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A Study on History of Human Development in " Ie " (Traditional Family) and Home

“即”（传统家庭）与家中人类发展史研究

基本信息

批准号：
16530500
负责人：
KOYAMA Shizuko
金额：
$ 1.79万
依托单位：
Kyoto University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

It seems that the education and the human development of children were carried out through the various human relations in families or communities in daily life, and were greatly influenced by the state of life. This study clarifies how they have changed by the formation and spread of modern school education, with differences in classes, areas or genders.The results are as follows : 1) In the Edo period, there was the plentiful culture of child raising, which was based on the "KODAKARA" thought (children as treasure). 2) The dissolution of communal societies was experienced by the people that were born after the Meiji Restoration and experienced modern school first. They experienced both the early modern education and the modern education. The former is the self-education or Kangaku-Juku (school of Chinese literature), and the later is the modern school education. Moreover, there were various and strong human relations for the mutual aid, and they supported the attending modern school. 3) The entering secondary school was recognized as the turning point in the life by the highly educated males that were born after the end of 19th century. However, they had weak motives for choice of school or career. This indicates the systematization of the entrance examinations. 4) In the case of females, there were few networks that support the school attendance in the contrary to males. The economic capital and the cultural capital of family prescribed whether they could advance to higher school or not.

儿童的教育和人性发展似乎是通过日常生活中家庭或社区中的各种人际关系进行的，并受到生活状态的极大影响。本研究阐明了现代学校教育的形成和传播是如何随着阶级、地区或性别的差异而发生变化的。结果表明：1)江户时代有丰富的以“子为宝”思想为基础的养儿文化。(2)公社社会的解体是由明治维新后出生的人最先经历近代学堂的人经历的。他们既经历了早期的现代教育，又经历了现代教育。前者是自我教育或文学流派，后者是现代学派教育。此外，还有各种各样的和强大的人际关系的互助，他们支持参加现代学校。19世纪末以后出生的受过高等教育的男性认为进入中学是人生的转折点。然而，他们在选择学校或职业方面的动机很弱。这表明了入学考试的系统化。4)与男性相反，女性很少有支持上学的网络。家庭的经济资本和文化资本决定了他们能否升学。