YAMAKAWA Kenjiro(President of Kyusyu-Imperial University,1911)
<Career>

嘉永7年（1954）会津生まれ



明治4年（1871）アメリカに留学



明治34年（1901）東京帝国大学総長

慶應4年（1868）戊申戦争に参加
明治12年（1879）日本初の物理学教授
明治44年（1911）九州帝国大学初代総長

 He said following words to Students. Japanese

students make attention to “How”, but never say“Why”.
 A hundred years later, this words alive as aweakness of Japan Education.

 Recent Japan–

One of Advanced Nations inSci. & Tech.
 Basic Education for Creating /Developing Sci. &Tech. lacks in Japan’s School Education.
 Creating /Developing Sci. & Tech. require“What”, ”Why”, ”How” Questions.
 “How Questions” are important in Japan
Society/Schools which put high value on“Learning: Manabi”
 Together with “How-Questions”, ”What-” &“Why-” Questions are heavily important in theWestern Society/Schools.

 What is Learning(Manabi)?

It is said that the origin of a word " Manabi :learning:" is "toimitate something." In the case, it needs two persons(objects),
those who imitate, and those who are imitated (objects) .
Objects Include language, new knowledge, action, skill, value,
liking, etc. People gain those objects through books andtextbooks, various kinds of media, teachers, parents, a family,friends, and society.
What is Creation(Tsukuri)?

Difference of “make “and “create”.

 ・Make: Based on a model/plan, complete a product.

Not imitate others, but complete a product in own
original way.

 ・Create: ⇒Encourage Tsukuri

is essential for Creativity Education.

Manabi

Tsukuri ①Create Study, Sci. & Tech.

Not Include

Include ②Efficiency of LearningHighLow

 ③Truth or False of Material

TrueNeed Judge

 ④Scope of KnowledgeNarrowBroad ⑤Forgetting Knowledge

Easy

Strong ⑥Responsibility to Learning

Low/MiddleHigh ⑦Confidence in Knowledge

LowHigh ⑧Self Involvement

LowHigh ⑨Discussion

LittleOften

 ⑩Usable Knowledge for Discussion

Confident

Not Confident

 ⑪Enlargement of Creativity

Not Expected Expected ⑫Atmosphere of the Place

SeriousFree and Easy Japanese Schools
 There is little Tsukuri Lesson except Art & IntegratedStudy.
 The western school (USA, Canada, German,Finland, France) lessons always include Tsukuri.
 Example:「Creative Writing」 「 Drama」
 Example: <Japan> Subtraction ⇒「12-7」。
<USA> How could you divide 12 in two parts.
 <Finland> Using Keyword “good treat”,
students planed to make a memorial birthday
party. Students thought celebration words,
music, decoration, foods, etc.

 Reading Comprehension in Japan⇒To comprehend

an intension and emotion of the author.
 Reading Comprehension in the West⇒To
comprehend multiple sentences, and add
learner’ opinion.
Example: 2 different opinions concerning graffiti.
⇒Which opinion do you agree? Citing one or
another opinion, complete your answer using
your own words.
 ⇒Japanese Schools recently noticed Western TypeReading Comprehension.

『落書き』学校の壁の落書きに頭に来ています。壁から落書きを消して塗り直すのは、今度が4度目だからです。想像力という点では見上げたものだけれど、社会に余分な損失を負担させないで、自分を表現する方法を探すべきです。
禁じられている場所に落書きをするという、若い人たちの評価を落とすようなことを、なぜするのでしょう。プロの芸術家は、通りに絵をつるしたりなんかしないで、正式な場所に展示して、金銭的援助を求め、名声を獲得するのではないでしょうか。
わたしの考えでは、建物やフェンス、公園のベンチは、それ自体がすでに芸術作品です。落書きでそうした建築物を台なしにするというのは、ほんとに悲しいことです。それだけではなくて、落書きという手段は、オゾン層を破壊します。そうした「芸術作品」は、そのたび消されてしまうのに、この犯罪的な芸術家達はなぜ落書きをして困らせるのか、本当に私は理解できません。
ヘルガ『十人十色』人の好みなんてさまざまです。世の中はコミュニケーションと広告であふれています。企業のロゴ、お店の看板、通りに面した大きくて目障りなポスター。こういうのは許されるでしょうか。そう、大抵は許されます。では、落書きは許されますか。許せるという人もいれば、許せないという人もいます。
落書きのための代金はだれが払うのでしょう。だれが最後に広告の代金を払うのでしょう。その通り、消費者です。
看板を立てた人は、あなたに許可を求めましたか。求めてはいません。それでは、落書きをする人は許可を求めなければいけませんか。これは単に、コミュニケーションの問題ではないでしょうか。あなた自身の名前も、非行グループの名前も、通りで見かける大きな制作物も、一種のコミュニケーションではないかしら。
数年前に店で見かけた、しま模様やチェックの柄の洋服はどうでしょう。それにスキーウェアも。そうした洋服の模様や色は、花模様が描かれたコンクリートの壁をそっくりそのまま真似たものです。そうした模様や色は受け入れられ、高く評価されているのに、それと同じスタイルの落書きが不愉快とみなされているなんて、笑ってしまいます。
芸術多難の時代です。
ソフィア Japan⇒Manabi is main stream of learning.
 Manabi needs a model, textbook, theory,behavior of a teacher, value, etc.
 Intellectual ability in Manabi is “Intelligence “.
 The speed of understanding & memorization of

the textbook, which characterizes Japan’seducation, is closely related with Intelligence.

 I/Self is profoundly related to Tsukuri . “MyOpinion”, “My Thought”, “My Expression”,“Things that represent me”
 The most excellent product which appears inencouraging Tsukuri process is corresponds
to creativity of the child .
 Important: Tsukuri requires a lot offailures, trials and errors.

 Behavior of Scold includes,
 ①Your behavior is wrong. Judging from my“right model”, your behavior is deviated.
 ②I’d like to correct or prohibit your wrong
behavior.
 ③I’m a matured teacher, on the contrary,
you a immature learner.
 ④Furthermore, it also contains theimplications of making his/her best doing
towards a goal by appealing to his/herfeelings.

 ①Scolding includes

strong negative feelings.
 ②A learner never know at first time his behavior(statement) was wrong or his opinion was impudent
in front of older people(teachers, parents, seniorfellows).
 ③When a child scolded strongly in front of people,
he will liable to avoid to express his opinion or
making discussion in order to maintain self-respectfeeling.
 ④In case of scolding, it needs that the reasonsto scold and to tell him them.

 Praising includes,
 ①Your doing is right.
 ②Your doing is superior.
 ③Continue your doing now.
 ④I admit you.
 ⑤I much admire you.

 Scolding is divided in two parts: ① A feedback information(your doing iswrong) to the learner.
 ②Putting the learner an emotional
punishment.
We can find another part exists between twoparts, that is, “correcting” which has noemotional tone.
 ③ When trying to develop a child‘screativity, scolding should minimize,
instead of it, education that usescorrecting and praising may effective.

 ① A child never notice a right model and direction, only

just has scolding without correcting.
 ②When a child always scolded without correcting, hedoes not understand the right model or direction ofacting that he refers after that.
 ③ Neither individuality nor creativity will be realized
without accepting an opinion and expression of every
child as a valuable thing.
Hitherto, there are a lot of right models.
 ④At the atmosphere under scolding, creative idea neverproduces.
 At the atmosphere under praising, individuality andcreativity may be fostered.

 ①Sensibility to the problem
 ②Fluency of thinking(number of ideas）
 ③Flexibility of thinking(a variety of ideas)
 ④Originality of thinking

・Originality in group ・Originality in individual
 ⑤Elaboration of thinking
 ⑥Ability to redefine ① Sensibility to the problem—”You are a new finder of coreproblem!”,”You caught an important problem that make new era.
 ②Fluency:”You’ve output many good ideas”
 ③Flexibility: “It is very good your ideas come from a lot ofview points”
 ④Originality:”Only you could think this idea””,”Edison defe

ated by your idea”, ”Original idea is splendid”
・In group: “I never see like the idea.”・In individual:”This idea is excellent if we compare yesterday one”
 ⑤Elaboration: “This idea is considered deliberately”
 ⑥Redefinition:th in your ideas.

Multi-ways of utilization are came up wi 1.USA（Students）「Project in their schools」（Teachers）Many graduate schools, CPSI: Private
creativity organization , Teaching Certificate for Gifted &Talented children

 2.UK
Creativity Education is introduced to public primary andsecondary schools(2000).

More than a thousand schools(2003)
Fostering creativity is executed in a subject alone, orcrossing subjects.
 3.Finland
Entrepreneur education⇒Creativity that initiatesbusiness.

 From 2000：QCA-Project 「What is creativity?」 First level: younger pupils⇒Imagination.
 Next Level: Imagination that hasanaim.
 Third Level: Originality of theproduct.
④Fourth Level: Is the product worthy
in the light of the purpose?
 photo:・Victoria Primary(Leeds) 「Please make a car that runs againstwind」
 Gave college students a goal, notshowed making methods.
 Students thought several plans, andchoosing a plan, finally made a wind carwith collaboration.
 6-Students one group : Total 13 groups.
 materials ----(under 3,000yen) (Example) Chop stick, wire, thick paper,
rubber, straw, Postal cards.

「学びと創りの心理学: PDF-Books」
 { Yumino: Psychology of Manabi andTsukuri
 [ http://www.dyumiken.com（from left HP, you can 弓野著

down load above PDF-Book)]} 弓野著「総合的学習の学力 明治図書」
 {Yumino: Introduction to Integrated Study,Meiji Publishing Company} 弓野（編著）「世界の創造性教育 ナカニシヤ出版」
 {Yumino(Ed.) Creativity Education in theWorld, Nakanishiya Publishing company}