Promoting Active Learners: A Comparative Study of Tsunami Education in Japan and Mexico

キョウジュシャ　ト　ガクシュウシャ　トノ　アイダ　ノ　シュジュウ　カンケイ　ニ　モトヅク　シュタイセイ　ケイセイ　ノ　イチコウサツ　 メキシコ　ノ　チュウガッコウ　ト　ニホン　ノ　チュウガッコウ　トノ　ゴウドウ　ツナミ　ヒナン　クンレン　ヲ　トオシテ

Nakano, Genta

矢守, 克也

Yamori, Katsuya

杉山, 高志

Sugiyama, Takashi

サイガイ　ト　キョウセイ　ケンキュウカイ

学習者

主従関係

防災教育

主体性

Instructor

Learner

Authoritative-Subordinate relationship

disaster education

active attitude

Educational practice requires those who take the role of instructor and that of the learner. Educational principle explains that educational practice places the instructor in an authoritative role relative to the learner who assumes the role of a subordinate actor. Although the relationship of an authoritative instructor/subordinate learner is fundamental for educational communication, the relationship hampers the formulation of an active attitude on the part of the learner. The author together with local disaster prevention managers (instructors) implemented a tsunami education protocol at schools and in private sector organizations in 71 case study applications in Zihuatanejo, Mexico. The authors, in collaboration with the managers carried out the educational trials reflecting the authoritative instructor/subordinate learner relationship. However, Eva Samano secondary school proved to be exceptional in that the authors and managers had difficulty in implementing the education using the instructor/subordinate learner protocol at this school. The study suggests that the approaches’ failure highlighted the flaws of this protocol and raised the possibility of evoking the active attitude of the learner through a more beneficial approach that invokes a more active role for the learner.

矢守, 克也

杉山, 高志