タイプ活用教育型の協調設計におけるダウトパーソン育成に向けた教育的観点の検討

抄録

To leverage the diversity of team members and enhance decision-making quality, a “Doubt-person” (an individual who resists peer pressure and expresses doubts or opposing views) must be present, depending on the situation. This study surveyed students from the 2019 academic year enrolled in the “Teamworking Exercise” course at the Faculty of Creative Engineering, Kagawa University. The course introduced an educational program centered on “collaborative design via Type Utilization Education, drawing from Jung’s Type Theory.” This examination assessed whether students exhibited “Doubt-person” behavior during the exercises. Responses from 234 students in the analysis were statistically analyzed to investigate the association between exhibited “Doubt-person” behavior and the hypothesized psychological type. Findings indicated that differences in proactivity, attributed to “differences in judging function type,” had a more sustained impact than those from “differences in attitude type.” From an educational perspective, to increase “Doubt-person” without decreasing their numbers, emphasis should be placed on explanations appealing to those with “hypothetical type of thinking” and those that mitigate the averseness for individuals with “hypothetical type of feeling.” Awareness of this difference is necessary and effective concerning training and securing a “Doubt-person.”