ネット・ムセイオンを目指して Ｉ (Towards a Net Museion I)

Notes

From the 端山貢明アーカイブ (Hayama Kōmei Archive), item 9883 in the 著書・論文 (books and papers) category, registered 2022-10-02: https://d-commons.net/hayama/?c=&p=9883. Published by the 端山貢明アーカイブプロジェクト (Hayama Kōmei Archive Project), directed by 前川道博 (Michihiro Maekawa) of Nagano University, on the D-Commons platform, and licensed CC BY (表示). The source documents come from the 端山文庫, the papers kept in Hayama's laboratory at Tohoku University of Art and Design, digitised by the project with the agreement of his family; his autograph scores were given to the University History Archives of the Tokyo University of the Arts in 2026. Source: 『東北芸術工科大学紀要』第7号 (Bulletin of Tohoku University of Art & Design, no. 7), 1 March 2000, pp. 104–127; carried under the rubric 特別研究 (special research). Subtitle: IT支援によるネット環境におけるアクセス型の学習機能空間の試行.. Dated: Bulletin issue dated 1 March 2000. The text states that the main part of the research was finished during 1998 and that publication was delayed by a year to add material and to link it to the planned part II.. Hayama's fullest theoretical statement. He drops the word "education" — 「教育」 appears in quotation marks whenever he means the old thing — and works instead from H.R.D. (Human Resource/s Development): the adaptive self-organisation of the information space a person and a society build. For the individual that is the autonomous growth of neural networks along the lines the genome holds as possibility; for the system, opening access (I/O) to humanity's cultural assets as a social right. Modern schooling, by contrast, is past its expiration date: it drills (「教練」) one answer into people and produces part-like humans. The backbone is developmental neuroscience — monocular deprivation in kittens, Rosenzweig's enriched versus impoverished rat cages, Held and Hein's active/passive kittens, Tolman's latent learning — plus the 1959 UN Declaration of the Rights of the Child. From these he derives that an environment with high accessibility and free selectability (自由選択性) is a condition of the right to exist, and that 非決定的恒常性 — non-deterministic constancy, anything available at any time, place and content as though always to hand — is what media must now supply. He presses hard on the productivity of learning (学習の生産性): a system that halves the burden gives back half a life. A historical section traces IT-supported H.R.D. from Turing's machine of 1936 through Skinner's disc machine and Crowder's AutoTutor to Bitzer's PLATO, Papert's LOGO and Negroponte and Bolt's "Put That There"; its philosophical origin he places in Cage's 4'33" (1952), which moved the point of completion of information over to the access side (アクセス側の主体性). Part 3 reports his trials since the university reached the internet in July 1995; part 5 gives the goal — ネット・ムセイオン, a Net Museion after the Alexandrian one, a decentralised gravity-well of knowledge he calls 知のアリジゴク (an antlion pit that is really a heaven), built on universal design and the Constellation structure he argues Yamagata already has. Contents as the document gives them: １. はじめに (Introduction) · １. 原論 (Principles) · 1-1 H.R.D(人間的資源／能力の発達・展開・開発)の原理から (From the principle of H.R.D.) · 1-2 接触機能としての Education H.Ｒ.D の与件 (Education as contact function; the givens of H.R.D.) · 1-3 アクセス側の主体性において成立する自己開発／学習機能 Accessibility と自由選択性 (Self-development/learning that comes into being through access-side initiative: accessibility and free selectability) · 1-4 関心の喚起 能動性の喚起 (Arousing interest, arousing activeness) · 1-5 発見的学習(Heuristics)の効果とアクセス型の learning (The effect of heuristic learning and access-type learning) · 1-6 学力と能動的学習 その支援システム (Scholastic ability and active learning; its support system) · 1-7 H.R.D.における生産性 (Productivity in H.R.D.) · ２. 主体的なＨＲＤを支える社会的技術的環境とその与件 (The social and technical environment supporting autonomous H.R.D., and its givens) · 2-1 ネット環境におけるアクセス型の learning これを支える社会的システム (Access-type learning in a network environment; the social system that supports it) · 2-2 ネット環境の特性 情報環境 これからの10年の劇的変化 (Characteristics of the network environment; the information environment; the dramatic change of the coming ten years) · 2-3 発見的学習を支援する情報環境 (An information environment supporting heuristic learning) — incl. ＩＴ支援 H.R.D.その経緯, 前史, 発見的自己開発型のコンピュータ学習, ヒューマン･インターフェイスとメディア･テクノロジー, Spatial Data Management System, Flight simulator の場合, Odyssey についても一言 · ３. 試行形態・移行形態としての、講義・演習、自由学習 (Lectures, seminars and free learning as trial and transitional forms) · 3-1 講義･演習支援 そして 自由学習・自己開発支援へ (Supporting lectures and seminars, and on to free learning and self-development) · 3-2 構造の認知と思考の構造化 自律的体系化 (Recognising structure and structuring thought; autonomous systematisation) · ４．新しい体系への移行 その手順と課題 (Transition to a new system: procedure and problems) · ５. 展望 (Prospect) · 5-1 ネット･ムセイオンへの道程 知のアリジゴク (The road to the Net Museion; the antlion pit of knowledge) · 5-2 ネット・ムセイオンの与件 (The givens of the Net Museion) · 5-3 全世代大学（Whole Generation University)への展望 社会の成熟過程 (Prospect for a Whole Generation University; the maturing process of society) · ６. 終わりに 山形の Constellation (In closing: Yamagata's Constellation) · 謝意 (Acknowledgements). People named: 端山貢明 (Hayama Komei) — author, C.Channon (printed thus; evidently Claude Shannon), cited for The Mathematical Theory of Communication, E.C.Tolman (Edward C. Tolman), Pavlof (printed thus; Ivan Pavlov), M.R.Rosenzweik et al (printed thus; Mark R. Rosenzweig), R.Held (Richard Held), A.Hein (Alan Hein), Ｊ・ピアジェ (Jean Piaget, 1896–1980), シュタイナー (Rudolf Steiner), フレーベル (Friedrich Fröbel), フレネ (Célestin Freinet), モンテッソーリ (Maria Montessori), J.Cage (John Cage), Ａ・チューリング (Alan Turing, 1912–1954), Ｂ・Ｆ・スキナー (B. F. Skinner), Ｎ・Ａ・クラウダー (Norman A. Crowder), Ｄ・Ｌ・ビッツアー (Donald L. Bitzer), Ｓ・パパート (Seymour Papert), Ｎ・ネグロポンテ (Nicholas Negroponte), Ｒ・ボルト (Richard Bolt), ルイス・キャロル (Lewis Carroll), Ｃ・チャップリン (Charlie Chaplin), 吉村和文 (Yoshimura Kazufumi), ケーブルテレビ山形 代表取締役専務 — acknowledgements, 鈴木淳一 (Suzuki Jun'ichi), NTT山形 副支局長 (1998) — acknowledgements, 片桐沙織 (Katagiri Saori), ソニーシステムデザイン 仙台ビジネスセンター — acknowledgements, 伊藤慶弥 (Ito Keiya), 山形テレビ 経営企画室長 — acknowledgements. Two files are held here: the download above is the transcription keyed by Maekawa's laboratory, with its own CC cover sheet (40 pp.); attached alongside it is the scan of the printed bulletin article (24 pp.), at https://auzflodykqpwhwkadtpq.supabase.co/storage/v1/object/public/library-files/hayama-towards-a-net-museion-i/text-2.pdf. Noted: The author's spellings of Western names are irregular and I have given the likely intended figures in brackets: 「C.Channon」 for Claude Shannon, 「Pavlof」 for Pavlov, 「M.R.Rosenzweik」 for Rosenzweig, 「Ｄ・Ｌ・ビッツアー」 for Bitzer. 「1940年代にＷＷＨを一つの表現形態として起こった」 in the introduction: WWH is unexplained and may be a transcription error (WWII would fit the sense). Romanisation of 伊藤慶弥 (Keiya? Yoshiya?) and 片桐沙織 is my best reading; the archive gives no readings. The paper numbers both the introduction and the first main part 「１」; I have listed them as printed. References are not given in this instalment: the text states they will be printed at the end of ネット・ムセイオン II. The two files are a scan of the printed article (24 pp.) and the archive's transcription (40 pp.); I worked from the transcription, which contains occasional OCR-style garbles (e.g. 「レヅエル」, 「惰報」, 「大」 for 「人」). The keyword アクセス側の主体性, the agency of the access side, runs through this paper eighteen times. Hayama first set it out in the short music essay 「休止符と緊迫感」 (Rests and the Sense of Tension, 1983), also in this library, where he derives it from John Cage's 4'33".