住民の思いに近づく方法論

手書き顔グラフからナラティブの重要性の再発見に至るまで

抄録

This report summarizes my presentation titled “process to approach community peopleʼs thinking.” To clarify the process as a public health researcher, I attached the subtitle as “What did I learn as “public health” under the academic apprenticeship?”
Generally speaking, public health is an umbrella term. In the U.S. and most of Western European countries, learning of public health does not mean anything until the learner specifies the discipline of public health such as maternal health, biostatistics, epidemiology, and so on. Nowadays, the learning environment is mostly the same in Japan.
However, in 1975, there was only one school of public health in all over Japan. Most of graduate level education of public health was provided in a public health department of each medical school by a professor. Therefore, instead of learning public health systematically under disciplines, I learned it under the sole guidance of my teacher, Prof. Tsuguyoshi Suzuki. This type of learning is an academic apprenticeship. Then, I continued my learning, write papers and got my position as a public health researcher. Therefore, for a long time, it had been difficult for me to identify my work linking to some public health discipline. The turning point came when I attended AERA (American Educational Research Association) conference in 1992 at San Francisco. At that time, several participants came to my poster presentation said “Your work must be based on educational constructivism!” Since then, I gradually realized that the term constructivism fits well to my research/study experience which was triggered by Prof. Suzuki.
In the present symposium, I portrayed the process of my learning and research as a narrative, under a constructivistʼs perspective.