情報公開とdebate教育の導入

• 情報 [じょうほう] /information/
• 公開 [こうかい] /presenting to the public (vs)/
• 導入 [どうにゅう] /introduction (vs)/bringing in/leading in/
• 虚実 [きょじつ] /truth or falsehood/
• 仮定 [かてい] /assumption (vs)/supposition/hypothesis/
• 抱える [かかえる] /to hold or carry under or in the arms/
• 校長 [こうちょう] /principal/headmaster/
• 対策 [たいさく] /counter-plan/counter-measure/
• 父母 [ふぼ] /father & mother/
• 地域 [ちいき] /area/region/
• 住民 [じゅうみん] /citizens/inhabitants/residents/population/
• 現場 [げんば] /actual spot/scene/scene of the crime/
• あくまでも /persistently/
• 条件 [じょうけん] /conditions/terms/
• Summary: Ue: This is nothing more than a hypothetical conversation but, if you were the principal of a school surrounded by this "collapse of the schooling system" what counter-measures would you take?
  Dera: First I would invite the local people to come and see the conditions of the school and present them with information. I would ask them to look at the classes with the intention of correcting the problem. (?) Then we would talk about counter-measures. The people that participate would be the teachers, the students, the parents, and people that are not parents but that have an interest in the problem.
• 薄い [うすい] /thin/weak/watery/diluted/
• 解決 [かいけつ] /settlement (vs)/solution/resolution/
• 芽生える [めばえる] /to bud/to sprout/
• 絵空事 [えそらごと] /fiction, something that is not true in real life/
• 力量 [りきりょう] /ability/physical strength/capacity/tact/
• 押し付ける [おしつける] /to press/to push/to force/
• 議論 [ぎろん] /argument (vs)/discussion/dispute/
• Summary: Then I would ask people in the order of the people with the least relationship to the problem first, to say what they think they can do about the problem. The answer of "I don't know" would be fine, but from this everyone will get the feeling that they have participated in a resolution of the problem of the disintegration of the school system. It will give birth to the idea that I too must do something. If it was fiction, we might laugh about it, but in this situation the thing that is disintegrating is the family; the parents don't teach manners (? vs have), I don't think that people will try to push the blame onto complaints like the school system is bad, or the authority of the teachers has fallen.
• 文部省 [もんぶしょう] /Ministry of Education/
• 技術 [ぎじゅつ] /art/technique/technology/skill/
• 工夫 [くふう] /device/scheme (vs)/
• 率直 [そっちょく] /frankness (an)/candour/openheartedness/
• 提案 [ていあん] /proposal (vs)/proposition/suggestion/
• 手法 [しゅほう] /technique/
• 導入 [どうにゅう] /introduction (vs)/bringing in/leading in/
• 決定 [けってい] /decision/determination/
• 指導 [しどう] /leadership (vs)/guidance/coaching/
• 乖離 [かいり] /estrangement/separation/
• 中身 [なかみ] /contents/interior/substance/filling/(sword) blade/
• 双方 [そうほう] /two way (a-no)/both parties/mutual/both/
• 実践 [じっせん] /practice/put into practice/
• 不足 [ふそく] /insufficiency/shortage/deficiency/lack/dearth/
• Summary: Ue: I don't think that the ministry of education would be able to listen to this sort of direct (artistic) device (plan) for a counter-measure. I also have one proposal. I think we should introduce the method of debate. Children's sense of value and self determination is alienated by the direction of the teacher, and I don't think that both sides necessarily don't understand the content of that alienation. Teachers say "Let's discuss" but teachers don't realistically know what or how to discuss (and the practice of it is lacking.)
• 大いに [おおいに] /very/much/greatly/
• 会合 [かいごう] /meeting/assembly/
• あり方 [ありかた] /the way something should be/
• 揉める [もめる] /to disagree/to dispute/
• 所況
• 根拠 [こんきょ] /basis/foundation/
• 説得力 [せっとくりょく] /persuasive power/
• 本質 [ほんしつ] /essence/true nature/reality/
• Summary: Dera: I think it would be good if we had a lot of debate classes. Even at meetings between teachers and parents, when I propose "How about we have a discussion where teachers take the viewpoint of parents, and parents take the viewpoint of teachers." There was a case where it was written at a graduation and welcoming ceremony where there was debate about how it should be "students take the viewpoint of the principal and teachers take the viewpoint of the students" and debate. The important things in a debate are your foundation and persuasive power, and without becoming emotional it becomes easier to see the true nature of the problem.
• 下地 [したじ] /groundwork/foundation/inclination/aptitude/elementary knowledge of/grounding in/prearrangement/spadework/signs/symptoms/first coat of plastering/soy/
• 創 [はじめ] /Hajime (g)/
• 日標
• 共有 [きょうゆう] /share (vs)/joint ownership/
• 柔軟 [じゅうなん] /flexible (an)/lithe/
• Summary: Ue: But it is really hard to make a debate between parents and teachers, teachers and children, children and parents. (?) Isn't is that there isn't a foundation to the culture (between them - that there is a cultural gap?)? But it is important to (?) share the (?) of starting school. We must make a more flexible environment for discussion.
• 出席率 [しゅっせきりつ] /percentage of attendance/
• 運動会 [うんどうかい] /athletic meet/
• 一糸乱れない [いっしみだれない] /in precise order/in perfect coordination/
• 行進 [こうしん] /march (vs)/parade/
• 朝礼 [ちょうれい] /morning assembly (company)/pep talk/
• 前にならえ [まえにならえ] /do the same as the person in front of you/
• 整列 [せいれつ] /stand in a row (vs)/form a line/
• 微動だにしない [びどうだにしない] /not move at all/
• 愛敬 [あいきょう] /love and respect/charming/
• 輪 [わ] /ring/hoop/circle/
• 保護者 [ほごしゃ] /guardian/protector/patron/
• 文句 [もんく] /phrase/complaint/
• 殺到 [さっとう] /rush (vs)/flood/
• 元凶 [がんきょう] /ringleader/
• 死に物狂 [しにものぐるい] /in a desperate or frantic manner/
• Summary: Dera: The PTA could become that place. But the T in PTA don't come to the meetings. Even if you had the meetings on Saturday the attendance rate for teachers would be low. Sometimes I ask young parents "Do you think that kids should march neatly on parade at sports meets and should not allow "miss"?" "Do you think that everyone should listen intently without moving and act the same as the person in front of them at morning assemblies?" Most of the parents say "There are times that people should do this, but on normal days it is charming for students to (miss)." There are also opinions that it is ok for students to make circles, lay down in class, talk to each other and so on. However, from the side of the teachers, they think that the source of the trouble with "miss" and chaos is the parent's spoiling their kids (with compliments, etc.), and are frantically being made to practice. In other words, the teachers do not know that the parents have changed. One of the reasons for this is that the two sides have not talked to each other enough. (?)
• 連盟 [れんめい] /league/union/alliance/
• 理事 [りじ] /director/board of directors/
• 普及 [ふきゅう] /diffusion (vs)/spread/
• 冷静 [れいせい] /calm (an)/composure/coolness/serenity/
• 政策 [せいさく] /political measures/policy/
• 幅 [はば] /width/breadth/
• 人質 [ひとじち] /hostage/prisoner/
• 零す [こぼす] /to spill (vt)/
• 意思疎通 [いしそつう] /to communicate/to understand one another/
• 登校 [とうこう] /attendance (at school) (vs)/
• 途中 [つちゅう] /on the way/en route/
• 観察 [かんさつ] /observation (vs)/survey/
• 窘める [たしなめる] /to chide/to rebuke/
• 後日 [ごじつ] /in the future/
• 遅刻 [ちこく] /lateness (vs)/late coming/
• 責める [せめる] /to condemn/to blame/to criticize/
• 区分け [くわけ] /division/section/demarcation/(traffic) lane/compartment/classification/sorting/
• 取材 [しゅざい] /choice of subject/collecting data/
• 困惑 [こんわく] /bewilderment (vs)/disturbance/
• 勘違い [かんちがい] /misunderstanding (vs)/wrong guess/
• 数える [かぞえる] /to count/
• 妥協 [だきょう] /compromise (vs)/giving in/
• 迎合 [げいごう] /flattery/ingratiation/adjust ones ideas/
• 見透かす [みすかす] /to see through/
• 誠実 [せいじつ] /sincere (an)/honest/faithful/
• 戸惑う [とまどう] /to be bewildered/to be perplexed/
• 主役 [しゅやく] /leading part/leading actor (actress)/