著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.13, pp.143-156, 2016-03

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This paper introduces our workshop on fieldwork using maps and conducts discussions regarding this in the university. In fact, using maps for fieldworkis not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would gointo the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong "geographical imagination" and examined its effect.

著者

坂本 旬

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.13, pp.171-196, 2016-03

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The aim of this study is survey on possibility that introduction of Mediaand Information Literacy (MIL) program to Education for Sustainable Development (ESD) program in Japan. Though both of them are UNESCO education programs, there have not been such combined programs in the world. As Japanese National Commission for UNESCO (JNCU) and Ministry of Education, Culture, Sports, Science and Technology (NEXT) have been focusing to ESD and promoting UNESCO associate schools, there is not a MIL policy in Japan. But Hosei University joined in UNITWIN MILID (University Twinning of Media and Information Literacy and Interculturaldialogue) network as a associate member in 2014 and applied and adopted for ESD consortium for fostering global citizenship project which JNCU and NEXT made a public offering in 2015. Both of MIL and ESD programs share common principles like convergence approach, empowerment approach, cultural and linguistic diversity approach,gender and development based approach, and human rights based approach. MIL program will theoretically add or emphasize knowledge societies based approach and practically media literacy practice and inquiry based learning approach using school library as a learning center to ESD program. In 2015 Fukushima ESD consortium and Hosei University are introducing video production practices to 2 elementary schools that are UNESCO associate schools for presentation of ESD practice. One of them is exchangingvideo letter with a Nepali school which sustained damage from the earthquake. The other school will start exchange video letter program with the Japanese school in Phnom Penh in 2016. Fukushima ESD consortium and Hosei University are planning to strengthen the support system of MIL andESD programs to schools that will engage in them.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.14, pp.201-226, 2017-03

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This paper introduces our second workshop on fieldwork using maps and conducts discussions regarding this in the university after first workshop introduced by Imaizumi & Umezaki(2016). In fact, using maps forfieldwork is not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would go into the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong "geographical imagination" and examined its effect.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.15, pp.279-296, 2018-03

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This paper introduces our third workshop on fieldwork using maps and conducts discussions regarding this in the university after first workshop introduced by Imaizumi & Umezaki(2016,2017). In fact, using maps for fieldwork is not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would go into the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong “geographical imagination” and examined its effect.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.16, pp.59-81, 2019-03

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This paper introduces our fourth workshop on fieldwork, following three workshops conducted by Imaizumi & Umezaki (2016, 2017, and 2018). This workshop focuses on the usage of cartography and photography; in fact, using maps and photographs for fieldwork is not a new approach. However, the use of maps or photographs that students have not investigated sufficiently is problematic as they are only interested in participant observation and interview methods. In brief, students enter the field without having done much preparation, thus making it difficult for them to understand the essence of fieldwork. Therefore, we designed a workshop using landscape photographs in order to build a strong “geographical imagination” and examined the resulting effects.

著者

田澤 実

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.17, pp.79-104, 2020-03

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A person’s hometown was defined in the narrow sense as the prefecture where his or her high school is located, whereas it was defined in the broad sense as the prefecture that a person recognizes the hometown. The number of high school students entering colleges in their hometowns defined in the narrow and the broad senses was calculated using the Report on Basic Research on School, published by the Ministry of Education, Culture, Sports, Science, and Technology. The results indicated that in all the prefectures, a person’s home prefecture in the broad sense was included in the top 12 prefectures where a students’ college was located. However, there were prefectures that were not included in the top 12 prefectures, although they were in the same area. The percentage of students entering college in the hometown (in the broad sense) was high in prefectures of the Kansai area, including Shiga, Hyogo, Kyoto, and Osaka, among others, and in prefectures of the Kanto area, such as Ibaraki, Tochigi, Saitama, and Chiba, among others. Colleges in Tokyo and Kyoto attracted not only students from the two prefectures but also students from other prefectures in the same area.

著者

佐藤 厚

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.18, pp.107-146, 2021-03

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The aim of this paper is to explore the background of the lack of progress in recurrent education in Japan, while comparing Sweden, which is said to be the "advanced" country of recurrent education, with Japan, which is "delayed", from the concept of recurrent education.1 In Sweden, the term of “recurrent education” was used as same meaning of “25:4 rule”. That is the rule which means working adult whose age is more than 25 years old and years of work experience is more than 4 years can enter the university. This rule has set in 1969, but nowadays instead of “recurrent education”, the term “lifelong learning” has been popular in Sweden. Lifelong learning is same meaning as “working adult relearning”. The term of “adult relearning” corresponds to study and learning opportunity for working adult, which includes school education as well as vocational education and training in general.2 On the other hand, in Japan, the term of “recurrent education” was used in council report of lifelong learning in Ministry of Education, Culture, Sports, Science and Technology.After that, administrative efforts were made, and now it appears as a keyword to promote the "human resource development revolution" of the government's 100-year life concept conference (2017). Lifelong learning and "re-learning for working adults" are synonyms for recurrent education, but the ministry that advocates these words has a strong impression that it is the Ministry of Education, Culture, Sports, Science and Technology. Therefore, it is easy to imagine "re-learning for working adults" mainly for school education, especially for working adults at universities, junior colleges, and vocational schools.3 What is important in relation to the above is that in Sweden, labor and management have been involved in recurrent education (although it is weaker than in corporatist countries). The advocacy of recurrent education in Sweden coincided with the rise of industrial democracy and the labor movement in the late 1960s, with the aim of "reorganizing post-secondary education in a new system that includes the shift of labor and learning."4 On the other hand, in Japan, the place for discussing school education (MEXT Central Education Council) and the place for discussing vocational ability development (vocational ability development council) are separated, and government, labor and management are in charge of school education and vocational education. The process of making policy decisions while being involved in the overall form of training is unclear and immature. Regarding labor-management relations, there are cross-company (industry-specific) negotiations such as the spring labor offensive(“Shunto” in Japanese), but the company based labor union is the main body, and the priority of demand for education and training is generally low. In fact, according to the research result of the Japanese Trade Union Cnfederations Research Institute for Advancement of Living Standard 2019, the priority of education and training and self-development in the requirements for management at the single group headquarters is low.5 However, what should not be overlooked is that behind the low priority of union demands for education and training, there is an in-house education and training system centered on OJT and Off-JT that assume long-term employment. That is the point. In other words, the Japanese training regime is a large corporate-centric segmentalist, that is, Japanese vocational development relies on corporate education and training rather than school or public vocational training (Sato 2016; Sato 2019). Sato 2020). Then, the reason why recurrent education is not widespread is that, ironically, in-house education and training are sufficiently conducted.The problem is that the knowledge and skills formed by education and training belong to companies rather than individuals (Sato 2020: 135). If the training regime is collective, the subject of recurrent education should be the individual, knowledge and skills should belong to the individual, and the knowledge and knowledge that an individual needs at a VET training institution, including a school, for his or her career. Acquire skills and form a career in a cross-company labor market. However, in the case of Japan, there are circumstances in which this is not the case. These are the things to keep in mind when thinking about recurrent education in Japan.

著者

梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.9, pp.523-549, 2012-03

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This paper is an oral history of Mr. Yoritomo, who works in the front lines of a club which provides male companions for women, and is a dynamic entrepreneur now. The advantage of this oral history is that an internal person, in general, speaks about a host’s unexplored work. He describes the difficulty in communication and the skills which solve this difficulty through the experience of host business in this oral history. His career talk will be useful to the hearing investigators, the students who decide for their career and the workers in service trade.

著者

坂本 旬

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.18, pp.53-90, 2021-03

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The pandemic of COVID-19 has created a pandemic of disinformation known as an infodemic. In Japan, disinformation has been circulating on social media and SNS, and it often affects our health. However, there are various types of online disinformation, and depending on the nature of the disinformation, there may be different ways to respond to it. It is safe to say that the pandemic and the U.S. presidential election have revealed the threat of conspiracy theories. The year 2020 could be said to be the year of conspiracy theories, and I have seen people around me who have been pushed around by them. The anxiety brought about by the pandemic seems to have accelerated conspiracy theories. Today, the question is not just about disinformation, but about dealing with the threat of conspiracy theories.This paper outlines the online information evaluation education in Japan and considers the checklist-based online information evaluation as a stage of "awareness of information evaluation". Specifically, the "Imagination Switch" practice by Kenichi Shimomura, the practice using NHK's "Media Times" TV program, and the practice in school libraries will be discussed. However, there is a challenge in these online information evaluation practices, because it is difficult to acquire the skills for actual evaluation through awareness alone. The next step after "awareness of information evaluation" is "exploration of information evaluation". One way to do this is through the "Civic Online Reasoning" curriculum developed by the Stanford History Education Group (SHEG) and a method of exploring information called "lateral reading." I conducted the "lateral reading" practice in addition to the checklist method at Hosei Daini Junior High School in January 2020.This was the first step towards the practice of online information assessment using computers in Japan. However, is this kind of "exploration of information evaluation" really effective as a countermeasure to the problem of disinformation, including conspiracy theories? It seems to me that there is more to the problem than just online information evaluation. What are the basic principles of education to counter disinformation and conspiracy theories in the pandemic? This paper ultimately seeks to answer that question, and considers media and information literacy as pluralistic literacy based on the value of human trust and dignity as one way of thinking about it.

著者

南雲 智映 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

no.7, pp.329-359, 2010-03

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The subject of this thesis is "UI・Zensen Doumei" (The Japanese Federation of Textile, Chemical, Food, Commercial, Service and General Workers' Unions), which has succeeded in expanding the organization of labor unions. It analyzed the realities of and factors in the expansion of labor unions.The study clarified that firms are planning to implement a strategy for the expansion of labor unions in association with UI・Zensen Doumei; the union headquarters will play a central role in this expansion. Moreover, the study confirmed that a cooperative relationship has been established between the headquarters, branches, and individual firms. In addition, the people who formed the union were included in the investigation, and the possibility of union formation and role of industrial unionism were analyzed. The profit and cost of union formation were examined, and a strategy that reduced the cost of union formation and one that expanded the profit after union formation were identified. The former strategy entails supplying the know−how of union formation, and the latter involves providing support for labor−management negotiation and serving the union members. Industrial unionism might have a more important role to play when the cost of forming enterprise− based unions increases, and the profits of unions are made vague.

著者

坂本 旬

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

no.16, pp.33-58, 2019-03

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In so called the "post-truth" world, the media literacy pedagogy is confronting so many challenges such as "fake news" and hate speeches on social media. And, we need to explore how we can adapt the concepts of media literacy to the new digital world. Therefore, this article examines two aspects of the concepts of media literacy. First, the Eight key concepts of media literacy which developed in Ontario, Canada by the Association for Media Literacy had a great influence on the development of the Five core concepts of media literacy and the Five key questions which the Center for Media Literacy built in the USA.Second, new digital technology and social media including the phenomena of "fake news" reinvigorate the concepts of media literacy. Social media continue to expand on the wave of globalization, and it is expanding "fake news" worldwide. Inevitably, Media literacy pedagogy and concepts expand globally and make relationships with other literacies such as the Information Literacy and the News Literacy. There is the necessity of adopting an global vision on such a Media Literacy education movements and theories.