A of STEAM is A of Arts, A of play?

(I.e.: How about narrowly interpreting "A" as art such as music and painting?In economic activities, there are expressions such as the art economy, and as digital platforms are developed, work styles and work styles will change.As Mr. Nakajima says, everyone may be able to work like an artist or designer.From the perspective of creating innovation and fostering entrepreneurs, art thinking is important first, and then design thinking is also required.Art, in particular, is a source of socio-economic transformation and innovation in the sense that it provides us with a whole new perspective.

杉 本: In education, to put it a little technically, I think that the viewpoint of art is to promote the transformation of "structure" instead of "function".Looking at school education for many years, I think that it doesn't change.This Corona disaster was also a great opportunity to change, but many of the sites are trying to maintain the status quo.However, now that we have experienced the corona disaster, we need to change the structure of the school itself in order to solve many problems.Professor Nishimura cites the existence of "stickiness" as an obstacle to self-determination.[Note XNUMX]However, it is difficult to "deviation" from there.

Now that the digital society has evolved, there are many ways to acquire knowledge other than school.In that sense, I believe that sound, beauty, and body should be the center of school education.It can be paraphrased as art.The sound, beauty, and body have a strong element of "play", there is no correct answer, and it is self-purposed in itself, and it is easy to develop self-determination and resilience through flow experience (immersion).

(I.e.: It's true that play is important.As with art, sports, and study, it is said that the process of having fun and playing is the most important factor in promoting growth.

杉 本: The problem is that the number of games has decreased in recent years, and children are becoming more and more unable to play. It's not just "Kakurenbo".However, I don't think so-called games are play.The reason is that the player cannot change the rule (structure) only by playing with the rule made by someone.By changing the rules so that everyone can enjoy playing, children will develop creativity and creativity.

(I.e.: The best of all training methods is to "play".However, few leaders may know that.Isn't there a change in the teaching method itself as well as the content taught at school?

杉 本: The OECD started the Education 2015 project in 2030, and one of the results is the OECD Learning Compass 2019, which was tentatively translated in Japan in 2030.Here, we fundamentally review "school education as an industrial form" in which students take lessons passively, and give children the ability to create new value, overcome conflicts and dilemmas, and take responsible actions. I want you to wear such things. Throughout the 19th and 20th centuries, the purpose of school education was to develop human resources to support and develop the industrial society, that is, to meet the demands of society, but from now on, we will open up an uncertain future that can create the future. We have to shift to developing human resources who can do it.For that purpose, learning must be learner-centered (independent), playful and exciting like sound, beauty, and body.It will bring about individual well-being and social well-being, and will lead to the achievement of SDGs.

In that sense, the inclusion of A in STEM may lead to education that will create the society of the future.I also feel the possibility of STEAM education, which is not closed to school education.

(I.e.: Needless to say STEAM, I want you to learn a wide range of things until high school so as not to reduce your options in the future. Since 2002, we have announced the results of a survey that people who chose mathematics in college entrance exams have higher income after going out to society than non-chosen people.[Note 7]However, this can also be interpreted as the fact that abandoning mathematics early and narrowing down the examination subjects will lead to future disadvantages.

The important thing is to aim for "individualized STEAM education".It's true that learning broadly leads to laying the groundwork for ideas, but it doesn't have to be all good.While learning widely, discover and deepen what you are good at.Then, you will be aware of your individuality, including your own personality.It would be nice if public education could go in that direction, but it is doubtful that the current school, teachers, and entrance examination system can take advantage of it.I think it would be faster for private educational institutions to anticipate this and provide "individualized STEAM education" so that public education will have to change.Actually, since 2013, I have been involved in education as a board of education in Osaka City and then as an advisor, but here I am aiming for holistic "STEAM education according to individuals" with normative awareness and academic ability as the core. ..

[Note 6] "People who cannot make self-determination ... I don't think they are aware of what they are bound to.

Losing what binds you is the first step in having independence and ownership in your career.If you have a world other than your main business, you will be able to see the shackles of your main business that you hadn't noticed before. "

[Note 46] Junko Urasaka, Kazuo Nishimura, Junichi Hirata, Tadashi Yagi "Math Learning and University Education / Income / Promotion" Japan Center for Economic Research 2002, XNUMX (Japan Center for Economic Research) and others.

economist
Kazuo Nishimura
Specially Appointed Professor, Center for Computational Social Sciences, Kobe University.
Graduated from the University of Tokyo in 1. 9 US University of Rochester Ph.D. Major is Mathematical Economics and Complex Economics. 7 Medal with Purple Ribbon. Since 0, the Institute of Economic Research, Kyoto University. He has been a specially appointed professor since 1 and is in his current position in 9. Econometric Society, Fellow since 7. International Engineering and Technology Institute, Distinguished Fellow since 6.Member of the Japan Academy.He has written many books such as "Introduction to the World's Easyst Saigaku" (Kodansha) and "Introduction to Microeconomics (2012nd Edition)" (Iwanami Shoten).Born in Municipal Sapporo Asahigaoka High School.

(General Incorporated Association) Children's Future / Sports Society and Culture Research Institute
Research Institute Director / Representative Director
1975: Graduated from the Faculty of Education, Kyoto University of Education.
1978: Completed the master's program at the University of Tsukuba Graduate School.
1978: Assistant Professor, Faculty of Comprehensive Science, Hiroshima University.
1986: Associate Professor, Faculty of Education, Kyoto University of Education.
1996: Professor of the Faculty of Education.
2000: Visiting Researcher, Yale University, University of London
2010: Professor, Faculty of Human Health, Kansai University.
2012: Deputy Director of the Student Center.
2014: Professor, Graduate School of Human Health.
　　　Ph.D. (Academic) University of Tsukuba.
He has been in his current position since 2020.Professor Emeritus, Kyoto University of Education, Kansai University
Professor Emeritus of Science.Specializes in children's sociology, pedagogy, sports
Tsu sociology.Born in Osaka Prefectural Shimizudani High School.