高校「校則」の「見直し」と地域性に関する一考察―北海道内公立高校に着目して―

　In Japanese schools, school rules are not created based on laws and orders of Ministry of Education, but the contents of the rules are to be determined by principals of each school. School rules have a great influence on the everyday lives of high school students. Recently, the content of school rules has come to be seen as a problem. Rules on hairstyles and clothing remain particularly problematic. It is often pointed out that there may be many unnecessary provisions. A nationwide review of school rules is taking place. This paper analyzes the trend of “review of school rules” in Hokkaido prefecture. And this paper also analyzes the contents of the school rules. I will divide public high schools in Hokkaido into three categories: urban areas, intermediate areas, and depopulated areas, and analyze the regional characteristics of each. We learned that depopulated areas are not always “conservative” and that school rules in Hokkaido have many provisions regarding life outside the school. It must be said that the 2019 Hokkaido Board of Educationʼs “review” instructions were incomplete

Free Speech and the Regulation of Hate Speech on Campus in U.S.A

In recent years, American campuses have experienced a lot of disturbing incidents of racial insults and harassments. In response to the rising number of these incidents, many campuses have led to adopt or to consider adopting student conduct rules prohibiting slurs and epithets against persons on the basis of thier race, ethnicity, religion, sex, and so on. There are heated debates concerning the proper response to the issue. At the center of the controversy is a tension between the constitutional guarantees of equality found primarily in the Fourteenth Amendment and the constitutional guarantees of free expression found in the First Amendment

<Individual Paper>Coherentists\u27 approach to educational administration in America

Much of the devate over educational administrative theory has been made by philosophical considerations. From the rise of Theory Movement in early 1950\u27s, logical empiricism dominated the scene in educational administration for long. But many critics argue that logical empiricists theory of knowledge is too narrow to be usefully applied to any systematic account of educational administration. C. Evers and G. Lakomski think educational administration is best served by a post-positivist theory of science that is broad enough to incorporate considerations of ethics and human subejectivity. Such a theory should be justified by a coherentist epistemology which they see as a major alternative to the foundational epistemological assumptions shared by positivism

英仏独日の教育課程基準と教科書に関する研究

In England, France, Germany, and Japan, curriculum standards are made by the Ministry of Education. Textbooks are published by private companies. In each country, to what extent do the standards influence textbooks? In England and France, they can publish textbooks freely, but in Germany and Japan, the Ministry of Education authorizes textbooks. Is there some difference between the former countries and the latter? I compare curriculum standards and textbooks of four countries, and I attempt a suggestion at an actual textbook system and contents in Japan