@article{oai:u-ryukyu.repo.nii.ac.jp:02008177,
 author = {小嶋, 季輝 and 古市, 直樹 and 早坂, 淳 and Kojima, Toshiki and Furuichi, Naoki and Hayasaka, Jun},
 issue = {22},
 journal = {琉球大学教育学部教育実践総合センター紀要, Bulletin of Faculty of Education Center for Educational Research and Development},
 month = {Mar},
 note = {Nowadays, the idea “Learner-Centredness” is leading practices in education. In this idea，learners are considered to be centered in the practices. However, could there be any “center” in educational practices? Where and for Whom is it? Clarifying these questions to make one possible answer is a main purpose of this paper. In this paper, several kinds of time are analyzed to accomplish the purpose above. First of all, we describe the time based on quantity. This kind of time is to make benchmarks to share personal reality with others. And, it contributes to forming the familiar school system by using these benchmarks. Secondly, we describe the time based on qualitative aspects of man's subjectiveness. This time is recognized by an innate sense that each learner owns. Thirdly,  it is revealed that “learner”identified by the school system and “learner” as the subject cannot have the same “center” because of co-existence of quantitative and qualitative time in classroom. Not having the same “center” in classroom, we face some contradiction in making common “center” for learners. Educational practices of “Learner-Centredness” are to be imposed to overcome this contradiction., 紀要論文},
 pages = {87--104},
 title = {教室に流れるニュートンの時間とベルクソンの時間 : 学習の客観的「中心」と主観的「中心」の不一致},
 year = {2015}
}