Soka University Repository / 創価大学機関リポジトリ
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Implementation of Framework for AI-Applied Education in a Junior Colleg
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The Relationship between High School Teachers’ Believes on Education and Instructional Strategies: A Pilot Survey Study
Full text linkThis pilot study aims to understand the trends in teachers’ believes and approaches toward improving lessons. It is considered beneficial for efficient professional development to clarify the relationship between teachers’ views on teaching and learning and their actual instructional methods as high school teachers advance their professional development. The survey was conducted from autumn to winter 2022, with the cooperation of four private high schools and one public high school that are proactive in introducing active learning. A total of 133 teachers from these five schools responded to the questionnaire, based on voluntary cooperation. The teachers who participated in this survey tend to use both instructional methods that support and promote student learning （hereafter referred to as “facilitative teaching orientation”） and those that aim to maintain order and control during lessons （hereafter referred to as “control-oriented teaching orientation”） simultaneously, rather than exclusively one or the other. Moreover, teachers with a facilitative teaching orientation are more positive about the new instructional strategies required for future school education than those that maintain control. On the other hand, teachers with a control-oriented teaching orientation are more positive about strategies that maintain order in their classroom and are less proactive in adopting the expected new instructional strategies. Teachers with a facilitative teaching orientation tend to have a positive perception of their relationships with students, the supportive climate within the school, and their understanding and response to new education. Such tendencies are not among teachers with a control-oriented teaching orientation. Furthermore, as the facilitative teaching orientation increases, so does the sense of teaching efficacy. Teachers with a high facilitative teaching orientation are positive about learner-centered lessons and do not feel very busy. Similarly, as the control-oriented teaching orientation increases, the sense of teaching efficacy also tends to increase, but such teachers are not necessarily proactive about learner-centered lessons. Additionally, teachers who perceive their relationships with students as good tend to have a high sense of teaching efficacy and learner-centered orientation, with less resistance to change. Teachers who perceive supportive efforts within the school tend to have lowerresistance to change and a sense of busyness. Teachers who perceive the school as proactive towards new educational trends tend to have a high learner-centered orientation and a low sense of busyness. In summary, this study suggests that in workplaces with a supportive climate, teachers with a high sense of teaching efficacy also have a high learner-centered orientation and a positive attitude towards the expected teaching methods, such as proactive, interactive, and deep learning, or individually optimized and collaborative learning. Additionally, in workplaces with a supportive climate, resistance to change and a sense of busyness are also lower, indicating that the success of initiatives aimed at improving lessons, such as teacher training, may hinge on fostering a climate of support and acceptance among all school members, including students. （This abstract was partially generated by Copilot）departmental bulletin pape
Tsunesaburo Makiguchi’s Perspective on Morality and Its Significance: Based on Moral Education Aimed at “Reiwa-Style School Education in Japan”
Full text linkThis paper aims to examine the future approach to moral education, specifically the course “Special Subject: Morality,” from the perspective of Tsunesaburo Makiguchi’s theory of Soka education. In the context of school education, it is essential to assess children’s moral development in relation to academic achievement, exploring the correlation between them. Furthermore, in the school setting, emphasis should be placed on intellectual education, which underpins academic performance, as it forms the basis of moral education, a concept advocated by Makiguchi. This focus is based on the viewpoint that moral education is inseparable from intellectual education, a perspective of Makiguchi’s that resonates with today’s moral education curriculum in the Reiwa era, which also emphasizes the relationship between moral character and academic ability. This study explores the educational significance of Makiguchi’s “New Five-Stage Teaching Method” in the instructional process. In the context of moral education in the Reiwa era, where emphasis is placed on “thinking and discussing morals,” this paper considers the instructional process of a “value-creating learning-focused” approach, which I propose as a method in moral education. This approach, based on Makiguchi’s Five-Stage Method, is discussed alongside problem-solving and experiential learning as a way to fully utilize the unique characteristics of the moral education subject. Next, the educational significance of the four stages of lifestyle and the four perspectives in moral education is discussed in terms of as they apply to the moral education subject in the Reiwa era. In the current curriculum, moral education content is categorized into four perspectives: self, others, groups and society, and life and nature, emphasizing a sense of the sublime. In contrast, Makiguchi examined four stages based on the lifestyle of human beings in relation to their environment—namely, nature, individuals, society, and the universe. He analyzed these stages alongside principles of self-governance and the action-oriented principle of the unity of knowledge and action.Furthermore, the educational value of teaching methods required of teachers in the Reiwa era in line with Makiguchi’s fundamental educational principles is explored. Key foundations of moral education teaching skills are emphasized: “understanding the unique nature of the subject,” “building trust between teachers and students as well as among students,” and “developing methods that promote students’ self-awareness.” The principles of Makiguchi’s method—“rationalization,” “fundamental mastery,” “directive approach,” “experience-centered learning,” and “socialization”—are also examined, along with his emphasis on “academic application in daily life” through dialogic and Socratic questioning, highlighting the educational relevance of integrating academic knowledge into daily life. Finally, we propose a “value-creation-focused” instructional approach. This proposal is grounded in Makiguchi’s key concepts within value theory, specifically “Beauty, Benefit, and Goodness,” along with the principles of “academic integration into life” and “life-based learning,” using Makiguchi’s “New Five-Stage Teaching Method” to implement these values through dialogic methods and unity of knowledge and action.departmental bulletin pape
Überlegungen zur Rechtmäßigkeit von der Ärztliche Sterbehilfe, insbesondere von der Ärztliche Sterbebegleitung
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