東京首都圏の社会変容と社会教育の役割の変化についての一考察

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概要

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• Education outside of the formal system of school education is called social education in Japan. This paper discusses a recent changing function of kominkan (a citizen's public hall), with the help of Kenichi Matsuda's theory, "the End of Social Education." Social education helped people understand the importance of school education and provided the basic knowledge of health and sanitation when Japan introduced her modern education system in the mid- 19th century. It was closely associated with the military regime during the World War II period as its cooperating agency for indoctrination at local level. After the War, education for democracy and enhancement of liberal arts and culture of the Nation became the aims of the social education. Its another fundamental role such as providing working youths with a chance for learning had, however, already ended when the social education was organized administratively at municipal level in the mid 50s. Educational programs offered by kominkan are not so popular among citizens as Matsuda pointed out, but the largest user group of Hokubu kominkan such as retired people and housewives are using kominkan mainly for their own activities. Even though almost all autonomous activities are hobby-like, such self-initiated activities should be encouraged as a policy of kominkan. The paper, thus, argues the need for a new role of kominkan as a core or a symbol of the community's self-initiated action. In order to facilitate such activities, such inevitable trend in the need of citizens must be fully understood by the municipal administrators. Furthermore, good coordination among the municipal administrative units as well as the professionalization of the municipal administrators of social education are required. Japan has a highly developed school education system. However, the overcontrolled Japanese schools have witnessed some forms of rejection or drop-out among pupils and are now objected to re-look at the proper functions of school, family, and community to re-establish mutually complementing roles and ultimately to achieve healthy development and growth of school children. The paper discusses how the social education could help in the improvement of the situation. Closer cooperation between school education and social education is the urgent task.

• 国際基督教大学の論文

著者

• 小島 文英

  国際基督教大学教育研究所

• 小島 文英

  国際基督教大学大学院

関連論文

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• 日本における近代化と教育 : 教育発展における初等段階の「実業」教育の「機能」と「構造」に関する試論(教育哲学)
• 学生不在の大学改革
• 諸外国における高等教育機関の選考制度についての調査(中間報告)
• 諸外国における高等教育機関の選考制度についての調査 : 中間報告
• カリキュラム開発における授業研究の機能(教育哲学)
• ミャンマーの児童中心主義と合科的指導の採択にまつわる課題 : 日本における社会科および生活科の成立過程との対比において(教育哲学)
• 4.ミャンマーの社会科が求める「資質価値」意識 : カリキュラム分析の理論的可能性をめぐって(I-11部会 方法論,研究発表I)
• 外部講師の視点から見た小学校における国際理解教育
• 東京首都圏の社会変容と社会教育の役割の変化についての一考察
• 2. ミャンマーにおける社会科と児童中心主義 : 発展途上国の教育発展の理論的・歴史的考察(IV-3部会 【一般部会】外国と教育,研究発表IV,一般研究報告)
• 3. 社会科衰退の社会学的意味 : イギリスおよびニュージーランドを事例とする一考察(IV-5部会 外国の教育,研究発表IV,一般研究報告)

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