学校教育における個人中心文化と集団中心文化 : 問題状況への対処行動の類型比較研究を通して

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More than Fifty years after the end of the World War Second and the beginning of the Second Progressive Education, Japan now look forward to the arrival of the 2lst century in less than 3 years. But because of their adherence to uniformity, Japanese schools today still fail to help children to develop a sense of independence, distinctive personalities or the ability to govern themselves. This hampers children in developing a sound character. Japanese schools today still have been late in recognizing and dealing with the deep and widespread changes taking place in children s mental attitudes, lives and environments. School teachers today seem to have less insight into what children are thinking. They are less able to perceive the causes of children's frustrations or their devastated minds. The desire to be in control of important life matters is virtually a universal human trait. Feeling in control makes people happy, even if such control-belief is illusionary. Similarly, it has been demonstrated that it is useful and healthy to overestimate one's own control. However There remain several open questions : How much control does each person needed in order to feel well? What are the life domains in which control is indispensable? Is control in one domain replaceable by control in another? The answer to such questions is likely to be different for different cultures, developmental levels, genders, historic cohorts, etc. Two hundred and eighty-five Japanese and 278 Swiss adolescents aged 15 to 16 completed a questionnaire about likely reactions after control-failure as well as several personality questionnaires. The Swiss subjects showed a stronger tendency towards repeated attempts at primary control and indirect control after control-failure, while the Japanese subjects tended to react more strongly with a renunciation of control. Contrary to some suggestions in the recent literature, Japanese subjects were not more prone to secondary control than the Swiss subjects. In the light of the recent literature on group-centered cultures, it is suggested that Japanese (as possible representatives of group-centered cultures) are not less likely to circumvent control-failures than the Swiss, but instead are more ready than Swiss to renounce personal control, possibly in favor of their group. Nevertheless, both Japanese and Swiss were equally affected by the negative effects of control renunciation. We must shake itself free of its current unhappy situation, achieve mutual trust, respect and warm affection exist between teachers and learners, among different teachers, among different learners, between teachers and parents, and between educational administrators. We should fully recognize that, unless due regard is paid to the self-control of children, neither "Individual dignity" nor "full development of personality" as declared in the Fundamental Law of Education can be realized. It would be hard to realize the purpose of true education but it is crucial to create an atmosphere of internal mutual understanding, to develop trust among all people, and to make education itself the matter of our major concern and face up squarely to the problems of school violence, insidious bullying, children's suicides, and other symptoms of "desolation" in education.
奈良女子大学の論文

著者

杉峰英憲
奈良女子大学

学校教育における個人中心文化と集団中心文化 : 問題状況への対処行動の類型比較研究を通して

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