著者

赤嶺 宏介

出版者

京都大学哲学論叢刊行会

雑誌

哲学論叢 (ISSN:0914143X)

巻号頁・発行日

vol.37, no.別冊, pp.S151-S154, 2010

著者

三原 芳秋 松嶋 健 花田 里欧子 岡本 雅史 高田 明 太田 貴大 鵜戸 聡 比嘉 理麻 高梨 克也 中川 奈津子 中谷 和人 アンドレア デアントーニ 赤嶺 宏介 川上 夏林

出版者

一橋大学

雑誌

基盤研究(B)

巻号頁・発行日

2015-04-01

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「(人間)主体」の諸機能=学科を軸に制度化されてきた人文学を「生きている存在」一般の学として再編成する(=「生態学的転回」)ために、多様な専門の若手研究者が集い、「共同フィールドワーク」や芸術制作・コミュニティ運動の〈現場〉とのダイアロジカルな共同作業を通して従来型ではない「共同研究」の〈かたち〉を案出することが実践的に試みられ、その〈プロセス〉は確固たる端緒を開くに至った。また、環境・社会・精神のエコロジーを美的に統合する「エコゾフィー」的思考を共有する基盤となるべき「新たな〈一般教養〉」構築を文学理論の「生態学的転回」を軸に試みる企図も、国際的・学際的に一定の承認を得ることができた。

著者

田口 真奈 出口 康夫 赤嶺 宏介 半澤 礼之 松下 佳代

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.16, pp.91-111, 2010-12-01

被引用文献数

2

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The PPF program of the Graduate School of Letters, Kyoto University, is one of pioneering attempts of PPF in Japanese universities. This paper aims to describe the program against its international and national backgrounds, to evaluate it on the basis of, among others, interviews of its participants, and to outline its future prospects. The program started in 2009, and now it is in its second year. It was planned and run by a project team that consisted of staff of the Center for the Promotion of Excellence in Higher Education and the Graduate School of Letters. The authors of this paper are among its members. The program is also authorized and supervised by the committee of Faculty Development of Kyoto University. In 2009, 30 lecturers took part in the program. They were former students of the Graduate School of Letters, and taught as part time lecturers in undergraduate courses of the Faculty of Letters. The program was designed to be an example of mutual FD in which each lecturer was expected to peer review the classroom performances of his or her fellow lecturers. To carry out the task of mutual peer review, lecturers were asked to attend several lectures of their colleagues, discussion meetings that followed immediately after each lecture, and a half-day teaching seminar that was held at the end of the entire lecture series. Our research revealed that most participants positively and highly evaluated this program as a precious opportunity for improving their teaching skills. They also found that the program provided them with mental support and encouragement for their carrier making. Admittedly, follow up studies are needed to assess whether this program really contributed to the development of participants' teaching abilities. It remains a problem how to sustain this program and to incorporate it into a regular graduate school-level curriculum of teaching training.