日本と中国における学校公民教育の実態に関する実証的研究 : 比較社会学の視点から
スポンサーリンク
概要
- 論文の詳細を見る
At the crossroads of the 20^<th> and 21^<st> centuries, we are informed that our work force must be better prepared for the future. Yet in the drive to improve educational quality to make the students more proficient in professional study and vocational training, other urgent questions have been neglected. For example : how to strengthen international cooperation in civic education to support and socially reproduce the pluralistic societies of a shrinking globe? how to strengthen pluralistic civic values-those that conform to an emerging global consensus on what constitutes acceptable standards of human decency? This is to say, how can the values (and the moral and civic principles based on them) that enable diverse groups and individuals co-exist, mutually develop, and collaborate, be fostered and strengthened among youth? Do they feel connected to a public realm for which they bear a measure of responsibility to support and improve? It is in response to such kinds of challenges that this comparative research is conducted. In this paper, the author mainly focuses on the current situation of civic education in Japan and China, and tries to find the relationship between school civic education and societal development. The paper begins by distinguishing the different research results concerning school civic education in the field of sociology from the products of educational research in recent years. Two different scenarios of civics (social studies) teaching and learning, and the relationship of civic education in schools to social development in different social milieus are then explored empirically, as presented by a variety of tables and graphs. Together, it is explicated, these two scenarios highlight the similarities and differences of civic education in schools between the two neighbors from a comparative perspective. Finally, the conclusions come to light and new research themes in the future are also discussed in the last section of the paper. Piecing together the findings based on analyzing the quite robust comparative data returned from 1690 students of 11 schools in the three cities of the two nations, the author holds that civic educational reform in schools in both Japan and China should be attached enough importance to patriotic and globalized education, political and economic education, as well as classroom teaching in the future, because students'identification with their own nation and culture is not well formed by the local civic education especially in Japan. Although it is unsatisfactory in a certain sense, the teaching of civics/social studies in the two countries still successfully provokes students into learning the subjects centered on civics/social studies. After reviewing some of the evidences from the questionnaire survey, it is also clear that students'learning of civic education is conducive to solving some problems of schooling such as school bullying, skipping school and juvenile delinquency, and to promoting socio-political development in the two nations. Moreover, the author elucidates some social and historic reasons, which differentiate the two types of civic education in schools between Japan and China.
- 東京大学の論文
- 2001-03-15