Export Mendeley
＜departmental bulletin paper＞
Principle Consideration of “Individually-Optimal Learning”: From the Standpoint of Individual “Learning (as Manabu)”
| Creator | |
|---|---|
| Language | |
| Publisher | |
| Date | |
| Source Title | |
| Vol | |
| First Page | |
| Last Page | |
| Publication Type | |
| Access Rights | |
| JaLC DOI | |
| Abstract | The January 2021 report of the Central Council for Education called for the integrated enhancement of “o Individually-Optimal Learning” and “Collaborative Learning” in order to develop qualities and a...bilities. The report also indicated that ICT should be utilized to the fullest extent in order to achieve this integrated enhancement. The purpose of this study is to pursue what kind of suggestions “Individually-Optimal Learning” can provide for future educational practice through a principled rethinking of “Individually-Optimal Learning”. In order to do so, I will trace the background of the concept of “Individually-Optimal Learning” and, based on it, examine the logical and ethical issues of “Individually-Optimal Learning” from the standpoint of individual learning. First, in examining the background to the proposal of the concept of “Individually-Optimal Learning”, we compared the “Individual Optimization of Learning” in the Ministry of Economy, Trade and Industry’s “Classroom of the Future” project with “Individually Optimized Learning”. In addition, from the relationship between the logic of politics and economics and the logic of education, the relationship with human resource development was examined. Furthermore, the danger of absolutization as an emotional image and abstract opinion was pointed out. Next, we compared “learning (as Manabi, Japanese Noun)” with “learning (as Manabu, Japanese Verb)”, clarified the position of the individual as a “learner”, and examined the logical and ethical problems of “Individually-Optimal Learning”. Specifically, the problem of the criteria for judging “Individually- Optimal Learning” as “Individually-Optimal Learning” was examined as a logical problem, and the problem of the subject who judges “Individually-Optimal Learning” as “Individually-Optimal Learning” and the question of what “Individually-Optimal Learning” is oriented toward were examined as ethical problems. Finally, I discussed what kind of suggestions this study can and will give to the future educational practice of “Individually Optimized Learning” as follows. What schools and teachers can do is to examine and digest “Individually-Optimal Learning” by themselves, and to separate what is important in education from what is harmful. To do this, each teacher in the school setting should not get caught up in emotional images and abstract opinions about “Individually-Optimal Learning”, should be aware of the purpose of education, which is to form human beings who will create the future society, and should carefully identify the essential things that promote individual human development/self-formation and the causal things that inhibit individual human development/self-formation, and abolish the latter and use the former as a clue for educational practice. This means that teachers should develop their practice while questioning how to teach “Individually- Optimal Learning” and at the same time continue to ask themselves negatively whether it is “Individually- Optimal Learning” and use “Individually-Optimal Learning” as a clue to create education in the future.show more |
| Table of Contents | １．問題の所在と研究の目的 ２．「個別最適な学び」と「個別最適化された学び」 ３．個が「学ぶ」という立場：「学び」というものと個が「学ぶ」ということ ４．「個別最適な学び」における論理的な問題 ５．「個別最適な学び」の倫理的問題 ６．まとめ |
Hide fulltext details.
| File | FileType | Size | Views | Description |
|---|---|---|---|---|
24_p001
|
1.07 MB | 2,974 |
Details
| PISSN | |
|---|---|
| NCID | |
| Record ID | |
| Created Date | 2022.04.15 |
| Modified Date | 2023.08.30 |