部活改革の必要性、昭和スポ根精神論、ブラック部活からの脱却を！
日本の部活は、運動部が主役とされ、文化部は日陰の存在だった。特に田舎はそうだ。これが誤ったスクールカーストを生み、部活にのめり込んで希望の高校に行けなくなった仲間をたくさん見てきた。自分たちの中学校の名誉のために、試合で勝つことを優先し、子供たちが希望の進路に行けなくなるのは、どういうことだ？
もちろん、中学生は、もう自分の意志がある。断って、家に帰って勉強したいと言える子もいる。だが、同調圧力に負けて厳しい練習をやって、勉強できなかった子もいるだろう。教師も辛い。土日も部活があって大変な学校もある。
いつまでも昭和のスポ根精神論をしていては駄目だ。
スポ根精神論は、企業にも侵蝕してきた。厳しすぎるノルマや、徹夜などだ。某N証券では、ノルマ達成されないと、耳元で罵声を浴びせかけられたと、宋世羅氏は言う。高橋まつりさんが過労自殺した事件もあった。
スポ根精神論の厳しい練習よりも大切なことは、「楽しむ」ことだろう。スポーツは本来、楽しいものだ。厳しい練習のせいで、運動部を嫌がる子もいる。
また、複数の部活に参加して、色々な体験ができる工夫も良いと思う。サッカー部と英会話サークルを両方やってもいいと思う。
Extracurricular Activities and the "Spokon" Spirit: A Comparison Between Japan and the West
Introduction
In Japanese schools, extracurricular activities (ECAs) are predominantly centered around sports clubs, with cultural clubs receiving less attention. This phenomenon is particularly pronounced in rural areas, where it can contribute to a distorted school caste system and hinder students' desired educational paths. This essay examines the current state of ECAs in Japan and compares it with the club activities prevalent in Western countries, highlighting key differences and potential areas for improvement.
Characteristics of Western Club Activities
Unlike the structured ECA system in Japan, Western countries primarily offer voluntary club activities after school hours. These clubs cover a wide range of interests, including sports, music, drama, and art, allowing students to choose based on their individual preferences and abilities.
Three key characteristics distinguish Western club activities:
Emphasis on enjoyment: Participation in Western clubs is driven by the intrinsic motivation of students to have fun. The focus lies on personal growth and teamwork rather than winning or achieving high scores.
Respect for diversity: With a diverse range of clubs available, students can explore their unique talents and abilities without feeling confined to a limited set of options.
Flexible participation: Most clubs meet once a week or less, making participation less burdensome and allowing students to participate in multiple clubs simultaneously.
Issues with Japanese ECAs
In contrast to the flexible and inclusive nature of Western clubs, Japanese ECAs face several challenges:
Obsession with victory: In some cases, ECAs prioritize winning at all costs, subjecting students to rigorous training and excessive workloads that can take a toll on their physical and mental well-being.
Lack of diversity: The limited options for ECAs beyond sports can force students to participate in activities that do not align with their interests or abilities.
Closed environment: The strict hierarchy and peer pressure within some ECAs can stifle individuality and creativity.
Learning from the West: Towards a More Balanced Approach
The Western model of club activities offers valuable insights for improving the Japanese ECA system. By incorporating the following principles, Japanese schools can create a more enjoyable and inclusive environment for students:
Prioritizing enjoyment: Shifting the focus away from competition and results towards fostering a fun and engaging learning experience for all participants.
Promoting diversity: Expanding the range of ECAs to include a variety of interests and abilities, catering to the diverse needs of students.
Encouraging flexibility: Implementing a flexible participation system that allows students to explore different activities and manage their time effectively.
Conclusion
By adopting elements from Western club activities and re-evaluating the "Spokon" spirit, Japanese schools can transform ECAs into a more enriching and inclusive experience for students. Emphasizing enjoyment, fostering diversity, and promoting flexibility will pave the way for a more holistic educational environment that supports the individual growth and well-being of all students.
References:
Note:
The essay provides a concise overview of the differences between Japanese ECAs and Western club activities. Further research and analysis can be conducted to explore specific case studies and best practices for implementing positive changes in the Japanese ECA system.
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