Search

Hiroshima Bunkyo Womenʼs University (HBWU), in 2014, implemented a course of once-a-month, 45-minute study sessions titled Ikushin Program プログラム「育心」—for the purpose of this paper to be translated into “Enriching the Mind Program” (EMP). The translation of the explanation of the EMP in the student handbook is as follows: 育心育人の精神に基づく他者への配慮，多様性への理解，自らの人間性の向上を通じて人間性あふれる豊かな社会を実現しようとする態度を身につけることができます。Based on the notion of “Enriching the Mind and the Self,” students can acquire the attitudes necessary to realize a rich and humane society through improving themselves personally, considering others, and understanding diversity. This is the second stage in an ongoing process toward finding a suitable EMP curriculum for Hiroshima Bunkyo Womenʼs University. Nevittʼs proposal is to have students take a different personality typology test each session, then talk about the outcomes of these tests and engage in other activities related to the types depicted in the tests. Section one recounts a first attempt to use typology. Unfortunately, various complications prevented a satisfactory outcome. Section two illustrates why it may not be possible to teach morality in university. Section three discusses typology. Section four relates the creation and results of a questionnaire to check student perception of and desire to learn self-awareness. In the end, too few participants and too low a correlation coefficient does not prove any of the hypotheses. Students do, however, indicate a strong desire to action regarding self-awareness. Therefore, the next stage for creating an EMP curriculum is to retry the typology sessions in such a way as to avoid the complications of the last attempt and revise the questionnaire based on the results of this initial survey.

This study focuses on the problem in the early English education. That is, in this study we aim at considering the way of English education in the respect of the Philosophy of Education. In our country it is undeniable that the actual educational guidance is horizontal under the slogan“individual”education. School records are still judged by the mean and standard deviation. Consequently, children are likely to beautify its judged records and to judge the right and wrong of things based in that respect. This situation distinguishes dangerously between the upper and the lower, which leads them to the collapse of“involvement of learning”. The structure of“the rule and the ruled”and“discrimination and the suffering discrimination”binds their bodies and separates their group. “Bullying”, “truancy”, “school violence”, “misconduct seems to be actualized by this structure. In the general English class a teacher ask grammar and reading skills and they answer what they are asked. This systematical and gradual teaching method is developed. Then,“correct or incorrect”and“can do or can’t do”always exists, and the structure of the upper and the lower are distinct more.On the other hand, English education emphasizes more with the conversation, which is basically done with friends. The context and the time series relates to its conversation, which means the clear correction hardly exists. That so, it has a great role in interaction, a group process. Stepping on this fact, we must search for the principle on forming“individual independence”and“the social solidarity”. To achieve this, a teacher is demanded to develop the educational activity on English education based on the“conversation”including interaction with friends., 本稿は，英語教育に関わる問題を見つめる視座を固めてみたいという動機から，英語科教育の授業のあり方を教育哲学の立場から考察することを目的としたものである。 まず，近年のわが国においては，「個性化」教育というスローガンの下で，実際の学習指導が横並びになっている。そこでは，子どもたちの学習成果を学業成績の平均値と標準偏差で判定されている。それ故，子どもたちは判定される学業成績を美化し，その価値観だけで物事の良し悪しを判断する状況へと陥っている。こうした状況は，弱者と強者を明確化してしまう危険性を含んでおり，子ども同士の「学びの関わり」を崩壊させている。 上記のような「支配-被支配」「差別-被差別」の構図は，子どもの身体を呪縛し，彼らの集団を分断させる危険性が高いものと考えられる。「いじめ」「不登校」「校内暴力」「非行」といった現象は，この構図が顕在化した結果であろう。 一般に，英語科の授業では教師側が文法や読解力を問うて，それを子どもたちが回答していく系統的・段階的指導スタイルによって進展していく。それ故，「正解－不正解」「出来る－出来ない」が存在しており，強者と弱者が明確化する傾向にある。 一方で，英語科教育の中心で重視したいものは会話である。会話は，仲間と共に営まれるのが常であり，本来，会話には文脈や時系列が関係するため，明確な正解は存在しにくいものである。こうした学びを担保していくためには，仲間との相互作用（集団過程）の果たす役割がきわめて大きくなる。 以上のことから，英語科の授業においては「個人の自立」のみならず，「社会連帯性」をも形成する方法原理を究明しなければならない。そのためには，こうした立場から仲間との相互作用によって営まれる「会話」を基盤とした英語科教育に当たる教師が求められている。

ObjectivesWe developed an extended HIV prevention program for students, parents, and school teachers, and then evaluated its effectiveness.MethodsThe participants were 490 students, aged 13–14 years, attending four public junior high schools in Saga Prefecture, Japan. They were divided into two groups: control and intervention. All the students received group education by health professionals. In the control group, students received only two group education sessions given by health professionals. In the intervention group, there were three intervention components: parent education, teacher education, and student individual counseling by health professionals. Before and 3 months after the intervention, participants underwent evaluation of their frequency of communication about AIDS with parents or teachers, their knowledge of HIV/AIDS, and attitudes to sexual intercourse, self-esteem, and high-risk behavior.ResultsA total of 135 students (80 boys and 55 girls) from the intervention group and 236 students (115 boys and 121 girls) from the control group participated in the evaluation 3 months after intervention. Adolescents in the intervention group showed more positive changes than those in the control group from baseline to follow-up. Intervention had a significant impact on the frequency of communication about AIDS with teachers (p = 0.027) and HIV/AIDS knowledge among females (p = 0.023), and intervention also had a significant impact on refusal of sexual activity by males (p = 0.045).ConclusionsThese findings suggest that effective prevention of HIV might be achieved by an expanded education program for students and teachers such as that described, and individual counseling that takes into consideration the sexual differences of Japanese adolescents., Regular Article

193mm x 260mm，4ページ分が表裏１枚の用紙に印刷され，附録が中央部分にはさみ込まれている。