あるいはN2
Presents an alternative or a possibility — 'or; or perhaps; alternatively'.
しかし私には、学歴なんかいらない、あるいは、ほどほどでかまわないという考え方は、中途半端なきれいごとに思えてなりません。
Yet to me, the idea that academic credentials are unnecessary, or that a moderate level is enough, seems like nothing more than a half-hearted idealistic platitude.
ということはN2
Draws a logical conclusion or restatement from a preceding fact — "which means…, in other words…, that is to say…".
そして、そのための最良の方法が「学歴を付けさせる」ことだということは、今も昔も、変わりないのではないでしょうか。
And hasn't the best way to achieve that, both now and in the past, always been to “give one's child academic credentials”?
といったN22 times in this passage
Introduces representative examples before a summarizing noun — "(things) such as ~", "~ and the like".
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
にしたがってN2
Expresses that one thing changes in step with another, or that an action follows a rule or instruction, 'in accordance with / as ~ progresses'.
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
つつあるN2
Marks an action or change that is steadily in progress, 'to be in the process of ~ing / gradually becoming ~'.
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
というN34 times in this passage
Quotative marker plus 'say' that introduces a name, definition, or reported content — 'called', 'known as', 'that (one) says'.
しかし私には、学歴なんかいらない、あるいは、ほどほどでかまわないという考え方は、中途半端なきれいごとに思えてなりません。
Yet to me, the idea that academic credentials are unnecessary, or that a moderate level is enough, seems like nothing more than a half-hearted idealistic platitude.
ごとにN3
Marks that something happens at each unit or repeated interval — 'every ~, at intervals of ~'.
しかし私には、学歴なんかいらない、あるいは、ほどほどでかまわないという考え方は、中途半端なきれいごとに思えてなりません。
Yet to me, the idea that academic credentials are unnecessary, or that a moderate level is enough, seems like nothing more than a half-hearted idealistic platitude.
あまり〜ないN3
The degree adverb あまり, typically with a following negative, expresses a limited degree, "not very / not much."
最近はあまり言われていないだけで、本当はもっと厳しい選別が行なわれているそうです。
It is simply discussed less often these days; in reality, it is said that even stricter screening is taking place.
べきだN3
States what one ought to do as the right or expected course of action — 'should / ought to'.
親ならば、一生を幸せに生きていける、一生、食べるのに困らない「生きる力」を、子供に付けさせるべきです。
Parents should equip their children with the “ability to live” so that they can live happily throughout their lives and never have to worry about making a living.
ためにN3
marks a purpose ('in order to') or a cause ('because of / owing to').
そして、そのための最良の方法が「学歴を付けさせる」ことだということは、今も昔も、変わりないのではないでしょうか。
And hasn't the best way to achieve that, both now and in the past, always been to “give one's child academic credentials”?
によって/によるN33 times in this passage
Marks means, cause, passive agent, or a factor something depends on; 'by (means of)', 'due to', 'depending on'.
（和田寿栄子『子供を東大に入れる母親のちょっとした「習慣術」』による）
(Based on Wada Sueko, “The Small ‘Habits’ of a Mother Who Gets Her Child into the University of Tokyo”)
というのはN33 times in this passage
Introduces an explanation or definition of the topic just named — 'the thing called…' / 'what … means is'.
会社は、厳しい過当競争のさなかにあって、実力で勝負しなければならないというのに、そこで働いている人は、入社前に教育を受けた「場所」で評価されるというのは、どう考えても納得がいかない。
Companies are in the midst of fierce, excessive competition and must compete on actual ability, yet the people working in them are evaluated according to the “place” where they were educated before joining the company; no matter how I look at it, I cannot accept this.
としてN3
Marks the role, capacity, or status in which someone or something acts — "as (a doctor / a rule / etc.)".
わずか数年間の学校教育が、以後何十年にもわたって、その人の看板として通用するというのは、奇妙というほかはない。
It is nothing short of strange that just a few years of schooling can serve as a person's label for decades afterward.
つもりでN3
Acts while treating something as if it were the case — 'with the intention of / assuming that'.
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
が必要（がひつよう）N4
Marks something as necessary or required — 'need X / X is necessary'.
しっかりした人生を歩むには、やはり「学歴」が必要です。
To lead a secure and solid life, one ultimately needs “academic credentials.”
かもしれないN4
Expresses possibility or conjecture — 'might', 'maybe', 'perhaps'.
そう断言すると眉をひそめる人もいるかもしれません。
Some people may frown if I state that so categorically.
だけでN4
'Just by / with only' — a single small condition alone is enough to produce the result.
最近はあまり言われていないだけで、本当はもっと厳しい選別が行なわれているそうです。
It is simply discussed less often these days; in reality, it is said that even stricter screening is taking place.
〜のにN43 times in this passage
Links two clauses so the result contradicts what the first clause leads you to expect — "even though ~ / although ~".
親ならば、一生を幸せに生きていける、一生、食べるのに困らない「生きる力」を、子供に付けさせるべきです。
Parents should equip their children with the “ability to live” so that they can live happily throughout their lives and never have to worry about making a living.
させるN42 times in this passage
Causative construction — make or let someone do an action ('make/let ~ do').
親ならば、一生を幸せに生きていける、一生、食べるのに困らない「生きる力」を、子供に付けさせるべきです。
Parents should equip their children with the “ability to live” so that they can live happily throughout their lives and never have to worry about making a living.
なければならないN4
Expresses a general, unavoidable obligation or necessity — 'must / have to'.
会社は、厳しい過当競争のさなかにあって、実力で勝負しなければならないというのに、そこで働いている人は、入社前に教育を受けた「場所」で評価されるというのは、どう考えても納得がいかない。
Companies are in the midst of fierce, excessive competition and must compete on actual ability, yet the people working in them are evaluated according to the “place” where they were educated before joining the company; no matter how I look at it, I cannot accept this.
てもN4
Concessive — 'even if / even though …'; the main clause holds regardless of the te-clause.
会社は、厳しい過当競争のさなかにあって、実力で勝負しなければならないというのに、そこで働いている人は、入社前に教育を受けた「場所」で評価されるというのは、どう考えても納得がいかない。
Companies are in the midst of fierce, excessive competition and must compete on actual ability, yet the people working in them are evaluated according to the “place” where they were educated before joining the company; no matter how I look at it, I cannot accept this.
〜てくるN42 times in this passage
Verb te-form plus 来る, marking motion toward the speaker or the gradual onset of a state — 'come to do' / 'start to / become'.
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
だ / ですN52 times in this passage
The copula linking a noun or na-adjective to the subject — plain だ / polite です, 'is/am/are'.
しっかりした人生を歩むには、やはり「学歴」が必要です。
To lead a secure and solid life, one ultimately needs “academic credentials.”
しかしN5
Contrastive conjunction joining two sentences, 'however / but'.
しかし私には、学歴なんかいらない、あるいは、ほどほどでかまわないという考え方は、中途半端なきれいごとに思えてなりません。
Yet to me, the idea that academic credentials are unnecessary, or that a moderate level is enough, seems like nothing more than a half-hearted idealistic platitude.
〜ているN53 times in this passage
Describes an action in progress or the state that remains after an action happened — “is doing” or “is in the state of having done”.
最近はあまり言われていないだけで、本当はもっと厳しい選別が行なわれているそうです。
It is simply discussed less often these days; in reality, it is said that even stricter screening is taking place.
そしてN5
Additive/sequential conjunction joining clauses, 'and / and then'.
そして、そのための最良の方法が「学歴を付けさせる」ことだということは、今も昔も、変わりないのではないでしょうか。
And hasn't the best way to achieve that, both now and in the past, always been to “give one's child academic credentials”?
じゃない・ではないN52 times in this passage
Negates a noun or na-adjective with the copula, "is not / am not".
そして、そのための最良の方法が「学歴を付けさせる」ことだということは、今も昔も、変わりないのではないでしょうか。
And hasn't the best way to achieve that, both now and in the past, always been to “give one's child academic credentials”?
だろうN5
Presumptive expressing conjecture — 'probably', 'I think', or seeking agreement 'right?'; plain だろう / polite でしょう.
そして、そのための最良の方法が「学歴を付けさせる」ことだということは、今も昔も、変わりないのではないでしょうか。
And hasn't the best way to achieve that, both now and in the past, always been to “give one's child academic credentials”?
前に（まえに）N5
Marks that something happens before an action or in front of a place — "before (doing) / in front of."
会社は、厳しい過当競争のさなかにあって、実力で勝負しなければならないというのに、そこで働いている人は、入社前に教育を受けた「場所」で評価されるというのは、どう考えても納得がいかない。
Companies are in the midst of fierce, excessive competition and must compete on actual ability, yet the people working in them are evaluated according to the “place” where they were educated before joining the company; no matter how I look at it, I cannot accept this.
まだN5
Adverb showing an action or state still continues, or (with a negative) has not happened yet — "still / (not) yet."
教育の「質」が問われるのならばまだ解る。
If what was being evaluated were the “quality” of the education, that would at least be understandable.
〜たことがあるN5
States that the speaker has had the experience of doing something at some point — “have done (before)”.
（中略）ほんの小さなグループから出発した私たちの会社では、何でもやれる人が、それをやる、といった気持ちで仕事をしてきたつもりであったのに、人数が増えてくるに従って、いつとはなしに、学歴による区分といった方式が、なんとなくとり入れられつつある事実に気付いて、はっとしたことがある。
(Omitted) Our company began as a very small group, and we believed we had worked with the attitude that whoever was capable of doing something should simply do it; but as the number of employees grew, I was once startled to realize that a system of classifying people by academic background had somehow gradually begun to take hold.
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