- 大学院教育学研究紀要 (ISSN:13451677)
- pp.119-133, 1998
The purpose of this paper is to discuss the formation of an attitude toward social norms in the family by referring to its social/cultural context. Do we observe/not observe the same rule, anytime and anywhere? Indeed we refer to the norms as "knowledge" when we act, but actually it depends on the definition of the situation, especially the consciousness for the relevance to others, whether we observe it or not. In the former studies about "the formation of norm conciousness" at the level of everyday life and about "moral socialization", it like "Kanjin-Shugi (=contextual)" act pattern in Japanese was not considered. But in the studies of socialization in Japan, it is pointed out that such a "contextual" act pattern is formed by the family. For the relation of "parent(s)-children" is the center of Japanese family, and the ranking between parents and children under such a family structure is not clear. Therefore I think that "positive social climate" and "inductive discipline" in the family, which are effective in the formation of norm conciousness or moral socialization in former studies based on the family in America or Europe, related to the NOT-Contextual attitude to the norms. To examine this problem, I used the data of the research for high-school students who are less influenced by families. In this questionnaires, I asked about an attitude toward the norms under these two situations about "customary norms in everyday life" (ex. "Social rules", manners, morals), which are set the directly "face-to-face" situation and the indirectly "face-to-face" situation (ex. "Public space"). The findings are as follows: (1)the formation of an attitude to "customary norms in everyday life" is related to the family as "positive social climate", but it is the strict climate to the rules, not familiarity. (2)The climate of the family of the type which decides an attitude to the norms depending on cognition for the relivance to others (="the Contexual attitude") is "positive", as well as the type of it which observes the norms in both situations (="the NOT-Contexual attitude"). (3)The "inductive discipline" is not related to the formation of "the NOT-Contexual attitude", but the formation of "the Contextual attitude".