汎用的能力の育成と評価の可能性 --ミネルヴァ・モデルを手がかりに--

Abstract

汎用的能力は，現代の教育政策・実践の重要なテーマである．本報告の目的は，ミネルヴァ大学の提示しているモデル（ミネルヴァ・モデル）を手がかりに，汎用的能力の育成と評価の可能性とその方法を明らかにすることにある．ミネルヴァ大学は，実践知の獲得を最上位の目標に掲げ，それを4つのコア・コンピテンシー，約80個の要素に具体化し，一般教育と専門教育，正課教育と準正課・課外活動を通じて汎用的能力の育成をめざす取組を行ってきた．本報告では，ミネルヴァ大学の学生・教員らに対して行ってきたインタビューをふまえながら，汎用的能力の育成のための教育のデザインと実際を，目標と評価，オンライン授業，準正課活動，教員の質といった点から浮き彫りにした．

Generic competency is an important theme in educational policy and practices from primary to higher education in Japan as well as in many developed countries. This report aims to clarify the prospects and methods for developing and assessing generic competencies, using the model proposed by Minerva University (the Minerva Model) as a compass. Founded in 2012, Minerva University is well-known for its innovative education (e. g., no campus of its own with rotating 7 different cities around the world, fully active learning online, etc.). Minerva University has set the acquisition of practical knowledge as its top goal, embodied in the four core competencies (thinking critically, thinking creatively, communicating effectively, and interacting effectively) and about 80 HCs (habits of mind & foundational concepts), and has been making efforts to cultivate generic competencies through general and specialized education, formal education and co-curricular & extracurricular activities. Based on interviews with students, faculty members, and administrators at Minerva University, this report examined the design and practice of education for the cultivation of generic competencies in terms of objectives and assessment, online classes, co-curricular activities, and quality of teaching staff. The results showed that these factors are interrelated: for example, online classes enable the recruitment of highly qualified teaching staff regardless of their place of residence, and the co-curricular and extracurricular activities compensate for the lack of experience in online classes and contribute to community building. Thus, it became clear that the Minerva Model needs to be viewed as a whole, and that incorporating parts of it is not sufficient.