誰がどのようにケアするのか? : 変動社会における少年犯罪・教育・社会福祉(視聴覚教育法)

概要

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Many Asian countries including China are now experiencing rapid economic growth and social transformation. This paper examines some problems and issues of social welfare that may be brought about by economic development and its associated social transformation, with a focus on juvenile crimes and education. In general, economic development improves standards of living and social welfare, through the enhancement of people's incomes, education levels, housing conditions, health conditions and so forth. It is often the case, however, that economic development does not take place evenly throughout the country and among various social categories. Among many, the urban-rural gap and the persistent poverty, unemployment, deprivation, neglects, violence and crimes in the midst of economic affluence are typical examples. The latter is even now found in many developed countries such as USA and UK. These phenomena are often paid attention to as "distorted development." The policy of social welfare targets to manage these social problems associated with this "distorted development" or brought about by structural contradictions of modern capitalist, market economy. But this challenging task requires appropriate actions not only on the part of government but also on the part of communities and institutional organizations including schools as well as individuals and their families. Juvenile crimes and anti-social behaviors, which are viewed as an indication of a failure of education and social welfare as well as of social contradictions, are one of the major social and educational problems facing modern industrial and affluent society. Many countries are now worried about it as a problem of social disorder, a moral crisis of the society and a crisis of our children, and are struggling for coping with this problem. Four major approaches to this problem can be identified: Disciplinary, remedial/therapeutic, educational and environmental approaches. Education and community environment, or schools and local communities as "caring-community," are important for developing morality, rule orientation, well-disciplined behavior, sense of belongingness, self-efficacy, self-dignity and so forth, and thereby keep people from committing to crimes and other anti-social behaviors. It is viewed as a general tendency, however, that economic development and its associated social transformation tend to undermine the foundations for this function of education and community. In Japan the first two approaches are now growingly emphasized and the latter two tend to be either discredited or left deteriorated; while in many western countries the policy orientation seems to turn around toward the opposite direction. This is very much ironical, because juvenile crime rates are much lower in Japan than in many western developed countries. In the line of this story, the paper first makes a brief introduction to social welfare and security policies in Japan; secondly, it examines some theoretical and practical issues on social welfare and social development; thirdly, it focuses on juvenile crimes, examines the above-mentioned four major approaches and suggests the importance of "caring-community"; fourthly, it makes a critical examination of current education reforms that have been promoted by neo-liberal and neo-conservative ideologies and the logic of "the socially and educationally strong"; and finally, it discusses the nature of current social transformation and its associated challenges facing modern societies and education and proposes some organizing principles for the development of "co-creative coexistence".
国際基督教大学の論文

著者

藤田英典
国際基督教大学

誰がどのようにケアするのか? : 変動社会における少年犯罪・教育・社会福祉(視聴覚教育法)

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