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㪈㪇䌾㪉㪇ᐕᧂḩ
㪏㪇
㪈㪌㪅㪉㩼

㪉㪇ᐕએ਄
㪊㪐㪉
㪎㪋㪅㪎㩼

࿑䋴 ⃻૑ᚲ䈪䈱ዬ૑ᐕᢙ࿑䋳 තᬺ䋨࿷ቇ䋩ቇᩞή࿁╵㪉㪍㪃㩷㪋㪅㪐㩼

㪋㪃㩷㪇㪅㪏㩼

ㄘᨋṪ㪉㪏㪃㩷㪌㪅㪊㩼

⥄༡ᬺ㪊㪉㪃㩷㪍㪅㪈㩼
ળ␠ຬ㪎㪊㪃㩷㪈㪊㪅㪐㩼ή⡯㪈㪍㪍㪃㩷㪊㪈㪅㪍㩼ᢎ⢒㑐ଥ㪉㪈㪃㩷㪋㪅㪇㩼
౏ോຬቇ↢㪐㪃㩷㪈㪅㪎㩼
⥃⡯㪈㪊㪃㩷㪉㪅㪌㩼

㪌䌾㪈㪇ᐕᧂḩ
㪊㪇
㪌㪅㪎㩼

ਛቇᩞ
㪐㪊
㪈㪎㪅㪎㩼

㜞ᩞ
㪉㪊㪌
㪋㪋㪅㪎㩼

䈠䈱ઁ

㪌ᐕᧂḩ
㪉㪊
㪋㪅㪋㩼

㪋㪎㪃㩷㪏㪅㪐㩼
ਥᇚ㪈㪇㪎㪃㩷㪉㪇㪅㪊㩼

࿑䋵 ⡯ᬺ

 

ㄘᨋṪᬺ
⥄༡ᬺ
ળ␠ຬ䊶࿅૕⡯ຬᢎຬ䊶ᢎ⢒㑐ଥ⡯ຬ౏ോຬਥᇚ䋨䊌䊷䊃฽䉃䋩⥃ᤨ⡯ຬ䊶ᣣ㓹䈇䊶䊐䊥䊷䉺䊷
ቇ↢
ή⡯
䈠䈱ઁ
ή࿁╵

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

㪉㪏㪌

૑䉂䉇䈜䈇䈫䈖䉐䈪䈅䉎54.2%

㪎㪍 14.4%ᢥൻ⊛䈭࿾ၞ䈪䈅䉎㪈㪍㪇 30.4%

ੱᖱ๧䈏䈅䉎

㪈㪇㪌 20.0%ⷰశ⾗Ḯ䈏⼾䈎䈪䈅䉎㪉㪐 5.5%⼾䈎䈭↥ᬺၮ⋚䈏䈅䉎

㪐㪋 17.9%ක≮ᣉ⸳䈏ᢛ䈦䈩䈇䉎

㪉㪇㪈 38.2%↥ᬺၮ⋚䈏ᒙ䈇㪈㪇㪇 19.0%

㐽㎮⊛䈭ᗵ䈛䈏䈜䉎㪌㪉૗䈎䈫↢ᵴ䈚䈨䉌䈇9.9%

㪐㪇 17.1%

ᢎ⢒ⅣႺ䈏ᖡ䈇㪈㪍㪍 31.6%

ฎ䈇૕⾰䉕ᜬ䈦䈩䈇䉎

㪊㪇 5.7%䈠䈱ઁ㪊㪐 7.4%ή࿁╵࿑䋶 ⃻࿷૑䉖䈪䈇䉎࿾ၞ䈮䈧䈇䈩

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

㪊㪌㪇

㪉㪊㪋 44.5%

ભᕷ䉕䈫䉎

㪈㪍㪉 27.2%

䉴䊘䊷䉿䊶䊧䉪䊥䉢䊷䉲䊢䊮㪊㪈㪋 59.7%

⿰๧䉇㖸ᭉ䉕ᭉ䈚䉃

㪉㪊㪈 43.9%䊁䊧䊎䊶䊎䊂䉥䊶䉟䊮䉺䊷䊈䉾䊃㪈㪊㪈 24.9%ኅᣖ࿅䉌䉖䈱ᤨ㑆䉕ㆊ䈗䈜

㪈㪌㪋 30.8%

ቇ⠌䈜䉎㪈㪐㪍 37.3%

෹ੱ䈫੤ㆆ䈜䉎

㪏㪈 15.4%࿾ၞ䉇⡯႐䈪␠ળ⊛ᵴേ䉕ⴕ䈉

㪈㪋㪊 29.3%

䊗䊤䊮䊁䉞䉝ᵴേ䉕ⴕ䈉䈠䈱ઁ

㪊㪈 5.9%ή࿁╵㪊㪌 6.7%࿑䋷 ⥄↱ᤨ㑆䈱೑↪䈱઀ᣇ

 

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

⥄ᴦ૕㩿౏᳃㙚䉇࿾඙౏᳃㙚䈭䈬䉕฽䉃㪀䈏ਥ௅䈜䉎⻠ᐳ䊶⻠Ṷળ䈭䈬䈮ෳ
ട䈚䈢

㪊㪌㪇

㪋㪇㪇

㪊㪊㪌 63.7%
㪈㪉㪏 24.3%

᳃㑆ડᬺ䈏ਥ௅䈜䉎䉶䊚䊅䊷䊶⎇ୃળ䈭䈬䈮ෳട䈚䈢

㪈㪋㪋 27.4%

䉦䊦䉼䊞䊷䉶䊮䉺䊷䈭䈬䈏ਥ௅䈜䉎⻠ᐳ䊶੐ᬺ䈭䈬䈮ෳട䈚䈢

㪊㪌 6.7%ㅢାᢎ⢒㩿᡼ㅍᄢቇ䉕฽䉃㪀䉕ฃ⻠䈚䈢

㪉㪉㪈 42.0%ඳ‛㙚䊶࿑ᦠ㙚䉕೑↪䈚䈢

㪌㪍 10.6%ㄘද䊶Ṫද䊶໡Ꮏળ╬䈏㐿௅䈜䉎ቇ⠌ળ䊶⎇ୃળ䈮ෳട䈚䈢࿾ၞᇚੱળ䉇⠧ੱ䉪䊤䊑䊶䌐䌔䌁╬䈱ᵴേ䈱ਛ䈪ቇ⠌䈱ᕈᩰ䈏ᒝ䈇੐ᬺ䈮ෳട䈚䈢

㪈㪇㪐 20.7%ᄢቇ䈱౏㐿⻠ᐳ䉇⻠⟵䉕ฃ⻠䈚䈢

㪈㪇㪍 20.2%

䉟䊮䉺䊷䊈䉾䊃䉕ᵴ↪䈚䈩ᖱႎ䉕෼㓸䈚䈢

㪈㪇㪈 19.2%
㪉㪐㪈 55.3%

ᧄ䉇㔀⹹䈭䈬䉕⾼౉䈚䈩⺒䉖䈣․䈮ቇ⠌ᵴേ䈲䈚䈩䈇䈭䈇㪋㪌 8.6%䈠䈱ઁ㪊㪋 6.5%ή࿁╵㪊㪐 7.4%࿑䋸 䈖䉏䉁䈪䈱ቇ⠌ᵴേ

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪉㪏㪎 54.6%⿰๧䈮㑐䈜䉎䈖䈫
৻⥸ᢎ㙃⊛䈭䈖䈫

㪉㪋㪋 46.4%
㪉㪊㪍 44.9%ක≮䊶ஜᐽ䈮㑐䈜䉎䈖䈫㪈㪐㪉 36.5%੺⼔䊶⑔␩䊶ᐕ㊄䈮㑐䈜䉎䈖䈫㪌㪏ሶ⢒䈩䊶ᢎ⢒䈮㑐䈜䉎䈖䈫11.0%ኅ੐䉇ᣣᏱ↢ᵴ䈱༡䉂䈮㑐䈜䉎䈖䈫

㪎㪏

14.8%

઀੐䈮㑐䈜䉎ኾ㐷⊛䈭䈖䈫

㪏㪇

15.2%

⡯႐䈱ੱ㑆㑐ଥ䉇ੱ੐▤ℂ䈮㑐䈜䉎䈖䈫

㪊㪏

7.2%

㪈㪋㪐 28.3%

࿾ၞ䈪ⴕ䉒䉏䈩䈇䉎ⴕ੐䉇಴᧪੐䈮㑐䈜䉎䈖䈫㪈㪍㪐 32.1%

࿾ၞ䉇ᣣᧄ䈱᡽ᴦ䊶⚻ᷣ䊶␠ળ䈭䈬䈮㑐䈜䉎䈖䈫㪐㪈 17.3%࿖㓙␠ળ䈮㑐䈜䉎䈖䈫
䈠䈱ઁ
ή࿁╵

㪊㪇㪇

㪊㪊 6.3%
㪈㪇 1.9%࿑䋹 ቇ⠌䈚䈢䈇䈫ᕁ䈦䈩䈇䉎䈖䈫

 

㪊㪌㪇

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪈㪍㪏 31.9%ᄢ䈇䈮䈚䈩䉂䈢䈇

㪉㪊㪌ᄙዋ䈚䈩䉂䈢䈇

44.7%

㪊㪉 6.1%䈾䈫䉖䈬⥝๧䈏䈭䈇㪋㪐 9.3%䈠䉖䈭䈖䈫䈏಴᧪䉎䈫䈲⍮䉌䈭䈎䈦䈢㪊㪎 7.0%䉒䈎䉌䈭䈇㪈㪏 3.4%ή࿁╵࿑䋱䋰 ᄢቇ䈪䈱ቇ⠌䊶⎇ⓥᵴേ䈮䈧䈇䈩

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪉㪐 5.5%㪈ᐕએౝ㪈䌾㪊ᐕ㪏㪈 15.4%

㪊䌾㪌ᐕ㪈㪊㪋 25.5%

㪌ᐕએ਄
ή࿁╵

㪊㪇㪇

㪉㪍㪎 50.8%㪈㪌

2.9%

࿑䋱䋱 ⊓㍳䈚䈩䈎䉌䈱ᐕᢙ

㪇

㪉㪇

㪋㪇

㪍㪇

㪏㪇

㪈㪇㪇

㪈㪉㪇

㪈㪋㪇

㪈㪍㪇

㪉㪇㪇

㪈㪏㪇 34.2%

䉼䊤䉲䊶䊘䉴䉺䊷䉕⷗䈩
㪎㪏 14.8%ᣂ⡞⸥੐䉕⷗䈩㪈㪊㪉 25.1%⍮ੱ䊶෹ੱ䈮⺃䉒䉏䈩㪈㪊㪏 26.2%

␠ળᢎ⢒⡯ຬ䈮⺃䉒䉏䈩␠ળᢎ⢒ᆔຬ䈮⺃䉒䉏䈩㪍㪏 12.9%

䈠䈱ઁ
ή࿁╵

㪈㪏㪇

㪍 1.1%࿑䋱䋲 䇸⋵᳃䉦䊧䉾䉳䇹䉕⍮䈦䈢ᄾᯏ

 

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

㪊㪌㪇

㪋㪇㪇

㪊㪊㪎 64.1%

⻠Ṷળ䉇⻠⠌ળ䈭䈬䈱ቇ⠌ᯏળ䈮䈧䈇䈩䈱ᖱႎ䈏᰼䈚䈇䈫ᕁ䈦䈢
㪐㪈 17.3%䇸තᬺ䇹䉕⋡⊛䈫䈚䇮ቇ⠌ᵴേ䉕Ⓧ䉂㊀䈰䈢䈇䈫ᕁ䈦䈢

㪈㪇㪉 19.4%

᭽䇱䈭ቇ⠌ᯏળ䈮ෳട䈚䇮䈠䉏䉕⸥㍳䈜䉎䈖䈫䈏䈍䉅䈚䉐䈇䈫ᕁ䈦䈢

㪈㪌㪌 29.5%ቇ⠌䈜䉎ખ㑆䉕Ⴧ䉇䈚੤ᵹ䈚䈢䈇䈫ᕁ䈦䈢
䈠䈱ઁ

㪌㪇

9.5%

ή࿁╵

㪌㪌

10.5%

࿑䋱䋳 䇸⋵᳃䉦䊧䉾䉳䇹䈮⊓㍳䈚䈢േᯏ䊶⋡⊛

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

䇺ቇㆆ䊃䊏䉝䇻䉕⷗䈢䈖䈫䈏䈅䉎

㪉㪇㪇

㪉㪌㪇

㪈㪍㪉 30.8%⋵᳃䉦䊧䉾䉳䈱䌈䌐䉕⷗䈢䈖䈫䈏䈅䉎㪐㪌 18.1%
㪉㪎㪊 51.9%䊘䉴䉺䊷䉇䉼䊤䉲䉕⷗䈢䈖䈫䈏䈅䉎㪈㪎㪈 32.5%䉻䉟䊧䉪䊃䊜䊷䊦䉕䉅䉌䈦䈢䈖䈫䈏䈅䉎䇸ੱ᧚䊋䊮䉪䇹䈮ട౉䈚䈩䈇䉎㪊㪇㪇

㪉㪍 4.9%㪈㪉㪊 23.4%ή࿁╵࿑䋱䋴 䇸⋵᳃䉦䊧䉾䉳䇹䈻䈱ෳട䈱⁁ᴫ䋨ᖱႎឭଏ䋩

㪇

㪌㪇

㪈㪇㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

㪈㪉㪈 23.0%ᄢቇ౏㐿⻠ᐳ䉁䈧䉍䈮ෳട䈚䈢䈖䈫䈏䈅䉎㪈㪌㪌 29.5%↢ᶦቇ⠌䊐䉢䉴䊁䉞䊋䊦䈮ෳട䈚䈢䈖䈫䈏䈅䉎㪎㪉䈅䈜䈭䉐ዏቇ㒮䉕ฃ⻠䈚䈢䇸ቇ෹ળ䇹䈮ട౉䈚䈩䈇䉎

㪈㪌㪇

㪊㪇

13.7%

5.7%

㪉㪍㪊 50.0%ή࿁╵࿑䋱䋵 䇸⋵᳃䉦䊧䉾䉳䇹䈻䈱ෳട䈱⁁ᴫ䋨ਥ௅੐ᬺ䊶㑐ㅪ੐ᬺ䋩

 

㪇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪇㪇

㪉㪌㪇

㪊㪇㪇

㪊㪌㪇

㪉㪏㪈 53.4%⻠ᐳ䊶⻠Ṷળ䈭䈬䈱ᄙ᭽䈭੐ᬺ䈱ታᣉ

㪉㪐㪊 55.7%⻠ᐳ䊶⻠Ṷળ䈭䈬䈮㑐䈜䉎ᖱႎឭଏ䊖䊷䊛䊕䊷䉳䈱లታ㪋㪏 9.1%䊜䊷䊦䊙䉧䉳䊮䈱⊒ⴕ

㪋㪊 8.2%䇸䊙䉴䉺䊷䊶䉮䊷䉴䇹䈱లታ㪊㪊 6.3%㪉㪏 5.3%䈠䈱ઁ

㪏㪏 16.7%ή࿁╵࿑䋱䋶 ੹ᓟలታ䈘䈞䈩᰼䈚䈇੐ᬺ

㪇

㪉㪇

㪋㪇

㪍㪇

䇸ቇ↢䇹䉕Ⓧᭂ⊛䈮Ⴧ䉇䈚䈩䈾䈚䈇

㪏㪇

㪈㪇㪇

㪈㪉㪇

㪈㪋㪇

㪈㪍㪇

㪈㪏㪇

㪍㪊 12.0%ද⾥࿅૕䉕Ⴧ䉇䈚䈩䈾䈚䈇㪈㪉㪉 23.2%

㜞ᐲ䈭ቇ⠌ᯏળ䉕Ⴧ䉇䈚䈩䈾䈚䈇㪈㪍㪇 30.4%
㪈㪊㪇 24.7%ቇ⠌ᚑᨐ䉕ᵴ↪䈪䈐䉎䉋䈉䈮䈚䈩䈾䈚䈇㪈㪈㪈 21.1%⡯ᬺ䊶઀੐䈮㑐䈜䉎ᖱႎ䉕Ⓧᭂ⊛䈮ឭଏ䈚䈩䈾䈚䈇㪎㪇 13.3%䇸ቇ↢䇹ห჻䈱੤ᵹ䈏䈚䉇䈜䈇䉋䈉䈮᧦ઙ૞䉍䉕䈚䈩䈾䈚䈇↢ᶦቇ⠌䉇䊗䊤䊮䊁䉞䉝䊶㪥㪧㪦䉕┙䈤਄䈕䈩䈾䈚䈇㪈㪇㪋 19.8%ቇ⠌ᚑᨐ䉕ᵴ↪䈪䈐䉎႐䉕ឭଏ䈚䈩䈾䈚䈇㪈㪇㪐 20.7%
㪈㪋 2.7%䈠䈱ઁ㪈㪇㪊 19.6%ή࿁╵࿑䋱䋷 䇸⋵᳃䉦䊧䉾䉳䇹䈻䈱ᦼᓙ㪇⻠Ꮷ䈫䈚䈩⻠Ṷ䉇ᜰዉ䉕ⴕ䈇䈢䈇

㪌㪇

㪈㪇㪇

㪈㪌㪇

㪉㪍 4.9%㪈㪈㪍 22.1%

࿅૕䉇䉫䊦䊷䊒䈱ਛ䈪Ⓧᭂ⊛䈮ᵴേ䈚䈢䈇㪈㪐㪈 36.3%

࿾ၞ䈱ਛ䈪࿾ၞ⺖㗴䊶↢ᵴ⺖㗴䈮ข䉍⚵䉂䈢䈇
㪈㪇㪎 20.3%⡯ᬺ䈮↢䈎䈚䈢䈇

㪈㪊㪌 25.7%

䊗䊤䊮䊁䉞䉝䊶㪥㪦㪧ᵴേ䈮ข䉍⚵䉂䈢䈇ክ⼏ຬ䈭䈬䈱ᆔຬ䈫䈚䈩ᵴേ䈚䈢䈇㪉㪇㪇

㪉㪌 4.8%ቇ⠌䊶⎇ⓥ䈚䈢ᚑᨐ䉕૗䉌䈎䈱ᒻ䈪⊒⴫䈚䈢䈇

㪊㪌 6.7%䈠䈱ઁ㪊㪎 7.0%㪈㪇㪏 20.5%ή࿁╵࿑䋱䋸 ቇ⠌ᚑᨐ䈱ᵴ↪䈮䈧䈇䈩

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Lifelong Learning – a Concept or a Slogan? LLL in the mirror of
educational history
Philipp Gononġ
Lifelong Learning (LLL) is a demand which has been very popular for years also in German
speaking countries. As an educational policy claim, LLL refers to social, economical andtechnical changes. Looking at its history (presented through the example of Switzerland)shows that Lifelong Learning has a much longer tradition than might be assumed.
Concerning the need for a reform of the education system, LLL proves to be a concept which isdifficult to be made precise.
Generally, Lifelong Learning (LLL) or, more extensively, the vision of “Learning Society” is ademand which is aligned to the future. Dealing with the reform of the education system, thereason for making new efforts in order to keep up with or develop international competition,
the connection to lifelong learning is quickly seen. So LLL is a demand which is taken up byreformers. This also happened in 1996, the “European Year of Lifelong Learning.” According
to the paper “Leitlininien einer modernen Bildungspolitik” (guidelines for a modern education
policy), written by Günther Dohmen and edited by the German Federal Ministry (ofEducation, Science, Research and Technology), self-determined, competence-developing
learning should be supported in order to react to the demands of modern life and work. Man is
only able to cope with “dramatical changes”, when he learns lifelong in “fast changes ofsituative challenges” (Dohmen 1996, p.4 and p.90f). Here the special role of adult education isstressed which should be more than correcting school’s education. (Knoll 1997, p.36). Likewise
the White Paper, published in 1995 by the European Union “Teaching and Learning –Heading Towards a Cognitive Society” stresses that access to education has to be guaranteed
lifelong in order to make Europe fit for the radical changes of globalization and theinformation age. (1996, p.37/80) In order to support democracy and competitive capacity, apolicy of “lifelong general and vocational education” should be carried out in Europe (Cresson
1996). The whole education system is to be committed to such a view to be judged by the many
comments. It has to be noted that global claims are often connected to very specific reformsuggestions.
Likewise the statements which have been made for years by international organizations suchas UNESCO, World Bank and others emphasize with different stress the importance oflearning beyond school days. As early as in 1973 the OECD was in the focus of attention with
its paper: “Recurrent Education – a strategy for lifelong learning.” (OECD 1973).

Philipp Gonon 㧦 ࠴ࡘ࡯࡝࠶ࡅᄢቇᢎ᝼‫ޕ‬ኾ㐷ߪᢎ⢒ቇ࡮⡯ᬺᢎ⢒⺰࡮↢ᶦቇ⠌⺰‫ޕ‬ 

LLL as a slogan of education policy
Dennis Kallen, co-author of the above mentioned paper and grand seigneur of international
education policy characterizes LLL as a mixed concept.
LLL legitimizes “both smaller corrections of education and social policy and general,innovative or even revolutionary ideas: its aims concerning social policy go from radical
equality to conservative attempts which confirm the prevailing order. Among its target groups
are the old and young, working people and pensioners. Its organization structures reach fromwide ranged educational programs for adults to educational measures which are carried out
at the job or are job-related (today’s field of furtherance) to integrated models of general andvocational education” (Kallen 1995, p.17).
It is exactly this variety of aspects that is reminiscent of the characterization which Israel
Scheffler assigns to pedagogical language in his survey “The language of education”; it isoften characterized by slogans. Besides stipulative, descriptive and programmatic definitions,
Scheffler distinguishes between slogans and metaphors (Scheffler 1971, p.139).
According to Scheffler, slogans in pedagogics are symbols around which the most important
thoughts and attitudes are grouped. They are not concerned with serious reconsidering andsystematizing but with benevolent repetition and solemnity. Thus we can also regard thoseslogans as formulas which only vaguely refer to a concept. “We say that definitions are
explaining/clearifying; but we do not say this about slogans. Slogans can be infectious,
definitions cannot.” (ibid., p.55).
The special thing about a slogan is the fact that it can combine different meanings andtherefore mirrors poorly defined concepts. Not the statement as such but its practicalmeaning and usability are in the focus of attention. Referring to LLL it can be stated that thisexpresses the desire during the sixties. It is especially the reevaluation of adult education
which is in accord with this demand. On the other hand, the criticism of school or making
school-like in structure receives new support. So we can perceive the demand for an
institutional extension of the education system in the LLL slogan. On the other hand, theemphasis of LLL should modify the results of this historical structure in society.
LLL in the 19th century and the case of Switzerland: Bonstetten, Zschokke and Scherr
In contrast to many papers and some self-stylizations, LLL is not a recent idea but is part of adebate on the construction of the educational system as shall be shown by the example of
Switzerland. Establishing an educational system in 19th century by prominent figures like
Pestalozzi, Fellenberg and Stapfer, there was also a debate about learning after school andoutside school-rooms.
As a consequence of the French Revolution Bonstetten propagated learning through the whole
life course. Karl Victor von Bonstetten (1745-1832) was born into a patrician family in Bern.
 

He received his education by traveling the whole of Europe and was friends with Frederike
Brun, Matthisson, Lord Byron and Madame de Stael. He was engaged in the reform ofeducation in Switzerland. In his work published in 1802 “On National Education” he wrotethat no Enlightenment was possible without people and its government trusting each other.
Even a benevolent government as during the French Revolution is no of much use if theywant to push through their principle and do not listen to reason. The Good requires a good
constitution united with functional Enlightenment. Without the latte, freedom is impossible(Bonstetten 2000, p.307). This freedom emerges from reason, thus the stimulation of reason isnecessary. In contrast to Rousseau, Bonstetten does not connect reason to an unenlightened
will of the people, but relates it to science. Rather it would be necessary to merge science withsociety, to bring it back to the people. True Enlightenment should connect democracy andEnlightenment. Two kinds of prejudice have to be countered: that only young people can be
educated and that only school-teachers are able to do that:“Our education lasts as long as we are effected by our surroundings, as long as we feel andlive.”(Bonstetten, 2000, p.318)
True Enlightenment is eager to bring intellectual and manual labour, experience and science,
working class people and scholars together. The common use of the products of science isonly possible where it is corrected by continuing experience and labour is brought into steadyconnection by verified principles (323). All parts of the nation through constant endeavour
would contribute to the perfection of reason and morality. The thinking and exploring part ofmankind has a triple duty: to enlarge science, make it known and use it. It is made explicit
that this is not meant to happen as reason from lecture rooms or in solitude cells (but in broad
public). Only such an attitude could overcome isolated scholarship.
Bonstetten criticizes the school system of his days not only due to the methodologicalshortcomings, but also because of the fact that school time ended too early and abruptly. That
is why it is necessary to keep the learning mind awake through friendship and sociability,
joining societies, clubs and organizations. Furthermore, it is essential to grant freedom of thepress.
A speech published in 1836 by the politician, educationalist and editor of numerous
magazines and journals Johann Heinrich Zschokke (1771-1848), can be put into this tradition.
During a meeting of the Swiss People’s Education Society in Lausen (near Basel) he coined
the slogan “Educating the people is liberating the people” (Zschokke 1836), which has beenused by many others later. According to Zschokke, it is the task of people’s education to
overcome ignorance and superstition. Only then are a people liberated from all their bonds ofslavery and beyond the state of “savagery”. The people have to be lifted from the state ofmental immaturity to maturity (ibid., p.173). Therefore the People’s Education Society is anassociation for people’s liberation; which follows directly after political liberation. Besides the
improvement of education, it is necessary to provide “good” books in the local clubs for people’s education. Political issues should be discussed there and useful information taught tothe ignorant mass by teachers and scholars. Zschokke thinks of domestic and agricultural
knowledge, furthermore examples of noble taste and good moral could be useful. (186). If
good and honest citizens stick together, happiness and wealth at home are more guaranteed
than through “all sermons, laws and decrees” (187).
It was this strongly political determined motivation which gave useful knowledge to the earlyreading circles and clubs. These were marked by their local or regional character in city andcountryside. But as they were hardly institutionalized, they depended on chance and private
initiative.
In his work “The Necessity of a Complete Organisation of Public Schools; derived from theinappropriate limitation of lessons to childhood and the insufficient effects of children’s
school on a nobler life for the people”, which was published in 1842, Ignaz Thomas Scherr(1801-1870), educationalist and politician from Zurich demanded a “school of civil life”.
Although such an institution was not established until the 20th century, his plea for learning
through the whole life course was clearly shown.
On the other hand, a furtherance of adult education was developed from charitable attempts,
from clerical circles and the forming of the workers’ movement in the 19th century whichmainly focused on the recruiting and spreading of respective interests (Bachmann-DiMichele1992).
Pflügers evaluation of LLL at the end of the 19tu century
Paul Pflüger, pastor from Zurich “evaluated” in his paper “On the improvement of Swiss
people’s education”, published in 1896, quite skeptically the way things were standing at theend of 19th century. The nature of the clubs for people’s education(as propagated byZschokke) was heterogenous, the topics discussed often arbitrary and of low profile. Often
leisure was important than teaching. Pflüger also considered the press, the church andlibraries to be part of the people’s education. The influence of the church is valued as being
hardly existent, the press could not offer coherent articles and libraries would not grant
access to a broad public. He judges benevolently the University-Extension-Movement whichcame into fashion during those days, but considers universities and their subjects to be too far
away from the interests of the common people. Adding to this, Pflüger saw a problem in thelack of qualified teachers for such a people’s education.
The picture presented above would be corrected if the attempts of single cantons were
presented. In 1855, the canton of Geneva established educational classes for adults whichwere to be held by university professors. These were legally established as “cours publics et
gratuits” (Schärer 1998). All the same Pflüger demonstrated with his paper that the endeavor
to establish a learning culture for adults outside schools were not sufficient.

 Further vocational education and the development of adult education in 20th century
Nevertheless a modest adult education arose after schools were legally established on
cantonal level (1874).
Besides such a political and scientific oriented adult education, the furtherance of “further
education” which results from further vocational education of young adults from industrial
and trade backgrounds has to be referred to. From these Sunday- and evening schools whichwere initiated by commercial, domestic-economic and industrial associations developed on
the one hand professional training schools. On the other hand a vocational education andfurtherance of adult education was established which was finally legalized by a law for
vocational education in 1930 in the whole of Switzerland (Gonon 1998).
On the other hand the adult education was given an impetus by the institutionalization ofuniversity extension in Basel, Bern and Zurich during the years 1919-20. These evening
schools asserted themselves on the Danish model of home schools with vocational regard foryoung

adults

which

were

strongly

preferred

by

Fritz

Wartenweiler(1889-1935),

educationalist and pioneer of adult education. Even though the development of extension
universities (“Volkshochschulen”) followed those in Austria and Germany, it has to be notedthat after the Second World War adult education in Switzerland developed independently.
This is mainly due to the commitment of the food company Migros to adult education!
Besides selling food, Migros continually strengthened their own further education programand extended their classes for people outside the company. Their concept of “club schools”
which favoured leisure and social interaction thus became more popular than the“Volkshochschulen”. So Migros mutated to the biggest provider for adult education in
Switzerland – but their classes are nowadays quite similar to those of “Volkshochschulen”
based on linguistic and cultural classes.
LLL in the mirror of Swiss educational history
Bonstettens ideas on education incorporate the program of people’s education of the 19th
century: Enlightenment, democracy, the inclusion of science into society and the spreading ofresearch beyond a close circle of scholars. Furthermore, this perspective on reform ofeducation is astonishingly modern.
In his work “On National Education”, Bonstetten stated his criticism of current school whichis still of interest in our days. As can be observes with many later reformers, it is a central
point in his thought that current school system can only provide, the fundament for a general
education. If people are considered able to learn beyond the time of childhood andadolescence, learning can never be finished within a limited period of time. But also
concerning social questions, the limitation of knowledge does not make sense. It must be theaim of democratic society to grant access to education for everybody. Here social andscientific elites are made responsible: they should be concerned with providing knowledge.
 That is how they can contribute to the legitimacy of science, to the use of certain knowledge
at work – and so they learn from this task for their own job. The requirement to constantly
keep the leaning mind awake for the benefit of both individual and society sounds reasonable
reconsidering the demands for a “learning society”.
Less obvious in Bonstetten’s thought is the question of institutionalizing lifelong learning.
The cantonal establishment of the school system in 1874 was not followed by a strengthened
adult education as such. Paul Pflüger’s critical judgment of the state of institutionalizing andprofessionalizing adult education at the end of the 19th century can easily be found in thelatest analysis on the state of adult and continuing education (Schäfli/Gonon 1999). The legal
basis for furtherance of lifelong learning in Switzerland is still not clear and there are mainly(male) educational elites which benefit from these offers. Much has to be done concerning the
education of instructors (Gonon 2000). Adult education as such gas not been establishedinstitutionally nor is it based exclusively on science. Besides a social enlightening role/ a
specific furtherance has gained importance which puts stress on vocational progress.
Concluding remarks
The historical review on the Helvetian course of discussion shows lifelong learning as ademand treating (adult) education and its furtherance beyond a time limited to school with along tradition.
From today’s point of view the shift of interest regarding the contents of further education
with identical claims is important. The close relation between scientific knowledge,
Enlightenment and social progress which is regarded by Bonsteten and, though lessenthusiastic, Pflüger, fades during the 20th century in favour of a perspective stressing
prosperity and an international competitive capacity. Today the need for lifelong learning is
not connected with political perspectives but with professional and vocational requirements inorder to adjust to the changes in technology and working conditions. Thus we can emphasizethat lifelong learning has become much more job-related today. There has been a shift from a
primarily political to an economic background. As a “realistic aim” it has been reduced to aconcept of flexibility for adults and – according to Kallen – therefore it has lost much of the“large scale and extensive concept” which it has during the 70s (1996, p.24). Active
participation of the citizens on a national level remains in the background with regard to acollective effort for participation on a global level.
Even if current LLL-presentations emphasize self-determined and informal learning of adults,
many scholars refer to the fact that experience at school are the central resources of later
learnering (Gorard et al. 1999). Learning as such cannot be learned (see Ruhloff 1998), but
attitudes towards learning acquired at school characterize and stabilize further readiness oflearning.
If we want to emphasize a conceptional core behind the slogan of LLL, it must be that
individual education is freed from the boundaries of time. The concept of LLL, especially in current forms, which favour job-related perspectives grounded on informal learning and a“model of learning within the life course” (Alheit et al. 998) over formal school education,
call traditional education system into question. Paradoxically said, the claim for LLL
promotes further the creation of school-like structure as well as the tearing down of such
structures in society. It is especially the freedom in time and place of learning which shows
the popularity or the possibility of this demand. It is the task of a historical perspective toshow clearly the balance between making school-like in structure and new ways of learning,
economic and political aims.

References
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19. Jahrhundert. Bern: Peter Lang 1992.
Bonstetten, K.V.: Ueber Ntionalbildung. (1802). In: Doris und Peter Walser-Wilhelm (Ed.):
Bonstettinania. Neue Schriften. 1. Teilband. Bern: Peter Lang 2000.
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Grundlagen der Weiterbuildung – GdWz, 11, 2000, 1, S. 56-59.
Gorard, S./Rees, G./Febre, R.: Two dimensions of time: the changing social context oflifelong learning. In: Studies in the Education of Adults, 31, 1999, 1, S. 35-48.
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Zeitschrift 8/9, 1996, S. 17-24.
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Bildungsreform. In: Literatur- und Forschungsreport Weiterbildung Juni 1997. Frankfurt
a.M. 1997, S. 27-40.
OECD: Recurrent Education – a strategy for lifelong learning”. Paris 1973.
Pflüger, P.: Zur Hebung der schweizerischen Volksbildung. Bern 1896.
Ruhloff, J.: Lernen des Lernens? In: Rekus (Hrsg.): Grundfragen des unterrichts. Bildung und
Eriziehung in der Schule der Zukunft. Winheim: Juventa 1998, S. 83-94.
Schärer, M.: Geschichte der Erwachsenenbildung in der Schweiz (150.20.10). In: A. Kaiser/J.
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der Kindheit und aus der unzureichenden Fortwirkung der Kinderschule auf ein edleres
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 Ԇȅম ު ༭ ࣬ ˍȅ୆‫ڠپ‬ਠ‫ݪࡄ֗ޗ‬ΓϋΗȜ৽टȆ‫ވ‬टমުȪˍȫ࢖‫࣒ٳ‬ज
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ᑼߩ㕙߆ࠄᱜߒߊᝒ߃ߥ߇ࠄ‫ ޔ‬㙚㧤᦬㧣ᣣ㧔᦬㧕↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ ߘߩ૶↪ᴺ࡮೑↪ᴺࠍ⠨߃ࠆ‫ޕ‬‫ߚߞ૶ࠍޢࡦࡁࡂޡ‬ᜰߣ㗡ߩ੍ ࡦ࠲࡯㐳࡮ᢎ⢒ቇㇱ ߹ߚ‫ߩࡂ࠶ࡃ߿࠻࡞ࠔ࠷࡯ࡕޔ‬஻૕ᠲᢎ᝼૞ຠࠍㅢߒߡ‫ޡ‬ᭉ⼆ࠍ⺒߻‫ߎޢ‬ஃ ࿤ୄ ߣߩᄢಾߐࠍቇ߱‫ޕ‬‫࠹ࡦࡔ࡟ࠢޡߣޢ࡯࠾࡞ࠚ࠴ޡ‬ࠖ‫ޢ‬㧤᦬㧤ᣣ㧔Ἣ㧕ᭉ⼆ߩ⺒ߺᣇ

ኻ⽎࡮ෳട⾌

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10㧦00 㨪 15㧦00ઁঊࣞႢ‫ا‬২ٛͬࣉ̢̠͢

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ᤨਥ

4,000 ౞

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22 ฬ
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21 ฬ

10 ᦬㧠ᣣ㧔᳓㧕ஜᐽߩߚ߼⣖ࠍᵴᕈൻߐߖࠃ߁

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ߩⷞὐ߆ࠄߩขࠅ⚵ߺߥߤࠍℂུ ‫⥄ޔߒ⸃ ࣐ ୃ ۼ‬ಽ߇ߤߩࠃ߁ߥ↢ᵴࠍㅍࠆߎߣ߇ࠃ޿ߩ߆ࠍ⠨߃ߡ⷗කቇㇱකቇ⑼ ᢎ᝼ ߹ߒࠂ߁‫ޕ‬࿐ ఆ ฎ ૽߹ߚ‫ޔ‬ᣣᏱ↢ᵴߩਛߢታ〣ߢ߈ࠆࠃ߁ߥりㄭߥขࠅ⚵ߺᣇࠍ⚫੺ߒߡ޿߈߹ߔ‫ޕ‬කቇㇱකቇ⑼ ᢎ᝼କ ോཅ

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18㧦00 㨪 20㧦00

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ἴኂ߆ࠄりࠍ቞ࠆೋ ఆ ࢼ २㨪⏕߆߼ࠃ߁ࠊ߇ኅߩ࿾㔡቟ోᕈ㨪㧥᦬ 27 ᣣ㧔᳓㧕ℂᎿቇㇱ ᢎ᝼
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㒐ἴࠪࠬ࠹ࡓߩᢛ஻༌ ‫֚ ੇ ؖ‬㨪ⵍኂࠍᦨዊ㒢ߦᛥ߃ࠆߚ߼ߦ㨪
10 ᦬ 18 ᣣ㧔᳓㧕㕍᫪⋵ߢᄢ࿾㔡ߪ⿠߈ࠆߩ߆
㨪ㆊ෰ߩ࿾㔡߆ࠄቇ߱ߎߣ㨪ᤨ㑆ℂᎿቇㇱ ഥᢎ᝼઀ ଫ ୃ ဉኻ⽎࡮ෳട⾌
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5,000 ౞18㧦30 㨪 20㧦30

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ˎˌˌ˓ා࿚ఴͬࣉ̢ͥ
ȡ‫ز‬ೳȆ౷֖́૬࣫‫̳ͥا‬ȉȡ

2007 ᐕએ㒠‫ޟޔ‬࿅႙ߩ਎ઍ‫౎ ޠ‬ᚭᏒ⑔␩౏
߇ᄢ㊂ߦㅌ⡯ߔࠆߎߣ߇໧㗴ߦ ᳃㙚ߥߞߡ޿߹ߔ‫ޕ‬ㅌ⡯ࠍ㑆ㄭߦߒ㧥᦬ 26 ᣣ㧔Ἣ㧕↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ ߚᧄੱߦߣߞߡ߽‫ޔ‬๟ࠅߩੱ‫ޘ‬ኅᣖߣ࿾ၞࠍ⚿߮‫ ࡯࠲ࡦ ߩ޿߇߈↢ޔ‬ഥᢎ᝼ߦߣߞߡ߽㊀ⷐߢ‫ޔ‬ኅᐸ࡮࿾ၞ޽ࠆ↢ᵴࠍ൥ ന ઌ হ ߢ᭽‫ߥޘ‬໧㗴߇ᷓೞൻߔࠆߣ੍
㨪␠ળෳടߩⷞὐ߆ࠄ㨪ᗐߐࠇߡ޿߹ߔ‫ߩߎࠅߊߞߓޕ‬໧㗴ࠍ⠨߃ࠆߣหᤨߦ‫ࠍࠇߎޔ‬කቇㇱ଻ஜቇ⑼ ഥᢎ᝼ ኅᐸ࡮࿾ၞࠍᵴᕈൻߔࠆ࠴ࡖࡦ
10 ᦬ 24 ᣣ㧔Ἣ㧕੺⼔໧㗴ߪߺࠎߥߢ⠨߃ขࠅ⚵ࢥ ൥ ̵̞ঊ ࠬߣߒߡⓍᭂ⊛ߦᝒ߃ߡߺ߹ߖ
߽߁
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11 ᦬ 21 ᣣ㧔Ἣ㧕࿾ၞ⚻ᷣߩᵴᕈൻࠍߪ߆ࠆ
ᤨ㑆

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ᚭᏒᢎ⢒ᆔຬ
3,000 ౞
ળ

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Ȫˎȫ࣒‫׵‬ٛȆΓη΢Ȝ
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ࢬஜఱ‫ڠ‬୆‫ڠپ‬ਠ‫ݪࡄ֗ޗ‬ΓϋΗȜĲıਔාܱැমު
ȶ̧̯͌ͧȆ૽Ȃ̷̱̀ྚြȷ

࠮ࡦ࠲࡯ߩᓎഀ߿ᵴേߦߟ޿ ᒄ೨㚞೨Ꮢ᳃ߡߩᬌ⸽࡮ᗧ⷗੤឵ࠍⴕ߁࡜࠙ ࡎ࡯࡞ࡦ࠼࠹࡯ࡉ࡞‫ޟ‬ᄢቇߞߡ⺕ߢ߽ቇߴࠆߣߎࠈߥࠎߢߔ㧍‫ޔߢޠ‬↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯↢ᶦቇ⠌ߣ࿾ၞᢥൻߩᧂ᧪ߩᆫ
㧡᦬ 12 ᣣ㧔㊄㧕࡜࠙ࡦ࠼࠹࡯ࡉ࡞ஃ ࿤ୄ ߦߟ޿ߡෳട⠪ߣ౒ߦ⠨߃ߡ޿‫ޟ‬ᄢቇߞߡ⺕ߢ߽ቇߴࠆߣߎࠈ
ଫଲ౺ঊ ߈߹ߔ‫ޕ‬ߥࠎߢߔ㧍‫ޠ‬൥ ന ઌ হ߹ߚ‫ޔ‬㕍᫪⋵┙⟤ⴚ㙚⥰บ⧓ⴚ✚⋙〈࡮㐳⼱Ꮉቁᴦ᳁ߦ‫ޟ‬࿾มળઃ ং ܵ ઎ ၞṶ഍ߣ⋵┙⟤ⴚ㙚‫ߡ޿ߟߦޠ‬㧔ᒄ೨Ꮢ┙ਛᄩ౏᳃ ⻠Ṷߒߡ޿ߚߛ߈߹ߔ‫ޕ‬㙚ቇ⠌ᡰេଥ࡮NPO
CAST‫ ₺ ߏ ࠎ ࠅ ޟ‬࿖ߎ߁߉ࠂߊࠞ࡟࠶
ࠫ‫ޠ‬೙૞㧕ኻ⽎࡮ෳട⾌ਥ ௅ฃ⻠⠪⻠Ṷ㕍᫪⋵┙⟤ⴚ㙚⥰บ‫ޟ‬࿾ၞṶ഍ߣ⋵┙⟤ⴚ㙚‫ޠ‬⧓ⴚ✚⋙〈࡮഍૞ኅ ৻⥸↢ᶦቇ⠌ᢎ⢒55 ฬ࡮Ṷ಴ኅ⎇ⓥ࠮ࡦ࠲࡯ಿ౓୼ ࢣ হ ήᢱ
ᤨ 㑆 18㧦30 㨪 20㧦30୼ࡔં࣐֓঍࣒‫׵‬ٛȶΑȜΘΰ͈࣭ष֓ၷ‫ފ‬ႁȷ㧡᦬ 18 ᣣ㧔ᧁ㧕࿖㓙ක≮ᄺ઀ߦ㘧߮ㄟࠎߛᎹ ᒄ೨ᢥൻ࠮ࡦ
ේකᏧߩ⋡ࠍㅢߒߡࠕࡈ࡝ࠞᄢ ࠲࡯㒽ߢ ߩ ක≮⃻ ႐ߩ ታ㓙ࠍ ⚫੺NGO ࡠࠪ࠽ࡦ࠹ࠬ
ߒ‫ޔ‬ක≮ߩේὐ෸߮዁᧪௝ߦߟ
ઍ⴫޿ߡ⠨߃ࠆ‫ޔߚ߹ޕ‬ක≮ߪ‫␠ޔ‬୼ ࡔ ં ࣐ ળ࡮⚻ᷣᖱ൓ߣ✕ኒߥ㑐ଥࠍᜬߟߎߣ߆ࠄ‫ޔ‬ක≮㑐ଥ⠪෸߮৻ ⥸Ꮢ᳃߇ᣣᧄߩ࿖㓙දജߦߟ޿
ߡ⠨߃ࠆᯏળߣߔࠆ‫ޕ‬ኻ⽎࡮ෳട⾌

ᤨ㑆

18㧦00 㨪 19㧦30୆‫ڠپ‬ਠΓη΢Ȝȶ֓ၷ͂ႃၑȷ
㧢᦬㧟ᣣ㧔࿯㧕කቇㇱකቇ⑼ஂ ֔ᢎ᝼ၮ߻ߟ✚ว∛㒮 㒮㐳઀ ୼ ࣪ ࢬකቇㇱකቇ⑼
༗ ൌ

ᤨ

㑆

ᢎ᝼
৘

௅

කቇㇱቇ↢
ᢎ⡯ຬ
৻⥸

ᣣᧄነ↢⯻ቇ
ળࡑ࡜࡝ࠕ⺣⹤ળήᢱකቇㇱ࡮↢ᶦ
ቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ᓟេฃ⻠⠪220 ฬੱ㑆ᕈ⼾߆ߢ‫ޔ‬ᕁ޿߿ࠅ߇޽ ਅർᢥൻળ㙚ࠅ‫ޔ‬ା㗬ߢ߈ࠆක≮ߪ⑳㆐ߔߴߡߩ㗿޿ߢߔ‫⸥ޕ‬㍳ᤋ↹‫⥃ޟ‬ᱫ‫ޠ‬ߪ∛㒮ߢᱫߦ⋥㕙ߒߡ޿ࠆᖚ⠪ߐࠎߣߘߩኅᣖ‫ޔ‬ᴦ≮ߦ޽ߚࠆක≮ࠬ࠲࠶ࡈߩኻᔕࠍᔘታߦ⸥
㍳ߒߡ޿߹ߔ‫ߩߎޕ‬ᤋ↹ࠍߺߡ‫ޔ‬⑳㆐ߩᦸ߻ක≮ߩታ⃻ߩߚ߼ߦ⑳㆐߇ߥߔߴ߈ߎߣ‫ޔ‬ක≮஥߇ᔃ߇ߌࠆߴ߈ߎߣߦߟ޿ߡ⠨߃ߡߺ߹ߒࠂ߁‫ޕ‬ኻ⽎࡮ෳട⾌

13㧦00 㨪 16㧦00

ਥ

৻⥸
ήᢱ

ਥ

௅

↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯
࡮߻ߟᏒᢎ⢒
ᆔຬળ

ฃ⻠⠪
104 ฬ

୆‫ڠپ‬ਠႲ௽࣒‫׵‬ٛ

21 ਎♿ߩᣂߒ޿␠ળߩ࿷ࠅ ਅർᢥൻળ㙚ᣇߪ‫↵ޟޔ‬ᅚ౒หෳ↹‫ߢޠ‬ታ⃻㧣᦬ 14 ᣣ㧔㊄㧕ᢎ⢒ቇㇱ ᢎ᝼
ߢ߈ࠆ‫ޕ߁ࠂߒߢࠆ߃޿ߣޔ‬ኅ̌↵ᅚ౒หෳ↹̍ࠍℂ⸃ߔࠆ඾ ࠊ ࿥ ୆ ੐߿੺⼔࡮ㄘ૞ᬺߥߤᣣᏱ↢ᵴࠍ༡߻᭽‫ߥޘ‬႐㕙ߢ‫ߛ߹ߛ߹ޔ‬කቇㇱ଻ஜቇ⑼ ⻠Ꮷ ‫↵ޟ‬ᅚ౒ห‫߇ޠ‬ታ⃻ߒߡ޿ߥ޿
㧥᦬ 15 ᣣ㧔㊄㧕੺⼔߳ߩขࠅ⚵ߺࠍ‫↵ޟ‬ᅚ౒ห‫ޠ‬࿐ ၛ ͥͤঊ ߎߣ߇޽ࠅ߹ߔ‫ߚߒ߁ߘޕ‬ታᘒߢߦ‫ޟ‬᳇ߠߊ‫↵ޟࠄ߆ߣߎޠ‬ᅚ౒หෳ↹␠ળ‫৻╙ߩ߳ޠ‬ᱠࠍ〯ߺㄘቇ↢๮⑼ቇㇱ ഥᢎ᝼ ಴ߒ߹ߒࠂ߁‫ޕ‬
10 ᦬ 13 ᣣ㧔㊄㧕ㄘኅߩ↢ᵴߣ‫↵ޟ‬ᅚ౒หෳ↹‫ޠ‬໌ ന ‫ ވ‬হ㧙‫ޟ‬ኅᣖදቯ‫ࠍߣߎ߱⚿ࠍޠ‬⠨߃ࠃ߁㧙ኻ⽎࡮ෳട⾌
ਥ ௅
ฃ⻠⠪

7㧘9 ᦬
10 ᦬

৻⥸

14㧦30 㨪 16㧦30
18㧦30 㨪 20㧦30ήᢱ↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯
࡮ㄘቇ↢๮⑼ቇㇱ࡮߻ߟᏒ
ᢎ⢒ᆔຬળ

ᑧߴ
112 ฬ

̜̤ͤ͜ࡇྦྷ΃τΛΐఱ‫࣒ٳ࢖ڠ‬ज̾ͤ͘⋵᳃ߦ㜞ᐲߢኾ㐷⊛ߥ㜞╬ᢎ 㕍᫪⋵┙ᐔౝ⢒ᯏ㑐ߩቇ⠌ᯏળࠍឭଏߔࠆߎ 㜞╬ቇᩞߣߦࠃߞߡ‫⋵ޔ‬᳃ߩ⃻ઍ⊛⺖㗴
10 ᦬ 14 ᣣ㧔࿯㧕↢ᶦቇ⠌ᢎ⢒⎇ⓥ
ߦ㑐ߔࠆℂ⸃ࠍᷓ߼‫↢ޔ‬ᶦቇ⠌ ౐ᚭ↸ᢥൻࡎ࿾ၞߦᩮߑߒߚࡏ࡜ࡦ࠹ࠖࠕᵴ ࠮ࡦ࠲࡯ ഥᢎ᝼ߩᝄ⥝ߦ⾗ߔࠆߎߣࠍ⋡⊛ߣߔ ࡯࡞േߦߟ޿ߡ൥ ന ઌ হ ࠆ‫ޕ‬
10 ᦬ 19 ᣣ㧔ᧁ㧕㕍ዋᐕࠍߣࠅ߹ߊᢎ⢒໧㗴↢ᶦቇ⠌ᢎ⢒⎇ⓥ
࠮ࡦ࠲࡯ ഥᢎ᝼൥ ന ઌ হ ኻ⽎࡮ෳട⾌৻⥸ਥ௅޽߅߽ࠅ⋵᳃

ฃ⻠⠪
ᐔౝ 30 ฬᤨ 㑆
10/14 13㧦30 㨪 15㧦00
10/19 19㧦00 㨪 20㧦30

ήᢱ

ࠞ࡟࠶ࠫ

౐ᚭ 45 ฬᒄ೨ᄢቇ↢ᶦ
ቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯౒௅

୆‫ڠپ‬ਠ࣒‫׵‬ٛȶྶ඾͈‫̢ͥࣉͬ֗ޗ‬ȷ੹ᣣߩᢎ⢒໧㗴ߪ‫ޔ‬ቇജૐਅ කቇㇱࠦࡒࡘ߿‫ޟ‬ℂ⑼㔌ࠇ‫ޔߤߥޠ‬᭽‫ߥޘ‬㕙 ࠾ࠤ࡯࡚ࠪࡦ
߆ࠄᜰ៰ߐࠇߡ޿߹ߔ‫ޕ‬ሶߤ߽ ࠮ࡦ࠲࡯10 ᦬ 20 ᣣ㧔㊄㧕ᢎ⢒ቇㇱ ⻠Ꮷߩ‫ࠍߣߎ߁޿ߣޠࠆ߆ࠊޟ‬ᄢಾ ᒄ೨ᄢቇ౎ᚭ
‫ࠅߊߠߩ߽ޟ‬ቇ⠌‫ߩޠ‬น⢻ᕈ౓ ന ૶ ຃ ߦߒߚ‫ࠅߊߠߩ߽ޟ‬ቇ⠌‫࠻ࠗ࡜࠹ࠨ ߟߦޠ‬㧙ቇജ໧㗴ࠍస᦯ߔࠆߚ߼ߩᮨ
޿ߡ‫ߩߘޔ‬ౝኈ࡮Ⓧᭂ⊛ߥᗧ⟵⚝㧙ࠍ⚫੺ߒ߹ߔ‫ޕ‬߹ߚ‫ޔ‬ᕆㅦߦᄬࠊࠇߟߟ޽ࠆ
10 ᦬ 27 ᣣ㧔㊄㧕ᢎ⢒ቇㇱ ഥᢎ᝼
‫ޟ‬ᣇ⸒㧔ᵤシᑯ㧕‫ޔߡ޿ߟߦޠ‬ᣇ⸒ߩߔ߫ࠄߒߐ࡮߅߽ߒࠈߐ
ߴ୷਍ঊ ࿾ၞߢᱧผ⊛ߦ⛮ᛚߐࠇߡ߈ߚ
ࠍౣ⊒⷗ߒࠃ߁
ᢥൻߣߒߡߩߔ߫ࠄߒߐ࡮߅߽
ߒࠈߐࠍౣ⊒⷗ߒ߹ߒࠂ߁‫ޕ‬ᤨ㑆

18㧦30 㨪 20㧦00ኻ⽎࡮ෳട⾌
ᢎ⢒㑐ଥ⠪
৻⥸

ਥ ௅

ฃ⻠⠪

↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯

ᒄ೨
ᑧߴ 47 ฬ౎ᚭ
ᑧߴ 23 ฬήᢱలˎٝࢬஜ࣭षྗْΏϋεΐ;θȶಎ൐ͅ໹გͬȷ
10 ᦬ 20 ᣣ㧔㊄㧕ᤨ

㑆

18㧦30 㨪 20㧦00㧟ੱߩᄖ࿖ੱẂ↹ኅ߇‫ޔ‬Ẃ↹ ᒄ೨ᄢቇഃ┙ࠍᦠ߈ߥ߇ࠄ‫ޔ‬ਛ᧲໧㗴ࠍ⸃⺑ 50 ๟ᐕ⸥ᔨળ
ߒߚ‫ޕ‬࿷ᒄߩ᡽ᴦẂ↹ኅߩጊ੗ 㙚ෳടẂ↹ኅᢎ㓶ߐࠎ߽⥰บߦ਄߇ࠅ‫ޔ‬มળΨΧȆή΃Ȝς ࡮ㅢ⸶࡮⸃⺑ߦදജߒߚ‫ޕ‬㧔ࡄ࡟ࠬ࠴࠽㧕ηΏͿσȆ΅Ών΃㧔ࠗࠬ࡜ࠛ࡞㧕ͼΔσȆυΔϋΗȜσ㧔࠻࡞ࠦ㧕५ ֔ ‫ ޗ‬ဎ㧔ᣣᧄ㧕 ኻ⽎࡮ෳട⾌
ਥ ௅
ฃ⻠⠪
৻⥸
ήᢱ

࠲ࢫ֓‫࣒ڠ‬जȶൠෂພ͈‫ܖ‬ய͂ႉ઄ȷ
Ƚൠෂພ̞̹̈́ͣ̈́͛ͅͅȄൠෂພͬহ̳̹͛ͅȽ
10 ᦬ 29 ᣣ㧔ᣣ㧕ᤨ

㑆

FECO Japan ࡮↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯

150 ฬ♧ዩ∛ߪ㜞ⴊ♧߇⛯ߊߎߣߦ ᣣᧄᶏ᜚ὐ㙚ࠃࠅ⊒∝ߒ߹ߔ‫ࠊߐ߇ߓ޽ ⴊޔߪߢߎߎޕ‬♧୯ࠍ⺞▵ߔࠆ૕ߩ઀⚵ߺߦߟ޿ߡ⸃⺑ߒ‫ޔߦࠄߐޔ‬㜞ⴊ♧ࠍ੍㒐 ߔࠆߚ߼ߦ᳇ ࠍߟߌ ࠆߎකቇㇱ㒝ዻ∛㒮 ⻠Ꮷ ߣ‫♧ޔߚ߹ޔ‬ዩ∛ߦߥߞߡߒ߹઀ ୼ ‫ ݌‬ং ߞߚ႐วߩᴦ≮ߦߟ޿ߡ⺑᣿ߒ߹ߔ‫ޕ‬↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ ഥᢎ᝼
ଫଲ౺ঊ ኻ⽎࡮ෳട⾌
ਥ ௅
ฃ⻠⠪
৻⥸

13㧦30 㨪 15㧦00

ήᢱ

 

㟟ࡩᴛ↸଻ஜ
⑔␩⺖↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯
౒௅

240 ฬ

ฬ

⒓࡮㐿

௅

ᣣ

⻠

Ꮷ

ౝ

ኈ

ળ

႐

୆‫ڠپ‬ਠႲ௽࣒‫׵‬ٛȶ‫֗ޗ‬࿚ఴ͉‫ز‬ೳȆ‫ࢷڠ‬Ȇ౷֖͈‫ފ‬൱́చੜ̱̠͢ȷ

੹ᣣ‫ޔ‬ᢎ⢒ࠍ߼ߋࠆ໧㗴ߪ‫ ޔ‬ർㅢࠅ✚วᢥኅᐸ࡮ቇᩞ࡮࿾ၞߢ᭽‫ߥޘ‬ᒻߢ ൻ࠮ࡦ࠲࡯
⃻ࠇߡ޿߹ߔ‫ޕ‬ሶߤ߽㆐߇⟎߆ ‫ޠࠣࡦࠖ࠙ޟ‬ᢎ⢒ቇㇱ ⻠Ꮷ
ࠇߡ޿ࠆⅣႺ࡮⋥㕙ߒߡ޿ࠆ໧ 㧔ᄢ㑆↸
11 ᦬㧞ᣣ㧔ᧁ㧕௩ ന ܲ ૽ 㗴ࠍ⸃߈᣿߆ߒ‫ޔ‬ሶ⢒ߡ࡮ᢎ⢒ኅᐸᢎ⢒ߣᐜఽᢎ⢒ߩ⺖㗴ߦ㑐ࠊࠆ໧㗴ߣ੹ᓟขࠅ⚵߻ߴᢎ⢒ቇㇱ㒝ዻᢎ⢒ታ ߈ߎߣࠍ৻✜ߦ⠨߃ߡ޿߈߹ߒ
11 ᦬㧥ᣣ㧔ᧁ㧕〣✚ว࠮ࡦ࠲࡯
ࠂ߁‫ޕ‬ሶߤ߽ߩᢎ⢒ⅣႺࠍᢛ߃ࠆ
ᢎ᝼㧙ኅᐸߣ࿾ၞߩᢎ⢒ജࠍ㜞߼ࠆཅ ൌ ਝ ຃ⷞὐ߆ࠄ㧙ኻ⽎࡮ෳട⾌ਥ ௅ฃ⻠⠪ᢎ⢒ቇㇱ ᢎ᝼
11 ᦬ 16 ᣣ㧔ᧁ㧕ఱ ౓ ၻ ࢕ ቇᩞ㑐ଥ⠪↢ᶦቇ⠌ᢎ⢒
ᑧߴ޽ࠇࠆቇᩞࠍᑪߡ⋥ߔᢎ ⢒ ᆔ ຬ ળ 㑐 ⎇ⓥ࠮ࡦ࠲࡯76 ฬଥ⠪ઁᄢ㑆↸ᢎ⢒ᆔήᢱຬળ౒௅ᤨ 㑆 18㧦30 㨪 20㧦30୆‫ڠپ‬ਠ࣒‫׵‬ٛ㧞᦬ 20 ᣣ㧔Ἣ㧕㕍᫪⋵ߩ੽ᢎߣ᳃ଶ

ᤨ㑆

18㧦30 㨪 20㧦00㕍᫪⋵ߢߪ‫ޔ‬࿾ၞߦ࿕᦭ߩᢥ ᒄ೨ᄢቇ౎ᚭ
ൻ߇⛮ᛚߐࠇ․᦭ߩ᳃ଶࠍᒻᚑ ࠨ࠹࡜ࠗ࠻
ੱᢥቇㇱ ഥᢎ᝼
ߒߡ߈߹ߒߚ߇‫␠޿ߒ⪺ޔ‬ળߩ කቇㇱࠦࡒࡘ५ ന ࡕ ঊ ᄌൻߩਛߢᄢ߈ߊᄌኈߒߡ߈ߡ ࠾ࠤ࡯࡚ࠪࡦ
޿߹ߔ‫ߩߘޕ‬᳃ଶ࡮ᢥൻߦߟ޿ ࠮ࡦ࠲࡯ߡ‫੽ޔ‬ᢎ߿᳃㑆ାઔ࡮ᐕਛⴕ੐
ߥߤߣߩ㑐ㅪߢᝒ߃⋥ߒߡߺ߹ߒࠂ߁‫ޕ‬
࠹ ࡟ࡆળ⼏ ࠪࠬ ࠹ࡓࠍ ೑↪
ߒ㧘౎ᚭߢߩ⻠Ṷࠍ࡝ࠕ࡞࠲ࠗ
ࡓߢฃ⻠ߒ߹ߔ‫ޕ‬ኻ⽎࡮ෳട⾌
ᢎ⢒㑐ଥ⠪
৻⥸

ਥ

௅

↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯

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౎ᚭ 48 ฬᒄ೨ 56 ฬήᢱ୆‫ڠپ‬ਠ࣒‫׵‬ٛȶ୆‫ڠپ‬ਠ͂‫ڢإ‬ȷ㧟᦬㧤ᣣ㧔ᧁ㧕⻠Ṷ‫↢ޟ‬ᶦቇ⠌ߣߒߡߩ㖸ᭉ‫ޠ‬Ṷᄼ‫ޟ‬Mostlyᤨ㑆Concert‫ޠ‬

18㧦00 㨪 20㧦00↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯㐳ஃ ࿤ୄ↢ᶦቇ⠌ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ߩ ᧲੩ᑪ‛౎㊀ߎࠇ߹ߢߩᵴേߩਛ߆ࠄㄭᐕߩ ᵮࡎ࡯࡞ขࠅ⚵ߺࠍ⚫੺ߔࠆߣߣ߽ߦ‫ޔ‬㖸ᭉࠍߣ߅ߒߡ↢ᶦቇ⠌ߦߟ޿ߡ⠨߃ࠆᯏળࠍឭଏߒߚ‫ޕ‬ᢎ⢒ቇㇱ࿖㓙㖸ᭉ࠮ ኻ⽎࡮ෳട⾌
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↢ᶦቇ⠌ᢎ⢒გ ന ๼ܹဎ
⎇ⓥ࠮ࡦ࠲࡯ࣽ ന ‫ ދ‬຃ ήᢱ଩ ࡔ ̥̤ͤ
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޿ߡ޿߹ߔ‫ޕ‬2010 ᐕߩ᧲ർᣂ ࡯࡚ࠪࡦ࠮ࡦ
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㨪 11 ᦬ 10 ᣣ㧔㊄㧕ᤨ㑆⊒ជ⺞ᩏߢ᣿ࠄ߆ߦߥߞߚർ ੱ ᢥ ቇ ㇱ 㒝 ዻ⑺↰Ꮢߩ᫪ศጊ㣽ߩ੉ࡩጟᢥൻ ੉ ࡩ ጟ ᢥ ൻ ⎇ࠍ‫ޔ‬಴࿯ຠࠍㅢߓߡ⚫੺ߒߚ߽ ⓥ ࠮ ࡦ ࠲ ࡯ ዷዷ␜⸃⺑ߪ㧘⮮ᴧ㇌ ߩ‫ޕ‬␜ቶᒾ㧔ੱᢥቇㇱᢎ᝼㧕⑺↰⋵ᢎ⢒ᆔຬળ࡮⑺↰⋵ၒ࡮㑐ᩮ㆐ੱ㧔ੱᢥቇ ⬿ᢥൻ⽷࠮ࡦ࠲࡯࡮ർ⑺↰Ꮢᢎㇱ ഥ ᢎ ᝼ 㧕࡮ ੱ ᢥ ቇ ⢒ᆔຬળ࡮࿖࿯੤ㅢ⋭᫪ศጊ࠳ㇱ⠨ฎቇ‫ࡓ ࡯࠽ࡒ࠯ޔ‬੐ോᚲ߇දജ‫ޕ‬࡞ቇ↢ߥߤኻ⽎࡮ෳട⾌
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ડᬺ⺞ᩏࠣ࡞࡯ࡊߩ⺞ᩏ⎇ⓥ ᒄ ೨ ᄢ ቇ ౎ ᚭࠍਥ⋡⊛ߣߒ‫ޔ‬ડᬺ⚻༡⠪ࠍ᜗ ࠨ࠹࡜ࠗ࠻
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࡝ࡦࠣࠍߒߚ‫ޕ‬৻⥸Ꮢ᳃లˎٝ ࡹဥଽॐࡄ‫ݪ‬ΓϋΗȜέ΁Ȝρθȸ౷֖ήρϋΡ͂ࡹဥ஻੄ȹ
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13㧦00 㨪 16㧦30

߆ࠄࠊ߆ࠅ߿ߔߊዷ㐿ߒ߹ߔ‫ޕ‬ኻ⽎࡮ෳട⾌
৻⥸2,000 ౞ਥ௅ᢎ⢒ቇㇱ࡮㢬
↰↸ᢎ⢒ᆔຬ
ળ

ฃ⻠⠪

30 ฬ

ȶু໦̩̿ͤȷ͈̹͈͛ൽດ

‫⥄ޟ‬ಽߠߊࠅ‫ ࡯ࠧߩ↢ੱߪޠ‬10 ᦬ 21 ᣣ࡮28࡞ࠗࡦߔࠆ߹ߢ‫↢ޔ‬ᶦߩ⺖㗴ߢ ᣣ‫ޔ‬11 ᦬ 11 ᣣ
10 ᦬ 21 ᣣ㧔࿯㧕߽޽ࠅ߹ߔ‫⥄ޟߩߘޕ‬ಽߠߊࠅ‫ ࠆ ߇ ߟ ޠ‬Ꮢ ↢ ᶦᣣᧄ⺆ߦߟ޿ߡ⠨߃ࠆᢎ⢒ቇㇱ ഥᢎ᝼
ߦࠊࠇࠊࠇᢎ⢒ቇㇱߩࠬ࠲࠶ࡈ ቇ ⠌ ੤ ᵹ ࠮ ࡦߴ୷਍ঊ ߇߶ࠎߩዋߒߢ߽߅ᚻવ޿ߢ߈ ࠲࡯ࠇ߫ߣ޿߁ߎߣߢ‫ࠇߙࠇߘޔ‬ኾ޿߹޽ࠄߚ߼ߡᢎຬߣᢎຬ㙃ᚑ ᢎ⢒ቇㇱ ഥᢎ᝼㐷ߣߔࠆ┙႐߆ࠄ‫⥄ޟ‬ಽߠߊࠅ‫ ޠ‬11 ᦬㧠ᣣߦߟ޿ߡ⠨߃ࠆ໛ ോ ဉ ຮ ߩߚ߼ߩ‫ޟ‬㆏ߒࠆߴ‫ ߡߡ┙ࠍޠ‬ᢎ⢒ቇㇱⴕ߈߹ߔ‫⻠ޕ‬ᐳౝኈߪ‫ੱޔ‬ᢥ⑼ቇ‫⥄ޔ‬ὼ⑼ቇ‫ޔ‬ஜᐽ⑼ቇ‫ⴚ⧓ޔ‬
10 ᦬ 28 ᣣ㧔࿯㧕ዋᐕ㕖ⴕߣዋᐕ‽⟋ᢎ⢒ቇㇱ ᢎ᝼
╬ߩⷞὐ߆ࠄ↢ᵴߩ⍮ᕺ߿ᢎ㙃㧙෩⟏ਥ⟵ߢ੐ᘒߪᡷༀߔࠆ߆㧫㧙‫ ॄ ݠ‬ਜ ֚ ࠍᷓ߼ࠆ♻ญࠍߏߊりㄭߥ㗴᧚߆ࠄࠊ߆ࠅ߿ߔߊዷ㐿ߒ߹ߔ‫ޕ‬ᢎ⢒ቇㇱ ᄖ࿖ੱᢎᏧ
ߟ߇ࠆᢥൻㆮ↥ߣ࿾ၞᵴᕈൻ
ρ;ΏνȆͺϋΕΣȜ

11 ᦬㧠ᣣ㧔࿯㧕ዳ㘑ጊ⍾ਐḓᴧ⟲ߦ૑߻↢‛ߚ ᢎ⢒ቇㇱ ᢎ᝼
ߜ
ఱ ࣞ ྶ

ঃ

ỗേ ߥߟ߆ߒ ߩ 1960 ᐕઍߣ੹ ᢎ⢒ቇㇱ ᢎ᝼‫ࢫ ֔ ܊‬ᾲ

11 ᦬ 11 ᣣ㧔࿯㧕ࡌ࠻࠽ࡓߩ̌વ⛔Ꮏ⧓᧛̍ߣㄘ ᢎ⢒ቇㇱ ഥᢎ᝼᧛㐿⊒ਝ ဩ ͤ͘ঊ
ర᳇ߦᐕࠍߣࠅ߹ߒࠂ߁㧍㧍㧙╙ 2 ᒢ㧙ਛ㜞ᐕ߆ࠄߩ߆ࠄߛߩᚻ౉ࠇᤨ㑆‫ڠ‬㧣᦬ 27 ᣣ㧔ᧁ㧕
10㧦00 㨪 15㧦00ኻ⽎࡮ෳട⾌
৻⥸

13㧦00 㨪 16㧦30઀‫ࢷڠ‬ၑ‫ͬش‬ఴऺ̱̹ͅ໤ၑ‫ڠ‬৘ࡑ࣒जᤨ㑆ᢎ⢒ቇㇱ ᢎ᝼
࡫ ೓

7,000 ౞ਥ௅ᢎ⢒ቇㇱ࡮ߟ
߇ࠆᏒᢎ⢒ᆔ
ຬળਥ௅⃻⡯ᢎຬ෸߮ᢎ ᢎ⢒ቇㇱ⢒㑐ଥ⠪ᄢቇ㒮ᢎ⢒ቇ⎇ⓥ⑼ήᢱ㧤᦬㧠ᣣ㧔㊄㧕16 ฬ

ዊቇᩞℂ⑼ߩᢎ⑼ᦠߦ⸥タߐ ᢎ⢒ቇㇱࠇߡ޿ࠆታ㛎޽ࠆ޿ߪ߽ߩߠߊ
ࠅࠍⴕ޿ߥ߇ࠄ‫‛ߩߘޔ‬ℂߩၮᢎ⢒ቇㇱ ഥᢎ᝼
␆੐㗄ࠍቇࠎߢ޿߈߹ߔ‫੹ޕ‬࿁५ ུ ֝ ჊ ߪ‫ޔ‬㧡ᐕ‫ޠ߈ࠄߚߪߩࠅ߽߅ޟ‬ߩᢳ㕙ࠍォ߇ࠆ⃿ߩⴣ⓭ታ㛎ߣ㧢ᐕ‫ޟ‬㔚⏛⍹‫࡯ࡕࡊ࠶࡝ࠢߩޠ‬࠲࡯ߩ⵾૞ࠍขࠅ਄ߍࠆ੍ቯߢ
ߔ‫ޕ‬ኻ⽎࡮ෳട⾌

२สષཤ౷֖͈౷ࡓ‫ͥ͢ͅऺޗ‬౷‫ڠޏ۪ݩ‬ਠ

ฃ⻠⠪

ฃ⻠⠪
㧣ฬ

ਃ౎਄ർ࿾ၞߦߺࠄࠇࠆ㘑᥊ ᒄ ೨ ᄢ ቇ ౎ ᚭ߿㔺㗡ߩਛ߆ࠄ‫⊕ޔ‬ᵿ ⒳Ꮕᶏጯ ࠨ࠹࡜ࠗ࠻
ߩ㡆߈⍾߿ච๺↰ḓᒻᚑߩᄢྃ
ᢎ⢒ቇㇱ ᢎ᝼
Ἣ‫ޔ‬ᐓầḩầߩầ߇಴౉ࠅߔࠆ‫ ہ‬ന ࣈఊ჊ ᐓẟ‫ߩ࡜ࠫࠢޔ‬૑ࠎߢ޿ߚᶏ‫ޔ‬

 

ᤨ㑆

ᶏᵗࡊ࡟࡯࠻߇ㆇࠎߢ߈ߚἫጊ
ፉߥߤߩ੐଀ࠍขࠅ਄ߍ‫ޔ‬ᢎ᧚ߩᜬߟᗧ๧ߣᢎ᧚ൻߩᣇᴺࠍ⚫
੺ߒ߹ߔ‫ޕ‬࿾ᒻߩᒻᚑ߿⧯޿࿾
ጀߩၸⓍ߆ࠄߪᲧセ⊛⍴ᦼ㑆ߩ‫ޔ‬ฎ޿࿾ጀߩၸⓍ߆ࠄߪࠃࠅ㐳ᦼ
⊛ⅣႺᄌൻ߇⺒ߺขࠇࠆߩߢ‫ޔ‬ߐ߹ߑ߹ߥࠬࠤ࡯࡞ߢ࿾⃿ⅣႺ
ߩᄌㆫߩታᘒࠍᛠីߢ߈߹ߔ‫ޕ‬

10㧦00 㨪 12㧦00
13㧦30 㨪 15㧦30ኻ⽎࡮ෳട⾌

ਥ௅⃻⡯ᢎຬ෸߮ᢎ ᢎ⢒ቇㇱ⢒㑐ଥ⠪ᄢቇ㒮ᢎ⢒ቇ⎇ⓥ⑼ήᢱȶࡉͥȷ̞̠̭͂͂
Ƚ‫ۻ‬ર́‫̥͈̳ͥͬة‬Ƚ㧤᦬㧣ᣣ㧔᦬㧕ᤨ㑆

13㧦00 㨪 17㧦00㧤᦬㧤ᣣ㧔Ἣ㧕ᤨ㑆㧥㧦00 㨪 12㧦00㧤᦬㧤ᣣ㧔Ἣ㧕ᤨ㑆㧥㧦30 㨪 16㧦30ኻ⽎࡮ෳട⾌ਥ௅ਥ௅⃻⡯ᢎຬ෸߮ᢎ ᢎ⢒ቇㇱ⢒㑐ଥ⠪ᄢቇ㒮ᢎ⢒ቇ⎇ⓥ⑼ήᢱ㧤᦬ 10 ᣣ㧔ᧁ㧕ᤨ㑆

10㧦00 㨪 16㧦00ฃ⻠⠪㧣ฬേ‛ߣᲧߴߡ‫ޔ‬ᬀ‛ߩ૕ߩ૞ ᒄ ೨ ᄢ ቇ 㕍 ᫪ࠅߪ৻⷗න⚐ߢ޽ࠆߦ߽㑐ࠊࠄ ࠨ ࠹ ࡜ ࠗ ࠻ ᢎߕࠊ߆ࠅߦߊ޿ߣߎࠈ߇޽ࠅ߹ ቶᢎ⢒ቇㇱ ഥᢎ᝼
ߔ‫↢ޕ‬㐳ߦ઻ߞߡᰴ╙ߦⶄ㔀ߥ๬ന࿤ཅ ᭴ㅧߦߥߞߡ޿߈߹ߔ߇‫ߩߘޔ‬ᄌൻߪ᣸⯻ߥߤߩᄌᘒߣ߽㆑޿
߹ߔ‫ޔߚ߹ޕ‬ቄ▵⊛ߥᄌൻ߿‫ޔ‬୘૕㑆Ꮕ߽㗼⪺ߢߔ‫ߒ߆ߒޕ‬ᬀ‛ߩ૕೙ߦ߽߽ߜࠈࠎⷙೣᕈ߇
޽ࠅ‫ࠍࠇߘޔ‬⍮ࠆߎߣߪᩱၭ߿
೑↪ߩ႐㕙߽฽߼ߡ㊀ⷐߥߎߣߣ⠨߃ࠄࠇ߹ߔ‫⻠ߩߎޕ‬ᐳߢߪᬀ‛ߩਥߦ࿾਄ㇱߩၮᧄ᭴ㅧߢ
޽ࠆࠪࡘ࡯࠻ߩ᭎ᔨߦၮߠ޿ߡ‫ޔ‬ᬀ‛ߩᒻࠍ⷗ߡ޿߈߹ߔ‫ޕ‬ኻ⽎࡮ෳട⾌

‫ޗ‬঍͈̹͈͛ΦȜασ‫ڠا‬રව࿝㧥ฬ‫ޟ‬㐓⾨‫ ࠄ߆ߣߎޠࠆ⷗ޟߪޠ‬ᒄ ೨ ᄢ ቇ ౎ ᚭᆎ߹ࠅ߹ߔ‫࠻ࠗ࡜࠹ࠨ ߛޠࠆ⷗ޟߒ߆ߒޕ‬ߌߩߎߣߢߪ޽ࠅ߹ߖࠎ‫ߩߎޕ‬ᢎ⢒ቇㇱ ഥᢎ᝼
⻠ᐳߢߪ‫ߕ߹ޔ‬ታ㓙ߦᢙὐߩࠗ༿ ࿤ྶ ࡔ࡯ࠫࠍขࠅ਄ߍߡᚒ‫ߩޘ‬㐓⾨૕㛎ࠍᝄࠅ㄰ߞߡߺ߹ߔ‫ߩߘޕ‬ᓟߦ‫⥄ߣߎ߁޿ߣޠࠆ⷗ޟ‬૕ߦߟ޿ߡᷓߊ⠨߃‫ᦨޔ‬ᓟߦ‫ޟ‬㐓⾨‫ޠ‬ߩዷ㐿଀ࠍឭ␜ߒߡ޿߈ߚ޿ߣ
⠨߃ߡ޿߹ߔ‫ޕ‬⃻⡯ᢎຬ෸߮ᢎ ᢎ⢒ቇㇱ⢒㑐ଥ⠪ᄢቇ㒮ᢎ⢒ቇ⎇ⓥ⑼ήᢱ૒໤͈ࠁͬࡉͥ
Ƚऩ෽̱Ȃ૙͓̹ͥ͛ͅȽ

ฃ⻠⠪

ฃ⻠⠪
㧞ฬ

2000 ᐕ⊕Ꮉ⧷᮸᳁‫ޔ‬2001 ᐕ㊁ ᢎ⢒ቇㇱଐ⦟ᴦ᳁‫ޔ‬2002 ᐕ↰ਛ⠹৻᳁ߣᢎ⢒ቇㇱ ഥᢎ᝼
ᣣᧄߩ⑼ቇ⠪߇ 3 ᐕㅪ⛯ߢࡁ࡯ಿ ධ ࢨ հ ࡌ࡞ൻቇ⾨ࠍฃ⾨ߒ߹ߒߚ‫ߒޕ‬߆ߒ‫ߩߘޔ‬ᬺ❣ౝኈߪ‫ޟ‬ዉ㔚ᕈ㜞ಽሶߩ⊒⷗ߣ㐿⊒‫ޟޔޠ‬ਇᢧ⸅ᇦߦࠃࠆ᳓⚛ൻ෻ᔕߩ⎇ⓥ‫ޔޠ‬
‫↢ޟ‬

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૕㜞ಽሶߩหቯ߅ࠃ߮᭴ㅧ⸃ᨆ
ߩߚ߼ߩᚻᴺߩ㐿⊒‫ߣޠ‬㕖Ᏹߦ㔍ߒߊࠊ߆ࠅߦߊ޿߽ߩߢߔ‫ޕ‬ߘߎߢᧄ⻠ᐳߢߪ‫ࠄࠇߎޔ‬ᣣᧄੱࡁ࡯ࡌ࡞ൻቇ⾨ฃ⾨⠪ߩᬺ❣
ࠍਛᔃߦ‫◲ޔ‬නߥ⸃⺑⻠ᐳࠍⴕ޿߹ߔ‫⋡ޕ‬ᮡߣߒߡߪఽ┬࡮↢ᓤߦ߽ࠊ߆ࠅ߿ߔߊવ߃ࠄࠇࠆ
߹ߢߩℂ⸃ࠍ⋡ᜰߒ߹ߔ‫ޕ‬ኻ⽎࡮ෳട⾌

ਥ௅⃻⡯ᢎຬ෸߮ᢎ ᢎ⢒ቇㇱ⢒㑐ଥ⠪ᄢቇ㒮ᢎ⢒ቇ
⎇ⓥ⑼
ήᢱ

⅒

ฃ⻠⠪
㧟ฬ

֓‫ڠ‬໐
ฬ

⒓࡮㐿

௅

ᣣ

ঔ୭̤̫ͥͅૢ̧̹̩̳ͤͬ̈́
Ƚ෱ဥછ࢓߲ထཡ͈ၑა͂৘கȽ
㧥᦬ 15 ᣣ㧔㊄㧕ᤨ㑆

㧥㧦00 㨪 16㧦00

⻠

Ꮷ

ౝ

ኈ

ળ

႐

ᣉ⸳ߩ⋴⼔࡮੺⼔⡯ຬࠍኻ⽎ ක ቇ ㇱ ଻ ஜ ቇߣߒߡ‫ޔ‬ኢߚ߈ࠅߩ⊒↢ࠍߥࠆ ⑼ߴߊ੍㒐ߔࠆߎߣࠍ⋡⊛ߣߒߡ‫ޔ‬කቇㇱ଻ஜቇ⑼ ᢎ᝼ ‫ޟ‬ᑄ↪∝୥⟲ߩ੍㒐ߦᔅⷐߥၮጸ ෯޳ ␆⍮⼂‫ޟ࡮ޠ‬ᑄ↪∝୥⟲ߦ߅ߌࠆ৹ ५ ऎ ֚ 㛽㑐▵∛ᄌ‫ޟ࡮ޠ‬ᑄ↪∝୥⟲ࠍ㒐ਝ ࡓ ฎ ෗ ߋߚ߼ߩᯏེߣ૑ⅣႺ‫ޟ࡮ޠ‬ᑄ↪
‫ ܊‬ന‫∝ ڠ‬୥⟲੍㒐ߩታ㓙‫ߩߡ޿ߟߦޠ‬⻠⟵ࠍⴕ޿‫ޔ‬ᑄ↪∝୥⟲੍㒐ߩකቇㇱ଻ஜቇ⑼ ഥᢎ᝼ ታ〣ኻ╷ߦߟ޿ߡߩታ⠌ࠍⴕ߁‫ޕ‬୞ ୼ႚ߄ ా ஝ ౺๶ നකኻ⽎࡮ෳട⾌ਥ ௅ฃ⻠⠪කቇㇱ଻ஜቇ⑼ ഥᚻጸ ෯ ‫ ܵ ו‬⠧ੱᣉ⸳⡯ຬ෸ ක ቇ ㇱ ଻ ஜ ቇ
33 ฬ‫ ݌‬ന ‫ ם‬ਏ ߮଻ஜᏧ╬⠧ੱ ⑼୤ ౻ ̜̹ͣ ⑔␩ߦ៤ࠊࠆᣇ൥ ന ੇ ໲2,500 ౞ιϋΗσΰσΑᔃりߣ߽ߦలታߒߚஜᐽ⁁ᘒ ක ቇ ㇱ ࠦ ࡒ ࡘࠍ߼ߑߔߚ߼ߦ‫ޔ‬ᔃߩஜᐽߦ᳇ ࠾ ࠤ ࡯ ࠪ ࡚ ࡦ㧥᦬㧝ᣣ㧔㊄㧕␠ળකቇ⻠ᐳ
ࠍ㈩ࠆߎߣߪߣߡ߽ᄢಾߢߔ‫࡯࠲ࡦ࠮ ޕ‬㕍᫪⋵ߦ߅ߌࠆࡔࡦ࠲࡞ࡋ࡞ࠬಎ Ⴙ ਹ ෗ ߘߎߢ੹࿁කቇ⑼ߢߪࡔࡦ࠲࡞
ߩ⃻⁁ߣኻ╷
ࡋ࡞ࠬߦߟ߈‫ࠇߙࠇߘޔ‬ኾ㐷ߩవ↢ᣇ߆ࠄᦨᣂߩᖱႎࠍ߅⹤޿
⃻ઍߩኅᣖߣߎࠇ߆ࠄ
␹⚻♖␹කቇ⻠ᐳߚߛ߈߹ߔ‫ޔ߅ߥޕ‬කቇ⑼౏㐿ߪ ႅ ၑ ૽ ⻠ᐳߩෳട⾌ߪήᢱߢߔ‫ߩߎޕ‬ᯏળߦᄙᢙߩᣇߩߏ᧪႐ࠍ޿ߚ
㧥᦬㧤ᣣ㧔㊄㧕ౝ⑼ቇ╙৻⻠ᐳߛ߈‫੹ޔ‬࿁ߩડ↹߇੹ᓟߩ⊝᭽ࠬ࠻࡟ࠬߣࠬ࠻࡟ࠬ⸃ᶖᴺऎș࿐ ఱ ༟ ߩ↢ᵴะ਄ߦᓎ┙ߟߎߣࠍᦼᓙ
㨪޽ߥߚߩࠬ࠻࡟ࠬ⸃ᶖᴺߪ߹
ߒߡ߅ࠅ߹ߔ‫ޕ‬ߜ߇ߞߡߪ߅ࠅ߹ߖࠎ߆㧫㨪ᔃߣ㝬ߩ⿠Ḯ
㧙⣖ᄖ⑼කߩ┙႐߆ࠄ㧙ᤨ㑆⣖␹⚻ᄖ⑼ቇ⻠ᐳఱ ߧ ဢ ‫ܞ‬

18㧦30 㨪 20㧦30ኻ⽎࡮ෳട⾌
৻⥸
ήᢱ

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කቇㇱකቇ⑼ᐢႎᆔຬળฃ⻠⠪ᑧߴ 176 ฬ

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ࢬஜఱ‫ڠ֓ڠ‬໐֓‫شڠ‬ȶ࠲ࢫȆ֓ၷ࣒‫׵‬ٛȷ㧞᦬㧟ᣣ㧔࿯㧕߻ߟ✚ว∛㒮
ᓴⅣེ∔ᖚߣࡔ࠲ࡏ࡝࠶ࠢࠪࡦ ᓴⅣེ⑼ㇱ㐳࠼ࡠ࡯ࡓ൥ ന ‫ܮ‬ౝญ߿㗶ߩ∩ߺߣญ⣧≸

⅓

႐

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ᒄ೨ᄢቇකቇ
ㇱකቇ⑼ᐢႎ
ᆔຬળ߻ߟ✚ว∛㒮
࡮㧔␠㧕㕍᫪ක
ቇᝄ⥝ળ౒௅

ήᢱ

ฃ⻠⠪

125 ฬ

කቇㇱකቇ⑼ߢߪ‫ޟޔ‬࿾ၞߦ⽸ ࠕ ࡇ ࠝ ޽ ߅ ߽₂ߔࠆකቇㇱ‫⋡ࠍޠ‬ᜰߒ‫ޔ‬Ფᐕ‫ࠅ ޔ‬㕍᫪⋵ౝ⥄ᴦ૕∛㒮ߩߏදജߩ
ਅߦ‫ޔ‬ᐢߊ㕍᫪⋵࿷૑ߩ৻⥸Ꮢ㕍᫪Ꮢ᳃∛㒮
᳃ࠍኻ⽎ߣߒ‫ޟޔ‬ஜᐽ࡮ක≮⻠Ṷ೽㒮㐳࡮⣖␹⚻ᄖ⑼ ળ‫ࠍޠ‬㐿௅ߒߡ߅ࠅ߹ߔ‫ޕ‬
ㇱ㐳
ศ ५
ഔ

㧞᦬ 24 ᣣ㧔࿯㧕㗻߿㗡ߩ∩ߺߣᚻⴚ

ᤨ㑆ኻ⽎࡮ෳട⾌

14㧦00 㨪 16㧦00ࢬஜఱ‫ڠ֓ڠ‬໐֓‫شڠ‬ȶ࠲ࢫȆ֓ၷ࣒‫׵‬ٛȷળකቇㇱකቇ⑼ߢߪ‫ޟޔ‬࿾ၞߦ⽸ ߻ ߟ ࠣ ࡝ ࡯ ࡦ₂ߔࠆකቇㇱ‫⋡ࠍޠ‬ᜰߒ‫ޔ‬Ფᐕ‫࡞࠹ࡎ ޔ‬㕍᫪⋵ౝ⥄ᴦ૕∛㒮ߩߏදജߩ ᄢࡎ࡯࡞ਅߦ‫ޔ‬ᐢߊ㕍᫪⋵࿷૑ߩ৻⥸Ꮢ᳃ࠍኻ⽎ߣߒ‫ޟޔ‬ஜᐽ࡮ක≮⻠Ṷ୆ ળ‫ࠍޠ‬㐿௅ߒߡ߅ࠅ߹ߔ‫ޕ‬޽ߥߚߩ↢ᵴߦẜ߻ࡔ࠲ࡏ࡝࠶ කቇㇱ㒝ዻ∛㒮ࠢࠪࡦ࠼ࡠ࡯ࡓߣߪ㧍㧫ౝಽᴲౝ⑼㨯♧ዩ∛ઍ⻢ౝ⑼㨯ᗵᨴ∝⑼
ઐ ֔
੓
ᤨ㑆

ኈ

කቇㇱ
ᱤ⑼ญ⣧ᄖ⑼ቇ⻠ᐳᢎ᝼࿐ ఆ ฎ ૽ኻ⽎࡮ෳട⾌
৻⥸ਥ௅ᒄ೨ᄢቇකቇ
ㇱකቇ⑼ᐢႎ
ᆔຬળ㕍᫪Ꮢ᳃∛㒮
࡮㧔␠㧕㕍᫪ක
ቇᝄ⥝ળ౒௅

ήᢱ

14㧦00 㨪 16㧦00

ฃ⻠⠪

97 ฬ

֓‫ڠ‬໐້௺ພ֭
ฬ

⒓࡮㐿

௅

ᣣ

⻠

Ꮷ

ౝ

ኈ

ળ

႐

లĸıٝ඾ུ๧ໂ‫ڠش‬ٛ൐໐঑໐‫ڠ‬੅ఱٛȆঌྦྷ࢖‫࣒ٳ‬जȶͺΠάȜ଻๧ໂ‫͈׶‬ड૧ૂ༭ȷ

ࠕ࠻ࡇ࡯ᕈ⊹⤏Ἳߩᖚ⠪ߐࠎ ࡎ ࠹ ࡞ ࠾ ࡘ ࡯ࠍ㘩޿‛ߣߔࠆࠕ࠻ࡇ࡯ࡆࠫࡀ ࠠࡖ࠶ࠬ࡞
ࠬߩᚻญ‫ⵍޔ‬ኂߩታᘒ‫ޔ‬ᖚ⠪ߐ 㧔ᒄ೨Ꮢ㧕ࠎ߇ࠕ࠻ࡇ࡯ࡆࠫࡀࠬࠍା↪ߒ
10 ᦬ 15 ᣣ㧔ᣣ㧕㊄ᴛᄢቇකቇㇱ⊹⤏ ߡߒ߹߁ᔃℂ⊛⢛᥊ߥߤࠍ⸃⺑ࠕ࠻ࡇ࡯ࡆࠫࡀࠬߞߡ⍮ߞߡ޿ ⑼ ᢎ᝼
ߔࠆ‫ޕ‬
߹ߔ߆
ಅ ࡔ გ ຃ࠕ࠻ࡇ࡯ᕈ⊹⤏Ἳߪ޿ߟ߹ߢ⛯ߊᤨ㑆⅔᧲ᶏᄢቇකቇㇱ⊹⤏ ኻ⽎࡮ෳട⾌
⑼ ᢎ᝼
઀ ᚧ
ྶ ৻⥸

14㧦00 㨪 15㧦00

ήᢱ

ਥ

௅

╙ 70 ࿁ᣣᧄ⊹⤏⑼ቇળ᧲ㇱ
ᡰㇱቇⴚᄢળฃ⻠⠪120 ฬၑࢥ‫ڠ‬໐
ฬ

⒓࡮㐿

௅

ᣣ

⻠

Ꮷ

‫͈͙ݝذ‬ତ‫˒ˌˌˎڠ‬

ౝ

ኈ

ળ

႐

ਛቇᩞ߿㜞╬ቇᩞߩᢙቇߩᢎ ℂᎿቇㇱ⑼ᦠߦߢߡߊࠆᢙቇߩ਎⇇ߩߔ 㧤᦬㧞ᣣ ᳓㧕㧤᦬㧟ᣣ ᧁ
㧤᦬㧠ᣣ ㊄ᤨ㑆ℂᎿቇㇱ ᢎ᝼ಎ ၖℂᎿቇㇱ ᢎ᝼ா ೠ ࿆ℂᎿቇㇱ ᢎ᝼
ུ ଳ

10㧦30 㨪 15㧦00ߋㄭߊߦ‫ࠅࠃޔ‬ᷓߊ㕙⊕޿⹤㗴ฎ ߚߊߐࠎ޽ࠅ߹ߔ‫ޕ‬ߘߩࠃ߁ߥᢙቇߩ㝯ജߩ৻┵຃ ࠍ㜞ᩞ↢߿৻⥸ߩᣇߦ⍮ߞߡ߽ࠄ߁ߚ߼ߩડ↹ߢߔ‫ޕ‬ࣝ㧟ᣣ㑆ߦࠊߚߞߡࠕ࡜ࠞ࡞࠻
ᣇᑼߢ‫ߩ┙⁛ޔ‬㧟ߟߩࡔ࠾ࡘ࡯
ࠍ↪ᗧߒߡ޿߹ߔ‫ޕ‬ኻ⽎࡮ෳട⾌㜞ᩞ↢৻ ⥸ή‫ڠش̞̱ڢ‬✚วᢥൻ⑂㐿௅ᦼ㑆ਛ

ℂᎿቇㇱᢎຬ

ᤨ㑆㧦10㧦00 㨪 16㧦00

ਥ

௅

ℂᎿቇㇱ

ฃ⻠⠪
ᑧߴ
29 ฬ

ᢱ

ᄢቇߩᢎ⢒ᯏ⢻߿ᣉ⸳ࠍᐢߊ ℂᎿቇㇱ৻⥸ߦ㐿᡼‫߿࠻࠶ࡀ࡯࠲ࡦࠗޔ‬◲නߥൻቇታ㛎ࠍ૕㛎ߒߡ߽ࠄ޿߹ߔ‫ޕ‬
ኻ⽎࡮ෳട⾌

ਥ௅ዊቇ↢‫ޔ‬ਛቇ↢ ℂᎿቇㇱ
ߣߘߩῳᲣ

ฃ⻠⠪

838 ฬ

ήᢱ
΍ͼ΀ϋΑ͈͒ઉఞ
✚วᢥൻ⑂㐿௅ᦼ㑆ਛᤨ㑆ℂᎿቇㇱᢎຬ

10㧦00 㨪 16㧦00

ᄢቇߩ⎇ⓥቶ߿ฦ⒳ታ㛎ⵝ⟎ ℂᎿቇㇱࠍ౏㐿ߒ‫ޔ‬ᢎຬ߿ᄢቇ㒮↢ࠄ߇ᣣ㗃ߩ⎇ⓥᚑᨐ߿ᦨᣂߩ⑼ቇᛛ
ⴚࠍ౏㐿ታ㛎ࠍਛᔃߦ⚫੺࡮⸃⺑ߔࠆߎߣߦࠃࠅ‫⑼ࠆ߃⷗ޟ‬ቇ࡮ᛛⴚ‫ߩ߽ࠆߔ⺑⸃࡮੺⚫ࠍޠ‬ߢߔ‫ޕ‬ኻ⽎࡮ෳട⾌

ਥ௅ዊቇ↢‫ޔ‬ਛቇ↢‫ ޔ‬ℂᎿቇㇱ㜞ᩞ↢‫⥸৻ޔ‬

ฃ⻠⠪

838 ฬ

ήᢱ

⅕

ၑࢥ‫ڠ‬໐͕̥
ฬ

⒓࡮㐿

௅

ᣣ

⻠

Ꮷ

‫͈͒ڠا‬ઉఞࢬஜఱ‫֚ڠ‬඾ఘࡑ‫ޗڠا‬৒㧤᦬㧟ᣣ㧔ᧁ㧕ᤨ㑆

10㧦00 㨪 16㧦30ᢎ⢒ቇㇱ ᢎ᝼
ཤ ࡔ ୀ

ౝ

ኈ

႐

ඦ೨ਛߪ⻠Ṷࠍ⡬߈‫ޔ‬ඦᓟߪ ℂ Ꮏ ቇ ㇱ ‫ ޔ‬ㄘA㧕㨪 H㧕ߦಽ߆ࠇߡൻቇታ㛎 ቇ↢๮⑼ቇㇱ‫ޔ‬ࠍ૕㛎ߒ߹ߔ‫ޕ‬ᢎ⢒ቇㇱ౳ 㧝㧚⻠Ṷ
‫ޟ‬㕍᫪⋵࡮⷏ߩ⮣ߣ᧲ߩ࠾ࡦ࠾
ℂᎿቇㇱ ഥᚻࠢ 㧙࿾ၞ⾗Ḯߩᵴ↪ߣ࠯ࡠࠛࡒ୼ ષ੓ ࠶࡚ࠪࡦ㧙‫ޠ‬㧔ᢎ⢒ቇㇱ ᢎ᝼㧕ർේ᥍↵ℂᎿቇㇱ ഥᢎ᝼㧞㧚ታ㛎ࣃ ೓ ̷̞̱ A㧕ᨐ‛ߩߦ߅޿ࠍ૞ࠆ‫ࡒ࡞ޔ‬ࡁ࡯࡞ࠍ↪޿ߚ⊒శ෻ᔕ
ℂᎿቇㇱ ᢎ᝼
B㧕⦡ߢ᷹ࠆ!! 㧙࠼࡝ࡦࠢ೷ਛߩന ૜ ྶ ౳
㋕ߩቯ㊂㧙

 

ળ

ℂᎿቇㇱ ഥᢎ᝼C㧕ታ㛎ቶߢ὇὾߈૕㛎 㧙ᧁ὇ಿ ‫ ୃ ܚ‬຃
ߣᧁ㈶ᶧ㧔߽ߊߐߊ߃߈㧕ߦߟ޿ߡ⍮ࠈ߁㧙ℂᎿቇㇱ ഥᚻ
D㧕⥄ὼࠍᮨ୮ߔࠆ 㧙᫪ᨋᶎ㧔ࡈे ा ੿ ૝ࠖ࠻ࡦ࠴࠶࠼㧕ߩൻቇ㧙
E㧕ࠝ࡝ࠫ࠽࡞࠮࠶ࠤࡦࠍ૞ࠈ߁
ㄘቇ↢๮⑼ቇㇱ ഥᢎ᝼㧍‫ޔ‬㝯ߖࠆ!? ࠞࡔ࡟ࠝࡦࠛࡑ
ࣞ ന
ࢴ
࡞࡚ࠪࡦ
F㧕ᬀ‛⦡⚛ߩ᛽಴ߣಽ㔌ㄘቇ↢๮⑼ቇㇱ ᢎ᝼ G㧕ࠦࡦࡇࡘ࡯࠲ߢಽሶࠍ⠨߃
‫ུ ޘ‬
ੳ
ߡߺࠃ߁
H㧕߅޿ߒ޿᳓ߩ⒁ኒ
ᢎ⢒ቇㇱ ഥᢎ᝼ಿ ධ ࢨ հኻ⽎࡮ෳട⾌
ਥ ௅
ਛቇ↢
㜞ᩞ↢
৻ ⥸
ή

⅖

ᣣᧄൻቇળ᧲
ർᡰㇱ࡮ൻቇ
Ꮏቇળ

ฃ⻠⠪

73 ฬ

ᢱ

෠‫ڠ‬୆ྵ‫ڠش‬໐
ฬ

⒓࡮㐿

௅

ᣣ

⻠

Ꮷ

ฒ૰५౷۷ख़ٛ
㧡᦬ 20 ᣣ㧔࿯㧕ᤨ㑆 㧥㧦00 㨪 16㧦00Ფ࿁㧞㨪㧟ฬ

㧣᦬ 22 ᣣ㧔࿯㧕ᤨ㑆 㧥㧦00 㨪 16㧦00

ౝ

ળ

ਥ

௅

৻⥸

ㄘቇ↢๮⑼ቇ
ㇱ㒝ዻ↢‛౒
500 ౞↢ᢎ⢒⎇ⓥ࠮
㧔࠹ࠠࠬ࠻࡮଻ ࡦ࠲࡯㒾ᢱ㧕㧟᦬ 10 ᣣ㧔࿯㧕ᤨ㑆 10㧦00 㨪 16㧦00႐ᐕᐲౝ㧠࿁ߦಽߌߡ‫ޔ‬྾ቄ᛬ ⊕␹ጊ࿾‫␹⊕ߩޘ‬ጊ࿾ߩ⥄ὼࠍᱧผ⊛ⷰ 㧔⷏⋡ደ᧛㧕ὐ߽੤߃ߡⷰኤߔࠆ‫ޕ‬ኻ⽎࡮ෳട⾌

10 ᦬㧣ᣣ㧔࿯㧕ᤨ㑆 㧥㧦00 㨪 16㧦00

ኈ

ฃ⻠↢
48 ฬ

૶ঊఘࡑ‫ڠ‬ਠȶ૘ࣣ̤̠ͦȄ૽͂ুட͂෠ު
ͅȊȷࡔ࠳ࠞߩ᫮߻ㄘ႐ߢ㧘ⷫሶ߇ ㊄ᧁㄘ႐৻✜ߦߥߞߡᄙߊߩ㊁↢↢‛߿ᓸ↢‛ࠍⷰኤߒߥ߇ࠄ‫ࡔࠦޔ‬૞ࠅ╬ࠍቇ߱‫ޕ‬㧡᦬ 27 ᣣ㧔࿯㧕ㄘቇ↢๮⑼ቇㇱᢎຬ⋵ਅ߆ࠄᐢߊෳട⠪ࠍ൐ࠅ‫ޔ‬㧣᦬㧝ᣣ㧔࿯㧕߅ࠃ߮࿾ၞ૑᳃߶߆ ⇣ቇ඙߅ࠃ߮⇣ቇᐕߣߩ੤ᵹࠍ
㧤᦬㧡ᣣ㧔࿯㧕㨪㧤᦬㧢ᣣ㧔ᣣ㧕ᷓ߼ࠆߎߣ߽⋡⊛ߣߔࠆ‫ޕ‬
㧝ᴱ㧥᦬ 30 ᣣ㧔࿯㧕
10 ᦬ 21 ᣣ㧔࿯㧕ኻ⽎࡮ෳട⾌ਥ ௅ฃ⻠↢ᤨ㑆㧥㧦30 㨪 15㧦30ⷫሶ㧔ⷫ 1 ฬߦ ㄘ ቇ ↢ ๮ ⑼ ቇߟ߈㧘ሶଏ 2 ฬ ㇱ 㒝 ዻ ↢ ‛ ౒߹ߢ㧕↢ᢎ⢒⎇ⓥ࠮
ࡦ࠲࡯ᄢੱ 3,800 ౞
ሶଏ 3,200 ౞㧔㘩⾌࡮்ኂ଻
㒾ᢱ㧘ᢎ᧚⾌╬฽߻㧕 30 ⚵ 68 ฬୃੌ⠪
24 ⚵ 52 ฬ

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⒓࡮㐿

௅

ᣣ

෠‫ڠ‬୆ྵ‫ڠش‬໐Ȇ࢖‫࣒ٳ‬जȶฒ૰५౷ͬ౶̠ͧȷ
11 ᦬㧟ᣣ㧔㊄࡮␸ᣣ㧕⊕␹ߩߌ߽ߩߣዊേ‛ߚߜ࿯ߩߪߥߒ㧔ࠝࡑࠤઃ߈㧕

ᤨ㑆

⻠

Ꮷ

ౝ

12 ᦬㧞ᣣ㧔࿯㧕ળ႐਎⇇ㆮ↥⊕␹ጊ࿾ߦ↢ᕷߔࠆ ㄘ ቇ ↢ ๮ ⑼ ቇዊേ‛ࠍࡊࡠࠫࠚࠢ࠲࡯ࠍ೑↪ ㇱ 203 ⻠⟵ቶߒⷞⷡ⊛ߦ⻠⟵ࠆ‫␹⊕ޔߚ߹ޕ‬ጊ࿾ࠍᒻᚑߔࠆ࿯ფߦߟ޿ߡ◲ㄘቇ↢๮⑼ቇㇱ ᢎ᝼ නߥታ㛎ࠍⴕ޿‫ߊߔ߿ࠅ߆ࠊޔ‬઀ ࡔ ၻ ࢣ ⻠⟵ߔࠆ‫ޕ‬ㄘቇ↢๮⑼ቇㇱ ᢎ᝼ऎș࿐ ಿ ঌ13㧦30 㨪 15㧦40ςϋΌͬ‫̳ͥڠش‬ኈኻ⽎࡮ෳട⾌
ਛቇ↢એ਄
ήᢱ

ਥ

௅

ㄘቇ↢๮⑼ቇ
ㇱ

ฃ⻠⠪

27 ฬ

࡝ࡦࠧߩᩱၭᣇᴺ㧘᮸࡮ᨐታ ᧼ ᩉ ↸ ᄙ ⋡ ⊛ߩ↢ℂ‫∛ޔ‬ኂ⯻㒐㒰‫ޔ‬࿯ფ⢈ᢱ‫ࠆ߲޽࡞࡯ࡎ ޔ‬ᒄ೨ᄢቇฬ⹷ᢎ᝼
ຠ⒳‫ޔ‬ᵹㅢ‫ޔ‬ᶏᄖ੐ᬺ╬ߢ࡝ࡦ२ ന ᠡ ௮ ࠧㄘኅߦ⋥ធ޽ࠆ޿ߪ㑆ធߦᓎ┙ߟ⹤ࠍߔࠆ‫ޕ‬㧝ᣣ㧟⻠ᐳߕߟㄘቇ↢๮⑼ቇㇱ ഥᢎ᝼ 㧟ᣣ㑆ߢ㧥⻠ᐳ㐿⻠ߔࠆ‫ޕ‬չ ൥ ఱ ဎㄘቇ↢๮⑼ቇㇱ ഥᚻ൥ നၦ

12 ᦬㧟ᣣ㧔ᣣ㧕㕍᫪⋵࡝ࡦࠧ⹜㛎႐५ ౓ ਜ ྶㄘቇ↢๮⑼ቇㇱ ᢎ᝼࣏ ୼ਘㄘቇ↢๮⑼ቇㇱ ഥᢎ᝼୔ ൥ۘ

12 ᦬㧠ᣣ㧔᦬㧕ㄘቇ↢๮⑼ቇㇱ ഥᢎ᝼ஂ ౓ ៍ ৘ᒄ೨ᄢቇరᢎຬ໛ ന ฎᤨ㑆10㧦00 㨪 16㧦10ฒ૰५౷ͼϋΑΠρ·ΗȜူ଼࣒ज㧞᦬ 27 ᣣ㧔Ἣ㧕ᤨ㑆

10㧦00 㨪 15㧦00෗ኻ⽎࡮ෳട⾌

ਥ௅࡝ࡦࠧㄘኅߣ㑐 ㄘ ቇ ↢ ๮ ⑼ ቇㄘቇ↢๮⑼ቇㇱ㒝ዻ↢‛ ଥ⠪ㇱ㒝ዻ↢‛౒
౒↢ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯
↢ᢎ⢒⎇ⓥ࠮
ᢎ᝼
1,000 ౞ࡦ࠲࡯࡮᧼ᩉ‫ ॄ ؂‬ဎ෗༟ 㧔࠹ࠠࠬ࠻ઍߣ ↸
ߒߡ㧕

ฃ⻠⠪
154 ฬ

⊕␹ጊ࿾ߩ⥄ὼ↢ᘒ♽ߩ⍮⼂ ᒄ೨ᄢቇߣ‫⥄ޔ‬ὼߣ౒↢⊛ߥવ⛔ᢥൻࠍᄙߊߩੱ‫ߦޘ‬વ߃ࠆࠗࡦࠬ࠻࡜
ㄘቇ↢๮⑼ቇㇱ ᢎ᝼ ࠢ࠲࡯ߩ㙃ᚑࠍ⋡ᜰߔ‫ޕ‬⠉ᐕ㧢ᕐ ‫ ڈ‬ఱ ੩ ᦬ߦ‫ޔ‬ᐳቇߦၮߠ޿ߚ㊁ᄖታ⠌ࠍⴕ߁‫ޕ‬ℂᎿቇㇱ ഥᢎ᝼आ ུ ೄ ਏᒄ೨ᄢቇฬ⹷ᢎ᝼
ཪ ന
ร

 

ኻ⽎࡮ෳട⾌৻⥸ਥ௅ㄘቇ↢๮⑼ቇ
ㇱ㒝ዻ↢‛౒
2,000 ౞↢ᢎ⢒⎇ⓥ࠮
㧔࠹ࠠࠬ࠻ઍߣ ࡦ࠲࡯
ߒߡ㧕

ฃ⻠⠪
100 ฬ

⅗

֒ഥঊ৘ࡑঔ୭
ฬ

⒓࡮㐿

௅

ᣣ

֒ഥঊ৘ࡑঔ୭Γη΢Ȝ

⻠

Ꮷ

ౝ

ኈ

ળ

႐

ో࿖߆ࠄ᧪ᩞߒߚ⎇ⓥ⠪߿⋵ ㆮ વ ሶ ታ 㛎 ᣉౝฦ࿾ߩ⎇ⓥ⠪ߩ⎇ⓥᚑᨐߦၮ ⸳
Prof. M.Bouyazen ߠ޿ߚ⻠Ṷࠍⴕ޿‫⎇ޔ‬ⓥ੤ᵹࠍⴕ߁‫ޕ‬㧤᦬㧠ᣣ㧔㊄㧕16㧦00 㨪11 ᦬ 17 ᣣ㧔㊄㧕
15㧦00 㨪၏

12 ᦬ 15 ᣣ㧔㊄㧕
16㧦00 㨪չ

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