Latest / TanaRadio / 193 AI生成トーク | Prof. Tanaが考える教育の未来

Transcript

193 AI生成トーク | Prof. Tanaが考える教育の未来 · TanaRadio

• 0:00
  ジェームズ: Welcome to the Deep Dive. We've got a really fascinating topic for you today.
• 0:04
  ジェームズ: You guys sent us a bunch of Professor Tana's podcasts, and we're going to do a deep dive into
• 0:09
  ジェームズ: some big changes happening in Japanese education. Yeah, some really interesting stuff going on.
• 0:14
  ジェームズ: We're going to look at what's driving these changes, what they look like in practice,
• 0:18
  ジェームズ: and then what it all means for, you know, the future of learning.
• 0:21
  サリー: And Professor Tana seems especially interested in, like, how these changes reflect a broader shift
• 0:28
  サリー: in educational philosophy, you know, like moving away from the traditional rigid structures,
• 0:33
  サリー: and more towards these personalized, flexible approaches.
• 0:36
  ジェームズ: Okay.
• 0:37
  サリー: That'll be a really interesting thread to follow as we go.
• 0:39
  ジェームズ: Yeah, for sure. Let's jump right in.
• 0:41
  サリー: Okay.
• 0:42
  ジェームズ: So in one of his podcasts, Professor Tana throws out this, like, pretty bold idea. He says we
• 0:47
  ジェームズ: should replace the term "futoko," which means non-attendant, with "jiyugakushusha," which means
• 0:53
  ジェームズ: "free learner."
• 0:54
  サリー: Okay.
• 0:55
  ジェームズ: And get this, he flips the script.
• 0:58
  サリー: Oh.
• 0:58
  ジェームズ: And calls those in traditional schools "fujiyugakushusha," or "non-free learners."
• 1:05
  サリー: Wow. Yeah. It's like a totally different way to think about it.
• 1:09
  ジェームズ: Yeah. Yeah.
• 1:09
  サリー: Yeah.
• 1:10
  ジェームズ: It's powerful how he reframes the conversation.
• 1:13
  サリー: I know. It really makes you think about, like, you know.
• 1:15
  ジェームズ: Who's really learning.
• 1:16
  サリー: Exactly. Who's really engaged. He even mentions these statistics, you know,
• 1:19
  サリー: how there's a growing number of non-attending students in Japan.
• 1:23
  ジェームズ: Right.
• 1:23
  サリー: But instead of seeing that as a problem, he's like,
• 1:26
  サリー: hey, this could be a sign that people's attitudes towards education are changing.
• 1:31
  ジェームズ: Yeah. It's like, maybe the free learners are ahead of the curve.
• 1:34
  サリー: Right. Like adapting to a world where the old way of doing things just isn't cutting it anymore.
• 1:40
  ジェームズ: Yeah. Totally.
• 1:41
  ジェームズ: Yeah.
• 1:41
  ジェームズ: But then the question becomes, what does that actually look like? Like,
• 1:45
  ジェームズ: how do you actually become a free learner?
• 1:47
  サリー: Well, Professor Tana uses his own experience as a university student to kind of illustrate this.
• 1:52
  ジェームズ: Yeah.
• 1:53
  サリー: He was essentially a free learner within the university system itself.
• 1:58
  ジェームズ: Interesting.
• 1:58
  サリー: He talks about how he got through these really challenging courses by, you know,
• 2:03
  サリー: going beyond just the classroom, finding resources and, like,
• 2:07
  サリー: focusing on truly understanding the material rather than just memorizing it for exams.
• 2:12
  ジェームズ: So it's like classic self-directed learning.
• 2:14
  サリー: Exactly. He recognized where the lectures were falling short.
• 2:18
  ジェームズ: Yeah.
• 2:18
  サリー: And he just took charge of his own education.
• 2:20
  ジェームズ: That's great.
• 2:21
  サリー: Yeah.
• 2:21
  ジェームズ: But it's interesting, though, because he doesn't completely dismiss traditional education.
• 2:26
  ジェームズ: Right.
• 2:27
  ジェームズ: He even says that, like, all those years of intense exam prep
• 2:31
  ジェームズ: forced him to become a more independent learner, even in a system that wasn't really designed for it.
• 2:36
  サリー: That makes sense.
• 2:37
  ジェームズ: Yeah.
• 2:38
  サリー: It's like he learned how to learn even when the system wasn't helping him.
• 2:42
  ジェームズ: Yeah. Yeah. And that actually brings us to his critique of the system itself,
• 2:47
  ジェームズ: which is that traditional education often puts too much emphasis on memorization and test taking.
• 2:54
  サリー: Right.
• 2:54
  ジェームズ: Over, you know, really understanding and connecting with the material.
• 2:58
  サリー: Right. It's like, are you really learning if you're just memorizing facts?
• 3:01
  ジェームズ: Exactly. And he shares this anecdote about, like,
• 3:04
  ジェームズ: students struggling with basic math concepts, even at the university level.
• 3:08
  サリー: Oh, wow.
• 3:09
  ジェームズ: And it really highlights how, like, this obsession with just
• 3:14
  ジェームズ: covering the curriculum can actually leave students without the essential skills they need.
• 3:20
  サリー: Yeah. The pressure to get through all that material.
• 3:22
  ジェームズ: Yeah.
• 3:22
  サリー: It leads to this, like, superficial learning, right?
• 3:25
  サリー: Totally.
• 3:25
  サリー: Where students are just focused on getting the grade, not really gaining knowledge.
• 3:30
  ジェームズ: Then they hit a wall when they need those skills later on.
• 3:32
  サリー: Exactly. And that leads us to some of these new initiatives that Professor Tana is excited about,
• 3:37
  サリー: which are potential alternatives.
• 3:40
  ジェームズ: OK. Yeah. Let's talk about those.
• 3:41
  サリー: So one that stands out is ZEN University. It's set to open next April.
• 3:46
  ジェームズ: Oh, wow. That's soon.
• 3:47
  サリー: It is. And the really fascinating thing is it's a collaboration between
• 3:50
  サリー: Duango, the tech company behind, you know, Niconico video platform.
• 3:55
  ジェームズ: Oh, yeah. Yeah.
• 3:55
  サリー: And the Nippon Foundation, which is a major philanthropic organization.
• 3:59
  ジェームズ: Oh, that's an interesting partnership.
• 4:01
  サリー: It is. It really shows you how the education landscape is changing, right?
• 4:05
  ジェームズ: Yeah, for sure.
• 4:05
  サリー: You have this major player in, like, online entertainment.
• 4:09
  ジェームズ: Yeah.
• 4:10
  サリー: Teaming up with an organization known for, you know, social good.
• 4:14
  ジェームズ: Right.
• 4:15
  To create a university that's primarily online and emphasizes practical experience.
• 4:22
  サリー: It's a direct challenge to that traditional brick and mortar model.
• 4:25
  ジェームズ: Yeah, it really is.
• 4:26
  サリー: Yeah.
• 4:26
  ジェームズ: And it aligns perfectly with Professor Tana's vision, right?
• 4:30
  ジェームズ: Totally.
• 4:30
  ジェームズ: Like learning outside the classroom.
• 4:32
  サリー: He's all about using technology to make learning more engaging, more effective.
• 4:37
  サリー: Yeah.
• 4:38
  サリー: He seems really enthusiastic about how online learning can make education
• 4:42
  サリー: more accessible, more flexible.
• 4:45
  サリー: And that's where Minerva Schools at KGI comes in, or their global campus model.
• 4:49
  ジェームズ: Yeah.
• 4:49
  サリー: Where students live and learn in different cities all over the world.
• 4:52
  サリー: It's really groundbreaking.
• 4:54
  ジェームズ: It's like study abroad on steroids.
• 4:55
  サリー: Right.
• 4:56
  サリー: Yeah.
• 4:56
  サリー: And they're using online learning to, like, free up time and resources.
• 5:00
  サリー: Yeah.
• 5:01
  サリー: So students can really engage with the world around them.
• 5:04
  ジェームズ: That's amazing.
• 5:05
  ジェームズ: It is.
• 5:06
  サリー: And it actually connects back to what Professor Tana was saying about, you know,
• 5:09
  サリー: the limitations of these big institutions.
• 5:12
  サリー: Right, right.
• 5:12
  サリー: He says that real innovation often comes from these smaller, more agile organizations.
• 5:18
  サリー: Yeah.
• 5:18
  サリー: The ones that are willing to experiment and take risks.
• 5:21
  ジェームズ: Makes sense.
• 5:22
  サリー: Like big bureaucracies, they get stuck in their ways.
• 5:25
  サリー: They're slow to change.
• 5:26
  ジェームズ: Right.
• 5:26
  ジェームズ: Yeah, totally.
• 5:27
  サリー: But Professor Tana isn't just complaining about the problems, you know?
• 5:31
  ジェームズ: Right.
• 5:31
  サリー: He's actually pointing to these concrete examples like ZEN University and Minerva,
• 5:36
  サリー: and they're doing things differently.
• 5:38
  ジェームズ: They're putting his ideas into action.
• 5:40
  サリー: Exactly.
• 5:41
  サリー: Yeah.
• 5:41
  サリー: They show that there are other ways to structure learning.
• 5:44
  ジェームズ: Right.
• 5:45
  サリー: That are more in tune with the needs of today's students.
• 5:48
  ジェームズ: Yeah.
• 5:48
  サリー: And the demands of a world that's constantly changing.
• 5:51
  ジェームズ: Totally.
• 5:51
  サリー: Yeah.
• 5:52
  ジェームズ: And then there's Teleport School, which is a project led by Hirano Tomoyasu.
• 5:56
  サリー: Oh, yeah, this one's cool.
• 5:57
  ジェームズ: It's all about using generative AI to create a community-driven learning environment.
• 6:03
  サリー: Do you remember how excited Professor Tana was about Hirano's previous project?
• 6:07
  ジェームズ: Ooh, the Web Composer School.
• 6:09
  サリー: Yes.
• 6:10
  サリー: This new one seems to tap into that same passion for using technology to rethink education.
• 6:16
  ジェームズ: Yeah, to build it from the ground up.
• 6:18
  サリー: Yeah, from scratch.
• 6:19
  ジェームズ: Okay, so Teleport School hasn't officially launched yet.
• 6:22
  サリー: Right.
• 6:23
  ジェームズ: But Professor Tana has been following its development through
• 6:27
  ジェームズ: podcasts and online discussions.
• 6:29
  サリー: Yeah.
• 6:29
  ジェームズ: And he thinks it could be a real game changer, especially for creating those
• 6:33
  ジェームズ: personalized, self-directed learning experiences that go beyond just geographical limits.
• 6:40
  サリー: The idea of students from all over the world connecting and learning together, it's really
• 6:43
  サリー: exciting.
• 6:44
  ジェームズ: Yeah, it's like a truly borderless education.
• 6:46
  サリー: Yeah.
• 6:47
  ジェームズ: And it's all powered by AI.
• 6:49
  ジェームズ: So it can tailor the learning experience to each person.
• 6:51
  サリー: It's like having a personal tutor for every subject.
• 6:54
  ジェームズ: Yeah.
• 6:54
  サリー: Incredible.
• 6:55
  ジェームズ: Professor Tana is realistic about the challenges.
• 6:57
  サリー: Yeah.
• 6:57
  ジェームズ: But you can really hear his optimism about the potential of technology to, like, democratize
• 7:03
  ジェームズ: education, make it more accessible and engaging.
• 7:05
  サリー: That's what I love about him.
• 7:06
  サリー: He's not just about shiny new gadgets.
• 7:09
  サリー: He really cares about using them to address these big challenges.
• 7:13
  サリー: Yeah.
• 7:14
  サリー: To make learning more meaningful for everyone.
• 7:16
  ジェームズ: He's always asking, like, how can we use these tools to create a better future for learning?
• 7:21
  サリー: Right.
• 7:22
  サリー: And it's not just about the technology either.
• 7:24
  サリー: It's about this shift in mindset.
• 7:26
  ジェームズ: Like a willingness to question the way things have always been done.
• 7:30
  サリー: Exactly.
• 7:30
  サリー: Like he says the real drivers of innovation aren't these big institutions like universities.
• 7:36
  ジェームズ: Oh, really?
• 7:36
  サリー: He thinks it's the smaller, more agile players like ZEN University or Teleport School.
• 7:42
  ジェームズ: Oh, interesting.
• 7:43
  サリー: Like he mentions businesses like DWANGO.
• 7:46
  ジェームズ: Right.
• 7:46
  サリー: They had no experience in education.
• 7:48
  ジェームズ: But they saw an opportunity.
• 7:49
  サリー: They saw the potential of online learning and they weren't afraid to disrupt the system.
• 7:54
  ジェームズ: Wow.
• 7:54
  ジェームズ: So it's not just about the technology.
• 7:56
  サリー: Right.
• 7:57
  ジェームズ: It's about being open to new ideas.
• 7:59
  サリー: Exactly.
• 7:59
  ジェームズ: Even if they come from unexpected places.
• 8:01
  サリー: Wow.
• 8:02
  サリー: Yeah.
• 8:02
  サリー: Professor Tana even suggests that maybe universities shouldn't be the only ones in
• 8:07
  サリー: charge of knowledge anymore.
• 8:09
  ジェームズ: It's like he sees a future where learning happens everywhere.
• 8:14
  サリー: All the time.
• 8:14
  ジェームズ: Through all kinds of different channels.
• 8:16
  サリー: And that brings us back to this very platform.
• 8:19
  ジェームズ: LISTEN.
• 8:20
  サリー: Professor Tana compares LISTEN to Teleport.
• 8:23
  ジェームズ: That's interesting.
• 8:24
  サリー: He points out that LISTEN already has a lot of the same features as a virtual university.
• 8:30
  ジェームズ: Right.
• 8:30
  ジェームズ: We have experts sharing their insights.
• 8:31
  ジェームズ: We have listeners engaging with those insights.
• 8:34
  サリー: And we have this platform that allows for conversation and connection.
• 8:38
  ジェームズ: And he's really excited about the transcript feature.
• 8:40
  ジェームズ: Oh, yeah.
• 8:41
  Yeah.
• 8:41
  サリー: He says it creates this valuable archive of knowledge that anyone can access.
• 8:46
  ジェームズ: It's like a library of lectures at your fingertips.
• 8:49
  サリー: So cool.
• 8:49
  ジェームズ: Yeah.
• 8:50
  サリー: And while he acknowledges that Teleport is taking a more ambitious approach, you know,
• 8:54
  サリー: with AI and all these different learning tools.
• 8:56
  ジェームズ: Right.
• 8:57
  サリー: He sees both platforms as important parts of the future of learning.
• 9:01
  ジェームズ: So it's not a competition.
• 9:03
  サリー: No, it's more like a convergence.
• 9:04
  ジェームズ: A coming together of different approaches.
• 9:06
  サリー: Exactly.
• 9:07
  サリー: And that's what makes this whole discussion so exciting.
• 9:10
  ジェームズ: Yeah.
• 9:10
  サリー: It's not about predicting the future.
• 9:12
  サリー: It's about exploring the possibilities.
• 9:15
  ジェームズ: Right.
• 9:15
  サリー: And recognizing that the way we learn is changing in a big way.
• 9:19
  ジェームズ: Totally.
• 9:20
  ジェームズ: It's a really interesting time to be thinking about education.
• 9:23
  サリー: It really is.
• 9:24
  ジェームズ: Yeah.
• 9:24
  ジェームズ: But to get a better sense of the issues at play, we need to dig into some of the specifics
• 9:29
  ジェームズ: of what Professor Tana sees as wrong with the current system.
• 9:32
  サリー: Oh, yeah.
• 9:33
  サリー: He's got some personal stories that really bring these issues to life.
• 9:36
  ジェームズ: OK, let's hear those.
• 9:37
  サリー: All right, let's dive in.
• 9:39
  サリー: There's this one story he tells about a faculty meeting at a university.
• 9:43
  ジェームズ: OK.
• 9:44
  サリー: And he overheard these professors complaining about how students couldn't even grasp basic
• 9:50
  サリー: math.
• 9:51
  ジェームズ: Yeah, that's like a pretty common complaint, right?
• 9:54
  ジェームズ: Every generation thinks the next one is lacking in basic skills.
• 9:58
  サリー: Right.
• 9:58
  サリー: But Professor Tana doesn't just dismiss it as, you know, kids these days.
• 10:02
  ジェームズ: Yeah, he digs deeper.
• 10:03
  サリー: Yeah.
• 10:03
  サリー: He's like, is it the students or is it how we're teaching them?
• 10:06
  サリー: So he points out that universities often try to fix this by adding more coursework,
• 10:10
  サリー: like remedial classes and stuff.
• 10:13
  サリー: But his argument is that this might actually be making things worse.
• 10:17
  ジェームズ: How so?
• 10:18
  サリー: Well, because students get overwhelmed by all the material and then they just resort
• 10:21
  サリー: to like rote memorization.
• 10:24
  ジェームズ: Yeah.
• 10:24
  サリー: And test taking tricks just to get by.
• 10:27
  ジェームズ: To survive.
• 10:28
  サリー: Exactly.
• 10:29
  サリー: And he says this kind of learning, it's just superficial.
• 10:33
  ジェームズ: Right.
• 10:33
  サリー: It doesn't lead to actual understanding or, you know, a love of learning.
• 10:38
  ジェームズ: Yeah, it can actually make students hate the subject.
• 10:40
  サリー: Totally.
• 10:41
  ジェームズ: He even uses himself as an example, right?
• 10:43
  ジェームズ: He talks about how he struggled with math in university.
• 10:46
  サリー: Yeah.
• 10:47
  サリー: And he just memorized formulas to pass exams.
• 10:50
  ジェームズ: Wow.
• 10:50
  ジェームズ: Even him.
• 10:51
  サリー: It's a great example because it shows that anyone can fall into that trap, you know?
• 10:55
  ジェームズ: Yeah, yeah.
• 10:56
  サリー: When the system rewards that kind of behavior.
• 10:58
  ジェームズ: It makes you think about how we approach learning.
• 11:01
  ジェームズ: Like maybe we don't always need to master the basics before moving on.
• 11:04
  サリー: Right.
• 11:04
  サリー: He suggests that maybe it's the opposite.
• 11:06
  ジェームズ: Oh, interesting.
• 11:06
  サリー: Like maybe we learn best when we're tackling real problems.
• 11:10
  ジェームズ: Even if we don't have all the foundational knowledge yet.
• 11:12
  サリー: Exactly.
• 11:13
  サリー: The struggle is part of the process.
• 11:16
  サリー: It can lead to deeper understanding.
• 11:19
  ジェームズ: So he's not saying fundamentals are unimportant.
• 11:22
  サリー: No, not at all.
• 11:22
  ジェームズ: But that maybe we need to rethink how we teach them.
• 11:25
  サリー: And how we test whether students have actually learned them.
• 11:29
  ジェームズ: Okay, that makes sense.
• 11:30
  サリー: And he brings up another important point.
• 11:33
  サリー: The learning environment.
• 11:35
  ジェームズ: Oh, right.
• 11:36
  サリー: How isolating it can be when you feel like you're the only one who doesn't get it.
• 11:40
  ジェームズ: Totally.
• 11:41
  ジェームズ: Yeah, it can be really discouraging.
• 11:42
  サリー: Everyone else is on board and you're falling behind.
• 11:44
  ジェームズ: Yeah, yeah.
• 11:46
  サリー: And he thinks universities could do more to create a sense of community.
• 11:49
  ジェームズ: Okay.
• 11:50
  サリー: Spaces where students can connect, ask questions, learn from each other's struggles.
• 11:56
  ジェームズ: So again, it comes back to that idea of learning communities.
• 11:59
  サリー: Exactly.
• 12:00
  サリー: And this is where teleport school comes in.
• 12:02
  ジェームズ: Right.
• 12:02
  サリー: He sees it as a way to create those communities, but on a global scale.
• 12:07
  ジェームズ: Wow, students from all over the world.
• 12:10
  サリー: Connecting, collaborating, learning from experts.
• 12:13
  ジェームズ: It's like a borderless classroom.
• 12:15
  サリー: And it's powered by AI.
• 12:16
  サリー: So it's personalized to each student.
• 12:18
  ジェームズ: That's amazing.
• 12:19
  サリー: It's like that vision of learn anything you want at your own pace with support from a community.
• 12:25
  ジェームズ: Yeah, he's really pushing the boundaries of what education can be.
• 12:28
  サリー: But he's realistic.
• 12:29
  サリー: He knows there are challenges.
• 12:31
  ジェームズ: Of course.
• 12:32
  サリー: But he's optimistic about the potential.
• 12:34
  ジェームズ: And it's not just about the tech.
• 12:36
  サリー: Right. He talks about this need for a shift in mindset.
• 12:40
  ジェームズ: Like being open to new ways of doing things.
• 12:42
  サリー: He says the real innovators aren't the big institutions.
• 12:46
  サリー: It's those smaller, more agile players like ZEN University or Teleport School.
• 12:51
  ジェームズ: Right. They're not afraid to disrupt the status quo.
• 12:53
  サリー: And he uses DWANGO as an example.
• 12:55
  ジェームズ: Oh, yeah.
• 12:56
  サリー: They had no background in education.
• 12:58
  ジェームズ: Right.
• 12:58
  サリー: But they saw the potential of online learning.
• 13:00
  ジェームズ: And they went for it.
• 13:01
  サリー: Yeah. So it's about embracing new ideas.
• 13:04
  ジェームズ: Even if they come from unexpected places.
• 13:06
  サリー: Exactly. And Professor Tana even suggests that maybe universities
• 13:09
  サリー: shouldn't be the only gatekeepers of knowledge anymore.
• 13:13
  ジェームズ: So where does that leave us?
• 13:14
  サリー: Well, it leads back to this platform, LISTEN.
• 13:17
  ジェームズ: Right.
• 13:17
  サリー: Professor Tanna compares it to Teleport.
• 13:20
  サリー: He says LISTEN has many of the same building blocks as a virtual university.
• 13:24
  ジェームズ: We have the experts. We have the engaged listeners.
• 13:27
  サリー: And we have this platform that enables conversation.
• 13:30
  ジェームズ: And the transcripts. He loves the transcripts.
• 13:31
  サリー: He says it's like a library of lectures that you can access anytime.
• 13:35
  ジェームズ: It's true. You can go back and revisit the information.
• 13:37
  サリー: So while Teleport might be more ambitious with its use of AI and all that.
• 13:42
  ジェームズ: Yeah.
• 13:42
  サリー: He sees both platforms as playing a role in the future of learning.
• 13:46
  ジェームズ: So it's not one versus the other.
• 13:48
  サリー: Right. It's more about how they can work together.
• 13:50
  ジェームズ: To create these new learning ecosystems.
• 13:53
  サリー: Exactly. And this is where those free learners are finding their place.
• 13:58
  ジェームズ: Those who are choosing to learn outside the system.
• 14:01
  サリー: And it's not a rejection of education. It's a desire for something more personalized.
• 14:06
  ジェームズ: And he even suggests that the rise of non-attending students.
• 14:10
  サリー: Yeah.
• 14:10
  ジェームズ: Maybe it's a sign that the traditional system is failing to meet their needs.
• 14:14
  サリー: It's an interesting thought, isn't it?
• 14:16
  ジェームズ: Yeah. What if these non-attending students are the pioneers?
• 14:19
  サリー: Showing us a new way to learn.
• 14:20
  ジェームズ: A way that's more relevant to the world we live in.
• 14:22
  サリー: Professor Tana doesn't have all the answers.
• 14:24
  ジェームズ: But he raises some really important questions.
• 14:26
  サリー: What does all this mean for you?
• 14:29
  サリー: For someone navigating this new landscape?
• 14:31
  ジェームズ: That's a great question.
• 14:32
  ジェームズ: And in our final segment, we'll connect these ideas to your own experiences.
• 14:36
  サリー: We'll see how these trends might impact not just formal education.
• 14:40
  サリー: But how we all learn and grow throughout our lives.
• 14:43
  ジェームズ: It's pretty clear that Professor Tana sees Japanese education at a crossroads.
• 14:50
  サリー: Yeah.
• 14:50
  ジェームズ: He's pointing out these deeply ingrained traditions.
• 14:53
  ジェームズ: But then he's also showing how they're clashing with all these new ways of thinking about learning.
• 14:59
  ジェームズ: These new approaches that are all about flexibility,
• 15:03
  ジェームズ: self-direction, and making learning relevant to your actual life.
• 15:08
  サリー: And he doesn't hold back on the criticism.
• 15:10
  ジェームズ: No, not at all.
• 15:11
  サリー: He really calls out the flaws in the system.
• 15:13
  ジェームズ: Yeah.
• 15:14
  サリー: He even says that the rising number of non-attending students.
• 15:18
  サリー: Right.
• 15:19
  サリー: It might be a sign that things need to change in a big way.
• 15:23
  ジェームズ: Yeah.
• 15:23
  ジェームズ: Maybe even a complete overhaul.
• 15:25
  ジェームズ: But he's not just dwelling on the problems, you know.
• 15:28
  サリー: Right.
• 15:29
  サリー: He's offering solutions.
• 15:30
  サリー: Yeah.
• 15:30
  ジェームズ: He's showing us all these amazing things that are happening.
• 15:32
  サリー: And often outside of like the traditional institutions.
• 15:36
  サリー: Yeah.
• 15:36
  ジェームズ: It's like he's saying the real revolution.
• 15:39
  サリー: It's happening on the fringes.
• 15:40
  ジェームズ: Yeah, exact.
• 15:40
  サリー: Not in the mainstream.
• 15:42
  ジェームズ: He even hints that maybe school as we know it is becoming like obsolete.
• 15:49
  サリー: Yeah.
• 15:49
  サリー: I don't think he's saying get rid of schools entirely.
• 15:52
  ジェームズ: Right.
• 15:53
  サリー: But he's making us question.
• 15:54
  ジェームズ: What school could be.
• 15:55
  サリー: Yeah.
• 15:56
  サリー: What if it wasn't about going to a physical building.
• 15:58
  サリー: Yeah.
• 15:58
  サリー: For a certain number of hours each day.
• 16:00
  ジェームズ: What if it was more fluid.
• 16:01
  サリー: More personalized.
• 16:02
  ジェームズ: It could happen anywhere, anytime.
• 16:04
  サリー: Right.
• 16:04
  サリー: And that's where, you know, ZEN University.
• 16:07
  サリー: Teleport school, they come in.
• 16:08
  ジェームズ: They're not stuck in that old way of thinking.
• 16:10
  サリー: No, they can experiment, innovate, adapt.
• 16:13
  ジェームズ: Yeah, much faster than traditional schools.
• 16:15
  サリー: And they're tapping into this growing demand.
• 16:17
  ジェームズ: For self-directed learning.
• 16:19
  サリー: Yeah.
• 16:19
  サリー: People want to be in control of what they learn, how they learn it, when they learn it.
• 16:23
  ジェームズ: Professor Tana even sees platforms like LISTEN.
• 16:27
  サリー: Yeah, right here.
• 16:28
  ジェームズ: As like hubs for these kinds of learning communities.
• 16:31
  ジェームズ: He's really pushing the boundaries of what we even consider education.
• 16:36
  サリー: I love that about him.
• 16:37
  ジェームズ: Yeah.
• 16:37
  サリー: He's not just complaining.
• 16:38
  サリー: He's offering real solutions.
• 16:41
  サリー: Yeah.
• 16:41
  サリー: Showing us that a different kind of education is possible.
• 16:44
  ジェームズ: A better kind.
• 16:45
  サリー: More focused on the learner.
• 16:46
  ジェームズ: More engaging.
• 16:47
  サリー: More relevant to the world we live in.
• 16:49
  ジェームズ: It really makes you wonder what learning will look like in the future.
• 16:52
  サリー: Like 10, 20, 50 years from now.
• 16:55
  ジェームズ: Will traditional schools even exist?
• 16:57
  サリー: Will the whole system be transformed?
• 17:00
  サリー: Or will they adapt?
• 17:01
  ジェームズ: And what about technology?
• 17:02
  サリー: Will it keep disrupting things?
• 17:04
  ジェームズ: Or will we find like a balance?
• 17:07
  サリー: And what about teachers?
• 17:09
  サリー: Yeah.
• 17:09
  Will they be replaced by AI?
• 17:11
  ジェームズ: Or will there be some kind of partnership?
• 17:13
  サリー: It's impossible to know for sure.
• 17:14
  サリー: But one thing is clear.
• 17:16
  サリー: Things are changing.
• 17:17
  ジェームズ: And they're changing fast.
• 17:18
  サリー: So as you listen to Professor Tana's podcasts.
• 17:22
  Think about how these ideas relate to your own life.
• 17:25
  ジェームズ: How are you already engaging in self-directed learning?
• 17:28
  ジェームズ: What role do online platforms play in your learning journey?
• 17:31
  サリー: And how can you help shape the future of learning?
• 17:34
  ジェームズ: For yourself and for others.
• 17:35
  サリー: It's an exciting time to be thinking about all of this.
• 17:38
  ジェームズ: The future of learning is in our hands.
• 17:41
  サリー: Thanks for joining us on this deep dive into Professor Tana's ideas.
• 17:45
  ジェームズ: We hope you found it insightful.
• 17:47
  サリー: And that it sparks some new thoughts for you.
• 17:50
  ジェームズ: Until next time.
• 17:51
  サリー: Keep learning and keep questioning.