ブックタイトル縁19号

概要

縁19号

Oyadomari: It's easier to sell it when you show it from that angle.ENISHI: Maybe they want to understand it because they sense it will play some role in their lives.Oyadomari: Which makes them want to know about the law. It's indispensable in business, but it's difficultto start with. As I described, to draw their interest, the added element of hands-on experience makes themfeel for themselves the necessity of learning about something like law. We still offer commerce and businessclasses as I believe these subjects are essential in learning about IP. My ongoing IP-related projects includeone themed on the Olympics/Paralympics, which is carried out in partnership with Panasonic. I am developingteaching materials for the project. Panasonic will instruct students to work to develop products that willsatisfy needs and expectations of many people, using the company's technologies, services and businessesdeveloped for the Olympics/Paralympics. Students will come up with ideas, shape them into concrete plansand complete procedures to register the developed products. Students will understand the importance ofthis process for the company and themselves alike. Hopefully everyone also enjoys thinking about IP fromthe standpoint of working with these companies. But it is not easy to build a teaching staff that knows aboutthese things, nor is it easy for a school to collaborate with real companies. Perhaps it is made possible becauseI built my career and experience in different sectors before becoming a teacher.ENISHI: Based on your grappling with creating an IP curriculum, what are some of the things you feelyou've achieved and some of the issues you see schools as facing?Oyadomari: The largest issue is about increasing teachers' involvement with IP education, which is a newarea for many of them. It is necessary to establish a system that enables those teachers to effectively engagein this new educational area. And the system should include measures to connect teachers from differentareas of specialization. Teachers need systems and measures to help them take up the challenge of teachingthis less familiar subject. I think the lack of effective systems poses a hurdle that discourages many teachersfrom entering the area, preventing the expansion of IP education activities.ENISHI: Do those teachers show interest in networking activities through workshops and opinion-exchangesessions or using ready-made supplementary books?Oyadomari: Such measures can attract teachers with a certain level of IP knowledge, but not those withless knowledge. To draw their interest, experience is the key. First, they should be given an opportunity tovisit a company to learn firsthand about business systems, including IP systems. Workshops, in order to beeffective, should come after the opportunity to have such real-world experiences. You can't just give teacherstextbooks and materials and have them try a session. It's not as simple as that. I think that corporate socialresponsibility (CSR) activities can be used to open up an appropriate opportunity. This topic, which relatesto today's activities, can connect teachers and increase their motivation. While teaching that topic,teachers may have an opportunity to think about product development, then begin to be aware of the significanceof establishing IP systems and promoting IP education. Often supplementary books include comics,which they should find useful for teaching their classes. I don't exactly know how to express it, but I'd reallylike to ask teachers to try to increase their exposure to IP topics. As I said earlier, experience should comebefore workshops. For instance, visit a JAL office and you will hear people explaining aviation principles andmechanisms, which will arouse a feeling of wonder. Only after such emotional experiences will workshopsbenefit participants.IP Friends Connections August 2018 No.19ENISHI41