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Michiya Shimbori T. Ban K. Kono H. Yamazaki Y. Kano M. Murakami T. Murakami 《Higher Education》1980,9(2):139-154
Student movements in Japan have, during the 1970s, tended to move from cooperation between various radical sects to bloody conflict among them, from participation by students generally to involvement by only a limited core of committed activists and from a struggle against the universityand society to one against society alone. The end of the war in Vietnam, the economic crisis, and other societal factors have contributed to these changes. The future of the student movement in Japan cannot be accurately predicted but it is unlikely that a powerful and politically effective movement, such as that of the 1960s, will re-emerge in the near future. 相似文献
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Michiya Shimbori 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(2-3):393-413
Three stages in the institutionalization of educational sociology in the U.S.A. are identified, i.e. (1) sociology for teachers, up to the 1910s, (2) sociology for education in the 1920s, and (3) sociology of educational problems, in the 1930s. After the war educational sociology became an established sub-discipline of sociology, called sociology of education, which has roughly three approaches, namely (1) cultural anthropological, (2) social psychological, and (3) historical-in-stitutional. In the 1960s the crisis of education provoked by the explosion in enrolments led to the wider interest of sociologists in education. They analyzed the crisis and cooperated in planning remedies. In the 1970s a “new” critical sociology of education emerged, particularly in Britain, which opposes the functionalism and optimism of the “old” sociology of education. 相似文献
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Michiya Shimbori 《Higher Education》1981,10(1):75-87
The historical background to the emergence of the Japanese system of higher education is described, attention being drawn to the link established between national aims and those of the university and to the system of gakubatsu (a form of patronage for graduates of a particular university). Post World War II expansion brought junior colleges (tanki-daigaku) into the sphere of higher education as well as universities (daigaku). Though formally and legally these classes of institution are equal they are in fact ranked according to the old system. Within universities there is also a ranking which is reinforced by gakubatsu. This ranking limits mobility in the academic profession; academic staff are likely to spend all their careers, undergraduate, postgraduate and as faculty members, at the same university. This system prevents Japanese scholars from taking posts abroad though it must also be pointed out that many Japanese academics go to great lengths to remain fully acquainted with western scholarship. 相似文献
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