「システム間関係の比較歴史社会学」の可能性-日本における相対的学力重視規範の成立・定着をめぐって-

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概要

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• There are not only quantitative but also qualitative differences between educational systems in various societies. In Japan it is a distinctive feature that a norm which attaches importance to evaluation and selection by relative academic achievements has been firmly established. It is necessary to seek a frame of analysis which systematically compares and explains the origins of special features of educational phenomena in various societies, including Japan. This paper focuses on the origin of the norm that places special importance on relative academic achievement in Japan, and in searching for an approach that adequately explains this phenomenon I advocate 'comparative-historical sociology of inter-systems relations' after examining the limitations of 'Japan as a unique society' approach, 'one system's domination' approach, and the 'late developement effect' approach. Based on this approach, I trace the transition of inter-systems relations between the educational system and other systems in Japanese society, focusing on three aspects: control, selection and contents of education. The findings are as follows: first, in terms of control, the Japanese educational system has been under the strong influence of the central political system; second, regarding selection, the Japanese educational system has had close links with the economic system; third, with regard to the contents of education, the Japanese educational system has been subjected to little influence from any other systems. Because of these features of inter-systems relations, the Japanese 'academic achievement' has been uniform everywhere in Japan, the only tool of selection, and has had little relevance to the world outside the educational system. I conclude that these are the reasons why the norm of relative academic achievement has been established and gained special importance in Japan.

• 日本教育社会学会の論文
• 1991-10-20

著者

• 沖津 由紀

  東京大学大学院

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