キャリア教育にかかわる樹木理論，その公理と解釈 : 可視的評価と可測的評価

Tree Theory and Careers Education: The Axioms and the Interpretation

北垣 郁雄

大学論集

Daigaku ronshu: Research in higher education

[PISSN] 0302-0142

[NCID] AN00136225

This material discusses careers education in universities. We deal with a model of careers education normatively by comparing human growth to tree growth. We here refer to this comparative logic as tree theory. The basis of the theory is comprised of the following seven axioms.
1. Environment: A tree grows in two environments; the over-ground and the under-ground.
2. Order: A tree, in its early stage (that is a seed), stays under-ground before its trunk, stems, and leaves grow over-ground.
3. Balance: A tree grows over-ground and under-ground almost at the same time.
4. Visibility: The over-ground portion of a tree is visible and the under-ground is invisible.
5. Measurability: The over-ground of a tree is measurable and the under-ground is immeasurable.
6. Reciprocity: The water pumped up from the root prompts the photosynthesis of the leaves, which reciprocally strengthens the light absorbed prompting further root growth.
7. Immobility: A tree sways its leaves and stems in the over-ground with the wind blowing. But the underground part is immobile.
Among seven axioms, we mainly refer to visible and measurable in order to develop an educational material for career development. We interpret these axioms as follows: Those two axioms, visible and measurable, can be interpreted as tangible, as opposed to the intangible aspect of human life. If we apply these characteristics to career development, we can correspond tangible and intangible to vocational ability and vocational faith, respectively. This correspondence can be an example of life-long career development. We can also correspond tangible and intangible to behaving and thinking, respectively. Thus, we can call it an example of short-term career development. Based upon the logic mentioned above, we determine a framework of the career education using tree theory as follows: We posit the framework of vocational ability-vocational faith as directed towards life-long targets. On the other hand, we conceive the framework of behaving-thinking as directed towards short-term targets. We discuss educational materials utilizing these frameworks then summarize an experimental trial. We also refer to the comparison of visible and measurable evaluation.

日本語

広島大学高等教育研究開発センター

Copyright (c) 2020 by Author

[ISSN] 0302-0142

[NCID] AN00136225