基幹教育院について

About Faculty of Arts and Science,Kyushu University

教員紹介

瀬平劉 アントン准教授 Sevilla-Liu Anton

専門分野
哲学
Hello everyone! I’m Anton—everyone calls me by my first name (even in Japanese—“Anton-sensei”—a bit strange but I quite like it). I’m originally from the Philippines. I taught philosophy at the Ateneo de Manila University for 5 years. Then, after the 3.11 calamity, I took my Ph.D. in Kyoto (under Prof. Sueki at Nichibunken and supported by Prof. Saito and Prof. Nishihira at Kyoto University) for four years. And now I’ve been teaching at Kyushu University for almost 6 years, with the Faculty of Arts and Science, the Graduate School of Education, and the School of Interdisciplinary Science and Innovation. I’m also naturalized Japanese—I’ve spent more of my adult life in Japan than anywhere else, and Japan has become a very important part of my worldview!
    My field of specialization is always a bit difficult to explain. At Kyoto and when I first came to Kyudai, my research was on Japanese Philosophy (Watsuji Tetsurô and the Kyoto School of Philosophy). Eventually, with Prof. Fujita Yûhi’s help, I transitioned to Philosophy of Education (Mori Akira, also a member of the Kyoto School). But now, I have combined that with more psychological elements as well.
    So the most appropriate name for what I do is “Clinical Pedagogy” (臨床教育学)—the name of the field I studied with the professors at Kyoto University. As a part of Educational Studies/Pedagogy, this field looks at how we “become human” (人間生成) both as individuals and in a social context. But Clinical Pedagogy goes beyond merely helping students in their “normal” development. First, all students (even the healthiest and brightest) suffer and undergo crises. This means that Education has a lot to learn from Clinical Psychology. Second, we can only help students if we have a real understanding of them. And this connects to Personality Psychology. In other words, “Clinical Pedagogy” combines Educational Studies with elements of Clinical and Personality Psychology in order to respond to individuals in their totality and uniqueness.
    I’ve been working to advance the field of Clinical Pedagogy in my classes in Kyushu University, with my graduate team, and also with regular collaboration with colleagues at Kyoto University’s Chair for Clinical Pedagogy and their international counterparts. My research now has three main facets.
    First, I’m writing on the Kyoto School of Philosophy’s global contribution to “education for self-awareness.” In education, students need to learn to respond to the problems around them, cooperate with others, and learn the skills and knowledge needed for that. These all are part of becoming a “good person in general.” However, as unique human beings, each student needs to not only become a good Japanese citizen or good worker, but to respond to particular demands that only they will face. To borrow Pindar’s phrase, in education, you need to “become what you are.” We see this highlighted in Narrative Pedagogy and Mindful Education, but the Kyoto School, with its unique focus on self-awareness and awakening to nothingness has a lot to contribute to that. My research on Mori Akira is really along these lines.
    Second, I’m doing research in Phenomenological Psychology on the narrative identity of students and the transformations of that identity. Education needs not merely ideals but a solid understanding of how individual students actually face life. And by collecting the life stories of students and interviewing them on how they experience major events in their lives, I hope to better understand how students find a sense of meaning and fulfillment in their lives—so that I can make sure that education helps students not merely be successful but have a sense of fulfillment while they’re at it. This has become a major part of how I teach the “Kikan Education Seminar” class.
    Third, I’m doing practical research on methods of student guidance, counseling, and coaching, using Contextual Behavioral Science. This includes Acceptance and Commitment Therapy/Training, Mindful Self-Compassion, Contextual Schema Therapy, and (Contextual) Narrative Therapy/Coaching. I’m not a therapist. But I’m examining ways in which teachers and the educational system as a whole can better respond to the needs of students—not just academically but as persons.
    The Faculty of Arts and Science is very close to what my mission is in life. Yes, we teach first year students core curriculum. But I feel it is deeply rooted in a belief that students need more than just specialized knowledge to be educated. They need a broad and integrated understanding of the realities they face. But also, they need a deep understand of themselves, of who they really are, of the “subject 主体” behind what we often refer to as “active learning.” I hope we can keep supporting students together, as they actively write and re-write the stories of their lives.

写真:Annual Kyudai-Ateneo Philosophy and Education Colloquium(アントン先生:後方右から4番目)
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