著者

矢野 眞和

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.82, pp.109-123, 2008-06-15 (Released:2017-06-01)

参考文献数

8

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In 1985, an interesting report that helps understand the relation between the population and the labor market was published. This report, 21 Seiki no Sarari-man Shakai, made forecasts on changes in the Japanese employment system toward the year 2000 by forecasting the manpower requirements in various occupations and analyzing the impact of the baby boomers on the labor market.Looking back over this past forecast and learning from its experience, this paper makes projections in the following two areas.The first is a forecast of the manpower requirements by industry and occupation in 2015. The report, based on a consideration of both the change of population by age and structural changes in industry, makes clear that there will be a large mismatch of supply and demand in the labor force. In particular, the service industry sector will experience a shortage of 2.34 million workers and the there will be a shortage of 1.67 million professionals. Conversely there will be too many manufacturing and technical workers. These dramatic changes will accelerate mobility in employment, it projects, to a level above the figure projected in the report in 1985.The second is an analysis of the relation between the number of workers and wages, an indicator of the quality of labor, during three decades of 1976-2006. The main results are as follows.1) Based on an analysis of relative wages by age group, the ratio of wages of the group in their fifties divided by that of those in their twenties, and of the number of workers in same age groups, it is possible to conclude that the shock of increasing numbers of seniors has been absorbed and that the seniority management system has been maintained through a decline in the wages of seniors relative to the young.2) Based on the same approach, looking at the relative wages and number of workers by educational background, the relative wage of university graduates to high school graduates has been rising among workers in their thirties and forties even as the number of university educated graduates has increased. This suggests the important policy implication that university is never an over-investment in education because the labor demand for university graduates is rising compared to that for high school graduates within the changing labor market.

著者

園田 英弘

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.49, pp.9-33, 1991-10-20 (Released:2011-03-18)

被引用文献数

4

著者

小玉 重夫

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.70, pp.21-38, 2002-05-15 (Released:2011-03-18)

参考文献数

26

被引用文献数

2 1

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The 1990s were a turning point in world history; as Eric Hobsbawm wrote in his recent book, the “short twentieth century” ended in the early 1990s. With regard to public education, not only in Europe and North America, but in Japan as well, the structure of the public education system underwent dramatic change during the 1990s.In this paper I examine the characteristics of this change. The dominant feature of the change in the 1990s has often been conceptualized as “liberalization, ” or the “deregulation” or “marketization” of public education. However, this conceptualization does not adequately grasp the political aspect of the change, as Chantal Mouffe demonstrated when she termed it “the return of the political, ” or Nancy Fraser when she called the dilemma of justice in a “post-socialist” age one that was moving “from redistribution to recognition.” Focusing on this political aspect of the change in public education in the 1990s, I clarify the specificity of the historical context of this change.As in the Western countries, opportunities for public education in Japan expanded to all areas of society during the 1960s. There was, however, an important difference in the characteristics of this expansion between the West and Japan. In the West, it was initiated by the policy of the welfare state. In Japan, by contrast, the role of the welfare state was less important, and was replaced by the depoliticized triangle of family, school, and private enterprise.In the 1990s, Japan experienced major social and political upheavals. The “bubble economy, ” which had prevented the manifestation of economic crisis, burst in the early years of the decade. The depoliticized triangle of family, school, and private enterprise, which had replaced the welfare state, fell into a crisis of legitimacy.It was at this point that the triangle began to break down, and the need arose for an alternative to it. In this situation, the actual possibility emerged of a return of “the political.” In order to seek this possibility, it is necessary to reconstruct the space of political significance as well as democratic citizenship. The task of public education here should be focused on political life, which is, as Giorgio Agamben cited, to be distinguished from biological life. This is one of the most important points in the restructuring of public education.

著者

内田 良

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.76, pp.129-148, 2005-05-30 (Released:2011-03-18)

参考文献数

24

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The aim of this study is, through a secondary analysis of the number of child abuse reports filed with children's welfare centers, to examine activities to prevent child abuse in Japan. The number of cases of child abuse, filed in 47 prefectures and 12 ordinance-designed major cities, can be analyzed by focusing on the regional differences among them.Adopting the perspective of social constructionism, this study regards the number of child abuse reports as a rate of discovery rather than incidence, and analyzes the differences between urban areas and rural ones through some variables. The main findings can be summarized as follows.(1) Especially since the latter half of the 1990s, urban areas have been carrying out activities to prevent child abuse (in this study, termed “child abuse discovery activities”), and all areas have been converging on an average discovery rate.(2) In urban areas, new types of child abuse (sexual abuse, emotional/psychological maltreatment, and neglect) were discovered a few years later than physical maltreatment. In 2001, the first whole year when child abuse prevention law was put into force, all types of maltreatment were discovered relatively higher in urban areas.(3) Neighbors, acquaintances/friends and medical facilities have been discovering child maltreatment in urban areas significantly and particularly in 2001 most urban public organizations have higher rate significantly.In Japan, child abuse is often discussed in the context of contemporary and urban ways of life, such as “the weakening of local bonds and blood relationships, ” “increase in nuclear families” and “psychological troubles arising in the course of growth and development.” However, as stated above, since the latter half of 1990s, urban areas have been the forerunners of child abuse prevention activities in Japan. Therefore, the way of life in urban areas cannot be identified as a causal factor of child abuse. Rather, the great interest that urban people, medical facilities and public organizations have in child abuse is behind the incidence of “abuse” in urban areas.

著者

多賀 太 東野 充成 佐々木 正徳

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.60, pp.139-144, 2008-09-19

著者

志水 宏吉 児島 明 岩村 ウィリアン雅浩

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.52, pp.241-244, 2000-09-15

著者

渡辺 雅子

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.73, pp.43-63, 2003-10-31 (Released:2011-03-18)

参考文献数

17

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How are past events explained by teachers in the classroom, and how do their narrative styles relate to the framework of understanding the past? While analysis in textbooks has been central to the study of history education, the way in which these textbooks are used and explained has not been fully clarified. Through a comparison of American and Japanese history lessons, this study identifies styles of explanation of teachers and explores how the past, present, and future are structured in their narratives.Observations of history lessons revealed that in Japanese classrooms, teachers explained past events chronologically as a long sequential chain, and focused on historical figures' emotional states, which were not treated in the textbooks, to link the events in the chain. In this framework, “empathy” was considered the ability most needed for understanding history.In American classrooms, by contrast, teachers re-framed historical events in a causal order. They first defined a certain event as an effect and asked students to find causes. Teacher's questions about why an event happened framed a continuous temporality to show a clear correspondence between cause and effect. In this process, information that did not contribute to the explanation of the effect was eliminated. The identification of causes by looking back from effects was taught as a skill, and “analysis” became the most important ability for understanding history. These two methods of understanding the past, “temporal sequential” order and “causal” order, also influenced the way students thought about the direction of causality and about the future. How history is taught deeply relates to the socialization of cognition. The differences between the two countries suggest the importance of studying teachers' styles of presentation and explanation, in addition to studying textbooks.

著者

間山 広朗 中村 瑛仁 伊藤 秀樹 小野 奈生子 紅林 伸幸

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.103, pp.111-143, 2018-11-30 (Released:2020-06-26)

参考文献数

25

著者

本田 由紀

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.70, pp.105-123, 2002-05-15 (Released:2011-03-18)

参考文献数

33

被引用文献数

1 1

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This paper aims to review the trends in the school curriculum and educational attainment in 1990s Japan. The first section outlines the curriculum policy. The 1987 Curriculum Council Report placed emphasis on a “Renewed View on Academic Achievement, ” while the amount of teaching time for each subject and the level of educational content was maintained. In contrast, the Curriculum Council Report in 1998 determined to drastically reduce teaching time and the content of subjects in anticipation of the start of the “five-day” school week system in 2002. At the same time it introduced a new “Time for Comprehensive Learning” into the school curriculum, the purpose of which is to cope simultaneously with the emerging social need for a variety of new knowledge and for renovated teaching methods. The reality of its actual implementation and its effects, however, remain uncertain and unforeseeable.The second section examines the debate on the “decline of educational attainment” which began at the end of the decade, and the actual situation of educational attainment. The proponents of this argument, which was triggered by data on the strikingly low level of mathematical ability among university students, shared their opposition to the recent curriculum policy of the Ministry of Education. As the result of this debate, not only did the Ministry shift its emphasis from the “Full Scope Education” to the improvement of educational attainment, but the social tendency of “bright -flight” to private schools has been accelerated. With regard to the actual situation of educational attainment, the available data imply that “in some cases it seems to be declining slightly.” A far more distinctive tendency is that the willingness of students to study is deteriorating, to differing extents according to their families' socio-economic status.The third section presents a theoretical hypothesis based on an examination of the two sections above. The decline of willingness to study among students reflects the end of the inter-system relation which was characterized by close links between the family system and the economic system via the educational system. On the other hand the educational system itself, as reflected in policies and discourses, maintains its conventional closed-ness and stiffness, the symptoms of which are the “institutionalization” of educational content and the abstracted interpretation of educational attainment. We conclude that it is crucial for the betterment of the educational system to break out of this closed-ness and to improve the relevance of educational content.

著者

油布 佐和子

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.86, pp.23-38, 2010-06-30 (Released:2017-04-21)

参考文献数

25

被引用文献数

2 3

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教職における病気休職者増加を説明する理論が見当たらない理由の一一つは,教職を公務労働(教育公務員)として認識する視点が欠落していることによる。 本論文では,第一に,感情労働論・ケアワーク論を手がかりに,共同体で営まれていた〈人を育てる〉という活動が職業となることについての問題を,クライアントとの関係という点から検討する。そこでは,教育的な関係や言説において,絶えず情緒や感情が重視されることの理由が示される。第二に,そうした子どもとの教育的関係が,公務員として雇われて働く「労働過程」のなかにおかれていることに起因する問題を,感情労働論の議論を借りて考察する。そして第三に,現在の新自由主義的な改革の中で,公務員改革の一貫として進められている教職の様々な改革が,教師の教育活動を変容させていること,しかしながら第四に,こうした趨勢に対応する抵抗主体としての教員集団が存在していないことの問題を指摘する。 病める教師の増加は,教育という活動を共同体的な「教師一子ども関係」の認識にとどめ,「教育労働」に無自覚であることや,「小さな国家」への移行によって教育労働が変容しているという現状を認識できないことのなかで,自らに過重に責務を負わせたことから生じているといえる。 教育社会学における教師研究は,教師がこうした状況や構造を俯瞰する視点を提供するという点で,他の教師研究と差異化して展開されるべきだろう。

著者

井上 正志

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.41, pp.166-181, 1986-10-15 (Released:2011-03-18)

著者

戚 傑

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.57, pp.235-236, 2005-09-17

著者

北山 由美

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.67, pp.5-24, 2000-10-30 (Released:2011-03-18)

参考文献数

24

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“Character, ” the key term of this paper, has a double meaning in literary criticism: a dramatis personae in a story, and the dispositions of each person. Through the use of this term, this paper provides a sociological narrative study of characterization. In other words, it is an attempt to understand how we force certain characters upon the self and others when we want to comprehend them.Normally, “character, ” as a person's disposition, is attributed to the individual. From the standpoint of narrative studies, however, it is a construction which includes a story-line. In order to understand the characteristic nature of the self or of others who are the dramatis personae in our narrative landscapes, the method we usually employ is to organise the acts, events, impressions, information and put them into the form of a narrative. When we say, “it is rude of him, not only to go back home alone, but also to make an excuse, ” the subject is identified as such not because rudeness is his nature, but rather because his nature is, in fact, produced by that narrative description. Therefore, it can be said that characterization constitutes combining various kinds of elements and creating one's or other's nature by shaping a narrative.Characterization contains a connection not only to oneself but also refers to human relationships. In sharing a description about someone's character, we can have a conversation or interaction through talking about the topic. That is, the character, which has been constructed in the form of a narrative sequence, can construct another sequence of human interaction.In conclusion, characterization is the production of the self and others as having certain original qualities which we attribute to us or them in our narrative landscapes. This procedure of understanding and controlling people should become an object of study itself for the sociology of education, since education is one of the fields where characterization is legitimised. Examining the phenomenon could be of benefit to the critical study of education.

著者

金子 元久

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.47, pp.21-36, 1990-10-05 (Released:2011-03-18)

参考文献数

81

被引用文献数

1

著者

ましこ ひでのり

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.48, pp.146-165, 1991-06-05 (Released:2011-03-18)

参考文献数

31

著者

矢野 眞和 濱中 淳子

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.79, pp.85-104, 2006-12-10 (Released:2011-08-04)

参考文献数

13

被引用文献数

7 1

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Since 1976, the application rate of high school students for university has remained level at around fifty percent, and this seems to have contributed to the excess supply of higher education caused by the demographic decline. However, previous research has not clarified the reason why students do not go on to university despite the ease if access.This paper examines the extent to which economic factors underlie the stabilization of the application rate at 50%, through an analysis of the determinants of entrance rates for senmon gakko (technical schools) and employment rates after high school graduation from 1970 to 2004.The results of the analysis of the obvious demand factors indicate that household income has a strong positive impact, the price of private university tuition has a negative impact, and the unemployment rate has a positive impact on the application rate. Statistically, these results are weak, as they have a low value on the D. W. criteria, so the author uses the chow test approach to this problem solving. The test shows that there are structural changes in the trend of the determinants factor of the application rate during three decades, meaning that it would be better to divide it into three period times, 1970-1975, 1976-1996 and 1997-2004. In the first period, household income increases demand withoutan influence from price, and in the second period there was a positive effect of income, negative effect of price, and positive effect of the unemployment rate. In the third period, only unemployment had an impact, and there was no effect of income and price.It is possible to understand the leveling off of demand for higher education by considering household budget conditions, the rapid price increases since 1975, and in particular the high unemployment rate since 1997. However, the demand for higher education is actually higher than the application rate, since there are students who find employment or go to technical schools as a substitute for going to university. In order to consider this latent demand for higher education, an analysis of the determinants of the employment rate and entrance rate for technical schools is introduced.This analysis shows that there are individuals who find employment instead of going to university for the reason of the high price, and who go to technical schools for the reason of the high prices and low acceptance rate for entrance examinations. This result indicates that, considering this latent demand, the demand for higher education is larger than that indicated by the application rate. One policy implication of this study is that the application rate will increase in the near future as the economic recovery makes the latent demand obvious. Second, since there is still inequality of educational opportunities, low tuition and student aid should be introduced to equalize enrollment difference based on family income.

著者

山田 浩之

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.50, pp.308-324, 1992-08-07 (Released:2011-03-18)

参考文献数

26

著者

岩瀬 晋

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.63, pp.380-381, 2011-09-20

著者

平中 英二 塚原 修一 山田 圭一

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.34, pp.42-43, 1982-10-02

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すぐれた科学・技術研究者を養成し, 研究者として確保することは, 創造的な科学技術活動を促進するうえできわめて重要な要因のひとつである。研究者を養成するための代表的な機関として大学院の博士課程をあげることができる。しかし大学院博士課程では, 修了者の就職難すなわちオーバードクター問題(以下, ODと記す)が深刻化し, 博士課程のありかたをめぐって様々な議論がなされている。ところがこれらの議論をみるかぎり, 状況認識の段階から関係者の意見は必ずしも一致していないように思われる。本研究は, オーバードクター問題の関係者を対象とする社会調査によって関係者の認識の不一致がどのような点にあるのかを明らかにし, これを通して科学・技術研究者の養成と確保のあり方に関して考察を行うことを目的としている。

著者

斉藤 知範

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.71, pp.131-150, 2002-10-31 (Released:2011-03-18)

参考文献数

43

被引用文献数

3 3

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This paper examines empirically the hypotheses derived from the differential reinforcement and social control theories of delinquency, and provides new understanding for understanding issues of delinquency in contemporary Japan. Over the last three decades, relatively few empirical studies have been conducted on the relationship between juveniles' association with delinquent peers and various types of deviant behavior in Japanese society. In particular, there have been very few case-controlled studies testing the analytic validity of differential reinforcement and social control theories for official delinquency. The author hypothesizes that official delinquency, which tends to be chronic and only occurs in the presence of strong motives and impulses, is mainly caused by the mechanism of positive reinforcement (seeking rewards) and negative reinforcement (escaping punishment) through association with delinquent peers. In addition, the author hypothesizes that school-related stress is negatively related to both self-reported and official delinquency.The following conclusions are reached.(1) The findings are very consistent with the author's hypothesis that delinquency is learned or reinforced through association with delinquent peers. Moreover, the effect of delinquent peer association holds significance, independent of other factors.(2) As was found in previous studies, attachment to teachers is in general negatively related to self-reported delinquency scales. None of the attachment scales are significantly related to official measures of delinquency.(3) Commitment has a significant negative effect only on official traffic offenses.(4) School-related stress has a negative effect on certain forms of official delinquency, which clearly weakens the argument that school-related stress promotes delinquency. It seems very important to understand the mechanism of differential reinforcement to know why some children have positive motives and impulses toward delinquent behavior.Finally, the implications for future research are discussed.