著者

寺田 悠希

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.59, pp.417-426, 2019

著者

渡邊 真之

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.485-494, 2017-03-31

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The purpose of this article is to examine the aporia of autonomy and protection in education on the movement against handicapped children's schools, by focusing on Kanagawa Joint Association of Aoi Shiba no Kai, which is known to a radical group consisting of people suffering from cerebral palsy. From analyzing Aoi Shiba no Kai's newsletter in this article, the author discovered that Aoi Shiba no kai had struggled with the aporia of autonomy and protection, moreover they had shifted their insistence.

著者

石川 洋行

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.59, pp.541-551, 2020-03-30

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This paper pursues socio-philosophical approach for violence around education such as school bullying, child abuse and campus harassment. In the mainstream of French sociology, social violence tends to be connected directly with "the sacred" and its effect like Durkheim and former Mauss. But after the death of Durkheim, Mauss suggested the ambivalence of gift between goodwill and poison on the "totality" of primitive society, which lead to theoretical roads both total symbolic interactionism and general structuralism. Lévi-Strauss resolved it into monolithic general exchange, on the other hand Baudrillard and Clastre described primitive society in the aspect of genetics of elemental power and violence with some examples of counter-violence. Their perspectives regard the gift and its violence as the result of fundamental human interaction, which are brought about our feeling of indebtedness based on social desire for admission. Then, how can we justify any violence against the power? Derrida answered this question reading Benjamin's criticism deconstructively, expressing Benjamin's mythic violence as "violence against violence." From the empirical point of view, we find mythic violence means the self-sacrifice of "accusation" against compulsory violence. That counter-violence has ontological foundation in materiality of the language, therefore we can avoid structural ignorance on the worst violence of silence.

著者

元濱 奈穂子

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.58, pp.269-277, 2019-03-29

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Undergraduate professional education in Japan is now in its big reform, in which all students must accomplish standardized outcome while at the same time they are asked to participate in student-centered learning. This article examine whether standardization is compatible with individualization (student-centeredness) or not. By reviewing literature on “Objectivism versus Constructivism” in the instructional design, we found that there’s no relevant solution to let standardization and individualization coexist so far. Critical studies are needed to question the current situation where both standardization and individualization are encouraged.

著者

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.193-201, 2013-03-10

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The purpose of this article is to clarify the merit and demerit of junior high school entrance examination by comparing the conscious and behavior of SJHSE (students who enter school through junior high school entrance examination) and SHSE (students who enter school through high school entrance examination). By the analysis of survey data for 11th grade students who belong to Tokyo private combined junior high and high school, three findings were acquired. Firstly, in the upper and middle rank schools, SJHSE is a little dull in academic achievement. Secondly, the statement that SJHSE is easily adapted for school life is supported in the upper and middle rank schools. Thirdly, the tendency for SJHSE not to feel social inequality is seen very slightly.

著者

野崎 有以

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.243-252, 2010

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The purpose of this paper is to clarify the concepts of "Seikatsu-Kagaku" under the world war II and home economics after the war. The concepts of "Seikatsu-Kagaku" and home economics are similar. "Seikatsu-Kagaku" was encouraged under the war, because it was considered to be useful for practicing the rational life. However, home economics was trivialized after the war. The concept of "Seikatsu-Kagaku" was dealt with by several scholars. This paper takes up three scholars who dealt with "Seikatsu-Kagaku". On considering the tendency of home economics in post war Japan, home economics of elementary and secondary education are especially focused on, because they had some problems more conspicuous than that of higher education. Although it was out of step with the aims of its establishment, home economics of secondary education became the required subject for only girls. This research conciders the reason why home economics in post war Japan was trivialized.

著者

西田 季里 久保田(河本) 愛子 利根川 明子 遠藤 利彦

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.58, pp.31-39, 2018

著者

西島 央

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.57-76, 2004-03-10

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In Japan, what sort of people attend classical music concerts? It has been said that the classical music is an orthodox current of culture from the West, which was set up alongside the establishment of the modern educational system in Japan. Recently, however, the number of classes of music and other arts related subjects has been reduced as a result of the new national curriculum. In addition, the development of the Internet has provided a dramatic increase in terms of alternative access points to music. These are resulting in a dramatic change of music culture. Under these conditions, is it probable to think that attitudes towards classical music concerts might be in a process of change? The purpose of this paper is to illustrate the current conditions in relation to classical music concerts attendance from a sociological perspective. Methodologically, the paper draws upon evidence garnered from a questionnaire survey conducted at classical music concerts in Tokyo, Niigata and Kagoshima, between April and August 2002. To date, there have been few studies to investigate the sociological profile and associated behaviour related to classical music concert attendees, except the index of a stratum research. In this research, I will make use of sociological description of attendance, exploring the issue of regional difference. Subsequently I will analyze attendee's first experiences vis-a-vis the concert. Finally I will specify the features of attendance in relation to those classified as ""Jouren"" i. e. regular goers and those labeled ""Ichigen"" i. e first-timers. I will analyse the differences between them in light of a number of sociological indicators and their musical experiences during their formal education. As a kind of pilot study, I will propose a research framework that could provide a signpost for future research exploration.

著者

髙橋 史子

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.58, pp.563-582, 2019-03-29

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This article examines the national identity of Japan, by using a mixed method approach: a comparative study of a statistical analysis of the International Social Survey Program and a qualitative analysis of data obtained from interviews with public school teachers concerning ethnic and cultural diversity. The study finds that (i) “Japanese” is imagined as an ethnic and cultural sense of belonging, (ii) however, it is not imagined and shared in a civic sense, as national identities in the other countries are, (iii) the school teachers who teach the immigrant children express three different types of national identities : civic, ethnic, and cultural, and (iv) most teachers expect the immigrant children to maintain the ethnic and cultural identities associated with their (or their parents’) home countries. Based on the findings, the article discusses the role of schools and teachers in a multicultural society, and whether respecting ethnic and cultural diversity promotes or hinders the immigrant children’s equal participation in the host society, particularly within the social context where the ethnic and cultural national identities are widely shared, but the civic national identity is not. In addition, the author argues that within an ethnically and culturally diverse context, school is a place where the traditional ethnic Japanese national identity is challenged and reconstructed, and a civic Japanese national identity (which may enable the children to have a “hyphenated Japanese” identity) emerges.

著者

寺田 悠希

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.59, pp.417-426, 2020-03-30

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The purpose of this study is to clarify changes and trends in keywords used in faculty names in post-war Japan. The author conducted quantitively text analyses of the keywords used in the faculty name, using data from every 5 years from 1950 to 2015 in the “University List in Japan”. As a result of the analysis, it was found that some of the keywords that existed before the 1960s were decreasing, and that some keywords were increasing rapidly since 1990. Moreover, in the analysis combined with the university type, it was found that while national universities continue to use traditional keywords, many private universities tend to add new faculties with new keywords.

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.59, pp.61-67, 2020-03-30

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This paper gives an overview of research trends and issues in Europe and the United States regarding mission statement research of higher education institutions, which have been accumulating in recent years. The purpose of this study is to analyze the contents of mission statement of universities in Japan and to examine the possibility of research on institutional logic and organizational identity from an organizational sociological perspective.

著者

根本 彰 三浦 太郎 中村 百合子 古賀 崇

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.39, pp.453-478, 2000-03-15

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12 policy statements, in which 4 are during the former, 3 during the middle, 5 during the later Occupation Period (1945-1952) in Japan, are analyzed to investigate the course of library policies at the Education Division of the Civil Information and Education Section (CIE). General Headquarters, Supreme Commander of the Allied Powers (GHQ/SCAP). In result we indicate that the national plan with public libraries made by P. O. Keeney was not taken over by his successors after his dismissal in April 1947,and that important library policies were begun by those except the libraries officers. And we consider that there was a concept of library developments among those of the CIE but there was no single continuing policy with the library.

著者

河野 桃子

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.1-9, 2012-03-10

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Es gibt ab und zu eine Tendenz, nur die Praxis der Waldorfpädagogik zu beachten und die Diskussion über den Gedanken von R.Steiner, der eine Grundlage für die Praxis ist, zu tabuisieren. Es leitet sich von der dualistischen Komposition seines späteren mystischen Gedanken her. In dieser Abhandlung wird versucht, eine positive Bedeutung zu zeigen, auch seinen Gedanken in Betracht zu ziehen, um die Praxis besser auszulegen. Dabei thematisieren wir insbesondere einen "Effekt", den sein Gedanke über "Reinkarnation"(damit auch über "Persönlichkeit" und "Individualität") ermöglicht. Am Ende ergänzen wir diesen "Effekt" mit der Intention zur monistischen Erkenntnis, die Steiner ganze Zeit erhalten hat.

著者

米津 美香

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.13-22, 2013-03-10

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The purpose of this study is to explore the historical and the theoretical relations between Montessori and Gandhi and to make a suggestion for moral education today. First, this study focuses on the historical relations between them in India, then we examine the theoretical points in common, and also examine the differences of their views, which enables to clarify the moral educational viewpoint of them. In conclusion, this study argues that, if we understand moral education from children's development through Montessori and Gandhi's Education, we can make a new evaluation of moral education in school.

著者

岩瀬 令以子

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.121-130, 2006

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This paper, through an examination of trials done by ""juku"" which had been symbolical in each times and of a number of assumptions toward the trials of juku from 1960's to this day, indicates some subjects to be examined from now on. In the 1960's, new types of juku had emerged remarkably, while another type of juku had been kept with tradition from the period of Edo. It had begun that new types had been attracted attention by mass-media. In the 1970's, a number of juku had developed new styles marked departure from anything that had been done before. ""Franchise"" system had been introduced to the management of juku, and a number of companies which had not related to education originally, had ventured into juku trade. Toward these tendencies, mass-media had attracted considerable attention by establishing a lot of tactics to report impressively. It had been also taken that a lot of organization related education had begun a valley of investigations about juku. From the beginning of the 1990's, some trends based on a new assumption of juku had emerged. Through recognizing the effectiveness of juku as one important educational institution, mass-media had altered their stance for approaching juku as the object of entertainment. The organizations of education had requested juku as it ought to be. The commercial trade had begun to propose a new management for juku necessary to survive between educational logic and commercial logic. Through these social experiences, juku now faces the subjects how to keep and create its originality while existing with other educational institutions meaningfully and how to balance with two logics.

著者

諏訪 猛

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.58, pp.451-463, 2019-03-29

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In the United States, there are currently more than 4.500 colleges and universities, which show us the development and diversity in the Higher Education System. The military university system has been researched as Education System in accordance with the Federal Policies. The military universities which have Reserve Officers Training Couse (ROTC) have produced nearly two-third of American active duty officers since 1950. These graduates have brought to military services a wider and more diverse background as officers. This study focuses on the Military University and ROTC system to clarify the influence of the Defense policy through its accreditation system.

著者

坂井 玲奈

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.45, pp.143-148, 2005

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Since the lack of ""omoiyari"" in the children and young people has become a major concern of the society, research on ""omoiyari"" has received increasing attention, and has been growing dramatically. Research in Japan has been based mainly on studies from abroad on prosocial behaviour and altruism. However, whether ""omoiyari"" can be considered the same concept is debatable, and needs clarification. Furthermore, studies so far has been focusing on the observable behaviours of ""omoiyari"", which are the behaviours that have been put in action such as helping, sharing, comforting, and so on. This, however, brings up an important question, that is, must ""omoiyari"" be expressed in action? The purpose of the paper is firstly, to review the past studies on ""omoiyari"", and to consider the reason why ""omoiyari"" in action has been focused. Secondly, to argue that there is a need to consider, not only ""omoiyari"" observable as action, but those that are not expressed in action.

著者

小国 喜弘

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.37, pp.271-280, 1997

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he purpose of this paper is to focus on the images of Japanese history asserted by Wakamori Taroh, an historian (1915-1977), and to clarify the characteristics in his theory on education. In the latter half of 1940s and to the 1950s, Wakamori intended to provide junior high school students with new images of Japanese history which he believed suitable for the newly -introduced democratic society after the World War II. However, the images of Japanese history presented by him was affected by Japanese Folklore, which was transformed singular features embedded in villages and towns into universal factors to form Japanese history. Therefore, his view resulted in representing Japanese nationals as homogeneous. During the war, he was involved in studies in Kokumin Seishin Bunka Kenkyujyo, an institute where Japanese Ideology were invented to justify World War II. In post war days, as he remained the basic flame of Japanese nationalism, his image of Japanese history, therefore, lacked respect for otherness of Asian people.

著者

三宅 なほみ 齊藤 萌木 飯窪 真也

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.51, pp.441-458, 2011

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The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.

著者

村松 灯 田中 智輝 岩坂 尚史

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.223-232, 2017-03-31

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The purpose of this article is to argue for the importance of dealing with controversial issues in citizenship education. This develops through examining the thoughts of Jacques Rancière's, one of the most famous radical democrats, focusing especially on his idea of "Dissensus." On controversial issues in citizenship education, there have been a number of studies in Japan since 1960's, and many of those have agreed to think it helpful for development of student's political literacy to recognize controversial issues or to try to reach an agreement on them. These arguments tend to implicitly assume that we should and are able to reach a reasonable consensus on each of the issues. Nowadays, however, radical democrats criticize such assumption because consensus in fact inevitably hides decisive differences among people, and they also argue that it is the very impossibility of reaching consensus on controversial issues that constitutes politics fundamentally. This article redefines the controversial issues referring to an important radical democracy theory, namely Rancière's. First of all, we try to make it clear what Rancière means by "dissensus." Then, we examine a social studies' class in Ochanomizu Elementary School, in which "dissensus" seemed to occur. Lastly, we explore how the idea of "dissensus" can change existing views on citizenship education, and hence on politics.