Consciousness of evolution and human gene in German high school students

An association map of evolution (Vererbung) indicates two meanings, \u27money\u27 and \u27gene\u27, among high school students in the Rhein district in Germany. What the students know about evolution includes biological words, social development and alteration of planets in transferred meaning. High school students in Germany know more about human gene than Japanese students at Nagasaki University. What high school students know about human gene seems to depend on the media. Over 20% among the testees in Germany remembered critical words or words to reconsider about human gene. As a background of ethical consciousness, a association map of Ethik is shown. Ethik is combined with religion in Germany. On the other hand Japanese university students in Nagasaki remember names of European thinkers from the stimulus word

人間を定義する ―教育学の出発点―

上薗恒太郎教授退職記念

連想法による、ドイツ、中国、日本における死の意識

Free association tests using the concept "death" were carried out at high schools and universities in 3 cultural areas. The results are: 1) Responses expressing feeling are less common in China. In the Asian cities feeling ‘fear’ ranks first among response words, as opposed to ‘sorrow’ in Germany. 2) Recalling words about ceremony is frequent in Germany, but not in Japan or China. 3) The cause of death, especially ‘suicide’, is frequent in Japan but less so in Germany. 4) Explanations about death are frequent in Germany, but less so in Japan. Cultural differences should be considered in death education

A Moral Education Lesson to Enhance Self-Affirmative Consciousness in Japan and Taiwan

This paper addresses clinical research on moral education lessons to enhance the self-affirmative consciousness of students in Japan and Taiwan. We conducted four lessons for fifth and sixth graders under the same conditions. The lesson was about the natural environment and was organized as a cooperative learning experience. The Association Method was employed as an assessment. 　Prompted by the image of , response words such as “water,” “air,” and “environment” appeared in four classes after the lesson. Through the 60-minute lesson, more than half of the response words changed. This indicates that the children concentrated deeply on the lesson, and that it made an impression on them. 　The results from the Japanese A and B and Taiwanese C and D schools were diverse. We compared the response words before andafter the lesson, using the Association Method by cue word , which shows self-affirmative consciousness. In class A, words that recognize the importance of nature appeared even in self-consciousness, and in class B, positive words increased and negative words decreased significantly (p < .05). In class C, consciousness of “oneself” and “family” increased, and in class D, “life” and “friend” increased. We interpreted these differences as a result of the children’s reflections on their own inner character and the historical background they have learned and not learned

Inclusion and Integration：Moral Education Lessons in Japan and China

Using the association method, this research demonstrated quantitatively and qualitatively the enhancement of self-affirmative consciousness in both Japan and China (p < .01) after the same five moral education lessons. However, the qualitative direction was different in each class: the results seem to have revealed introverted individualism in Japan and prosocial collectiveness in China, a difference that was interpreted as following the social expectations of each country

A Comparative Analysis of Changes of Student’s Attitude Before and After an International Virtual Learning Class

The purpose of this study was to investigate the effects of international virtual learning classes. For the purpose, the class implemented using multipoint communication system which was constructed high quality video transfer systems on a cross-border infrastructure (gigabit bandwidth) between Japan to South Korea. In order to reveal the effects of the class, a questionnaire was composed of five categories; Consciousness to Foreign Countries, Nationality, Acquisition of View Point, Motivation, Recognition to the partner country. The results of 2x2 mixed two-way ANOVA showed differences of characteristics of two countries and changes of student’s attitude. The results revealed that an international virtual learning class has a possibility to develop and enhance student\u27s awareness of humanity and the world. Future implementation will depend on growth and sustenance of the international relationship for a prolonged period