高校教科書再活用のすすめ ~受験生への小さな苦言と大きな提言~ (1)


 今年もいよいよ入試のシーズンが到来しましたね。昨年、試験問題の配布ミスなどで大きく混乱した大学入試センター試験でしたが、今年は概ね無事に終了し、これから多くの私立大学の入試や国公立大学の二次試験の火蓋が切られます。寒さがますます厳しさを増す時期でもありますので、受験生の皆さんは健康管理にいっそう留意して、ふだんの実力を惜しみなく発揮してほしいと願っています。

 さて、現在の日本の大学、特に私立大学には、実にさまざまなパターンの入試が存在します。バラエティに富んだ受験生に門戸を開くという点でメリットも大きい反面、いわゆる「1科目入試」をはじめとして、少数科目入試(=入試科目の軽量化)が受験生、ひいては大学生の基礎学力の深刻な低下を招いているという厳しい指摘もあります。実は、かく言う私も、若者の基礎学力の低下を憂え、憤り、何とかならないものかと日々考えをめぐらしている一人なのです。今、この時期に、このブログを読んで下さる受験生には少々耳(目?)が痛い苦言を敢えて書きますが、その後で自分の経験談も紹介しつつ、ためになる(と、自負している)アドバイスも書きますので、最後まで読み通してくれたら嬉しく思います。

 今から14年前の1999年に、『分数ができない大学生』(東洋経済新報社)という本が出版され、話題になったことがあります。3人の編者が名を連ねているのですが、彼らは日本数学会のメンバーで、大学の数学教育の抱える問題を検討してきた先生がたです。この本の帯に書かれている「信じられないでしょうが、大学生の10人のうち2人は小学生の算数ができません。」というショッキングな言葉が、ひときわ目を引きます。私は、この本を読んだ当初、どうせ販売戦略のために針小棒大に内容を誇張した本だろうと高をくくっていました。そして、ものは試しと、編者たちが調査で使用したという簡単な(少なくとも私には)問題を当時の身近な学生数人に解いてもらいました。問題の内容は、分数同士の割り算、四則演算が混ざった整数の計算、一次方程式、二次方程式、平方根の計算などです。結果は・・・。私は絶句し、この本が決して嘘を言っていないことがわかりました。いくら英語学科の学生だからといって、それはないだろう! ひょっとして・・・と思い、次の機会には、高校で学んだはず(だと、私が考える)の他の科目(古文、漢文、世界史、日本史、地理、政済、倫理、物理、化学、生物など)のごく基本的な、「一般常識レベル」の問題をまとめて、やはり身近な学生に解かせてみました。数学の問題と同様に惨憺たる結果で、私は頭を抱えてしました。おそるおそる学生たちに理由を尋ねてみると、①高校でコースの特性上、特定の科目の授業自体がなかった、②授業はあったが入試科目ではないので自ら勉強を捨ててしまった、という2つの答えが返ってきました。この瞬間、私は上記の本の編者たちの思いに心から共感することができたのです。そして、それ以来、大切なゼミ生を選考する時には、上記②に該当する学生にはご遠慮いただこうと、英語以外の高卒レベルの学力と知識を詳しくチェックすることにしています。

 実は、私が実際に入学した慶応義塾大学文学部の入試も外国語1科目と社会科1科目の計2科目のみであったと記憶しています。が、私の卒業した高校というのが旧制中学を前身とする古い伝統校で、文系・理系のコース分けと若干のカリキュラム構成の違いはありましたが、基本的には「全科目主義」を厳しく徹底していました。国立文系を志望していた私ですが、理科は物理、化学、生物の3科目を履修しましたし、数学は一時「数学Ⅲ」まで習わされた?苦い思い出があります。功利打算に陥ることなく、大学の入試科目に引きずられない毅然とした意思を貫いていました。40年近い歳月が流れましたが、OBとして、今もそうであってほしいと願うばかりです。要するに、入試は入試、高校の勉強は高校の勉強なのです。それを履き違えてはいけないのです。入試のために高校の勉強を犠牲にすると、長い目で見ると大きな損失になります。かけがえのない大切な宝物を目先の利益のために捨ててしまうようなものです。確かに、私の高校での成績は英語以外あまり芳しくありませんでしたが、後述するように「全科目主義」の教育を受けて本当によかったと、今つくづく実感しています。

(つづく)

 

Languages, Tygers, and Extinctions



Close your eyes. Now imagine that you are chatting with a friend. You are chatting about simple things, about a mutual acquaintance that you saw the day before or about a special holiday with your family. The words come easily to you, not singly, but in graceful phrases, in concert with your breathing, with your smiles, your laughter. Your emotions, your speech, and the meanings that you share with your friend are like music or dance, perfectly harmonized, inseparable and indivisible. Your speech is as natural and fluid as breathing itself. The language you speak, your mother tongue, is indeed every much a part of you as is your own mother and your own tongue!

How would you feel, then, knowing that you were the very last living speaker of your language?

It is not easy for me to imagine how I would feel as the last speaker of English, my mother tongue. Certainly I would feel a deep sense of loss and despair, both personally and in terms of the larger picture—the loss of centuries of cultural know-how and folk wisdom, the loss of the vast literature (Shakespeare would never again be performed in English!). But the very idea seems so far from reality, so abstract.

And yet, thousands of individuals across the planet are today facing this tragic eventuality. For these people, the proposition is not abstract. It is reality. Here are but two examples taken from recent press reports in January 2013: The last surviving speaker of Kusunda, a language of Nepal, Gyani Maiya Sen (pictured to the left) spoke about her situation.1 Now aged 76, she laments the passing of her language. “How can I forget the language I grew up learning? I used to speak it when I was a child. Even now, I wish I could talk to someone who understands my language." Sen was speaking in Nepali, not her mother tongue. In another part of the world, Taiwanese linguist Sung Li-may is working with one of the last Kanakanavu speakers in an effort to document this language before it dies.2 Her 80-year old speaker-informant (Mu'u Ka'angena, pictured below) exclaimed, "Every day I think: Can our language be passed down to the next generation? It is the deepest wish in my heart that it can be."

Several hundred languages are presently faced with certain extinction, and a further three thousand languages are likely to disappear within this century. Scholars agree that at a minimum, half of the present-day languages will not survive into the next century. In the most recent instance of imminent extinction, the oldest speaker of a the N/uu language died just three weeks ago on January 7th.3 Akeni Kassi was one of the three remaining speakers of this language of the Khomani people who had thrived for generations in the Kalahari desert, the Khomani homeland.

Why should we care? To me, the loss of a language is just as tragic and senseless as the loss of a biological species. We may soon live in a world without leopards, tigers, and cheetahs, without gorillas and rhinoceroses—these are all critically endangered mammals. Inspired by the tiger, the great 18th century poet and artist William Blake penned The Tyger which begins:

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?

William Blake asks us to consider the powers that could have created this magnificent creature. In the same way that nature’s potency manifests its creative powers in a creature such as a tiger, humans demonstrate with every generation the depths and breadths of their creative potential in the inventiveness of their languages. Ultimately, the same potent “hand or eye” that inspired Blake’s The Tyger also brought forth the glorious diversity of human speech forms—these dynamic and variegated solutions to human life on this earth.

Just as on the days the news reports that yet another biological species has passed into oblivion, on the days the last speaker of a language passes on, our world is in significant ways diminished and impoverished. Someone once said that ‘Language is cultural DNA,’ and there is a lot of truth in this. A language embodies the way of life of a people. Their perspectives on the environment and the spiritual world, their social relationships, their beliefs and values are, in a very real sense, encoded within their expressions, and their vocabulary and grammar. A language represents the accumulated wisdom of generations, one possible peak of human creativity and invention in a forest of alpine peaks. So the loss of a language is not only an individual and personal loss for the many last speakers, it represents a loss to the whole of humanity. And not to care about the mass extinction of languages represents a deeply troubling failure in the human imagination.

The reasons for language endangerment and extinction are complex and cannot be addressed with any one solution or approach. Avoiding the difficult questions and issues, some writers have explained that languages die because all the speakers simply grew old and died, or that the speakers have, over time, abandoned their language in favor of another language that offered greater opportunities for education and employment, or that, in a cynical Darwinian turn, the disappearing language was somehow less ‘fit’ and failed to adapt to changing circumstances.4 But these explanations are disingenuous and ignore the outright cutting down of a people or the successive marginalizations of the speakers of these languages. They avoid addressing the power differentials existing between speakers of different languages that overwhelmingly account for the vast majority of language extinctions. Languages are indeed natural products, but we should never forget that, at the same time, languages are also products of history that have been forged in the furnaces of environmental, social, and political conflict and contingency.

People ask, What can be done? There are some things that we, as individuals, can do right away—actions and attitudes that we can adopt that will contribute to more positive outcomes for small languages in the years ahead. Become aware of the great diversity of human languages across the planet and take note when you hear about the extinction of a language. Consider in each case what the underlying causes are for the loss and further consider what steps might be taken that other languages can avoid the same fate.  Encourage multilingual solutions in circumstances where governments or institutions are pressuring a people to abandon their mother tongue. And always, without exception, support a people’s right to speak their own language in private and in public, to pass on their language to their children, and to have their language used as a medium of instruction in education.

Notes
1  Last of Nepal’s Kusunda mourns loss of dying language. http://www.google.com/hostednews/afp/article/ALeqM5gFBmr9THN1RO4sxLUvH_Uxt0kNvw?docId=CNG.8e2278b1b59c3f4139dd3762f3d8ff89.6b1&index=2
2  Taiwanese Linguist Races To Save Dying Language. http://www.usatoday.com/story/news/world/2013/01/09/taiwan-language-kanakanavu-linguistics/1819613/
3  Speaker of Oldest San Language Dies
 http://www.iol.co.za/capetimes/speaker-of-oldest-san-language-dies-1.1454601
4  See for example: Let Them Die, by Kevin Malik, Prospect magazine, (November 2000); Fading Species and Dying Tongues: When the Two Part Ways, by David Berreby, New York Times, May 23, 2003.

 

Build Your Own Bridges


On a recent visit to New York City my family and I walked across the Brooklyn Bridge, the famous New York City landmark, which stretches across the East River.   We shared the crowded walkway with people speaking languages from all over the world.  Despite the diverse regions and languages we all hailed from, we were all either coming from, or going to, one of two possible directions; Brooklyn or Manhattan.   Until the completion of the Brooklyn Bridge in 1833, the longest bridge at the time and one of the first steel cable suspension bridges ever designed, the two boroughs of Manhattan and Brooklyn may as well have been located in two separate states, rather than two areas of the same city.  The completion of this engineering masterpiece drastically altered the relationship between these very different areas of New York City by making it possible for individuals to cross over to the other side and meet their neighbors across the river. 

            As I walked across this majestic bridge, peering at the royal blue sky through the crisscrossed cable lines I found myself thinking about the symbolism of bridges as they span space and connect both the landmass and people to each other, forever changing both.  Bridges allow us to crossover to new and different locations, meet people and experience life, ‘on the other side’ that could only have been imagined from a distant view.  No matter the outcome, crossing a bridge always leads to an encounter with the ‘other side’ equally.  Regardless of the side you cross over from, both sides have equal access to other; it is up to the one who crosses, and is greeted on the other side, to open up and welcome the other, if the outcome is to be positive and fruitful.  

            “Forging physical connections between different areas is a powerful and practical way to bring people together.  These connections come to symbolize unity and friendship, bridging geographical divides between different societies and cultures” (Pearce & Jobson, 2002, p.8).   Bridges provide a useful metaphor for cross-cultural encounters and the metaphor of ‘bridging difference’, or かけはし, has been very important in both  my own work, and the work of the public school educators in the elementary school where I conducted research in 2009-2010.  In this small school, south of Nagoya, two educators in particular, were guided by this bridging metaphor to create a welcoming and inclusive learning environment for the 83 Japanese-Brazilian students who attended the small, rural elementary school and lived in the nearby danchi.  The principal believed very strongly in finding ways to bridge the cultural and language gap that had caused tension and animosity between the native Japanese and Japanese-Brazilian families who had moved into the area.  For him, crossing over to those who are different to discover what we have in common, rather than dwell on the differences that divide us, is the only way to open up to, and begin building relationships with those we see from a distance, from our side of the bridge, so to speak.  

            かけはし, was not simply a term that he used to describe what he was doing in the many interviews I had with him, but was a very real and important part of his practice as an educator and in his life as a private individual.  He saw himself as a bridge-builder, who could reach across to the two communities and bring them closer together, so that they could meet face-to-face and better understand each other.  Through a series of events and special festivals the community did begin to meet each other half way and began to see each other in positive, rather than negative ways.  The children and families of the school and the teachers and children in the classrooms took steps toward each other and began the journey across the bridge of difference that had once divided them.



            We will always encounter difference in our lives: cultural differences, linguistic differences, gender differences, age differences, religious differences, regional differences...the list can go on and on.  We can also choose to stand on the other side of that difference, like standing on the bank of one side of a bridge, and gaze upon it from a distance, never really seeking to come face-to-face with it.  Or we can take that first of many steps that will bring us to the other side, where the face of difference becomes much clearer and maybe even familiar.  In fact, by crossing over and greeting those who appear so different from one end of the ‘bridge’ we may discover that they are not all that different after all.  One can never cross a bridge without first building it, and then taking that first step to the other side.


Reference
Pearce, M. & Jobson, R. (2002). Bridge builders. West Sussex: Wiley-Academy

 

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