| Summary: | 碩士 === 輔仁大學 === 日本語文學系 === 98 === Previous Researchers generally divided Amy Yamada’s works into two main categories; one is works centered on romance between the sexes and about sex, the other is works mainly about young boys and girls during puberty. This paper discusses the relation between “school”, “family” and “individual” in the works of Amy Yamada, focusing in on a smaller area of research, using Classroom for the Abandoned Dead, Afterschool Music and I Can't Study, three works categorized in the second category, as reference.
In addition, when deeply analyzing the works, it is not difficult to realize that the two categories have many things in common; the consistent nature of writing and the unique charm of the work of Amy Yamada can be seen in the element of the works. Therefore, to highlight the difference between Amy Yamada and other writers, the first chapter gives a brief introduction to the life of Amy Yamada, her relations with other writers and some foundation ideas derived from many magazine interviews, to compare with the works and begin elaboration.
The second chapter uses the work Classroom for the Abandoned Dead as reference text. It first analyzes the disposition of each main character, and then discusses how when the unique “individual” enters into “public” environments, such as “school”, they are easily left out due to group behavior. Lastly it organizes the concepts in the work which the author may want to convey about family education.
The third chapter is based on the work Afterschool Music. Apart from the classic character disposition and psychology that appears in chapter three, this chapter dissects deeply the psychological structure of the “individual” who is suppressed among the group, pointing out the ideal parent-child relationship that Amy Yamada embraces.
The fourth chapter is based on the work I Can't Study. Through analysis of the work, it is not difficult to realize that Amy Yamada is very unhappy with the traditional authority of school education, and promotes that student-teacher relationships should be ideally similar to parent-child relationships or friendships. Combining the above statements we can discover that what Amy Yamada was constantly pursuing was simply the most uncomplicated kind of burden-less relationship between people.
The conclusion therefore uses the previous chapters to organize the characteristics of Yamada literature, also mentioning contrasting comments from readers. Some feel the work of Yamada has a strong subjective element, but I believe that it is exactly this trait of the criticism behind the work that makes the works of Yamada so unique! Lastly the direction and shortcomings of future research are provided for researcher reference.
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