進学適性検査の廃止と日本人の階層組織化の規範-適性か努力か-

概要

論文の詳細を見る
R.H. Turner explained the two types of social upward mobility in the U.S. and the U.K. by using the ideal types : contest and sponsored mobilities. Both of these ideal types are based on organizing folk norms. An organizing folk norm determines what is right and what is wrong, and is a well established notion which defines not only the style of social mobility but also the system of school education in the society concerned. The selection method into each school at several stages is also prescribed by the organizing folk norm. For example, achievement tests have been widely accepted in Japan because Japanese people think the results of examinations should reflect the examinees' efforts. Thus, the achievement test system is necessary. It is my hypothesis, then, that the spirit of "Ganbari" (do one's best with continuous effort) is one of the organizing folk norms in Japan. In order to support my hypothesis, I examine the "Shingaku Tekisei Kensa" (Scholastic Aptitude Test) which was introduced immediately after the Second World War and was abolished eight years later. I believe, the reason for this discontinuation derived from the Japanese spirit of Ganbari that apparently conflicted with the idea of the Shingaku Tekisei Kensa.
日本教育社会学会の論文
1993-06-15