著者

伊藤 忠弘

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.31, pp.153-162, 1992-03-30

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Since Jones & Berglas (1978) presented the conception of self-handicapping, a lot of empirical research on self-handicapping was reported. Some reseachers drew a distinction between "acquired" (or "behavioral") self-handicapping such as drug ingestion, alcohol consumption, effort reduction, and choosing a difficult task, and "claimed" (or "self-reported") self-handicapping such as verbal claim to be ill, socially anxious, test anxious, or in a bad mood. This paper reviewed these studies from three points of view : (a) the situational factors that elicit or inhibit self-handicapping, (b) the individual differences in self-handicapping behavior, (c) the effects of self-handicapping on its users and audiences.

著者

馬場 久志

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.27, pp.297-305, 1988-02-10

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Ten students were given a task to find the division procedure on a hand-operated calculator. Their acts and verbal protecols in the task were recorded on VTR. The procedure in question is based on repeated subtractions, and is very similar to written calculation in many ways. In spite of the similarity of their procedures, there is two reasons for which the task will be hard for adult subjects to solve. 1. Students think that dividing equally is the dominant aspect as their 'division-concept', so this thinking will interfere with their finding out the procedures of repeated subtraction. 2. Students have a kind of 'belief' about the function of a calculator, and they are apt to depend on it. Results showed difficulties for many of them. Moreover their characteristics of inferences, for example, avoidance for subtractions, and errors of columns, are consistent with two hypotheses of 'division-concepts' and 'belief' in calculators. Therefore it has revealed that the procedural learning cannot be improved even if one possesses a similar procedure, when one has opposite concepts. And it suggests the importance to consider the procedural learning in relation to the relevant concepts possessed by learners. Furthermore, it will become necessary to clarify the aspect of learning of new knowledge as the transformational process of a known concepts.

著者

越智 康詞

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.28, pp.253-261, 1989-03-30

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Many sociologists of education have been researching school organization from various standpoints. However, there are some problems; for example, current organizational studies are so separated or unrelated that integrative and comprehensive theory has been lacked. In addition, many researchers are seemd to see "education" mere functional matter. The aim of this paper is to introduce a new perspective about school organizations, seeing them as <total institution>. Then we will we able to see school as auto-power-productive-device which govem children who are not yet inside social systems. We will find that "education" is not only a pure functional matter, but also a strategical device by which school justifies its inner process.

著者

遠藤 芳信

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.15, pp.147-163, 1976-03-30

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The "Military Drill" in this treatise means an education and a drill that the man except for the army enforces the education and drill of the action, technique and knowledge of the battle irfthe army to involve the peculiar object and the educational meaning respectively. What "the man except for the army enforces to involve the peculiar object and the educational meaning" had been enforced, historically, in the sense of the line in the chain of the military preparatory education, first, and the National Education and the Formation of the People, especially, the moral and spiritual building, or the gumnastic, second. As rules for teachiing and a teaching syllabus to come under the category of the above of the "Military Drill" in the school education in Japan, we had had the Particulars of the Army Gumnastic of the Common Middle School in 1886, be for 1910 s, and the Drill in the Teaching Syllabus of the School Gumnastic in 1913 and the Teaching Syllabus of the Drill in 1925, since 1910 s, for example. The "Military Drill" in Japan had aimed at the National Education and the Formation of the People consistently. And, if we analyze the contents and methods of the "Military Drill", firstly we must research into the means of the Formation of the People that the contents and methods of the "Military Drill" involve, and especially we must research into the relation of the combination on the human about the rule and obedience in the contents and methods of the "Military Drill", because, it be able to think that the intentional reletion of the combination on the human about the rule and obedience especially in the social relations is important to the formation of the people and their personalities. So, I will research into the relation of the combination on the human about the rule and obedience in the contents and methods of the "Military Drill". Well, if we begin to analyze the contents and methods of the "Military Drill", first we must investigate the drill regulations for the infantry by way of the base teaching materials of the Drill since 1910s, because, the Drill in the Teaching Syllabus of the School Gumnastic in 1913 had expressed clealy that "the Drill complies with the rules of the drill regulations for the infantry", for example. Namely, the "Military Drill" of the School Education in Japan had been baseed on the drill regulations for the infantry. And, the Drill in the Teaching Syllabus of the School Gumnastic in 1913 had complied with the Drill Regulations for the Infantry in 1909, meanwhile, the Drill Regulations for the Infantry in 1909 had played up the fundamental principle of the editing till the Drill Regulations for the Infantry in 1940. And, the Revision of the Drill Regulations for the Infantry in 1909 had been editied after the Russo-Japanese War. So, it is necessary for us to investigate the precept and battle on the Russo-Japanese War in the Japanese Army to analyze the Drill Regulations for the Infantry in 1909, and the contents and methods of the "Military Drill" since 1910 s. By reason of the above, in this treatise, I investigate some basic problems of the precept and the battle on the Russo-Japanese War in the Japanese Army together with the Drill Regulations for the Infantry in 1909 within the object of the analysis of the contents and methods of the "Military Drill" since 1910 s. At this time, it is exceedingly important for us to criticize the esteem of the mind and spiritual energy as fidtitious form that had been emphasised in the Japanese Army. And, I have tried to clarify that the Japanese Army had never set value on the mind and spiritual energy in their drill and the education in army. It was not the mind and spiritual energy but the force and violence that the Japanese Army had set value on. Namely, the Japanese Army had payed attention to the meanings of the Formation of the People that the contents and methods of the combination on the human about the rule and obedience (the limitless watch and interference toward the mind and thoughts, the control of the specific type of the action, the scorn of the personality in accordance with the force and violence, the distrust toward the soldier, the negation of the originality of the soldier) in the drill regulations for the infantry and the education in army bring to completion. And, the Military Authorities in Japan would have strengthened the poritical power of the domination in accordance with the magnification of the above Drill (and the Education in Army) throughout all the branch of the National Education, intentionally, and systematically, since the Russo-Japanese War.

著者

斎藤 寛

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.19, pp.167-175, 1980-02-15

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Education is a part of production of human life in any age or in any society. In modern civil society it is established and controlled by the historical structure of "Gemeinwesen", the category of which stretches from one extreme form of family to another extreme one of nation, and by the historical aspect of human intellect. Such structure and aspect derive from the relation of a human being to another and to the nature, and from his/her image of the world, his/her "mentalite" in our age. Through profound investigation of these points, we may recognize that modern national system of education does not stand innately the value but that Lit is a product of the social structure accompanied with the inevitable alienation and ruling, and is woven there. On such recognition, therefore, only when reform of educational system is put from the view of human history on a way of the political and social change, the theory of educational reform can link to human liberation.

著者

江間 史明

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.29, pp.p267-276, 1989

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著者

滝沢 利行

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.27, pp.p447-456, 1987

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In early Meiji Era, directions or guidances of health executed through moral education and pupil directions. The theory of those practise included the theory of "Yojo (Japanese regimen)". In late Meiji Era, the charact alistics of school administration was changing to that of pupil discipline. Simultaneously, school health management also overlapped pupil discipline concerning health. In the process, the concept of "Eisei Kunren (health discipline)" was formed. Eisai Kunren was executed elementary schools in the whole Japan from Taisho era to the end of World War II. In this treatise, the charactalistics of "Eisei Kunren" and logic of theory concerned Eisei Kunren are concidered.

著者

柴山 真琴

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.33, pp.211-220, 1994-01-31

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Rapid growth of Thai economy in the 1980's brought about a dramatic increase of Japanese sojourners, which affected Japanese community and socialization environments for Japanese children in Bangkok. This paper is to describe characteristics of socialization environments surrounding children in 1990 comparing with those in the middle of the 1970's which Ebuchi described. One year's participant observation in 1990-1991 found : (1) a drastic increase in the number of Japanese sojourners, along with fewer residential quarters considered to be appropriate for foreigners to live in Bangkok, caused high concentration of Japanese families in a same apartment house, which resulted in a particular pattern of children's circle, that is, playing with the same Japanese children in the same building, (2) the move of Japanese school from the central Bangkok to its suburb forced Japanese school children to be confined in a school bus for an hour or so which curtailed their direct contact with Thai society, (3) an increse of vehicles and poorly equipped traffic facilities prevented Japanese children from going out alone to spend time with their friends without adult supervision, (4) prevalent among Japanese children were Japanese TV games, Japanese video-tapes and Japanese magazines and so on, (5) very limited ability to understand Thai language prevented Japanese children from getting acquainted with social realities of Thailand through mass media, and (6) social contact with Thai people in and out of their families and school remained at the superficial level; consequently their understanding of realities of Thai society is poor. These findings indicate that realities of Japanese children growing up in Bangkok is far from the ideal of overseas education advocated by the Ministry of Education. In order to mitigate unfavorable socialization environments, three proposals were made. (1) The concept of child rearing currently prevailing among Japanese parents and teachers in Bangkok was that children must be prepared for making a smooth transition academiccally and socially at the time of their return to Japan. This concept should be transformed into fostering strength in children to overcome difficulties under unfavorable circumstances. (2) The Japanese school in Bangkok should be re-organized as a center for understanding Thai culture and society for both children and parents. And (3) Japanese parents should be provided with the inter-cultural training which enabled them to understand their problems they faced in Bangkok.

著者

黒崎 勲

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.15, pp.p211-226, 1975

著者

肥田野 直

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.18, pp.p49-82, 1978

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Department of Educational Psychology Relationships between social desirability (SD) scale values based on different assessment procedures were studied as follows : 1) The social desirability of 526 items from the MMPI Tokyo University Revised Edition were rated on the Heineman 5-point scale by subjects consisting of 100 male and 125 female university students. They were first asked to rate the degree to which the yes (true) response to each item was favorable on the 5-point scale. The most favorable rating was scored 1 and least favorable scored 5. Then subjects were asked to rate the no (false) response to the same item on the same scale. The mean scores of each subjects group was used as the S-D scale value for each item. It was found that the S-D scale value of "yes" response and that of "no" response were almost complementary. Descrepancies between the scale values of the "yes" response and those of the "no" response were found with some items. Most of them had high S-D scale values on the "yes" response, but did not have very low S-D scale values on the "no" response; that is, they were judged as desirable on both "yes" and "no" response conditions. On the other hand, a few items which had low S-D scale values on the "yes" response were found not to have very high scale value on "no" response. Less descrepancies were found in female subjects than in male subjects. 2) The subjects consisted of 195 male and 67 female university students who were asked to rate the social desirability of 500 items from TPI on the Edwards 9-point scale. According to this scale the most desirable rating was given 9 points. Correlations between two sets of the S-D scale value on the "yes" response to 263 items which were common to both the MMPI Tokyo University Revised Edition and the TPI were sought : Correlation coefficients were found to be -.947 for male and -.938 for female subjects respectively. The negative efficients were due to the rating scales which had reversed directions. Those high correlation coefficients suggested the stability of the S-D scale values of the same items put in different personality inventories. 3) The S-D scale values of items from the TPI obtained from 262 subjects, males and females combined, were analysed by means of principal component factor analysis. The highest factor loading found in the correlation matrix between subjects was.936, and the next highest was.017. The fact that there was only one dominant factor suggested that the subjects were homogeneous in terms of social desirability rating. However, among 10 factors extracted from correlation matrix between items the highest loading was only.262, the rest of the loadings were much lower. This indicates that the subjects' criteria for desirability rating varied from item to item. 4) Percentages of "yes" response (probability of endorsement) and percentages to "no" response were obtained in normal adult sujbects (300 male and 300 female) with items from MMPT Tokyo University Revised Edition administered under regular instruction. Correlations between those percentages and the S-D scale values were obtained. Coefficients were higher with "no" response than with "yes" response in both male and female subjects; that is, -.668 with "yes" response and -.702 with "no" response in males and -.594 with "yes" response and -.625 with "no" response in females. When subjects were asked to fake themselves desirable, the correlation became much higher ; coefficient was -.517 with regular instruction and -.946 with faking instruction in "yes" responses, and -.536 with regular instruction and -.940 with faking instruction in "no" responses. In this experiment 125 female students were administered the MMPI Tokyo University Revised Edition two times with 2 weeks interval. In the first time the inventory was administered with regular instruction and in the next time it was given with the instruction to fake.

著者

竹内 真一 碓井 正久

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.4, 1960-01

被引用文献数

1

著者

海後 宗臣

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.8, pp.1-151, 1965

著者

三木 安正 天羽 幸子

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.1, pp.60-70, 1956-12-01

著者

遠藤 利彦

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.32, pp.203-220, 1993-03-30

被引用文献数

3

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Many theorists suggest that an individual's past relationship experiences with his or her own parents are carried forward and reenacted in subsequent relationships, especially present relationships established with his or her own children. This notion of intergenerational transmission of caregiver-child relationships originated in psychoanalytic theories, and later came to be explored in association with child-maltreatment, attachment, and so on. Bowlby postulated that children internalize their transactional patterns with caregivers and construct representational models, i. e. "internal working models", of self and other in attachment relationships, and that these models, used to perceive and appraise informations and to plan future actions, then govern relationship patterns with others. Currently Bowlby's concept of "internal working models" offers a new framework for understanding intergenerational transmission of attachment relationships. In this paper, a wide variety of theoretical, clinical, and empirical studies concerning this theme were reviewed, and, in addition, directions for continued research were discussed.

著者

耳塚 寛明 苅谷 剛彦 樋田 大二郎

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.21, pp.29-52, 1982-03-10

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The aim of this study is to find the relations of school organizational structure and non-organizational treatment to students career formation. We studied the relation of "Student Subculture and School Organization in Japanese High school" in 1979, which was reported in this bulletin in 1981. In that study, we showed the importance of school organization and teachers' perspecctives as intervening variables. In this study, we focused on student career formation as an output variable. And we researched how student career formation is influenced by organizational and non-organizational features of the individual school. We tried three case studies. Each case contains two schools which have the same background. By this method, we could clarify school organizational and non-organizational effect on student career formation with any other variables controlled. The data we used are sub-samples of the former study in 1979. The number of the survey objects include 6 high schools, 6 staffs a school, 750 students and 68 teachers.

著者

宮澤 康人

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.16, pp.1-22, 1977-03-30

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This paper will trace some early steps in transition of college curriculum administration in the United States from prescrided system of liberal arts to elective one of practical subjects under the following sections, and make clear that there is less difference between Ticknor and his opponents, the authors of Yale Report concerning the ultimate aim of college education than as has been widely believed.

著者

芝 祐順 大浜 幾久子 野口 裕之

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.20, pp.111-128, 1981-02-20

被引用文献数

1

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Vocabulary of Japanese children who live in a bilingual or trilingual environment was measured and analyzed in relation to results of a questionnire. A semi-adaptive test of Japanese vocabulary was administered to about four hundred Japanese children from the first to the ninth graders in Canada, U.S.A., Australia ,and Switzerland. Testing procedure consists of two steps; a short form of the stratified adaptive test for preliminary measurements and a conventional test for accurate measurement. Each child was tested individually, at first, by the short form, and then was tested again by one of the ten forms of the conventional tests with appropriate difficulty. The distributions of scores of vocabulary were lower and wider in their ranges, in general, comparing to the distributions of the scores obtained from standard group of children in Tokyo. Children who have been abroad for long years show more retardation in their vocabulary development. This tendency was especially significant among children from the first to the forth graders. It was suggested that the critical period for the acquistion of maternal language might exist by the age of ten years old. From methodological point of view, the efficiency of the testing procedure was evaluated. Test information curves obtained from the results of the stratified adaptive test show, in most cases, that the adaptive test works fairly well as the preliminary measurement in choosing an appropriate form of conventional test.

著者

越智 康詞 菊地 栄治 加藤 隆雄 吉原 惠子

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.32, pp.119-146, 1993-03-30

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Many gender studies are based on the concept of patriarchy which stresses the dichotomous distinction between women and men and which focuses on men's domination over women. But, in reality, women cannot be understood by the single category of "women" which is implicitly presupposed in the theory of patriarchy. They consist of multiple and differentiated layers. And the mechanisms through which femininity and domesticity are produced and reproduced should be reconsidered from the point of both feminine culture and the pratique or strategic actions of women. In this paper, the data from the survey of the women undergraduate students (for details, see Section I) are analyzed both quantitatively and qualitatively. In Section II, quantitative data are analyzed from the viewpoints of feminine socialization and housework practices (chapter A), feminine culture of consumption, domesticity and object-favoritism (chapter B), relationships between marital and professional perspectives (chapter C) and "conservatization" by two types of feminine strategic actions (chapter D). In Section III, the qualitative data (free description) are analyzed concerning the future expectation (chapter A), advantageous and disadvantageous experiences of being women (chapter B), and transformation of notions about males and marriage (chapter C). The perspective of "differentiation and ambivalence of femininity" is effective to analyze the (post-) modern gender relations.

著者

沖津 由紀

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.30, pp.105-115, 1991-03-30

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The Japanese people show remarkable adherance to their academic achievement, though it does not have so strong influence on their socio-economic status as in other societies. This paper attempts to explain why academic achievement has such symbolic and mental prestige in Japan. This prestige is not only seen in the educational system, but also in various scenes outside the educational sphere. Therefore it is possible to regard the prestige of academic achievement in Japan as one of the linkage-patterns of the educational system to its environment. I show an alternative theoretical framework after examining how the possibility of education-outer linkage has been explained by pre- dominant theories. I contend that the highly symbolic and mental prestige of academic achievement in Japanese society derives from that function as a medium linking the educational system to its environment. Unlike Euro-American societies, the Japanese educational system links to its outer society almost only through the academic achievement as a symbolic medium.

著者

浦野 東洋一

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.24, pp.89-103, 1985-02-28

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In England and Wales, it has been held in the common-law that teachers are 'in loco parentis' and must have the same rights as parents to punish children reasonably. The Education Act 1944 did not prohibit corporal punishment in schools. But LEAs may make corporal punishment regulations under Section 23 of the 1944 Education Act. The courts have however held that the right of a teacher to inflict reasonable and moderate corporal punishment overrides the regulations, especially when the teacher does not know about the regulations. In 1966, Plowden Report recommended prohibition of corporal punishment in primary schools. The recommendation was not adopted by the Government. But it produced the Society of Teachers Opposed to Physical Punishment (STOPP) in 1968. And the Labour Party adopted the abolition of corporal punishment as its policy in 1978. The United Kingdom is a party to the European Convention on Human Rights. The European Court of Human Rights which is established under the Convention, in 1982, in the case of Cambell and Cosans V the United Kingdom, concluded that where a parent holds a conviction against corporal punishment, it amounts to a philosophical conviction which is protected by the Conviction. So the Government is obliged to change the law in England and Wales as it relates to corporal punishment in schools.