Consideration for the present Japanese family education –orientation toward family education and that promotional plan

• Main Authors: Pei-Ching Hsieh, 謝佩青
• Other Authors: Pai-Hua Chueh
• Format: Others
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/74986211932214304223

碩士 === 淡江大學 === 日本研究所碩士班 === 95 === The family education is the children in all one''s life, the most powerful education of forming of its personality. That is not carried on unilaterally, but the education that influenced each other among family in many aspects. Grand parents giving children''s parents knowledge about how to educate their children. Parents maintain, educate the task that children reach their roles. Moreover, children are between siblings, the education strength which reaches physical and psychological development that influence each other too. Consequently, it will satisfied family education. However, after World War II, especially 1960 later, because the policy that high economy grows up, impel the going on of the industrialization, urbanization, it produces the great change that the society constructs wholly, the family is impacted by directness on and influence especially. There- fore, regarding family''s constructing type, the roles of family''s function, which are produced and changed gradually too. Especially the phenomena of nuclear family and dwindling birthrate have brought great influence on children''s life and education. Because of the reduction of propeller who socializing children ,which affects the education and the quality of environment for these children. Moreover, because of the adjustment of the constitution and civil law, while individualism is emphasized gradually, have produced the change about the consciousness of the family education. Not only this, also appointed the outside society gradually but replaced in the roles of family''s function. In such social society, there are some parents are unable to corresponding family’s disaster, and also there are few parents who are carrying inequality education attitude treating their children too. Moreover, because of the infiltration of the diplomaism and ability doctrine, children are only unable to observe and learn from real life in the society, which they are receiving the pressure of diplomaism too in the family. Parents always caring growth and education for their children usually place academic credentials above the other things, rather then the interpersonal ability instead. Therefore,the family problem can be regarded as because all sorts of things involved ones will come together. In recent years, though the problem that the education strength of the Japanese family has pointed out repeatedly, this is proved by the beginning, which common people gradually care about family education. Even though, family education can’t be apply within short time. Then, how about to save the family education in the crisis? In the modern society, how to think about the meaning and function of the family education again? How does the Japanese government orient its family education? Moreover, what kind of expectation do parents have about family education? What kind of policy corresponding propose in Japanese government? It can be apply in the modern family, especially the demand of the nuclear family? I investigate interested in finding out on the above question.