抄録
Amid efforts to mitigate resource shortages in contemporary education by engaging nonspecialists, this study explores the value of having such individuals recast the wisdom and experience gained in their own disciplines into teachable form and put it into practice with others. Focusing on a project in which six art-university students without formal teacher preparation or prior teaching experience designed and practiced learning programs for elementary pupils, we qualitatively traced their internal transformations through participant observation and pre-/post-project interviews. Findings showed that designing and delivering a learning program served not only to transmit knowledge but also to create a powerful arena for instructors’ self-reflection on the values they hold dear within their discipline. The process prompted them to reinterpret—and sometimes transform—the values and behavioral norms they had regarded as central to their creative practice; the direction of change, however, varied markedly across individuals. Operating without preset pedagogical templates fostered continuous trial-and-error and reflection, deepening self-awareness. Thus, learning program design became a creative act of producing one’s own learning materials, extending educational opportunities beyond formal schooling and offering a rare chance to re-examine one’s stance toward society and craft a personally meaningful trajectory.
