@article{oai:shizuoka.repo.nii.ac.jp:00000558,
 author = {荻野, 達史},
 issue = {1},
 journal = {人文論集},
 month = {Jul},
 note = {application/pdf, Some groups to discuss educational problems grew in the suburbs of big cities since the middle of 1970s. The members of the groups criticized behavior of teachers and methods of teaching in public education for being subject to principle of screening. They "were the ardent readers of a monthly magazine. The magazine was started in 1973 to carry enlightenment to school teachers and mothers by acquainting an alternative theory and method of teaching. The editors had been activist of education movements that had constructed these theory and method against Education Ministry since the beginning of 50s. They organized the readers' group through editorial meeting and lecture meetings. These meetings were kept having in every place in Japan for 18 years and both could be attended by anybody concerned. But the groups had begun to emerge spontaneously in the latter half of 70s. In the first half of 80s, the readers' group mushroomed. The groups in 70s were learnt as a model of group activity and management by the many groups in 80s. As recent diffusion model suggests, the groups in 70s reduced the uncertainty of the activities in 80s. So the groups in 70s is very important in the totality of the movement. That is why this article examines especially the conditions of emergence and evolution of readers' groups in 70s. The conditions had two faces. One was the social context which concerned educational discourse. In 70s, it was social problem that many students were "non-achievers". And the causal attribution of the problem (teachers or children-mothers) was an issue on social and individual levels. Another was the context which concerned the hasty concentration of population on big cities, particularly from the latter half of 50s to 70s. This processes created the suburbs by building dormitories in rural communities. In the suburbs many troubles occurred for some reasons and the conflicts became catalysts to organize networks among in-comers. Then these networks often facilitated forming the groups of readers. This movement which was constructed of networks among editors and readers strengthened criticism of schools and a kind of picture of children. Therefore it's influence on educational discourse was dependent on the intersection of those two dis-related social contexts.},
 pages = {A39--A82},
 title = {文化変動の組織化(下) : 『ひと』運動の研究},
 volume = {52},
 year = {2001}
}