雙語閱讀｜日本校園暴力留下的心理創傷尤其大？
FIVE months after the tsunami that led to his family’s evacuation from Fukushima, the boy enrolled at a new school in Yokohama. His new classmates were pitiless. They called him “germ boy”. They stole his things. They punched and kicked him and threw him down the stairs; they took him to a “study” room and beat him some more. He was eight years old.
福島發生海嘯五個月後，一男孩隨著家人疏散到橫濱市，
The abuse went on for nearly three years before the bullies added extortion. In 2014 they told the boy to hand over any compensation his family may have received after their evacuation. His parents were in fact not eligible for any recompense, but relatives had lent them ¥1.5m ($13,000). They kept it in cash at home, fearful that they would again lose access to bank accounts. The boy gave all the money to his classmates. After the cash ran out he stopped going to school altogether.
在持續了近三年的暴虐之後，他們開始對他敲詐勒索。2014年，他們要這名男孩“交出”家庭疏散賠償金。然而，當時男孩的父母並沒有索要賠償金的資格，而是向親戚借了150萬日元。因為擔心銀行帳戶再次遭註銷，
The boy, now 13, is one of hundreds of evacuees to have been bullied at school. And they are part of a broader problem. Bullying may or may not be more common in Japanese schools than elsewhere, but it is unusually intense when it happens. In 1986 a boy killed himself after classmates, egged on by the teacher, topped months of mental torture with a mock funeral. Since then, thousands of articles and hundreds of books have been written on the subject. Yet there is no sign that the bullies are laying off. In 2015 nine bullied pupils killed themselves, according to government figures. Suicide is the biggest cause of death for Japanese aged 10 to 19, and the first day of school the most common date for it.
現在男孩13歲了，而像他那樣成為在在校園裡遭受欺淩的海嘯疏散人員有數百人之多。他們只是一個更為廣泛的問題中的一部分：日本校園與其他國家一樣存在著欺淩現象，但是，每次出現校園霸淩事件都令人瞠目結舌。1986年，在教師慫恿下，一男孩遭受同班同學長達幾個月“假葬禮”惡作劇的精神折磨，
According to Mitsuru Taki of the Ministry of Education, bullying in other countries tends to involve two or three pupils picking on another. In Japan, in contrast, most cases involve a big portion of a class inflicting insistent psychological (and occasionally physical) torment on a single victim. “Bullies in Japan are not rotten apples,” he says. “It is a group phenomenon.”
日本教育部滝充（Taki Mitsuru）認為，一般國家校園暴力事件涉及的都是兩三個學生欺負一個學生，
There are many reasons for this idiosyncratic form of bullying. “A characteristic of Japan is that you should not stand out,” argues the head teacher of a secondary school in Tokyo. “Pupils have to lead a collective life when they are at school,” adds Koju Matsubayashi, an official in the anti-bullying department at the ministry. Erika, an 18-year-old who left her school in Tokyo after being bullied, agrees. “I was told by teachers to adapt or quit, so I quit.”
導致這種獨特的校園霸淩現象的原因有許多。“日本的價值觀是不出頭。”東京一位中學校長說道。“學生在學校要過集體生活。”教育部反霸淩科的一位官員說道。18歲的埃裡卡（Erika）認同上述官員的觀點。
The way Japanese schools are organised adds to the pressure to conform. Children learn in a “homeroom”: teachers of different subjects come to them. School activities, such as cleaning, eating lunch and studying, are organised in groups. Pupils must often adhere to exact rules about their uniforms, hairstyles and grooming. Individuals who do not kuuki wo yomu (roughly translated as “read the vibes”) can be shunned by other members of the class.
日本校園的組織形式加大了學生順從的壓力。學生在同一間教室學習：不同科目的教師在同一間教室授課。其它校園活動，如衛生、飲食、學習也都是以群體的形式進行。學生的服裝、髮型、裝飾都有統一的規定。不遵守規定的人會受到其他同學的排擠。
The Programme for International Student Assessment (PISA), a triennial test run by the OECD, a club mostly of rich countries, suggests that Japanese students are among the top performers academically. They also have among the lowest truancy rates. But they say they enjoy school less than nearly everyone else. Shoko Yoneyama of the University of Adelaide argues that Japanese schools are “dysfunctional communities”.
發達國家組織，
Backing the bad guys
惡人有人贊
Teachers rarely help. They are renowned for their pedagogical prowess, especially in maths. But most are not trained to spot bullying. There are few incentives to notice or deal with it, notes Kanae Doi of Human Rights Watch (HRW). Teachers who do not achieve harmony, she says, are seen as poor performers. One survey suggests that around 12% of teachers have taken part in bullying. A quarter of high schools allow corporal punishment.
教師們通常袖手旁觀。他們教學能力超群，尤其是在數學教學方面，但是，他們沒有得到培養，用以指證校園霸淩行為。人權觀察組織（HRW）的Kanae Doi表示，教師幾乎發現和解決校園霸淩事件的意識和動機。她表示，無法營造和諧班級氛圍的教師是不稱職的教師。有一項調查顯示，大約12%的教師曾參與到校園霸淩事件當中。有四分之一的高中學校允許體罰行為。
Since the 1980s various task-forces have tried to curb bullying. But the local school boards that interpret the national curriculum and hire teachers have neglected the problem. In the case of the boy from Fukushima, the school board in Yokohama for months tried to blame him for what had happened, suggesting he had handed over his family’s savings voluntarily, before changing its mind after much public criticism.
20世紀80年代起，有各種專案小組成立，試圖遏制校園霸淩事件。不過，那些宣稱採用國際化教學並負責雇傭教師的日本學校董事會一直都忽視了校園暴力問題。以那個福島男孩為例，橫濱學校董事會在長達幾個月的時間裡一直在將事件的責任歸咎于男孩本身，表示是他自己主動把家裡的錢交出來的。該校在受到公眾批評之後才換了說法。
An anti-bullying law passed in 2013 requires schools to report cases of bullying. It has led to a sharp rise in the number of known cases, from a few thousand a year to 224,450 in 2015. Yet there are suspiciously wide disparities between regions. In 2015 Kyoto prefecture reported 90.6 cases per 1,000 pupils; Saga prefecture, in southern Japan, recorded just 3.5. Mr Taki reckons that even Kyoto underestimates the scale of the abuse.
日本在2013年通過了《反欺淩法》，要求上報各學校發生的霸淩事件。此舉讓校園欺淩事件數量有了大幅度上升，從每年約有幾千件到2015年的22.4450萬件。但是，不同的地區，情況差異很大。2015年，京都的欺淩事件發生率為每千名學生90.6起，而日本南部佐賀的欺淩事件率僅為每千名學生3.5起。滝充認為，甚至在京都地區發生的欺淩事件的數量都是低估的。
The law has prodded teachers to report bullying but it has done little to change how they deal with the problem. Bullies are rarely punished: in 2014 there were 188,057 reported cases and just two suspensions. The law also assumes that conformity is the way to stop bullying. It says teachers should “cultivate recognition…among students that they are part of a group”. But some pupils are simply more likely to be victims and need protection—like evacuees.
反欺淩法律強制要求教師上報霸淩事件，但是卻並沒有改變他們袖手旁觀的情況。欺淩者很少得到懲罰：2014年188057件上報的事件中，只有兩件得到了解決。反欺淩法律認定，團結一致可以減少校園暴霸淩事件的發生。該法律表示，教師應當“培養……學生的集體意識”。可是，像疏散者這樣的群體經常會成為霸淩事件的受害者，需要特別的保護。
Or gay pupils. A report last year by HRW concluded that bullying of gay children in Japanese schools was “nearly ubiquitous”. It cited a survey by Yasuharu Hidaka of Takarazuka University that found that 44% of gay teenage boys were bullied. One told HRW that teachers said his sexuality broke the harmony of the school. Separate research by Mr Hidaka suggests that roughly one Japanese teacher in three thinks homosexuality is a mental illness.
同性戀學生也同樣需要。人權觀察組織在去年的一份報告認為，對同性戀兒童的虐待行為在日本學校“很常見”。該報告引用了寶塚大學日高庸晴（Yasuharu Hidaka）教授的研究：44%的同性戀青少年都遭受了校園欺淩。有一位元學生在人權觀察組織的調查中表示，教師稱他的性取向破壞了學校的和諧。日高庸晴教授的另一項研究表明，接近三分之一的教師對同性戀有歧視，認為這是一種心理疾病。
The government has said it will review its anti-bullying policies. But laws alone will not curb it. That requires policymakers and teachers to recognise that too much conformity plays a part. In November the 13-year-old from Fukushima issued a message for evacuees enduring similar ordeals. “It is painful,” he said through his parents, “but please do not choose to die.”
日本政府表示將重審反淩欺政策。不過，僅僅有法律的制約是不夠的，需要政策制訂者和教師們意識到過度順從是導致這一現象的部分原因。11月，13歲的福島男孩通過父母向和他處境相同的疏散者同胞發出呼籲：“我知道你們很痛苦，”他說道，“但是請你們活下去。”
編譯：周小靖
審校：劉恬
編輯：翻吧君
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人權觀察組織（HRW）的Kanae Doi表示，教師幾乎發現和解決校園霸淩事件的意識和動機。她表示，無法營造和諧班級氛圍的教師是不稱職的教師。有一項調查顯示，大約12%的教師曾參與到校園霸淩事件當中。有四分之一的高中學校允許體罰行為。Since the 1980s various task-forces have tried to curb bullying. But the local school boards that interpret the national curriculum and hire teachers have neglected the problem. In the case of the boy from Fukushima, the school board in Yokohama for months tried to blame him for what had happened, suggesting he had handed over his family’s savings voluntarily, before changing its mind after much public criticism.
20世紀80年代起，有各種專案小組成立，試圖遏制校園霸淩事件。不過，那些宣稱採用國際化教學並負責雇傭教師的日本學校董事會一直都忽視了校園暴力問題。以那個福島男孩為例，橫濱學校董事會在長達幾個月的時間裡一直在將事件的責任歸咎于男孩本身，表示是他自己主動把家裡的錢交出來的。該校在受到公眾批評之後才換了說法。
An anti-bullying law passed in 2013 requires schools to report cases of bullying. It has led to a sharp rise in the number of known cases, from a few thousand a year to 224,450 in 2015. Yet there are suspiciously wide disparities between regions. In 2015 Kyoto prefecture reported 90.6 cases per 1,000 pupils; Saga prefecture, in southern Japan, recorded just 3.5. Mr Taki reckons that even Kyoto underestimates the scale of the abuse.
日本在2013年通過了《反欺淩法》，要求上報各學校發生的霸淩事件。此舉讓校園欺淩事件數量有了大幅度上升，從每年約有幾千件到2015年的22.4450萬件。但是，不同的地區，情況差異很大。2015年，京都的欺淩事件發生率為每千名學生90.6起，而日本南部佐賀的欺淩事件率僅為每千名學生3.5起。滝充認為，甚至在京都地區發生的欺淩事件的數量都是低估的。
The law has prodded teachers to report bullying but it has done little to change how they deal with the problem. Bullies are rarely punished: in 2014 there were 188,057 reported cases and just two suspensions. The law also assumes that conformity is the way to stop bullying. It says teachers should “cultivate recognition…among students that they are part of a group”. But some pupils are simply more likely to be victims and need protection—like evacuees.
反欺淩法律強制要求教師上報霸淩事件，但是卻並沒有改變他們袖手旁觀的情況。欺淩者很少得到懲罰：2014年188057件上報的事件中，只有兩件得到了解決。反欺淩法律認定，團結一致可以減少校園暴霸淩事件的發生。該法律表示，教師應當“培養……學生的集體意識”。可是，像疏散者這樣的群體經常會成為霸淩事件的受害者，需要特別的保護。
Or gay pupils. A report last year by HRW concluded that bullying of gay children in Japanese schools was “nearly ubiquitous”. It cited a survey by Yasuharu Hidaka of Takarazuka University that found that 44% of gay teenage boys were bullied. One told HRW that teachers said his sexuality broke the harmony of the school. Separate research by Mr Hidaka suggests that roughly one Japanese teacher in three thinks homosexuality is a mental illness.
同性戀學生也同樣需要。人權觀察組織在去年的一份報告認為，對同性戀兒童的虐待行為在日本學校“很常見”。該報告引用了寶塚大學日高庸晴（Yasuharu Hidaka）教授的研究：44%的同性戀青少年都遭受了校園欺淩。有一位元學生在人權觀察組織的調查中表示，教師稱他的性取向破壞了學校的和諧。日高庸晴教授的另一項研究表明，接近三分之一的教師對同性戀有歧視，認為這是一種心理疾病。
The government has said it will review its anti-bullying policies. But laws alone will not curb it. That requires policymakers and teachers to recognise that too much conformity plays a part. In November the 13-year-old from Fukushima issued a message for evacuees enduring similar ordeals. “It is painful,” he said through his parents, “but please do not choose to die.”
日本政府表示將重審反淩欺政策。不過，僅僅有法律的制約是不夠的，需要政策制訂者和教師們意識到過度順從是導致這一現象的部分原因。11月，13歲的福島男孩通過父母向和他處境相同的疏散者同胞發出呼籲：“我知道你們很痛苦，”他說道，“但是請你們活下去。”
編譯：周小靖
審校：劉恬
編輯：翻吧君
翻吧·與你一起學翻譯
長按識別二維碼關注翻吧