| Project/Area Number |
17K13985
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Allocation Type | Multi-year Fund |
|---|
| Research Field |
Education
|
|---|
| Research Institution | Wakayama University |
|---|
Principal Investigator |
SATO Yusuke 和歌山大学, 教養・協働教育部門, 講師 (30422017)
|
|---|
| Project Period (FY) |
2017-04-01 – 2023-03-31
|
| Project Status |
Completed (Fiscal Year 2022)
|
| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2019: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2018: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2017: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
|---|
| Keywords | 社会教育 / 科学コミュニケーション / 研究アウトリーチ / 学問の自由 / 観光学 / サイエンスカフェ / 健康学習 / 知の拠点 / 大学地域連携 / 生涯学習 / 天文学 / 天文観光 / 市民講座 / コーディネーター / 成人教育 / リカレント教育 / 教育学 |
|---|
| Outline of Final Research Achievements |
From the three case studies, it became clear that in all three cases, a hub was necessary, and it was confirmed that the central players were close to genuine knowledge, such as coordinators and researchers affiliated with the university From the three case studies and the author's own practice, it became clear that in order to create learning opportunities in community contribution activities, it is The three case studies and the author's own practice have shown that it is effective to create a mechanism for the organisation of learners and the emergence of continuous learning in order to create a place for learning in community contribution activities. This research has clarified the issues of whether 'centres of knowledge' should necessarily be located in universities and whether they are really free from power in relation to the mediation of knowledge. This is an issue that is common to 'science communication', 'university public relations' and 'research outreach'.
|
| Academic Significance and Societal Importance of the Research Achievements |
本研究成果の学術的意義や社会的意義は、「知の拠点」はそもそも文部科学省が提唱した概念であり、ややもすると、大学や科学者が権力構造に飲み込まれ、知らず知らずに、学習者を権力者の意のままの方向に誘導する可能性もある。これは、学問の自由や地域住民の学習権にかかわることであり、それぞれの地域の学習参加者が継続的な学びをつづけるために、主体的に学習者として自立する支援を受けられる仕組みを地域に作る必要がある。いわゆる「風の人」である大学研究者や不安定な雇用の立場の職員ではなく、地域の学習者が担い手になることを考えなければならない。このことは、今後の科学と社会の関係性を考える上で意義深い成果である。
|
