K-ReaD（ Kokugakuin University Researcher’s Achievement）
| Namiki HAGINO | |
| Department of Elementary Education | |
| Associate Professor |
Last Updated :2026/03/07
研究者基本情報
氏名
氏名
Namiki HAGINO
ホームページ・researchmap等のリンク
ホームページ・researchmap等のリンク
連絡先
連絡先
namiki[at]kokugakuin.ac.jp
所属・職名
学歴
学位
職歴
- Apr. 2024, Mar. 2025
- Jun. 2024, Sep. 2024
- Jul. 2023, Sep. 2023
- Jul. 2022, Sep. 2022
- Jul. 2021, Sep. 2021
- Apr. 2020, Mar. 2023
- 2006, 2020
- Apr. 2005, Mar. 2006
- 2003, 2005
本学就任年月日
研究分野
研究活動
論文
- Reexamination of problem-solving-based moral education based on Dewey's educational theory, Namiki HAGINO，Ryota YAGINUMA, 第27巻, 1号, 1, 16, Oct. 2025, The Japanese Society for Studies on Education Practices, 柳沼良太, Traditional moral education classes based on Dewey's educational theory face challenges: an overemphasis on children's intellectual aspects, an obsession with active learning attitudes, and an overemphasis on morality as an internal quality. This paper aims to reexamine the original learning style of problem-solving-based moral education rooted in Dewey's theory, explore the essential connections that overcome these challenges, and develop practical instructional guidance. First, Dewey's educational theory emphasizes the importance of both intellect and emotion in resolving moral issues. Second, it highlights that children should not only actively solve problems but also passively grasp situations and prioritize consideration for others. Third, it clarifies that morality is cultivated by broadening personal concerns to social concerns and fostering democratic attitudes. Fourth, it demonstrates the essential connections between “intellect and emotion,” “activity and passivity,” and “morality and democratic spirit.” Finally, it presents examples of problem-solving moral education lessons.
- A tentative proposal for a music teacher training program as "Reconstruction of Experience" ：Towards the realization of music lesson design based on the Concept of the Generating of Music, 第29巻, 1, 12, Mar. 2025, The purpose of this study is to propose a tentative music teacher training program as "Reconstruction of Experience" towards the realization of music lesson design based on the Concept of the Generating of Music. As a research method, the authors will first study Dewey’s concept and process of learning through "Reconstruction of Experience". Next, the authors will study the method of music lesson design based on the Concept of the Generating of Music, and derive a perspective for structuring music teacher training programs that will enable participants to learn this method through "Reconstruction of Experience." Finally, based on the derived perspective, the authors will propose a tentative music teacher training program as "Reconstruction of Experience", whose aim is to realize music lesson design based on the Concept of the Generating of Music.As a result of the research, the training program was structured as "Primary experience - Reflective experience - New primary experience," and the following perspectives A to H were derived to realize the purpose of each step of the program. A tentative program is proposed based on these perspectives. The conclusion of this study is that this proposed program may help improve the teaching skills of music teachers who design lessons based on the Concept of the Generating of Music.
- A Study of Moral Lesson Practical Training Used Reflective Thinking of Dewey, HAGINO Namiki,YAGINUMA Ryota, 第26巻, 119, 127, Nov. 2024, Gifu University, Graduate School of Education, The purpose of this paper is to clarify how to design training that moves toward a "new form of teacher learning" by applying John Dewey's reflective thinking to the training process and to clarify the perspective for enhancing this form and training. Currently, teacher learning is expected to be "proactive," "continuous learning," and "individually optimized learning." It is no exaggeration to say that this type of teacher learning calls for a change in the way teachers view training. The perspective for enhancing training is to start with interests that teachers can share and pursue common solutions that can be agreed upon through language. It has become clear that if a structure can be created that allows this to be shared among teachers, practitioners can take the initiative in improving their practice itself and move toward a new form of teacher learning.
- A Study on Problem-Solving Learning in Moral Education: Based on Dewey's Educational Philosophy, doctoral dissertation, Mar. 2024, Hyogo University of Teacher Education, Graduate School of Education, The purpose of this paper is to elucidate the teaching methods and assessment approaches for problem-solving learning in moral education based on John Dewey's educational philosophy, while also clarifying the nature of moral education conducted within the overall educational activities of schools. Specifically, grounded in Dewey's educational philosophy, this study examined multiple aspects from both fundamental theoretical and concrete practical perspectives. This included theories and practices concerning the instruction and assessment of problem-solving learning in moral education classes; the relationship between moral education and moral practice within special activities; the connection between moral education and music education; and the cultivation of morality through arts education.
- 第28号, 61, 70, Mar. 2023, The purpose of this paper is to clarify the concepts and characteristics of problem-solving learning based on moral education theory, which is guided by the empiricism and theory of thought of Dewey's philosophy, and to clarify the teaching methods for problem-solving learning in moral education from both a theoretical and practical level. In order to improve problem-solving learning in moral education classes, we focused on the empiricism and theory of thought of Dewey's philosophy, which provide the theoretical basis for problem-solving learning, and examined the moral education theory that expands on this. It was revealed that problem-solving learning based on Dewey's philosophy is learning in which children sincerely confront actual moral problems, use reflective thinking, and independently consider and judge solutions with a purpose and perspective for their actions.
- Thoughts and Observations Relating to Moral Education Utilizing Music―A trial attempt at lessons combining instruction on music and “Morality Period” factoring in Mursell’s theories on education”, 339号, ３, 14, Mar. 2021, This study aims to extract the thoughts and ideas at the core of supporting lessons that combine music and Morality Period. In order to achieve this objective, importance is placed on emotional experiences had through music, factoring in the edcation principles of moral education of the American music education scholar James L. Mursell, who proposed forms that education on morality and human values should take. Concretely speaking, 1. The challenges relating to the subject of Morality Period utilizing music are summarized, 2. Mursell’s education principles on moral education are presented, and 3. A trial was conducted of lessons combining music and the Morality Period in the form of a project method, serving as an opportunity for significant emotional experiences that would bring forth “creative social self expression” and an “experience of achievement”. Through this, clarification was made as to the importance of supporting such combined lessons, of the joy and value derived by the children based on the emotions they themselves created through self-expression, and of emotional experiences that produce an “experience of achievement” in children.
- A Method of Long-Term Assessment in “Special Subject, Moral Education”: A Trial in a Conference on One Page Portfolio Assessment, Namiki HAGINO, 337号, 3, 14, Mar. 2019, This study presents a method of long-term assessment based on the theory of portfolio assessment in Special Subject, moral education, and shows its practice. Specifically, a conference primarily for children’s participation will be held, wherein children create their own portfolio consisting of accumulated sheets (OPP sheets) used in OPPA (One Page Portfolio Assessment). First, I clarified the new objectives of Special Subject, moral education, of which qualitative changes as well as effective methods of evaluation were sought for. Then I outlined how portfolio assessment, which involved authentic assessment as its theoretical basis, was utilized. Second, I identified the characteristics and issues of portfolio assessment, referring to previous studies about portfolio assessment in morality classes. Third, I showed significance of challenges involved in long-term evaluation based on “portfolio evaluation with accumulated OPP sheets,” and asserted its necessity to help concretize learning methods and overcome existing problems in primary education.
- 第27号, 60, 69, Mar. 2019, The purpose of this paper is to present the challenges of moral education in special activities and to clarify some of the ways to overcome them. Specifically, we attempted a lesson called a "peaceful lesson" based on the Dutch Peaceful School Program in class activities, and considered it from the perspective of instruction that connects recognition and practice, and pedagogy related to "form" that emphasizes others and interaction, and presented perspectives and challenges for effective moral education in special activities.
- Descriptive Individual Assessment in Dōtoku (Morals) Courses:With a Focus on Understanding Students’ Learning Situation, 335号, ３, 14, Mar. 2018, With the objective of procuring assessment data to enter on report cards, this paper aims to clarify the ways in which instructions to students can be improved through an understanding of the children’s learning situation. It also examines what kinds of descriptive individual assessments may be possible, on the basis of a practical lesson in Dōtoku (Morals) at an elementary school. Based on this clarification, it presents a useful perspective from which individual assessment of performance in Dōtoku classes could be enhanced. To this end, discussion of an entry column dedicated to Dōtoku on report cards is provided. Viewed from an assessment perspective that conforms to the aim in that lesson, it discusses howindividual assessment can be grounded in an understanding of the children’s learning situation, based on their descriptions and speech, and offers a perspective from which individual assessment can be enhanced. The results revealed that, for individual assessment in Dōtoku courses, instruction that emphasizes the children’s learning process; a position on assessment that recognizes the learning that emerges from this process; and the maintenance of continuity with the daily “connections” between children, teachers, and materials are all important considerations for the entry column dedicated to Dōtoku.
- A Study into the Appropriate Means of Evaluating the Special Subject of Doutoku : "Evaluation by the Viewpoint along Aim", Namiki HAGINO, The research for methods of moral education, 21巻, 61, 70, 2015
Misc
- How to Apply 'Problem-Solving Learning' in Moral Education Classes, Namiki HAGINO・Hidehumi TAKEI・Kenidhi SUZUKI, Vol.65, No.809, 16, 21, Nov. 2025
- Creating Problem-Solving Lessons for Developing a Living and Working Morality: Learning and Thinking from John Dewey's Theory of Education., Namiki HAGINO, Moral Education Study, 第５巻, 54, 58, Jun. 2025, Japanese Society for Moral Education Study
著書等出版物
- Problem-Solving Learning in Moral Education: Grounded in Dewey's Educational Philosophy, Namiki HAGINO, 30 Jan. 2026
講演・発表
- The 68th Research Conference of the Japanese Dewey Society, Namiki HAGINO, A moral education lesson plan that utilizes caring and critical thinking based on Noddings' educational philosophy, 28 Sep. 2025
- Japan Association for Research in Moral Education 2nd Summer Seminar Moral Literature Workshop, Namiki HAGINO,Ryota YAGINUMA, Japan Association for Research in Moral Education, 16 Aug. 2025, Japan Association for Research in Moral Education
- Namiki HAGINO, 29 Jun. 2025
- The 104th Annual Meeting of the Japan Society for Moral Education in FY2024, A concept of moral education that ensures the enrichment of moral education, Nov. 2024
- Sep. 2020, Nederland
- Sep. 2020, Nederland
教育活動
教育活動に関する実践・工夫・取組等
- 2025, 兵庫県南あわじ市立榎列小学校 道徳の授業スキルアップ支援プログラム(2025年12月４日), 南あわじ市の道徳推進教師等を対象に、自作教材を用いた模擬授業と研究講義、講演を行う。
- 2025, 兵庫県三田市立三田小学校 道徳教育校内研修会 研修講師(2025年11月13日), 道徳科と特別活動の関連を見据えた模擬授業を行い、その後、研究協議と研修を実施した。
- 2025, 神奈川県横浜市立東台小学校道徳教育校内研修会 研修講師(2025年8月29日), 「考えることを楽しむ」道徳科授業づくりに関する校内研修講師を担う。
- 2025, 第20回兵庫県中学校道徳教育研究大会 神戸大会(2025年8月7日), 全体会における模擬授業に関わる事後研究会のコーディネーターを担う。
- 2025, 兵庫県加古郡播磨町小学校道徳科担当者会 研修講師(6月), 加古郡播磨町教育委員会主催の道徳推進教師等を対象とする道徳授業研修会において、道徳科の模擬授業と研修講師を担う。