逸脱と生徒指導

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概要

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• The purpose of this paper is to analyze the process through which new types of problems of deviance have taken place in contemporary Japanese schools, referring to the perspectives of organization studies, especially those of T. Parsons and A. Etzioni. Schools, as instructional groups, must be orderly and systematic in order to achieve their given tasks. Confronted with a growing number of deviant pupils, Japanese schools have attempted to enlarge and strengthen control and punishment. However, these strategies have again driven schools into trouble in two ways. First, they have raised external criticism that schools themselves are unusual and deviant. Second internally, schools have seen the emergence of new kinds of deviant behaviors, namely bullying (ijime) and school non-attendance (futoko). To deal with such problems, the Ministry of Education has proposed to weaken control and punishment in schools, i.e. to build a "supportive climate, " and to enhance their "group-maintenance functions." It is said that punishment serves to tame deviant pupils and to quiet down learning groups. But this order is transient, for once the coerciveness is withdrawn the situation returns to the original state. Ijime is often a by-product of coerciveness. It is believed that oppressed pupils will attack others too weak to strike back. As for futoko, among the causes for its increase is the current trend toward toleration in school education. Once instructional control is weakened, there can be a loss of the sense of belonging among pupils who, under coercive situations, readily identified themselves with the school. This suggests that schools should develop new school guidance practices to foster the "moral involvement" of pupils.

• 日本教育社会学会の論文
• 2002-05-15

著者

• 高旗 正人

  岡山大学

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• (1)テレビ学習の構造
• 学習意欲研究 : 授業分析の一視点として
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• 教育意識の調査研究
• 共同活動の実験的研究
• 逸脱と生徒指導
• 自己概念の規定要因に関する実証的研究 : 学級運営にかかわる(II-7部会 学校組織)

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