抄録
Abstract:
The purpose of this paper is to clarify what kind of place ensures learner-centered
learning, focusing on the staff members of voluntary night schools. The research
methodology used a qualitative research approach by observation and interviews.
Based on the results of the analysis, I summarize the conclusions of this study.
First, perspective (1) “a common understanding among staff,” refers to learner-centered philosophy, collaborative learning, and de-schooling elements, which is an
awareness acquired through experience that staff members acquire empirically
through their practice.
Next, perspective (2), “relationships among participants in the place,” was found to
be horizontal relationships and a sense of solidarity that is both weak and certain.
The reciprocal relationship based on the demand for and response to the right to
learn, in which participants not only provide one-way support as volunteers but also
gain a sense of fulfilment and social self-usefulness, was found. Respect for autonomy
through intersectional relationships indicates that ad hoc relationships such as intersectional relationships lead to respect for the autonomy of individual staff members. It
was also found that an implicit sense of trust mediated by the school was created
within individual staff members through the practice.
Finally, in perspective (3) “recognition of the role of the place”, the two concepts of a
place that embodies those who come are welcome and an inclusive place to be were
found as the category of openness and inclusiveness. This place has the role of an
inclusive place because of its openness to accept diverse people.
Based on the conclusions, I attempt to present a hypothetical model. Perspective
(2) , horizontal relationships and a sense of tenuous and certain solidarity, and perspective (3), openness and inclusiveness, are the perceptions of human relationships
and the role of place that are sensed through participation in the practices. By gaining
these two perceptions, perspective (1), awareness through experience, is internalized
by each staff member. I believe that this awareness will lead to the construction of a
place that ensures learner-centered learning.
