青年期をどうとらえるか
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概要
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Main purpose of this article is to scrutinize the method to investigate "Adolescence" from the standpoint of sociology of education. As the student of sociology of education, our interest should be focused on the process of socialization in adolescence, not on the psychological or physiological phenomena peculiar to adolescence. Adolescence is the transitional step from childhood to adulthood, and its span is determined by the socio-cultural context in a given society. As an index of attaining to adulthood, we may use "adult competence" concept which means success in adult roles. But which component of adult competence is dominant, differs from one society to another, and also age fit for adult competence is not constant. Furthermore, the span or sphere of adolescence depends upon the participation in youth group and social class position which the youth occupy. Among other things, according to whether the youth have the opportunity of the secondary or higher education or not, the youth are at least divided into two groups, namely, working youth group and student group. It can be said that there are two kinds of adolescence. In order to grasp positively these many aspects of adolescence, and to account for the process of socialization in adolescence, it is rather necessary to analyze specifically the structure and function of youth group. It is not so productive to discuss generally the over-all phenomena of adolescence as problems of generation. Essentially, youth groups are typed in relation to the age grading system of community or society, A type linking with age grating system and type B not linking with it. And both groups are further divided into six (or eight) types. The socializing processes in these youth groups are determined by three variables, that is, (a) external system, (b) institutional value and (c) internal organization, of youth group. The more detailed theoretical model for analyzing the socialization in adolescence needs further exploration.
- 日本教育社会学会の論文
- 1967-10-08
著者
関連論文
- 李正連著, 『韓国社会教育の起源と展開 大韓帝国末期から植民地時代までを中心に』, 大学教育出版刊, 2008年2月発行, A5判, 256頁, 本体価格2,800円
- 三多摩の社会教育と住民パワー そのあゆみ (特集 住民自治の新しい力--三多摩の住民パワーと社会教育)
- 東京の識字実践 : 識字マップ調査報告・1992
- 戦後社会教育制度の形成過程について : 占領下沖縄の歴史にもふれて
- アメリカ占領下・沖縄の社会教育 : とくに琉米文化会館を中心に
- 戦後沖縄における「教育燐組」運動 : 戦後沖縄社会教育史研究(その4)
- 琉球政府下公民館制度の形成過程 : 戦後沖縄社会教育史研究(その3)
- 戦後初期沖縄の実業高等学校 : 戦後沖縄社会教育史研究(その2)
- 戦後初期沖縄の成人学校 : 戦後沖縄社会教育史研究(その1)
- 戦後沖縄社会教育史研究 (その2)
- 教師の専門職的地位と役割に関する一考察
- 社会教育法制の地域定着過程に関する研究(その1)
- 佐藤 守著, 「近代日本青年集団史研究」, A5判, 御茶の水書房, 三、〇〇〇円
- 批判にこたえて
- 青年期をどうとらえるか
- 1. 変動期における青年の問題 : (2)地域レベルの問題