthodox educational thoughts including John Locke's.

著者

海老根 理絵

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.193-202, 2009-03-10

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In this article, studies on the construction of the view of death and life, as well as studies on the education of death and life, were reviewed. Today we have a lot of problems on death, such as students commit suicide because of bullying, and children killing and wounding others. However, many previous studies on the view of death and life have focused on only particular groups (e.g., old people, patients in terminal care), and have not focused on general population, especially young population. This review suggested that we should pursue research on the construction of young people's view of death and life, and conduct empirical research on the effective death and life education program in order for us to live happily.

著者

橋本 鉱市

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.117-134, 2012-03-10

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"Plan for the first half of Showa 50's," is the report by the Advisory Committee on Higher Education in 1975. It shows that the restraining policy was adopted, completely switched from the previous expansion policy of higher education during that period. In this paper, I tried to analyze the contents and process of the discussion of the 1975 report. Then I examined how the expansion policy of the higher education in Japan had been changing to the restraining policy, and also the influential actors in the policy-making process of the higher education in the post-war Japan.

著者

吉國 陽一

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.445-453, 2013-03-10

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The aim of this paper is to show how Vygotsky assumed epistemic development and moral development to be unified in the process of concept development. Thoughts on epistemic development and moral development as a unified process, has been pointed out to be present in Vygotsky's theory of play. In this paper, the author attempts to point out that Vygotsky assumed epistemic development and moral development to be unified in the process of concept development as well.Vygotsky presumed that recognition of necessity was the key to acquire freedom and thus, brings about moral development. According toVygotsky, development of higher forms of conceptual thinking opens up the way to the recognition of the necessity of external reality, the internal process of oneself, and others.

著者

樋口 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.291-300, 1997-12-12

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"MUGA( = anatman)" means not only non-ego but also extinguishing oneself in Japanese. Some Japanese artists say they feel a state where themselves disappear but only expressing subjects are left. It happens to lead to unify everything without seeing and considering each of things and deceive them to feel identifying themselves with the world. Takeshi Hayashi (1896-1975) is a Japanese artist who made up an unique art theory and followed it firmly in his art activity. In his art activity, three points should be examined. The first, he always tried to persue "MUGA". He didn't notice that he lost a chance to get a new world he had not known and to change himself while he felt himself was disappeared. The second, he believed real figure of existance was darkness every thing contains inside. This view point was influenced by philosophy of his father who was a scholar of Japanese and believed Japanese words had spirit. The third, he was inquiring rules in paintings through entire his life. It led him to see everything uniform without notice of their difference. Takeshi became a professor at Tokyo National University of Fine Arts & Music and a leader of "anti-informel ( = against abstract expression) in 1950's and 1960's. He was against abstruction painting that was popular at that time, while his collegues said his attitude was changed from that time. But his change was not resulted from his change his mind influenced by his becoming an art educational leader, but rather from his consistency of his art theory.

著者

佐藤 晋平

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.285-294, 2011-03-10

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In Japan, School Board was regulated by School Board Law for 1948-1956. In this law, there was the clause about openness of school board congress and announcement of convocation of congress. The congress had to hold an open hearing to the public and announcement had to be done for several days before congress was convoked. But there was the clause too in which the chairman of school board could shorten the days of announcement. It could be done in situation of emergency. This exception of the law had applied when government dismissed teachers. This exception about emergency was controlled discretion but it was written only that the clause was adopted when it was in emergency. So this was interpreted as discretion about requirement. In this paper, two cases are studied. In the first case, The School Board Law was still existed. School Board terminated a teacher but juridical decision rejected this termination because it hadn't recognized the situation as emergency. In the second case, School Board Law had repealed and the new law didn't stipulate an order that congress had to hold an open hearing to the public. The chairman's decision of emergency and of skipping the announcement was certified by juridical judge and some teachers were dismissed by undesirable discharge for the reason of advanced age. And in this case, it was the reason of emergency that the budget of next year would decrease and teachers should have dismissed before new budget year started. So this situation of emergency was internalized in the system of routine yearly budget : normal situation.

著者

熊谷 信司

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.33-42, 2010-03-10

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In the cities of South Korea, general high schools have been equalized by education policy after 1970s, but diversification is proceeding recently. In the former part of this paper we will review this diversification trend, and in the latter we will introduce the case study which was conducted in March 2009. In the case study we visited five types of schools (including three high schools, one prep school, and one elementary school), and the main focus in this paper is on a foreign language high school and a charter school which are the new types of high school in South Korea. Features of these schools and some interview data are discussed.

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, 2011-03-10

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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

中田 基昭

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.35, pp.239-264, 1995-12-20

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In dieser Abhandlung werden am Anfang die Schwierigkeiten bei der Aufklarung vom Leben des Lehrers und der Kinder im Unterricht gezeigt. Dann wird geklart, daB diese Schwierigkeit nicht aus der Unzulanglichkeit unserer Erkenntnisse, sondern aus der Ungrundlichkeit unseres Lebens herruhrt, die Philosohie von Nietzsche und Dilthey zu verstehen. Wenn wir trotzdem als Forscher das Leben des Menschen tiefer und ausfuhrlicher aufklaren mochten, um sowohl den Anderen als auch uns selbst zu verstehen, mussen wir das Leben des Forschers selbst, der ein Menschenleben untersucht, aufklaren. In dieser Richtung stellt uns Husserl sehr viele wichtige Perspektiven dar. Besonders soll seine Lehre von der Fremderfahrung auch fur uns Padagogen beachtet werden, weil es sich bei Unterricht und der Untersuchung des Unterrichts darum handelt, wie ein Mensch den Anderen als alter ego erfahrt oder versteht. Aber in der Lehre von der Fremderfahrung Husserls verbergen sich auch Probleme. Diese Probleme wurden von den Phanomenologen gelost, die die Nachlasse von Husserl erneut und tief auslegten. Deshalb wird auch in dieser Abhandlung nach den Ergebnissen einiger Phanomenologen eine Aufklarung der Fremderfahrung versucht. Besonders nach K. Held, der das passive BewuBtseinsleben untersucht hat, wird die Unmoglichkeit der Vergegenstandlichung des die Welt erfahrenden Lebens aufgeklart. Nach M. Theunissen, der die Vergemeinschaftung in der transzendentalen Ebene untersucht hat, wird dargestellt, daB der den Lehrstoff ursprunglich auslegende Lehrer auch intersubjektiv den Lehrstoff erfahrt. Nach B. Waldenfels, der die Offenheit des praktischen Lebens untersucht hat, wird gezeigt, wie der Lehrer im Unterricht den Kindern als Du begegnen kann.

著者

吉田 裕典

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.247-258, 2009

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Recently in Japan, most secondary schools are conducting work experience in career education. To clarify its meaning, this study reviews the history of career education in Japan first. On this basis, I review the change of treatment and meaning of work experience in the history of career education. The result shows three essential meanings of work experience; 1. Cultivation of work ethic and work value, 2. Understanding of aptitude and interest, 3. Acquirement of vocational understanding and skill. To ensure their theoretical background, this study adopts Super's career development theory and social learning theory. However, I find these theories are not sufficient to figure out unified meaning of work experience. Thus, this study discusses the viewpoint of Legitimate Peripheral Participation and tries to figure out unified meaning of work experience.

著者

山口 毅

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.38, pp.229-236, 1998-03-26

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This paper examines the "ontological gerrymandering" critique and subsequent controversies in the constructionist studies of social problems. After glancing over three kinds of responses to this critique within the constructionist camp, I focus on their coping with the self-referential aspect of the constructionist perspective. Further, I take up political and moral concerns in constructionism. My insistence is that within these concerns one can find one clue to overpass the epistemological and methodological difficulties in constructionism. In conclusion, I address a question of the pragmatic justification in the studies of social problems.

著者

山野 真裕

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

no.56, pp.49-60, 2017-03-31

著者

澤田 俊也

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.55, pp.455-462, 2015

著者

小堀 彩子

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.45, pp.133-142, 2005

被引用文献数

3

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application/pdf

著者

黒沼 敦子

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

no.60, pp.485-495, 2021

著者

Hsu Ting-Ting

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.41-50, 2007

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「六諭」及與其相關的道徳話語在中國明清時代的庶民教化政策中扮演著重要的角色,而且與宗族社會形成息息相關。在十八世紀初期,《六諭衍義》這一主要解釋「六諭」的書亦傳來日本,對日本徳川時代的庶民教化政策亦〓了相當重要的作用。該書被施于訓點在日本出版之外,以室鳩巣所注釋的《六諭衍義大意》爲首之許多「六諭」道徳話語的異本亦陸續被出版。故,本文首先従教育思想史的觀點來考察與「六諭」相關的諸文本是如何輸入日本且出版的。然而在中國明清時代使用的《六諭衍義》與在徳川時代主要被使用的《六諭衍義大意》一書的内容並不盡相同。所以,本文對《六諭衍義》與《六諭衍義大意》的内容進行比較,試圖探討《六諭衍義》與鳩巣所注釋的《六諭衍義大意》之内容差異與日中社會體係差異之間的關係。並且希望透過以上的檢討,來思考在東亞各國間之道徳話語的流傳與演變的這一問題。