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創造性を養うこと
創造性を養うこと
日本人は創造性がないといわれる。
では、創造性を養うにはどうしたらいいか。
学校や職場で、質問したり違った意見を出すことを
奨励するような環境を作ることが大事だと
筆者は考えている。
Fostering Creativity
By CHRISTINE CUNANAN-NOMURA
Recently, uncertainties over Japan's future global competitiveness and a
seeming lack of creativity and individualism among many Japanese seem to be
worrying Japanese bureaucrats, academics and senior executives.
In response, more and more government committees and companies are
deciding to encourage creativity at schools and workplaces — as if
creativity is something that can be ordered like a new office uniform or an
item on a cafeteria lunch menu!
In reality, things are not so simple.
For instance, students will first need teachers who have broad mindsets and the capability to think and act beyond the norm, curricula with enough
space for a variety of subjects and activities, and a system that focuses on
real learning and not just examination information.
Until now, the Japanese education system has valued obedient learning over
an inquiring mind. My husband told me that his teachers always got mad at
him for asking questions.
At my schools outside Japan, on the other hand, teachers actually
encouraged questions and differences of opinion. In fact, many teachers would
fail students who didn't ask enough questions because this proved that those
students were not thinking hard enough. One of my favorite teachers used to
say: "Don't believe everything your teacher says. Listen and decide for
yourself. "
Through such experiences, many students outside Japan learn how to think
quickly and how to discuss their opinions.
On the other hand, companies that want more creative employees will have
to ensure that their managers can accept and deal with changes, that their
corporate environments truly encourage people to think and act differently
without fear of reprisals, and that their management systems allow employees
enough time, space and energy for other lives.
To many foreigners, the way to foster creativity in the Japanese workplace
seems painfully obvious, but also quite difficult, considering the
traditional thinking of many executives.
To foster creativity, for example, Japanese companies must give their
employees the time to be or to find themselves, to have other identities
that are unrelated to the company, such as husband, father or neighbor,
and to be a part of other wonderful worlds. Unfortunately, so many middle-aged
men are too tired trying to fulfill the demands of company life to have an
identity other than that of an overworked salaryman. How can these employees
be expected to think and act creatively?
People develop creativity through different stimulating experiences — not
by working and being with the same people all the time. I myself realize the
importance of getting recharged after working very hard, so every summer I
take a four-week break. I travel to Europe to paint, attend art classes and
sample different lifestyles. And I always return to Tokyo full of energy and
new ideas.
A person who devotes all his waking hours to his company — to the
detriment of everything else — is seen as an ideal employee by traditional
Japanese bosses. Interestingly, this same person would probably not get past the first interview with foreign employers because they would assume that this person is boring, narrow-minded and — yes — most probably very, very
uncreative.
Recently, uncertainties over Japan's future global competitiveness and a
seeming lack of creativity and individualism among many Japanese seem to be
worrying Japanese bureaucrats, academics and senior executives.
In response, more and more government committees and companies are
deciding to encourage creativity at schools and workplaces — as if
creativity is something that can be ordered like a new office uniform or an
item on a cafeteria lunch menu!
In reality, things are not so simple.
For instance, students will first need teachers who have broad mindsets and the capability to think and act beyond the norm, curricula with enough
space for a variety of subjects and activities, and a system that focuses on
real learning and not just examination information.
Until now, the Japanese education system has valued obedient learning over
an inquiring mind. My husband told me that his teachers always got mad at
him for asking questions.
At my schools outside Japan, on the other hand, teachers actually
encouraged questions and differences of opinion. In fact, many teachers would
fail students who didn't ask enough questions because this proved that those
students were not thinking hard enough. One of my favorite teachers used to
say: "Don't believe everything your teacher says. Listen and decide for
yourself. "
Through such experiences, many students outside Japan learn how to think
quickly and how to discuss their opinions.
On the other hand, companies that want more creative employees will have
to ensure that their managers can accept and deal with changes, that their
corporate environments truly encourage people to think and act differently
without fear of reprisals, and that their management systems allow employees
enough time, space and energy for other lives.
To many foreigners, the way to foster creativity in the Japanese workplace
seems painfully obvious, but also quite difficult, considering the
traditional thinking of many executives.
To foster creativity, for example, Japanese companies must give their
employees the time to be or to find themselves, to have other identities
that are unrelated to the company, such as husband, father or neighbor,
and to be a part of other wonderful worlds. Unfortunately, so many middle-aged
men are too tired trying to fulfill the demands of company life to have an
identity other than that of an overworked salaryman. How can these employees
be expected to think and act creatively?
People develop creativity through different stimulating experiences — not
by working and being with the same people all the time. I myself realize the
importance of getting recharged after working very hard, so every summer I
take a four-week break. I travel to Europe to paint, attend art classes and
sample different lifestyles. And I always return to Tokyo full of energy and
new ideas.
A person who devotes all his waking hours to his company — to the
detriment of everything else — is seen as an ideal employee by traditional
Japanese bosses. Interestingly, this same person would probably not get past the first interview with foreign employers because they would assume that this person is boring, narrow-minded and — yes — most probably very, very
uncreative.
Shukan ST: May 21, 1999
(C) All rights reserved
- uncertainties over 〜
- 〜 が不確実であること
- global competitiveness
- 国際競争力
- seeming 〜
- 〜 らしいこと
- bureaucrats
- 官僚
- academics
- 学者
- senior executives
- 経営者層
- government committees
- 行政機関
- workplaces
- 仕事場
- broad mindsets
- 広い考え方
- capability
- 能力
- beyond the norm
- 典型的な行動様式を超えて
- curricula
- 教育課程
- subjects
- 課目
- examination information
- 試験内容
- has valued 〜 over 〜
- 〜 より 〜 を重視してきた
- obedient learning
- 言われたことを受け身で学習すること
- inquiring mind
- 探求心
- fail
- 落第点を付ける
- favorite
- お気に入りの
- employees
- 従業員
- ensure
- 確かにする
- deal with 〜
- 〜 に対応する
- corporate environments
- 企業の環境、雰囲気
- reprisals
- 仕返し
- painfully obvious
- とても明白な
- considering 〜
- 〜 を考慮すると
- identities
- 自分
- are unrelated to 〜
- 〜 とは関係のない
- neighbor
- 近所の人
- fulfill the demands of 〜
- 〜 の要求に応える
- overworked
- 働き過ぎの
- stimulating
- 刺激的な
- getting recharged
- 充電すること
- break
- 休暇
- devotes 〜 to 〜
- 〜 を 〜 に捧げる
- waking hours
- 起きている時間
- to the detriment of everything else
- (会社以外の)すべてをさておいて
- ideal
- 理想的な
- would probably not get past 〜
- 〜 を通らないだろう
- interview
- 面接
- assume that 〜
- 〜 とみなす
- boring
- つまらない
- narrow-minded
- 視野の狭い