1980년대 일본의 학생문제행동과 그 대응 ―학습지도요령 개정 중심으로―

Abstract

This thesis researched, from the point of view of Japanese social and educational changes in 1980s, the causality of changes in the Japanese educational paradigm caused by students' problematic behaviour, studying on the reforms of 'course of study'. A particular observation was made on the fact that the youth deviation in schools, such as violence, Ijime, bullying, and refusal of student participation, is considered as social pathology. Important Japanese educational turning point was marked in the 1980s, following remarkable social and economical improvement. Rapid political and economic changes in Japanese society gave rise to the youth deviation, which was caused by problematic behavior of students, and it led to the necessity of rearrangement of Japanese education. The six time reforms in course of study was the effort to restructure Japanese education in the right way. Strengthening the school education was the central idea of the restructure; and the notion consisted in moral education that meets the social expectation and value of that time. The educational paradigm that focused on the cramming system, which was designed in 1980s for the general public, was incompatible with the current social expectation. This gave occasion to the new educational doctrine to shift its objective to the more morally preferable idea of 'nurturing the humanity'In conclusion, this thesis explains that the most prominent measure that Japan used to solve the problem of student's problematic behavior was systematic reinforcement of moral education.