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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10911/4612

タイトル: 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―
その他のタイトル: The current state and challenges of school bullying in Japan: Examining the invisible phenomenon in bullying
著者: 三津村, 正和
キーワード: school bullying
Anti-Bullying Law
invisible phenomenon of bullying
発行日: 31-Mar-2016
出版者: 創価大学教育学部・教職大学院
抄録: 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.
URI: http://hdl.handle.net/10911/4612
ISSN: 03855031


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