樽木 靖夫

[要約] クラブ活動と部活動の位置づけは学習指導要領の改訂によって影響を受けてきた。さらに，部活動指導に関する顧問教員の負担なども社会的な問題となっている。そこで，学習指導要領におけるクラブ活動および部活動に関する変遷をふまえ，現場教員の聞き取り調査をもとに，学習指導要領の改訂や指導上の諸問題に対し，現場教員はどのように対応してきたのかを検討した。その結果，中学校教員への聞き取りにより，(1)部活動が生徒の問題行動の予防に役立つと捉えられ，(2)必修クラブの扱いなどから学習指導要領の影響の大きさが考察された。小学校教員への聞き取りにより，(3)外部ボランティアのクラブ活動指導の導入に自治体によるコーディネーター養成が効果的であり，(4)クラブ活動の時間確保には異年齢集団を育てる目標を教職員で共有することが前提となることが考察された。

This paper reviews the results of a series of lesson study on how to cope with "school bullying". We focus on school counselingclasses that addressed the theme of the anti-bullying guidance and analyze what the university students have learnt. Afterproviding information concerning the extent to which people tend to be vulnerable to the conformity, the first author gaveclasses with a focus on the guidance to be given to bystanders who witness bullying with reference to a case study whichthe pupils discussed on paper anonymously. We group 633 comment cards that 142 students wrote by using KJ Method asreference and examine their relations. The primary results are as follows: Firstly, what students learned can be groupedinto 14 knowledge subsets. That is, "effects of discussion on paper", "efforts of teachers and trust in teachers", "newly-gainedknowledge and impressions", "negative dynamics in a group", "positive dynamics in a group", "students' own experiences","doubts about discussion on paper", "learner's attitude about bullying", "effects of anonymity", "learner's attitude about thechild", "guidance to the bystander", "effects of writing", "factors which made the classroom change" and "sense of guilt". Thisshows that the bystanders' actions or inaction significantly impacted by conformity and the case positively reflect the abovementionedsubsets. Secondly, the relations among knowledge subsets follow the models previous studies have shown. Thispaper, by contrast, is distinguished by "learner's attitude about the child" as a premise such that children often initiate bullyingand they are capable of settling conflicts by themselves.

大学生のアイデンティティ形成に集団活動への動機が影響することが報告されている.本研究は,大学の授業において学生のサークル活動における集団活動への動機を高める試みの有用性について検討した.大学生144名を対象に,映像教材を用い,集団活動の意味・効果を感じられる場面に解説を加えた授業を行い,その事前・事後に集団活動へのモチベーションおよび対処方略尺度によって測定した.その結果,集団活動への内発的動機づけ,集団活動での役割で得点の上昇,集団活動への方略のなさで得点の下降する効果がみられた.また,「大学ではサークル活動はしないつもりだったが,何かしてみたくなった」などの自由記述もみられた.

中学生の文化祭での学級劇の活動における自己評価に対して,困難な場面でも頑張る姿勢とそれへの教師の援助介入の影響を検討した.教師の援助介入は生徒の困難な場面でも頑張る姿勢を介して,生徒が小集団で協同できるような集団発展を促進して,生徒の自己活動の認知と他者との相互理解に影響した.

This paper is a further research in order to make an educational program for organizational ethics, which is based on the theory of autopoietic communication system. The moral consciousness develops through being in others' shoes or taking others' point of view. There is a strong tie between morality and communication. Our educational program is to develop one's moral consciousness through answering questions which facilitate one's being in other persons' shoes. We conducted an educational program, containing lecture, video-movie watching as a case-study, answering questionnaire about the movie, and discussion in a group as well as in a class. The aim of this paper is to analyze the changes of ethical consciousness of the students who have participated in our program. The result of the qualitative analysis on the essay-type answers provided by the students showed that our program has a good effect to change one's view point and facilitate to see one's own conducts and opinions from other's point of view.

This paper is to develop an educational program for organizational ethics, which is based on social or collective psychology. The moral consciousness develops through being in others' shoes or taking others' point of view. There is a strong tie between morality and communication. Having many channels to communicate with different stakeholders makes an organization more ethical. Our educational program is to develop one's moral consciousness through answering questions which facilitate one's being in other persons' shoes. We conducted an educational program, containing lecture, video-movie watching as a case-study, answering questionnaire about the movie, and discussion in a group of 4-7 persons as well as in a class. The effect of the program is estimated by the measure of ethical progress developed by our research group. The result showed that our program has a good effect in lowering egoistic attitude which neglects the interests of stakeholders who are outside the one's group. This effect is also ascertained by the answers of the program participants.

The illegal or unethical behaviors that business ethics treats are often produced by group dynamics rather than by private motives. This paper aims to introduce points of view of social or collective psychology into business ethics in order to analyze the unethical collective behaviors, and propose the means of keeping an organization ethical. We will focus especially on the structure and the process of communication inside and outside the organization. In the first section, we will discuss the relationship between communication and ethics from a general and philosophical point of view. In the second, we will suggest that the Autopoiesis theory fits to describe how ethical or unethical state of an organization emerges. In the third, we will try to make clear the process that produces the ethical consciousness that is necessary to prevent organizational injustice from a psychological approach. In the final section, we will present an ethical scale that we are developing in order to measure the ethical level of an individual or an organization.

学級集団づくりの今日的な課題として,生徒の対人関係における発達の問題が重要である。現今の生徒は児童期での集団遊びで身につけていた社会的なルールを学ぶ機会を逸し,常に気の合うメンバーとだけで対立や葛藤の経験をせずに過ごしている。これらに替わる機能として,仲間集団どうしのつき合い方を援助する学校行事の活用を事例により検討した。ここで,仲間集団とは生徒が日常的にともに過ごす集団である。その結果,次の2点を重要として指摘した。(1)自己組織化システムとして集団づくりを促すために,担任教師が生徒の協力的コミュニケーションに援助介入すること。(2)担任教師が仲間集団の接触において協同を意味づけること。

Effects of positive and negative feedback on students' self-evaluation were investigated. Junior high school students were administered self-esteem scale, the Guess-Who-Test (class members nominations) and rating scales on self-confidence and self-evaluation relating to group behavior items. Then, class teachers gave each student positive feedback based on the peer ratings. The main results were as follows : (1) Though on the whole positive feedback had raising effects on self-confidence and self-evaluation, it was found larger for low self-esteem students than for high self-esteem students ; (2) Additional negative feedback only to high self-esteem students did not lower their self-confidence and self-evaluation but roused their willingness to improve their behavior when they were convinced of the truth of negative feedback. Based on the above results, effects of positive and negative feedback on students' self-evaluation were discussed.