Transforming a Novice Learner into an Intellectual Explorer : Lessons from the PBL system in Maastricht University

ガクシュウシャ　カラ　タンキュウシャ　ヘ　オランダ　マーストリヒト　ダイガク　ニ　オケル　PBL キョウイク

イケダ, ミツホ

Ikeda, Mitsuho

徐, 淑子

Suh, Sookja

オオサカ　ダイガク　ゼンガク　キョウイク　スイシン　キコウ

Center For Education In Liberal Arts And Sciences

アクティブ・ラーニング

PBL

高度教養教育

University education

Active learning

Problem-Based Learning (PBL)

Liberal arts education as andragogy

This article aims to discuss the contribution of introducing the education based on PBL, e.g. Problem-Based Learning to the excellence of liberal arts education in the universities. The prominent dimension of PBL is that it promotes the self-directed learning among students and that the students “as novice learners” gradually become “intellectual explorers.” Originally, PBL started in the medical education and then prevailed in the professional education such as law schools. However, as the experience of Maastricht University in the Netherlands shows, the PBL method itself can be applied to any academic disciplines that are not directly relevant to particular profession. In Japan, PBL has already introduced in the area of medical and nursing education. The liberal arts education and the undergraduate education can also take advantage from the further application of PBL, and notably, in terms of the connection between the faculty undergraduate education and the graduate education where present Japanese government addressed to the “active learning” methodologies.

徐, 淑子