教育実践を支えるもの

DOI Web Site
  • 水野 進
    一橋大学大学院社会学研究科博士後期課程

書誌事項

タイトル別名
  • The Basis for Pedagogic Practices
  • 教育実践を支えるもの--B・バーンスティンの「規制言説」「評価」概念を手がかりに
  • キョウイク ジッセン オ ササエル モノ B バーンスティン ノ キセイ ゲンセツ ヒョウカ ガイネン オ テガカリ ニ
  • B・バーンスティンの「規制言説」「評価」概念を手がかりに
  • Through the Concepts of 'Regulative Discourse' and 'Evaluation' in B. Bernstein's Theory

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抄録

This article focuses on the basis for pedagogic practices prevalent in some part-time evening high schools, as considered in terms of Basil Bernstein’s regulative discourses and evaluation. Consequently, this article uncovers some facts with regard to teaching. First, regulative discourses contribute to the forming of students who are ideal from the teachers’points of view, namely students who not only have an appropriate attitude toward living and learning at school, but who also work hard in school life. These ideals are derived from cultural norms accepted by the teachers at that school, since teachers provide the operation techniques to which the students submit. Students with the abovementioned qualities are preferable because teachers encounter considerable difficulties when instructing large numbers of underachievers and non-industrious students. Second, regulative discourses deliberately involve devices that highlight what motivates students in their school life; these motivations are evaluated as highly as possible, and not the students' achievements. These devices arc mobilized during the use of operation techniques and guarantee the student’s graduation. Third, regulative discourses can be categorized into two approaches. The first approach pertains to the logic of motivation for the deviant students, while the second concerns that of encouraging ordinary students to be industrious in the performance of their tasks. Fourth, through this process, school teachers can try to transform their students to conform to their images of ideal students. The first approach to regulative discourses is concerned with the kind of motivation provided to deviant students during school, while the second is concerned with the kind of obedience expected from ordinary students. Fifth, in this case, the former type of discourse would induce deviant students to return to school life, while the latter would encourage students, in general, to study diligently in the course of their regular school life. In this way, teachers are able to bring order to both the school and to the classroom.

収録刊行物

  • ソシオロジ

    ソシオロジ 52 (2), 3-19,180, 2007

    社会学研究会

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