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The education reform has been made in view of international situations and today\u0027s social trends, aimed, conceived and implemented at developing human resources to fit into it, especially cultivating a \"zest for living\". I do not have any objection to the education reform, if it is related to compatibility toward social trends and life. The problems are how and from what position they understand \"social\" and \"life\", which are the foundations of the reform. Also, what does insight into the future mean for them? Regarding these points, I currently do not think that the contents of the reform are insufficient to obtain a broad understanding. In the report regarding the reform, \"difficult times to predict\" is cited as the reason why development of effective human resources is important. And, the report emphasizes that human resources that can fully provide their ability are necessary in any society. I feel there is something wrong with thisexpression. If we are considering and implementing the development of promising talent in society, the expression,\" in any society\" is not suitable. We should start from understanding the world where we are living using a synchronic process, which connects two diachronic processes, \"past\" and \"future\", imagining what kind of society would be ideal, and encouraging acts of sharing. In other words, it is essential that we accept the reality, not only the glory of society, but also its rigors and problems, while we view the future and ask \"how and why we live here now\". Here, \"Amor Mundi\" is the foundation. The \"Amor Mundi\" relates to our current views toward the past and future of our communities and the world woven by \"things\" including natural and artificial things. Such questioning processes based on this would be able to provide important\" contexts\" for education, especially higher education. By that, \"education that is related to life\" is really directed. 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「高等教育の可能性と課題」を考える
https://stars.repo.nii.ac.jp/records/509
https://stars.repo.nii.ac.jp/records/50912d3e42f-26bc-4a56-9bd7-367223ee8568
名前 / ファイル | ライセンス | アクション |
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谷口照三 (572.3 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2016-06-22 | |||||
タイトル | ||||||
タイトル | 「高等教育の可能性と課題」を考える | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Rethinking Higher Education Reform | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 「世界への愛」とプロセス哲学 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 液状化する近代 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | リスク社会 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 協働化社会 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 高等教育改革 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
谷口, 照三
× 谷口, 照三× TANIGUCHI, Teruso |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This paper considers the "Amor Mundi and Process Philosophy", as its context, critically reviews the higher education reform that has suddenly sped up over the past 20 years, and takes account of the possibilities and challenges to higher education as an insight into living in the 21st century. The education reform has been made in view of international situations and today's social trends, aimed, conceived and implemented at developing human resources to fit into it, especially cultivating a "zest for living". I do not have any objection to the education reform, if it is related to compatibility toward social trends and life. The problems are how and from what position they understand "social" and "life", which are the foundations of the reform. Also, what does insight into the future mean for them? Regarding these points, I currently do not think that the contents of the reform are insufficient to obtain a broad understanding. In the report regarding the reform, "difficult times to predict" is cited as the reason why development of effective human resources is important. And, the report emphasizes that human resources that can fully provide their ability are necessary in any society. I feel there is something wrong with thisexpression. If we are considering and implementing the development of promising talent in society, the expression," in any society" is not suitable. We should start from understanding the world where we are living using a synchronic process, which connects two diachronic processes, "past" and "future", imagining what kind of society would be ideal, and encouraging acts of sharing. In other words, it is essential that we accept the reality, not only the glory of society, but also its rigors and problems, while we view the future and ask "how and why we live here now". Here, "Amor Mundi" is the foundation. The "Amor Mundi" relates to our current views toward the past and future of our communities and the world woven by "things" including natural and artificial things. Such questioning processes based on this would be able to provide important" contexts" for education, especially higher education. By that, "education that is related to life" is really directed. Now is the time we need to reconsider this seriously. From the standpoint of "Amor Mundi and Process Philosophy," the world where we are living is expressed as a "liquid modernity", "risk society" and "reflexive modernization", and a mutually mediated society of individualization and cooperation. This is viewed as a valuable society which should be aimed for. In this paper, I have explained the necessity of contextualization in higher education. | |||||
書誌情報 |
桃山学院大学キリスト教論集 en : St. Andrew's University journal of Christian studies 号 50, p. 61-83, 発行日 2015-03-23 |
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出版者 | ||||||
出版者 | 桃山学院大学 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0286973X | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00240500 | |||||
論文ID(NAID) | ||||||
関連タイプ | isIdenticalTo | |||||
識別子タイプ | NAID | |||||
関連識別子 | 110009899416 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |