Abstract

In lieu of an abstract, here is a brief excerpt of the content:IJIME Paul Dumouchel Université du Québec à Montréal In Japan, in particular in junior and senior high school, there is a violent phenomenon known in Japanese as ijime, a term which could be translated as bullying. While the word may be culturally marked, the phenomenon it describes is certainly universal. Bullying is a process through which a child becomes the victim of one or more of his classmates. A bully is a little brute, a person who pushes with his elbows, steps in front ofothers and, generally, brutalizes his comrades for no reason, it seems, except because he can. A bully is a torturer, and bullying refers to the set of actions involving torment, molestation, persecution, teasing, harassment, in short the set of cruelties and vexations inflicted on the victim. This is something which exists at every latitude, but in Japan it sometimes takes on disturbing proportions, both in terms ofnumber and seriousness of incidents. Between the beginning of the year and April 1995, it was possible to identify four suicides which clearly resulted directly from bullying, in other words where notes (generally called "testaments") left by the suicide victims explicitly stated that the cruelty ofwhich they were the victim was the reason for their suicide. Four suicides between January and April, in other words an average ofone per month. This is enough to raise a few questions.1 Japanese educators, sociologists and journalists often wonder, especially during bad years like 1 995, what could be the cause, origin or reasons for the ijime phenomenon. In general, they blame the greater individualism characteristic ofthe period since the war, the excessive competition typical of both Japanese society and school, the father's reduced role in family discipline, or the fact that children in today's society of abundance are too 'The important information, which I do not have, would be to compare the number of ijime related suicides to the total number of suicides in Japanese high-schools. 78Paul Dumouchel weak or spoiled. In short, the phenomena invoked are all related to the modernization of Japan, even to its recent modernization, that which has taken place since the end ofthe war. I tend to believe that ijime is not linked so much to the modern world, to anomy, individualism, excessive competition, as it is to the immemorial origin ofsociety (and notjust that of Japanese society, of course). Likewise, I tend to believe that incidents of bullying are not accidents, that they are not malfunctions, ruptures within the Japanese education system, but to the contrary a virtual institution, events which until very recently were relatively normal. It is not that I believe such persecution is the result of an open policy, much to the contrary: the phenomenon is much more fundamental than that. The high number of incidents of bullying which are reported now, and which are found in all sociological studies and research, do not indicate so much that the phenomenon is more frequent than before as they do that it is working less well, that it is beginning to crumble and that it is becoming possible to talk about it and see it. Allow me to explain. Numerous studies on Japan (see for instance, Benedict 253-316) provide certain reasons for thinking that the phenomenon of ijime among secondary school students is not recent, that it can be traced to the pre-war period, and perhaps even further back. (I do not know whether this phenomenon was present in the period preceding the Meiji era. It would be interesting to see if phenomena ofthe same sort already existed in the temple schools which were responsible for most education during the Edo period.) The little information I have been able to find on this subject (during the Meiji period) seems to indicate that the victim perished more often in the hands of his torturers than he did by his own hand. However this is nothing but an assertion. (We will see below why it is unlikely we will find easy access to information on ijime in ancient Japan.2) It is true that Japanese elementary and secondary schools are very restrictive for students, but they are so in their own...