@article{oai:hirogaku-u.repo.nii.ac.jp:00000143,
 author = {西東, 克介},
 issue = {2},
 journal = {弘前学院大学社会福祉学部研究紀要},
 month = {Mar},
 note = {Article, The Japanese Constitution provides through Article 26 the right to receive an equal education and the obligation of all people to ensure that all boys and girls receive an education. This article is a kind of social rights， because social rights require liberties by national powers， these social rights become the expanded powers of both the national and local governments. After World War Ⅱ， the more the economy of this country developed，the more the number
of schools increased. The ratio of students who go on to high schools increased amazingly from 1960's to 1970's. In 1980，it amounted to about 95%. In such circumstances，the most important role in schools may have shifted to deciding in which direction students should go after graduation，from improving the quality of classes and extracurricular activities offered to them. Essentially， though this role has been performed for them and their parents， the situation of pressuring students and parents in these area have increased gradually but considerably by both the schools and teachers. Particularly，it can not be denied that the guidance of pupil personnel work (leading students to observe school rules) and the career guidance as a means for helping students to decide their career directions in junior and high schools have strongly interfered in the liberal rights of students and their parents. Moreover，the Ministry of Education (presently called the Ministry of Education，Culture，Sports，Science，and Technology) and the Boards of Education haven't forced such powers on those schools，ignoring in essence the parents，students，and schools. For example， strengthening the control of school' s uniforms and hair styles of students， as a part of leading students to observe school rules at schools and for guaranteeing human rights，has resulted in schools and teachers concentrating their energy of ‘goodwill’ (or what we called ‘for the good of the children’) on the students themselves. In other words，‘goodwill’ bounded with social rights have enlarged and strengthened the power of schools as a bureaucracy. In conclusion，this paper states the problems of the above control，while relating two contrastive concepts of human rights and power with leading students to observe school rules and career guidance in educational activities of the schools., 弘前学院大学社会福祉学部研究紀要. 2, 2002, p.33-41},
 pages = {33--41},
 title = {人権・生徒指導・進路指導・権力 : 学校における官僚制拡大},
 year = {2002}
}