青少年問題と教育病理

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概要

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• 1. The Juvenile crime rate has drastically increased in the category of 14 and 15 year olds, that is, most delinquents are school children. Public opinion and researchers try to attribute the cause of delinquency to the school system. As families and communities lost their socializing function, school began to exert its power over youths and become a "total institution" for them. The revised Juvenile Act of 1948 did not anticipate such a situation. Now the school must act as an initial control agent or intaker of delinquents, and a coworker with criminal justice agencies. The role of school as an agency of the juvenile justice system must be researched. 2. Borrowing the idea of latent dysfunction and secondary deviance, we must take into account the measure to counter one kind of delinquency as a causal factor for the other youth problem. Policy itself may be a component of the deviation-amplifying system. The vigorous policy aimed at proper development of youth and the use of negative sanctions measures that tend to be in conflict with each other. In moral panic situations caused by sensitive public opinion, the latter policies have been welcomed. The present social character of youths and annoying non-social delinquents may be by-products of excessive formal control. Evaluation study of youth policy is needed. 3. Background assumptions about human nature and criminals have changed every hundred years. The image of rational and utilitarian criminals is beginning to reassert itself as of the year of Beccaria. Children without childhood or the disappearance of childhood is a point of issue. We must join in a dispute over the revision of the Juvenile Act from a different point of jurists' view. 4. A paradigm shift from structural-functional, to labelling, to constructionism has stressed more and more the subjective element of social problemts. An interpretive approach, which adopts the sensitizing concept rather than the operational concept, may be helpful in building a vernacular theory of criminology. However, an excessive reliance on constructionism along with a negligence of the objective aspect of social problems funs the risk of diverting and discouraging the strong desire to improve social conditions. The establishment of discipline vs amelioration of social problems, e.g. A. Comte vs G. Simmel, or Merton vs Kitsuse, are intermittently recurring issues in this discipline.

• 日本教育社会学会の論文
• 1992-08-07

著者

• 徳岡 秀雄

  関西大学

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• 青少年問題と教育病理
• モラル・パニックとしてのいじめ問題(課題研究I 問題行動への教育社会学的接近 : いじめ問題を中心に)
• 「欠損」家族は非行原因か(犯罪・非行と家族)
• 1. 民族的家族における社会化(課題研究III「日本人の社会化」)

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