what:
GROWING AMBITION
GROWING AMBITION
why:
Children lack the confidence to shape their futures.
未来をつくることに自信を持てない子どもたち。
Japanese students have a high level of basic academic skills compared to the global standard, and Japanese school education in the past has had some success. However, how is Japanese education in terms of one of the major goals of education, “creativity”? According to a survey by Adobe in 2017, only 8% of Japanese students “considered themselves creative.” This was far behind the global average of 44%. In another survey conducted by The Nippon Foundation in 2019, only 18% of students responded that the future was something they could shape themselves. This result was also overwhelmingly lower than in other countries. Japanese students seem to lack the confidence that they can shape the future themselves.
日本の学生の基礎学力の水準は世界的にも高く、我が国の学校教育はこれまで一定の成果を収めてきました。しかし教育の大きな目標のひとつであるはずの創造性に関してはどうでしょうか。自らを「創造的だと思う」と回答した日本人の学生はわずか8%しかおらず、世界平均の44％に遠く及びません（2017年アドビ調査）。別の調査では、未来は自分の手で作ることができるものだと答えた学生は18%にすぎず、これもまた他国よりも圧倒的に低い結果となりました。（2019年日本財団調査）どうやら日本の学生たちは未来を自分でつくる自信を失っているようです。
Percentage of students who consider themselves "creative"
自分のことを「創造的」だと思う生徒の割合
Young people (17-19 years old) who think they can change their country and society by themselves
自分で国や社会を変えられると思う若者（17〜19歳）
This is probably due to the impact of school education in the past, which valued problems with answers rather than exploring new questions. Problems that students solve at school have set answers, but problems in society do not. In an era with rapid changes, it is important to identify the essence of challenges from unknown situations, try to form agreements with others, and explore answers. In the past stereotypical university education, however, students had little chance to deal with unknown questions or self-decision-making processes for shaping their future. Today’s universities need to offer these creative curriculums.
この背景には、新しい問いの探究ではなく、答えのある問題を重視してきたこれまでの学校教育の影響があるでしょう。学校の問題には答えが決まっていますが、社会で出会う問題は答えのないものばかりです。変化が激しい時代にこそ、未知の状況から課題の本質を見出し、周囲との合意形成や解を探求する姿勢が大切なはずです。しかしこれまでのステレオタイプな大学教育では、学生は未知の問いとの向き合い方や、将来を描く自己決定のプロセスを学ぶ機会は少なく、今こそ大学にはそういった創造的カリキュラムが求められています。
how:
A higher education that fosters ambition to create changes.
変化を生み出す野望を育む高等教育。
In 2022, NOSIGNER’s Representative Director, Eisuke Tachikawa, became the chairperson for the Association for the Consideration of Future Higher Education hosted by Benesse Educational Research and Development Institute. He held discussions with association members who practice advanced education in the field to compile a vision for university education that illustrates a hopeful future in a proposal.
In recent years in Japan, the keyword "exploration" has been included in study curriculums, and as part of these efforts, classes are now held to explore dreams for the future. With such developments, university education is starting to need to provide education where students can explore their dreams, goals, and connections with society.
University students who have just entered university tend to think that the purpose of learning is to be assessed positively by others through tests, such as entrance exams. However, the essence of learning lies in finding one’s exploratory topic and deepening curiosity and practice rather than being positively assessed by others. Such self-directed and exploratory learning has the potential to greatly change one’s life in the future. Therefore, in university education courses, it will be important to switch the mindset of learning from “exams” to “exploration” and develop the foundation to discover “questions.”
University students who have just entered university tend to think that the purpose of learning is to be assessed positively by others through tests, such as entrance exams. However, the essence of learning lies in finding one’s exploratory topic and deepening curiosity and practice rather than being positively assessed by others. Such self-directed and exploratory learning has the potential to greatly change one’s life in the future. Therefore, in university education courses, it will be important to switch the mindset of learning from “exams” to “exploration” and develop the foundation to discover “questions.”
“GROWING AMBITION: Students, Be Ambitious” is a proposal that serves as the guideline for this new education style. It proposes a university education that develops “ambition” that can create changes in society and how a creative curriculum that actualizes that should be. It purposely expresses dreams with personal aspirations (=Big Picture”) as “ambition,” encouraging transformations into new university education.
If students had the will to design their own path toward the future, they could start to connect with family, friends, people around the student, communities, countries, and the world. It can be a starting point of a transformation. Getting together with the association members, we thought that a major role of the university is to encourage student's personal growth and to nurture students with ambition in their hearts, who can courageously declare their great aspirations.
If students had the will to design their own path toward the future, they could start to connect with family, friends, people around the student, communities, countries, and the world. It can be a starting point of a transformation. Getting together with the association members, we thought that a major role of the university is to encourage student's personal growth and to nurture students with ambition in their hearts, who can courageously declare their great aspirations.
The proposal compiled four perspectives to make the university a place that can develop the ambition of students: “1. A place for learning where students can learn to be creative through challenges and observation,” “2. A place where students can decide and make assessments independently,” “3. A place that provides opportunities for society and students to connect,” and “4. A place that fosters a goal and the sense that students can make real changes to the future themselves.” The proposal also introduced specific curriculums.
NOSIGNER代表の太刀川英輔は、2022年にベネッセ教育総合研究所が主宰する「高等教育の未来を考える会」の座長を務めることになりました。教育分野で先進的な実践を行う委員のメンバーたちとともに、大学教育の未来について議論を重ね、希望ある未来を描く大学教育ビジョンをまとめた提言書を作成しました。
近年は日本でも学習指導要領に「探究」というキーワードが盛り込まれ、その一環として、将来の夢を探究する授業が行われるようになりました。こうした状況の中、大学教育の現場においても、自身の夢や目標と社会のつながりを探求できる教育が問われています。
入学したばかりの大学生は、受験などを通じて他者から評価されることが学びの目的だと捉えがちです。しかし学びの本質は他者からの評価ではなく、自らの探求テーマと出会い、好奇心と実践を深めていくことにあります。こうした自発的かつ探究的な学びはその後の人生を大きく変える可能性を秘めています。だからこそ大学教育の教養課程において、学びへのマインドセットを「試験」から「探究」へと切り替え、「問い」を発見する下地を育むことが大切となるでしょう。
入学したばかりの大学生は、受験などを通じて他者から評価されることが学びの目的だと捉えがちです。しかし学びの本質は他者からの評価ではなく、自らの探求テーマと出会い、好奇心と実践を深めていくことにあります。こうした自発的かつ探究的な学びはその後の人生を大きく変える可能性を秘めています。だからこそ大学教育の教養課程において、学びへのマインドセットを「試験」から「探究」へと切り替え、「問い」を発見する下地を育むことが大切となるでしょう。
こうした新しい教育の指針として「GROWING AMBITION ー学生よ野望を抱け」と掲げた提言書では、社会に変化を生み出す「野望」を育む新しい大学教育と、それを実現する創造的なカリキュラムのあり方を提案しています。自分ごととしての大志に満ちた夢(=Big Picture)を、あえて「野望」という言葉で表現し、新しい大学教育への変化を促すための提言書です。
自分が歩む道をデザインする意思を持つこと。それは家族や友人など周りの人々、その先の地域や国、世界とつながり、変革を起こす起点となります。学生の自己成長を促し、勇気を持って自身の大きな志を宣言できるような野望を胸に秘めた学生を育むことが、大学の大きな役割だと委員の皆様と共に考えました。
そして、大学が学生の野望を育む創造の場になるために、「1.挑戦と観察を繰り返して創造性を育む学び場へ」「2.学生が自身で決定し評価する経験ができる場へ」「3.社会と学生自身がつながる経験を提供する場へ」「4.未来を学生自身が変える目標と実感を育む場へ」という4つの観点による提言をまとめ、具体的なカリキュラムの方向性などを示しました。
自分が歩む道をデザインする意思を持つこと。それは家族や友人など周りの人々、その先の地域や国、世界とつながり、変革を起こす起点となります。学生の自己成長を促し、勇気を持って自身の大きな志を宣言できるような野望を胸に秘めた学生を育むことが、大学の大きな役割だと委員の皆様と共に考えました。
そして、大学が学生の野望を育む創造の場になるために、「1.挑戦と観察を繰り返して創造性を育む学び場へ」「2.学生が自身で決定し評価する経験ができる場へ」「3.社会と学生自身がつながる経験を提供する場へ」「4.未来を学生自身が変える目標と実感を育む場へ」という4つの観点による提言をまとめ、具体的なカリキュラムの方向性などを示しました。
GROWING AMBITION’s logo combines NOSIGNER’s original font SIMPLA with organic typography that feels like handwriting to express education that is not rigid but is free and flexible, with creative learning content that goes beyond scheduled activities. The heading and other sections combined the Mincho style for Hiragana and the Gothic Style for Kanji, with an antique typeface often used in comic books to remove the formal feeling of an educational proposal and give it a friendly feel instead.
The main text’s composition also incorporated organic artwork like the logo to express the elements of curiosity, variability, and playfulness that the proposal focuses on. As the proposal is expected to be distributed as PDF files, the special five-column format, which is difficult to use in bound printed materials, was used as the basis for the entire document to have a feeling of movement.
「GROWING AMBITION」のロゴでは、NOSIGNERのオリジナル書体「SIMPLA」と、手書きを思わせる有機的なタイポグラフィを組み合わせ、定型を持たない自由で柔らかい教育のイメージや、予定調和にとどまらない創造的な学習内容を表現しました。教育の提言書としての堅苦しさを払拭し、親しみやすい顔つきにするために、見出しなどには明朝体のかなとゴシック体の漢字が組み合わされ、漫画などによく使われるアンチック体を用いました。
本文の組版においてもロゴを踏襲した有機的なアートワークを展開し、提言が重視する好奇心や変異性、遊びの要素を表現。PDFデータでの配布を踏まえ、綴じられた印刷物では用いることが難しい5カラムの特殊フォーマットをベースとし、全体に動きを持たせています。
本文の組版においてもロゴを踏襲した有機的なアートワークを展開し、提言が重視する好奇心や変異性、遊びの要素を表現。PDFデータでの配布を踏まえ、綴じられた印刷物では用いることが難しい5カラムの特殊フォーマットをベースとし、全体に動きを持たせています。
will:
Towards an education making students confident about changing their own future.
自分で未来を変えられると確信できる教育へ。
University education must include observation for discovering the unknown and the trial-and-error process of finding new answers. Students open themselves to changes that occur by chance and discover problems, challenges, and interests independently through observation. They would independently decide on topics and hypotheses and self-assess their learning. Furthermore, they would gain various experiences in society and get a chance to meet many kinds of people and learn. After such processes, students can develop a real sense of being able to build relationships through the expertise they acquired, and they will realize that their thoughts and small curiosities have the potential to change the future of society.
Each student would experience the learning process of realizing their "ambitions," which are full of hopes. When they can imagine how their actions alter the world and take action using their learning at university as a tool, the data that was mentioned earlier that students couldn’t be confident about their creativity and future would certainly be changed.
We hope that the learning vision this proposal provides helps increase the number of universities becoming places of creativity and developing the “ambitions” of students, resulting in more people who can take matters into their own hands to make positive changes to the future.
We hope that the learning vision this proposal provides helps increase the number of universities becoming places of creativity and developing the “ambitions” of students, resulting in more people who can take matters into their own hands to make positive changes to the future.
大学教育には未知を発見する観察と、新たな答えを発想する試行錯誤のプロセスが必要です。偶然の変化へと自らを開き、観察を通して自分で問題や課題、関心事を発見すること。自分でテーマや仮説を決め、自分の学びを自己評価すること。さまざまな社会経験を得て、多様な人々や学びと出会う経験を得ること。こうしたプロセスの先にこそ、得られた専門性によって関係を構築できる実感が育まれ、自分自身の想いや小さな好奇心が社会の未来を変える可能性に気づくはずです。
希望に満ちた「野望」にたどり着く学習プロセスを経験した学生たち一人ひとりが、自分の行動で世界が動くさまを想像し、大学で得た学びを武器に行動を起こすようになった時、創造性や未来に自信を持てないという先述のデータはきっと塗り替えられるはずです。この提言が提示した学習のヴィジョンが、学生たちの「野望」を育む創造の場としての大学を増やす一助となり、自分の手元から未来をポジティブに変える人が増えることを願っています。
what:
Art Direction
NOSIGNER (Eisuke Tachikawa)
Graphic Design
NOSIGNER (Eisuke Tachikawa, Ayano Kosaka, Moe Shibata)
Web Design
NOSIGNER (Ryo Fukusawa, Eisuke Tachikawa, Moe Shibata)
Co-writerEisuke Tachikawa
Editor
Benesse Educational Research and Development Institute (Kazuki Kobayashi)
Members of the Committee for the Future of Higher Education
Chairperson: Eisuke Tachikawa
Kenta Kimura (HIROO GAKUEN Junior and Senior High School. Director, Medical And Science Course)
Nadya Kirillova (Creative director: Dentsu Team B)
Kazuki Kobayashi (Benesse Educational Research and Development Institute, Center for Educational Research and Development Deputy Director)
Masahiro Sato (Digital Hollywood University Professor/Advisor to the President)
Takayuki Shiose (The Kyoto University Museum Associate Professor)
Kampei Hayashi (Shinshu University, Graduate School of Education, Associate Professor)
Kuniyasu Hiraiwa (NITOBE BUNKA GAKUEN Chairman)
Mina Matsumoto (Sophia University Specially Appointed Professor, Q Lab Representative Director, Journalist)
where:
Japan
when:
2023