著者

谷 和明

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.15, pp.6-17, 2018-12-10 (Released:2019-04-04)

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Article 23 of the Social Education Act provides regulations restricting the activities of Kominkan. But in most Kominkan it has been applied to their users, i.e. citizens as well. Especially problematic is the abuse of the regulation that is spelled out in the first sentence of Paragraph 1, Item 2, which prohibits Kominkan from engaging in “activities connected to the interests of a specific political party”. This regulation has been interpreted as excluding all political activities from Kominkan and has infringed user’s human rights. That shows a fatal absurdity of applying regulations for public facilities to citizens whose human rights should be guaranteed.In this connection, I will focus on an attempt to eliminate this absurdity by giving a user-specific interpretation of the regulation, which allows political activities, instead of denying its application to users. This means adopting a de fact double standard. Because the strict interpretation on prohibiting political activities is still maintained and applied to Kominkan. I first verify the logic behind the application of this regulation by referring to a survey that was carried out in 18 cities in the Tokyo Tama area in order to determine the actual situation in local Kominkan. Then, by analyzing an administrative notice and the results of two court cases, I clarify the logical structure and the features of the double standards that are revealed. Finally, I consider the significance of this double standard.

著者

田中 純子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.22-27, 2020

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<p>This is a report on how Kominkan in Okayama City have coped during the COVID-19 disaster as well as the issues that the pandemic poses for Kominkan activities in the future. Kominkan have continued to play a role as Kominkan by introducing the new idea of "Kominkan that can be apart and connected". These Kominkan efforts can be divided into three areas: (1) sharing energy and wisdom, (2) supporting and helping one other in daily life, (3) efforts that utilize TV and ICT. What can be seen from these efforts is that the underlying strengths of Kominkan and their activities and programs, the deepening of the relationship with students enrolled in club courses, and the potential for online activities and those that take place in real space were reconfirmed. It is important to consider how kominkan will contribute to the solution of the social problems that have been laid bare by COVID-19, solutions that include support programs for families in need.</p>

著者

木下 巨一

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.37-45, 2020-11-30 (Released:2021-01-20)

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The essence of social education is voluntary and collaborative learning. Staffs at the community learning center, and others involved in social education have been accumulating practices and methods of social education. However, those seem to be no longer applicable due to the traveling and activity restriction posed by the COVID pandemic. On the other hand, social education is expected to contribute to overcome this common crisis. This paper introduces the strategy implemented at Nagano Prefecture to face the regional and social issues caused by the virus. The possibility of social education using online platforms will be discussed to develop new region and society post the COVID pandemic.

著者

[日本公民館学会年報編集委員会編]

出版者

日本公民館学会

巻号頁・発行日

2014

著者

益川 浩一

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.14, pp.50-57, 2017-11-30 (Released:2019-04-04)

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This paper constitutes an attempt to develop an interpretation at the general and abstract level of the text of Article 23 of Japan’s Social Education Act, which regulates “management policy for community learning centers (kominkan),” or stated in more concrete terms, so-called “usage restrictions” on community learning centers. The discussion gives particular attention to specific cases (e.g., examples in practice), in reference to the Article’s Paragraph 2, which states that such facilities “shall not support specific religions or otherwise assist any specific denominations, sects, or cults.” The following points are revealed through this discussion.Community learning centers are not permitted to “support specific religions or otherwise assist any specific denominations, sects, or cults.” Accordingly, it is understood that simply allowing such groups the use of community learning centers does not amount to “support” or “assistance,” and thus does not constitute a problem.·There are no arguments against recognizing the right of the public administration to allocate permission to use community learning centers (kominkan), and it is necessary to enact laws and regulations governing permissible and impermissible use.·When processing applications for permission to use community learning centers (kominkan), value judgements on the part of the facilities’ operators are not permitted. Rather, such operations must be performed in accordance with uniform and neutral standards (subject to the limitations of the law).·Regarding the refusal of permission for applications to use community learning centers (kominkan), the interests benefitted by granting permission, in terms of protecting fundamental human rights, such as freedom of assembly, must be compared with the interests disadvantaged by the foreseeable dangers of granting permission (balancing of interests).·Regarding the determination of dangers, the mere probability of a dangerous situation arising is insufficient; rather, there needs to be a “clear and present danger.”·Notably, constraints of spiritual freedoms like freedom of assembly must be carried out under strict criteria that go beyond constraints governing freedom of economic activity.·The blanket application of usage restrictions includes the danger of constraining “freedom of assembly” (Article 21 of the Constitution of Japan).

著者

池谷 美衣子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.15, pp.59-66, 2018-12-10 (Released:2019-04-04)

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The purpose of this paper is to examine a new concept of Kominkan by introducing the practices of a Kominkan that is managed, not by a public body, but by a non-profit organization (NPO). This NPO, Creative Support Let’s, is locally based and although it promotes social change and the participation in society of persons with disabilities it calls itself a “Kominkan”.In this paper, the purpose of and the process by which the Kominkan was established are introduced as well as the content of its activities and the childhood experiences of and general perceptions towards Kominkan held by its staff. Two distinctive characteristics were pointed out based on this information. First, unlike public Kominkan, this “private” Kominkan understands the elasticity of its local area and sees residents not as “people who reside here” but as “people who have needs”. Secondly, this private Kominkan is a place that welcomes all people who live in the area, not necessarily those who come with a purpose.For these reasons, this NPO, whose mission, “to make a society in which a variety of people come together”, is limited and has been only partially realized, still calls itself a Kominkan because of its public nature.Just as Kominkan were conceived as “schools of democracy” after World WarII, in order to develop a modern and a new concept of Kominkan, it will be necessary to draw up concrete images of what is “local” and what is “society” that embody the values that those involved hope to realize.

著者

井口 啓太郎

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.14, pp.81-90, 2017-11-30 (Released:2019-04-04)

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In recent years, efforts of youth education in Kominkan have declined, while measures to support youth independence centering on welfare and public health fields are expanding. Amid these current circumstances, vigorous activities are continuing at Kunitachi City Kominkan (Tokyo) in the “Coffee House” of youths who have been working with disabled people since the 1980s. This paper is a practical report aimed at considering the meaning of learning by youths based on the descriptions of the youths themselves; the author has been involved as a staff member in this program.In order to clarify the background of the practice of the current “Coffee House” Chapter 2 reviews the history of this practice. It is confirmed that the youth room and coffee corner in the Kominkan became the “place of residence” of the youths who were learning alongside the disabled people, and have influenced the community-making symbiosis.While providing an overview of the participation of youths of the present “Coffee House,” chapter 3 includes a concrete description of the diverse background of the youths, their process of learning, and the transformation of their cognition. At that time, referring to the recent “Practice Record Magazine” issued by Kunitachi City Kominkan, we discuss the words that the youths have used to describe and consider the meaning of that learning.Participating youths are caught up in the practice of “Coffee House” by some chance, gradually making relationships with others. Through this, the values of the “Coffee House” are internalized, and some youths draw on how they became involved in the operation of the course.The future task is to reexamine “independence” from the practices of the youths reported in this paper, and to reexamine the existing value of Kominkan practices and the social education staff.

著者

近藤 牧子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.129-138, 2020-11-30 (Released:2021-01-20)

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Sustainable Development Goals or “SDGs” is a term that is coming to be widely shared within and amongst corporations, government, local development programs and school education. The specific goal related to education is SDG4. However, in order to promote the realization of SDGs as a whole, attention has been placed on the establishment of links between SDG4 and other SDGs. Despite critical reflection on the fact that the educational goals of the MDGs were limited to the full dissemination of primary education, formal education and education for children are still high priorities in the SDG4.Little attention has been paid to ALE. Even though these shortcomings have prompted reflection and reconsideration within SDG4, it cannot be denied that the tendency to emphasize children / young people and formal education persists. SDG4 is part of the process that emerged from the Education For All (EFA) movement that came out of the 1990 World Education Forum. This paper first points out some of the challenges facing SDG4 from the perspective of adult learning and education (ALE), taking into account the development of ALE during the Education For All (EFA) movement that arose during the SDG era. The paper then provides an overview of “Participation, Inclusion and Equity” which was the focus of the 1990 “4th Global Report on Adult Learning and Education (GRALE IV)” published by UNESCO, based on the reports of individual countries. It then examines SDG4.7 and education for active citizenship skills, which is the central area of significance for ALE from the perspective of “participation”. Finally, the paper provides insight into the prospects for Japanese social education practices that seek to align with international trends.

著者

おきな まさひと 中村 路子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.28-36, 2020-11-30 (Released:2021-01-20)

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In this report, we introduce a case of Online Kominkan conducted at Kurume city, Fukuoka Prefecture. The visionAreal has been working on place making for parents and their children in Kurume city. The COVID-19 pandemic shut down public facilities including the kominkan. A new method to facilitate citizen gathering during the quarantine was searched. As a result, we launched Online Kominkan using online meeting system. The Online Kominkan is hosted by the operation board and the activity planner. They met weekly on Zoom and utilized Facebook Messenger and Slack to finalize the activity plan.The programs provided at Online Kominkan are not only limited to regular programs. There are spontaneous activities targeting different generations and weekly special activities, which is also known as the commitment activities. Some activities are hosted with the collaboration of other community centers and Online Kominkan throughout Japan. These activities not only facilitated online interaction but also contributed to triggering offline communication between citizens. Preparing the network infrastructure of the participants and enhancing the operation team performance should be focused for further implementation.

著者

山本 秀樹

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.76-81, 2020-11-30 (Released:2021-01-20)

著者

土居 弓子 山本 秀樹

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.82-85, 2020-11-30 (Released:2021-01-20)

著者

大山 宏 齋藤 真哉 佐治 真由子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.16, pp.45-54, 2019-11-30 (Released:2019-12-29)

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The purpose of this paper is to uncover the historical processes that have led to the formation and development of social education facilities in large metropolitan areas, using Itabashi City in Tokyo as a case study.The introduction of social education facilities in Tokyo came later than the national trend because of its policy of focusing on people rather than buildings. At first, facilities that catered to youth were turned into social education facilities for residents of all generations. After that, they became lifelong-learning centers. Since the 1990s, however, social education facilities have been in retreat. The location of classes or other learning activities have been moved from social education facilities to community centers near to where the people who participate actually live. Moreover, the role of social educator has also changed and has taken on that of a facilitator of the independent activities of the citizens in local communities.Taking these circumstances into consideration and by looking at the relationship between social education facilities and a proactive citizenry, we reached three findings. First, the connections between citizens, based on an awareness of the issues in their daily lives, have come to provide a consistent base of support for social education. Second, mutual learning initiatives have provided a foundation for bringing citizens together. Third, with social educators moving into local areas, policies that cover a wide geographical area are now being positioned within a local context. These three findings reveal the possibility that social education can be deployed and developed beyond the restrictions of the placement of administrative facilities.

著者

上田 幸夫 佐藤 進 新井 孝男 山本 秀樹 荻野 亮吾 丹間 康仁 上田 孝典

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.16, pp.16-32, 2019-11-30 (Released:2019-12-29)

著者

吉田 弥生

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.16, pp.34-44, 2019-11-30 (Released:2019-12-29)

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The purpose of this study is to consider the role that Kominkan can play when a diversity of residents in mountainous regions move towards cooperative autonomy. In this project, I begin with the perception that traditional autonomy in mountainous regions is based on subservient social relationships that are rooted in feudal customs. I then focus on the process of cooperative autonomy formation, in which people who have been on the periphery as well as those who have traditionally been at the center of community life take part in community development activities, after which I examine the role of Kominkan in this process.The case study taken up was that of the Tobitari Kominkan in Tokamachi, Niigata Prefecture, and the Kominkan activities that supported community organization improvement and increased resident participation. The Tobitari Kominkan has engaged in various efforts to bring together the wide diversity residents in the community in order to come to grips with lingering feudal relationships and to deal with the problems associated with depopulation, the increasing isolation of these areas as well as the divisions between old and new residents. Three main conclusions were reached. First, the process of developing cooperative relationships for autonomous self-government involves the reconstruction of cooperative ties between those on the periphery of the community and their perspectives with long-time residents and their experience in which all parties participate equally to bring on community improvement. Second, the Kominkan plays the role of a trigger in empowering those on the community's periphery and in bringing together all residents into an organization, albeit one that in the past has been prone to splitting apart. Third, it becomes an important factor in developing the cooperative relationships that can mitigate such a split through its educational and cultural activities.

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.16, pp.90-106, 2019-11-30 (Released:2019-12-29)

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.16, pp.108-143, 2019-11-30 (Released:2019-12-29)

著者

安藤 聡彦

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.15, pp.38-47, 2018-12-10 (Released:2019-04-04)

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This paper seeks to elucidate the social context that brought on the refusal of the Mihashi Kominkan to publish a haiku poem on Article 9 as well as to examine the meaning of the new movement to revitalize Kominkan in Japan. In doing so, I apply the concept of “identity of places” to the historical research of local Kominkan and go on to analyze the history of Kominkan in Omiya and Saitama cities. After describing the paper’s purpose and research methodology, I survey the formation of Omiya City, which became Omiya Ward after its merger with two other cities in 2001 to become Saitama City, from the Meiji period and the history of Kominkan in Omiya after World War II and Saitama City after its 2001 formation. Next, I analyze the formation, loss, and reconstruction of “Kominkan identity” in Omiya and Saitama City, and draw conclusions from this analysis.At present, residents and Kominkan staff who seek to reconstruct the identity of Kominkan in Saitama City are undertaking study sessions to that end. What is significant about this process of “reconstruction” —what Edward Relph observes as “authentically created places”—is that it is emerging as “civic learning” that seeks to redraw the “borders of the political order” with regards to education. This process should not be understood as just as a dispute involving the identity of Kominkan, but instead should be perceived as an exercise to redefine democracy in Saitama City.

著者

関 直規

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.10, pp.116-124, 2013