Latest / TanaRadio / 197 AI生成トーク | Prof. Tanaが考える自由な学びと教育の未来

Transcript

197 AI生成トーク | Prof. Tanaが考える自由な学びと教育の未来 · TanaRadio

• 0:00
  ジェームズ: Alright, welcome to another Deep Dive. You ready to explore some seriously cool ideas about the future of learning?
• 0:05
  サリー: Always.
• 0:06
  ジェームズ: Awesome. So this time, we're going to be diving into the work of this fascinating Japanese educator, Professor Tana, who has, well, kind of a radical take on education.
• 0:19
  ジェームズ: We've got like a whole pire of lectures and talks where Professor Tana really gets into like dissecting the problems with traditional schools and gets so fired up about all these new possibilities for how we can learn.
• 0:29
  サリー: Yeah, yeah. I mean, it's really inspiring stuff. You can just tell that Professor Tana is deeply passionate about, well, about really empowering students to take control of their own learning journey.
• 0:40
  ジェームズ: Right. And, you know, one of the big things that stood out to me was like this idea that they kept coming back to this school as a system model.
• 0:48
  サリー: Exactly. Exactly. They're really critical of that whole concept. You know, they really see it as kind of a like a roadblock to real learning.
• 0:55
  ジェームズ: OK, so let's break that down a bit. For anyone listening who's like, wait, what's this school as a system thing all about?
• 1:01
  サリー: So basically, Professor Tana argues that, you know, decades of being told exactly what to learn and when to learn it can actually make students less likely to ask questions, you know, even like the really bright ones.
• 1:13
  ジェームズ: Oh, that's so interesting. It seems kind of counterintuitive, right? You'd think university students especially would be like full of questions.
• 1:19
  サリー: Yeah, you'd think so. Right. But Professor Tana actually observed this in their own university lectures, like they'd set aside time for Q&A and crickets.
• 1:27
  ジェームズ: Wow.
• 1:28
  サリー: Yeah. So they started digging deeper and they actually compare traditional lectures to like package tours, which I thought was a really clever analogy.
• 1:37
  ジェームズ: I love that. What do they mean by that?
• 1:38
  サリー: Oh, like with a package tour, you're on the set itinerary. Right. You're not really free to like wander off and explore on your own, discover those hidden gems.
• 1:47
  サリー: You're just kind of passively taking in the sights.
• 1:51
  ジェームズ: I see.
• 1:51
  サリー: And Professor Tana argues that this lack of agency, this like feeling of being on a predetermined track can make learning feel like a chore instead of, you know, this exciting adventure.
• 2:02
  ジェームズ: Which kind of brings us to those Edo period Juku schools, right? Professor Tana keeps coming back to those as an example of different way of learning.
• 2:10
  サリー: Oh, absolutely. Yeah. The Jukus were all about like self-directed learning and mentorship. And they seem to be a model that really resonates with Professor Tana.
• 2:20
  ジェームズ: Can you explain for our listeners what those were like?
• 2:23
  サリー: Yeah. So basically, Juku were like these small groups, you know, often led by a mentor and they'd be focused on some shared passion or interest, whether it was calligraphy, martial arts, commerce, you name it.
• 2:35
  ジェームズ: Cool. So kind of like a like a master apprentice kind of vibe.
• 2:38
  サリー: Yeah, exactly. And Professor Tana sees a lot of parallels between that model and some of the like more exciting trends we're seeing today, like online learning communities, mentorship programs, things like that.
• 2:49
  ジェームズ: It definitely seems to fit with Professor Tana's vision of what they call liberated learning, right?
• 2:53
  サリー: Totally. Liberated learning for Professor Tana is all about learning driven by curiosity, not compulsion.
• 3:00
  サリー: You know, it's about like tapping into that inner drive to explore and discover rather than just checking boxes.
• 3:06
  ジェームズ: It sounds great in theory. But, you know, if we're going to ditch those traditional systems, that raises a pretty big question.
• 3:12
  ジェームズ: Like what's going to keep people motivated in a world where there's like literally endless information at our fingertips?
• 3:19
  サリー: Right. That's the challenge, isn't it?
• 3:20
  サリー: I mean, it's easy to get overwhelmed and lose focus without some kind of structure.
• 3:25
  ジェームズ: It's interesting because Professor Tana has actually mentioned this tech writer, Umeda Mochio, who argues that, you know, some level of compulsion is necessary in learning to keep people on track to help them develop good habits.
• 3:38
  サリー: Right. And Professor Tana doesn't completely disagree with that.
• 3:41
  サリー: It's more like they're pushing back against the idea that external motivators like, you know, grades and tests are the only way to keep people engaged.
• 3:49
  ジェームズ: Yeah, they seem to be searching for a way to balance structure and freedom.
• 3:53
  ジェームズ: Right. You know, like how do we provide enough guidance and support to keep learners on track without like stifling their creativity and that natural desire to explore?
• 4:03
  サリー: That's the million dollar question, right?
• 4:05
  サリー: And that's what makes Professor Tana's work so fascinating, because they're not afraid to grapple with these really tough questions.
• 4:12
  サリー: They're really pushing us to rethink our assumptions about what education should be and how it can better serve learners, you know, in this crazy, complex world we live in.
• 4:22
  ジェームズ: Well, I'm definitely hooked.
• 4:24
  ジェームズ: So where do we go from here?
• 4:26
  ジェームズ: How does Professor Tana actually propose we do that, like spark that inner fire without relying on, you know, the old carrot and the stick methods?
• 4:35
  サリー: Well, they've got some pretty radical ideas.
• 4:37
  サリー: And one that they seem particularly excited about is this concept of a learning consultation center.
• 4:42
  ジェームズ: Ooh, what's that?
• 4:43
  ジェームズ: Tell me more.
• 4:44
  サリー: So imagine like a place where anyone, regardless of age or background, could go to get personalized guidance on their learning goals, you know, like a one stop shop for all your learning needs.
• 4:54
  ジェームズ: So like I could walk in and be like, hey, I want to learn to code, but I have no clue where to start.
• 4:58
  ジェームズ: And they'd like hook me up with the right resources, mentors, whatever I need.
• 5:01
  サリー: Exactly.
• 5:02
  サリー: Or like you need to learn a new language for an upcoming trip.
• 5:05
  サリー: Or you've always dreamed of playing the guitar, but never knew how to get started.
• 5:09
  サリー: This center would be like a hub for connecting learners with, you know, the right people and the right resources to make it happen.
• 5:16
  ジェームズ: That's that's really cool.
• 5:17
  ジェームズ: Definitely fits with that whole liberated learning vibe.
• 5:19
  サリー: Yeah.
• 5:20
  サリー: And it's not just about like providing information either.
• 5:22
  サリー: It's about, you know, providing guidance, support, encouragement.
• 5:26
  サリー: It's about helping people navigate the like the overwhelming landscape of learning opportunities that are out there and find the path that's right for them.
• 5:35
  ジェームズ: That sounds amazing.
• 5:36
  ジェームズ: But I'm also thinking like that sounds like a massive undertaking.
• 5:40
  ジェームズ: Where would such a center even exist?
• 5:44
  サリー: Well, Professor Tina actually sees a lot of potential for like existing institutions to play this role.
• 5:49
  サリー: You know, libraries, museums, community centers, even universities could become hubs in this like liberated learning ecosystem.
• 5:58
  サリー: It's about transforming the way we think about learning environments.
• 6:01
  サリー: You know, instead of these isolated institutions, they become part of this more interconnected web of learning opportunities.
• 6:08
  ジェームズ: I'm starting to get the picture.
• 6:09
  ジェームズ: Like it's this whole new way of thinking about education.
• 6:12
  ジェームズ: Right.
• 6:13
  ジェームズ: But I'm also curious, you know, we've been talking a lot about Professor Tana's ideas.
• 6:17
  ジェームズ: But how are they actually putting these principles into practice?
• 6:20
  サリー: Well, they are definitely walking the walk.
• 6:22
  サリー: One thing they're doing is experimenting with their own university lectures.
• 6:26
  ジェームズ: Really?
• 6:26
  ジェームズ: Like trying to break free from that package tour model.
• 6:29
  サリー: Exactly.
• 6:31
  サリー: And get this.
• 6:31
  サリー: They actually have this hilarious story about recording and analyzing their own lectures, trying to figure out how to make them more engaging.
• 6:39
  ジェームズ: Ooh, tell me more.
• 6:41
  ジェームズ: Professor Tana analyzing their own teaching.
• 6:43
  ジェームズ: This is where it gets good.
• 6:45
  サリー: It really is.
• 6:46
  ジェームズ: So what did they discover?
• 6:48
  ジェームズ: What were some of the like the big aha moments?
• 6:51
  サリー: Well, one thing they noticed was that they tended to like speak in this really intense kind of formal tone, even when they were trying to be more conversational.
• 7:01
  サリー: Like they were still stuck in lecture mode, you know?
• 7:04
  ジェームズ: Oh my gosh.
• 7:05
  ジェームズ: I totally get that.
• 7:05
  ジェームズ: It's so easy to fall back into old habits, even when you're consciously trying to do something different.
• 7:11
  サリー: Right.
• 7:12
  サリー: And Professor Tana was really honest about that.
• 7:14
  サリー: Like they even admitted that listening back to the recordings was kind of cringey at times.
• 7:20
  ジェームズ: But you got to admire their commitment to like actually analyzing their own teaching.
• 7:25
  ジェームズ: Yeah.
• 7:25
  ジェームズ: Not many people are willing to put themselves out there like that.
• 7:28
  サリー: Exactly.
• 7:28
  サリー: It shows how seriously they take this whole idea of transforming education.
• 7:32
  サリー: You know, they're not just talking the talk.
• 7:34
  サリー: They're walking the walk.
• 7:35
  ジェームズ: So what were some of the things they actually tried to make those lectures more engaging?
• 7:39
  ジェームズ: Like did they have any like specific strategies?
• 7:42
  サリー: Oh, yeah.
• 7:43
  サリー: They definitely experimented with a bunch of different things.
• 7:46
  サリー: One that really stood out to me was this idea of like incorporating more storytelling into their lectures.
• 7:51
  ジェームズ: Oh, interesting.
• 7:52
  ジェームズ: How did they do that?
• 7:53
  サリー: Well, instead of just presenting, you know, dry facts and figures, they started weaving in these like personal anecdotes, historical stories, even like little bits of humor here and there, just to like keep things interesting and make the information more relatable.
• 8:07
  ジェームズ: Yeah, I can see how that would make a big difference.
• 8:09
  ジェームズ: Like you're not just memorizing facts.
• 8:11
  ジェームズ: You're actually connecting with the material on a deeper level.
• 8:14
  サリー: Right.
• 8:15
  サリー: And they also talked about using more like real world examples, you know, like connecting the concepts they were teaching to things that students were actually interested in or had experience with.
• 8:27
  ジェームズ: That's smart.
• 8:28
  It helps to see how those abstract ideas actually play out in, you know, in real life.
• 8:33
  サリー: Totally.
• 8:34
  サリー: And it makes the learning process more relevant, more meaningful.
• 8:37
  サリー: You know, it's not just this like theoretical stuff that you learn in a classroom and then forget about as soon as you walk out the door.
• 8:43
  ジェームズ: Makes sense.
• 8:44
  ジェームズ: So more storytelling, more real world examples.
• 8:48
  ジェームズ: What else?
• 8:49
  サリー: Oh, and get this.
• 8:50
  サリー: They even experimented with different seating arrangements.
• 8:53
  ジェームズ: Really?
• 8:53
  ジェームズ: Like how the students were actually sitting in the classroom.
• 8:55
  サリー: Yeah.
• 8:56
  サリー: They found that even something as simple as like arranging the desks in a circle instead of rows could have a big impact on the dynamics of the class.
• 9:04
  ジェームズ: Interesting.
• 9:04
  ジェームズ: Why is that?
• 9:05
  サリー: Well, they noticed that when students were facing each other, it created this more like collaborative and conversational atmosphere.
• 9:12
  サリー: People were more likely to like chime in, share their thoughts, ask questions.
• 9:15
  サリー: You know, it became less like a lecture and more like a like a group discussion.
• 9:20
  ジェームズ: Wow.
• 9:20
  ジェームズ: So even these little tweaks to the physical environment can like change the whole learning experience.
• 9:25
  サリー: Exactly.
• 9:26
  サリー: And that's what's so cool about Professor Tanna's approach.
• 9:28
  サリー: You know, they're constantly looking for these like these little hacks, these subtle shifts that can have a big impact on the way students learn.
• 9:35
  ジェームズ: So it's not just about like overhauling the entire education system.
• 9:39
  ジェームズ: It's also about finding those small practical things that we can do right now to make learning more engaging and effective.
• 9:45
  サリー: Right.
• 9:46
  サリー: And speaking of like practical things, one of the concepts that Professor Tanna keeps coming back to is this idea of student helplessness.
• 9:53
  サリー: Okay.
• 9:54
  ジェームズ: What's that all about?
• 9:55
  サリー: So they've noticed that a lot of students, even those who are like really bright and capable, often feel lost and unsure of how to learn effectively.
• 10:03
  ジェームズ: Like they don't know how to like take charge of their own learning.
• 10:06
  サリー: Exactly.
• 10:07
  サリー: And they attribute this, at least in part, to the way that traditional education systems are structured.
• 10:13
  サリー: You know, like years of being told what to learn, when to learn it, how to learn it, can actually make people less self-sufficient as learners.
• 10:21
  ジェームズ: So they become dependent on the system.
• 10:24
  サリー: Yeah, in a way.
• 10:24
  サリー: Like they haven't really developed those skills of like self-directed learning, critical thinking, you know, those skills that you need to really thrive in a world
• 10:33
  サリー: where information is constantly changing and evolving.
• 10:35
  ジェームズ: Right.
• 10:35
  ジェームズ: It's like they've been given the fish, but they haven't been taught how to fish.
• 10:39
  サリー: Yeah, exactly.
• 10:40
  サリー: And Professor Tanna is really passionate about helping students develop those skills, those like learning how to learn skills that will serve them well, no matter what path they choose in life.
• 10:50
  ジェームズ: That's so important, especially in today's world, you know.
• 10:53
  サリー: Yeah.
• 10:53
  ジェームズ: Like the ability to adapt, to learn new things quickly, to be a lifelong learner.
• 10:59
  ジェームズ: Those are essential skills for pretty much any career, any field you can think of.
• 11:04
  サリー: Absolutely.
• 11:04
  サリー: And it's not just about career success either.
• 11:06
  サリー: You know, it's about like being able to navigate this complex world, to make informed decisions, to be an active and engaged citizen.
• 11:16
  サリー: It's about like reaching your full potential as a human being.
• 11:20
  ジェームズ: I'm really starting to see how all these different pieces of Professor Tanna's work fit together.
• 11:25
  ジェームズ: You know, it's like a like a puzzle where each piece is connected to the others in this really intricate way.
• 11:30
  サリー: Yeah, it's a very holistic approach to education.
• 11:33
  サリー: You know, it's not just about academics.
• 11:35
  サリー: It's about the whole person, the whole learning experience.
• 11:37
  ジェームズ: So we've talked a lot about the problems with the old model of education, but what's the alternative?
• 11:42
  ジェームズ: Like, how do we actually help students become more self-sufficient learners?
• 11:47
  ジェームズ: Does Professor Tanna have any like concrete suggestions?
• 11:50
  サリー: Well, they don't claim to have all the answers, but they do offer some really interesting starting points.
• 11:56
  サリー: One that they keep coming back to is this idea of building supportive learning communities.
• 12:00
  ジェームズ: Well, I like that, like creating spaces where people can learn from each other, support each other, you know.
• 12:05
  サリー: Yeah, exactly.
• 12:06
  サリー: And they see this as being especially important for like combating that sense of isolation that a lot of students feel, you know, like when you're struggling with a concept or feeling overwhelmed by the workload,
• 12:18
  サリー: it can be really easy to just like shut down and give up.
• 12:22
  ジェームズ: Oh, yeah, I've definitely been there.
• 12:23
  ジェームズ: It's like you start to feel like you're the only one who's not getting it, you know.
• 12:27
  サリー: Right, and that's where those supportive communities can make such a big difference.
• 12:31
  サリー: Because when you're surrounded by other people who are going through the same thing, you realize that like you're not alone, that everyone struggles sometimes and that it's okay to ask for help.
• 12:40
  ジェームズ: Yeah, it normalizes the struggle, right?
• 12:42
  ジェームズ: It makes it feel less like a personal failing and more like a like a natural part of the learning process.
• 12:47
  サリー: Exactly.
• 12:48
  サリー: And those communities can also provide a sense of like accountability and motivation, you know, like when you know that you're not just learning for yourself, but that you're also part of this group of people who are all supporting each other, it can give you that extra push to keep going even when things get tough.
• 13:04
  ジェームズ: It's like having a built-in cheerleading squad, right?
• 13:07
  サリー: Yeah, exactly.
• 13:08
  サリー: And Professor Tanna also talks a lot about the importance of mentorship, you know, like having someone who can guide you, provide feedback, share their expertise, whether it's a teacher, a more experienced peer, or even just someone who's passionate about the same things that you are.
• 13:24
  ジェームズ: I can see how that would be incredibly valuable, especially for like younger learners who are just starting out.
• 13:29
  サリー: Totally.
• 13:30
  サリー: And Professor Tanna believes that mentorship can be beneficial at any stage of life, you know, like we can all learn from each other no matter how much experience we have.
• 13:39
  ジェームズ: That's a really cool thought.
• 13:41
  ジェームズ: It's like learning becomes this like this ongoing conversation, this exchange of ideas and perspectives.
• 13:47
  サリー: Exactly.
• 13:48
  サリー: And they're not just talking about like formal mentorship programs either.
• 13:52
  サリー: It can be something as simple as like reaching out to someone you admire, asking for advice, you know, just being open to learning from the people around you.
• 13:59
  ジェームズ: I love that.
• 14:00
  ジェームズ: So it's about like creating those informal learning networks, those connections that can really enrich our learning experiences.
• 14:06
  サリー: Absolutely.
• 14:07
  サリー: And speaking of connections, Professor Tanna is actually working on something really exciting that kind of brings all these ideas together in a really tangible way.
• 14:16
  ジェームズ: Oh, now I'm intrigued.
• 14:18
  ジェームズ: Tell me more.
• 14:19
  サリー: Well, they're actually building their own modern day juku.
• 14:22
  ジェームズ: No way.
• 14:23
  ジェームズ: Like a real life juku inspired by those Edo period schools we talked about earlier.
• 14:26
  サリー: Yeah, exactly.
• 14:28
  サリー: They envision it as both a physical and virtual space where learners of all ages can come together to like explore their passions, connect with mentors and just like immerse themselves in this really supportive and engaging learning environment.
• 14:43
  ジェームズ: Wow, that's so ambitious.
• 14:45
  ジェームズ: What will this juku actually look like?
• 14:47
  ジェームズ: Like what kind of activities will they offer?
• 14:49
  サリー: Well, from what they've shared, it seems like it will be a highly personalized experience.
• 14:53
  サリー: You know, learners will have the freedom to choose what they want to learn, how they want to learn it and at what pace.
• 14:58
  ジェームズ: So it's not like a traditional school with like a set curriculum and timetable.
• 15:03
  サリー: No, not at all.
• 15:04
  サリー: It's more about like creating this this space where people can follow their own curiosity, explore their own interests and connect with others who share those passions.
• 15:12
  ジェームズ: That sounds amazing.
• 15:13
  ジェームズ: So it's like like a choose your own adventure kind of learning experience.
• 15:16
  サリー: Yeah, exactly.
• 15:17
  サリー: And mentorship will be a key component as well.
• 15:20
  サリー: You know, like they'll have experienced mentors on hand to provide guidance, support and feedback.
• 15:26
  サリー: But it won't be this like top down hierarchical kind of relationship.
• 15:30
  サリー: It'll be more like a like a partnership, a collaboration.
• 15:34
  ジェームズ: So it's like they're taking the best aspects of those traditional juku schools, like the mentorship and the focus on shared interest and then like blending those with modern ideas about personalized learning and technology.
• 15:46
  サリー: Right.
• 15:46
  サリー: And technology will definitely play a crucial role in this juku.
• 15:49
  サリー: You know, they're planning to use online platforms to connect learners with resources, mentors and each other, regardless of their location.
• 15:57
  ジェームズ: So it's like a like a global network of learners all connected through this shared passion for learning.
• 16:03
  サリー: Exactly.
• 16:03
  サリー: And that's what's so exciting about this project.
• 16:06
  サリー: You know, it has the potential to really break down those geographical barriers and create this like this vibrant and diverse learning community that spans the entire world.
• 16:16
  ジェームズ: That's a beautiful vision.
• 16:17
  ジェームズ: It's like they're creating this whole new tapestry of learning, one that's rich with like different colors, textures and patterns.
• 16:24
  サリー: And they're doing it with a sense of like joy and playfulness.
• 16:28
  サリー: You know, they've even compared the experience of creating this juku to like playing a game.
• 16:33
  ジェームズ: A game. That's an interesting analogy.
• 16:35
  ジェームズ: What do they mean by that?
• 16:36
  サリー: Well, they talk about like the process of experimentation, the trial and error, the like the joy of discovery that comes with creating something new and innovative, you know.
• 16:45
  サリー: And they see those same elements at play in the learning process itself.
• 16:49
  ジェームズ: That makes sense.
• 16:50
  ジェームズ: It's like when we approach learning with a sense of playfulness, we're more open to taking risks, making mistakes and like just generally having more fun with it.
• 16:58
  ジェームズ: Yeah, right. And they argue that that playful mindset can actually lead to deeper learning, you know, because when we're not afraid to fail, when we're willing to experiment and try new things, we're more likely to like stumble upon those aha moments, those breakthroughs that really stick with us.
• 17:13
  ジェームズ: So it's not just about making learning more fun.
• 17:16
  サリー: It's about making it more effective.
• 17:17
  サリー: Exactly. And it's about like rekindling that childlike sense of wonder and curiosity that we all have, you know, that like that innate desire to explore, to discover, to make sense of the world around us.
• 17:31
  ジェームズ: I think that's something that often gets lost as we get older.
• 17:33
  ジェームズ: You know, like we get so caught up in the like the routines and responsibilities of adult life that we forget to like to just be curious to play, to explore.
• 17:43
  サリー: And that's what Professor Tanna is trying to bring back, you know, that sense of joy and wonder that should be at the heart of all learning.
• 17:48
  ジェームズ: I love that. It's like they're reminding us that learning isn't just about like acquiring knowledge and skills.
• 17:54
  ジェームズ: It's about like feeding our souls, nurturing our creativity and like just generally becoming more fully human.
• 18:01
  サリー: Beautifully said. And that brings us to another really interesting aspect of Professor Tanna's work, which is their focus on.
• 18:08
  サリー: Professor Tanna's focus on the historical and philosophical underpinnings of education.
• 18:13
  ジェームズ: Oh, OK. This is where it gets kind of deep, right?
• 18:16
  ジェームズ: Like we're going beyond just like practical tips and strategies and we're really starting to examine like the fundamental assumptions about why we learn and how we learn.
• 18:25
  サリー: Exactly. Professor Tanna isn't content with just tweaking the existing system.
• 18:30
  サリー: You know, they want to understand like the historical forces that shaped it, the philosophical ideas that underpin it.
• 18:36
  サリー: So we can start to imagine like radically different ways of approaching education.
• 18:41
  ジェームズ: So they're like an educational archaeologist digging up the past to help us build the future.
• 18:46
  サリー: I love that analogy. And one of the things they've really been digging into is like the historical development of the classroom itself.
• 18:52
  ジェームズ: Oh, interesting. I never really thought about the classroom as like a historical artifact.
• 18:57
  ジェームズ: You know, it just seems like such a like a normal, ubiquitous part of the learning experience.
• 19:02
  サリー: Right. But Professor Tanna argues that the classroom, as we know it today, actually emerged in response to the needs of the industrial era.
• 19:09
  サリー: You know, like factories needed workers who are disciplined, obedient, standardized.
• 19:15
  ジェームズ: I see. So the classroom became kind of like a factory for producing like compliant workers.
• 19:20
  サリー: Yeah. In a way. And Professor Tanna argues that that model, while it may have served its purpose in the past, is no longer adequate for the challenges we face in the 21st century.
• 19:30
  ジェームズ: Right. Like we need people who can think critically, solve complex problems, adapt to rapid change.
• 19:35
  ジェームズ: Yeah. You know, all those things that the industrial model of education doesn't really prioritize.
• 19:39
  サリー: Exactly. So Professor Tanna is calling for a like a paradigm shift in education, a move away from this like factory model and towards something that's more aligned with the needs of a like a knowledge based, interconnected society.
• 19:53
  ジェームズ: So what would that look like? Like how do we actually move beyond the classroom and create these more like dynamic and flexible learning environments?
• 20:01
  サリー: Well, Professor Tanna is a big proponent of like blurring the boundaries between formal and informal learning, you know, like recognizing that learning can happen anywhere, anytime with anyone.
• 20:12
  ジェームズ: So it's not just about like schools and universities.
• 20:15
  ジェームズ: It's about like tapping into all these different sources of knowledge and experience that are out there in the world.
• 20:21
  サリー: Right. Libraries, museums, community centers, online platforms, even just casual conversations with friends and family.
• 20:27
  サリー: Like all of these can be valuable learning opportunities.
• 20:31
  ジェームズ: It's like the whole world becomes a classroom.
• 20:33
  サリー: Exactly. And Professor Tanna sees technology as playing a crucial role in like facilitating this shift, you know, like online platforms can connect learners with resources, mentors and each other across geographical boundaries,
• 20:47
  サリー: creating these like these vibrant learning communities that extend far beyond the walls of any single institution.
• 20:54
  ジェームズ: I'm starting to see how all these different threads of Professor Tanna's work are weaving together, you know, the historical analysis, the philosophical insights, the practical strategies.
• 21:04
  ジェームズ: It's all pointing towards this like this really compelling vision for a more liberated and equitable future of learning.
• 21:12
  サリー: And they're not just like theorizing about this.
• 21:15
  サリー: You know, they're actually putting these ideas into practice, both in their own teaching and in this really ambitious juku project they're developing.
• 21:22
  ジェームズ: It's so inspiring to see someone who's not just talking the talk, but actually walking the walk, you know, like they're not just critiquing the system.
• 21:30
  ジェームズ: They're actively trying to create something better.
• 21:33
  サリー: Right. And they're doing it with this incredible sense of like passion and purpose.
• 21:37
  サリー: You know, you can just tell how deeply they care about this, how committed they are to making a real difference in the world.
• 21:43
  ジェームズ: And, you know, what's really cool is that they're not presenting themselves as like having all the answers.
• 21:48
  ジェームズ: You know, they're very open about the fact that they're still learning, still experimenting, still figuring things out.
• 21:54
  サリー: Yeah. And they encourage others to do the same.
• 21:56
  サリー: You know, like they're not saying this is the one right way to do education.
• 21:59
  サリー: They're saying, hey, let's question our assumptions.
• 22:02
  サリー: Let's try new things. Let's see what works and what doesn't.
• 22:04
  サリー: Like they're really embracing that spirit of like experimentation and innovation.
• 22:10
  ジェームズ: I think that's a really important message for all of us.
• 22:12
  ジェームズ: You know, no matter what fields we're in, no matter what we're passionate about, like that willingness to like to step outside of our comfort zones, to challenge the status quo, to try something new.
• 22:24
  ジェームズ: That's how real progress happens.
• 22:25
  サリー: Absolutely. And I think that's a great note to end on.
• 22:27
  サリー: Like if you're feeling inspired by Professor Tana's work, if you're feeling that like that spark of curiosity, that desire to make a difference.
• 22:35
  サリー: Don't just sit there, you know, go out there and do something.
• 22:38
  サリー: Start a learning group, experiment with new teaching methods, connect with other passionate learners.
• 22:43
  サリー: Like the possibilities are endless.
• 22:45
  ジェームズ: I love that. And, you know, what's really cool is that like even if we don't all create our own Juku schools or become like these radical educational reformers, like even those small changes, those little acts of rebellion against the like the old way of doing things.
• 23:00
  ジェームズ: Those can have a ripple effect.
• 23:01
  ジェームズ: You know, they can inspire others.
• 23:03
  ジェームズ: They can create momentum.
• 23:04
  ジェームズ: They can help to build this like this groundswell of support for a more liberated and equitable future of learning.
• 23:11
  サリー: Exactly. It's like those little seeds of change that Professor Tana keeps talking about.
• 23:15
  サリー: You know, you plant one seed.
• 23:17
  サリー: It might seem small and insignificant at first, but then it starts to grow.
• 23:20
  サリー: It puts down roots.
• 23:21
  サリー: It spreads its branches.
• 23:22
  サリー: And before you know it, you've got this whole forest of change.
• 23:26
  ジェームズ: I love that image.
• 23:27
  ジェームズ: It's like a reminder that even the smallest actions can have a big impact.
• 23:32
  ジェームズ: You know, you don't have to wait for permission.
• 23:34
  ジェームズ: We don't have to wait for someone else to lead the way.
• 23:36
  ジェームズ: We can start planting those seeds right now in our own communities, in our own lives.
• 23:40
  サリー: And who knows?
• 23:40
  サリー: Maybe one of those seeds will grow into something truly extraordinary, something that transforms the world in ways we can't even imagine yet.
• 23:47
  ジェームズ: That's a beautiful thought.
• 23:49
  ジェームズ: Well, thank you so much for joining me on this deep dive into the world of Professor Tana.
• 23:54
  ジェームズ: I don't know about you, but I'm feeling incredibly inspired and energized.
• 23:57
  サリー: Me too.
• 23:59
  サリー: It's been a real pleasure exploring these ideas with you.
• 24:01
  ジェームズ: And to everyone listening, we hope you're feeling inspired, too.
• 24:04
  ジェームズ: And remember, no matter where you are on your learning journey, no matter what your age or background, it's never too late to embrace the joy of learning, to challenge your assumptions, to explore new possibilities.
• 24:16
  ジェームズ: So go out there, be curious, be bold, be playful, and never stop learning.
• 24:20
  サリー: Hear, hear.
• 24:22
  ジェームズ: Thanks for tuning in, everyone.
• 24:23
  ジェームズ: Until next time, happy learning.