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八幡, ななみ ... [et al], 教育学部生のキャリア展望に関する基礎的研究(2)―入学後2 年間のキャリア展望の変遷に着目して―, 教育学論集, , 2016, 41-59, This study examines ..., ,
富岡, 比呂子 ... [et al], 算数の有能感尺度の開発 ―自己効力感・動機づけとの関連性から―, 教育学論集, , 2016, 29-40, The scales of self-esteem,..., ,
桐山, 信一 ... [et al], 放射線測定器による土壌放射能の簡易定量 -忘れられかけている福島原発事故影響を学校理科・総合の題材に-, 教育学論集, , 2016, 17-18, 福島原発事故の後,理科や総合という学校教..., ,
石丸, 憲一 ... [et al], 戦後における小学生の意見文の変化の様相, 教育学論集, , 2016, 3-16, In this research I attempted..., ,
三津村, 正和 ... [et al], 学校における「いじめ」問題の現状と課題 ―いじめの不可視化要因に関する考察をふまえて―, 教育学論集, , 2016, 93-115, Abstract This paper aims to discuss the current state and challenges of school bullying in Japan from a comprehensive perspective, simultaneously exploring the fundamental question: Why school bullying cannot be stopped? The author first attempts to take a general view of statistical data relevant to school bullying, statistics that has been accumulated over a 30-year period since 1985 when the Ministry of Education launched the national survey of school bullying, which shows the irregularity of statistics due to the repeated alteration of the definition of bullying as well as the lowering of the age where bullying occurs. In more detail, secondary schools had had the highest rates of bullying until 2011; however, elementary schools instead have become the largest institution that has victimized children who are being bullied from 2012 on. The author then examines some of the important texts retrieved from the Anti- Bullying Law that was enacted on September 28, 2013, followed by pointing out its becoming a dead letter through illustrating the tragic event in which a 13-year-old boy committed suicide on July 5, 2015, to escape from severe bullying that he had endured and the school where he attended never took any measures regardless of the fact that he had continuously sent his SOS to the school. The author finally discusses the invisible phenomenon of school bullying as one of the factors that bring about the state where the Law has been reduced to an empty shell as described above. In his analysis, the reasons causing the phenomenon that bullying can be invisible for many teachers are: 1) the lack of sensitivity that enables them to sympathize the inner feelings and pain of a victimized child; and 2) the lack of a sense of human rights that leads them to detect perpetrators’ physical and psychological attacks aimed for causing victimized children severe pain. The author concludes that such teachers’ innate dispositions contribute to the invisible phenomenon of school bullying, which may be one of the reasons that school bullying cannot be stopped in Japanese schools. In addition, the author argues some other points indispensable to eradicating school bullying in Japan., ,
梶川, 貴子, 鎌倉時代の政治的事件と得宗被官, , , 2016, , , ,
, 創価教育研究センター員, 編集後記, 創価教育研究, , 2002, 161-163, , ,
杉山, 由紀男, 平成12・13年度センター活動報告, 創価教育研究, , 2002, 157-160, , ,
, 編集後記, 創価教育研究, , 2007, 101, , ,
岩岡, 賢一, 2006年度研究所活動報告, 創価教育研究, , 2007, 98-100, , ,