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東京大学先端科学技術研究センターが主催し、「Nature-Centered」の視点から1200年後の未来を語る 「高野山会議2023」に登壇した。私は〈SESSION 04　高野山のまちと人〉に登壇し、「“まちづくり学習”が地域の持続可能な発展にどのように貢献できるか？」というテーマで、自身の研究活動を紹介した。題材は、私が、町立高野山中学校において、学校の先生方と協働で実施している「ふるさと教育」の４年間の活動内容である。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.3 Folly Koya Previous Next Folly “Zekuu” that conveys the charm of Koyasan Previous Next Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. "Color" represents the world of life that we can see. In other words, all material phenomena, physical life, and destiny. On the other hand, ``empty'' represents the invisible dimension of life, and ``shiki soku is ku'' indicates that the fate of this world is not just a matter of course, but is based on super-dimensional rules. For the building materials of Folly, we used "Koya Reiki" grown in Koyasan. Koyasan trees were widely used as building materials for houses until a long time ago, but due to the influx of foreign materials, they have become less popular. By the way, the lean part should face down and the sardine should face up according to the characteristics of the wood. Since it is a one-day folly, I thought of random stacking, which is not common. Presentation sheet Presentation sheet Interviewed by NHK Wakayama Broadcasting Station

石切参道商店街にあるクリエイティブ拠点「ひらくきち」において、テンポラリーアーキテクチャーを活用したプレイスメイキングの実践を通じ、その効果を検証しました。プレイスメイキングは、地域コミュニティを基盤に公共空間を再設計し、利用者にとって「居場所」と感じられる空間を創出する手法です。「ひらくきち」では、1回目の「一体型」設置と2回目の「分離型」設置を行い、利用者の動線や滞在時間の変化を観察しました。「分離型」設置では回遊性が向上し、地域住民や子育て世代の利用が増加しました。また、仮設建築が利用者の自由な発想を促し、心理的負担を軽減する効果も確認されました。一方で、利用方法が明確でないと使いづらさを感じる課題も明らかになりました。本研究活動は、テンポラリーアーキテクチャーが公共空間の新たな可能性を拓き、地域住民の主体的な関与を促進する有効な手段であることを示し、より自由度と柔軟性のあるデザインの重要性を提言しています。【Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Previous Next

地方小都市の多くでは地域の次代の担い手として期待される若い世代の人口流出が続く状況にあって，まちづくりを担う人材をどのように育成するかが大きな課題となっている。このような状況への対応として，全国の小中学校ではまちづくり学習を実施するところが少なくない。そうしたまちづくり学習では，子どもたちのまちへの関心の醸成や住民参加の促進，まちづくりを進める上で必要となる知識やスキルの習得などが期待されている。そうした中，世界遺産を有し観光地として著名である一方で近年人口減少が続く高野町の高野山中学校では，総合的な学習の時間に実施される「ふるさと学習」において，新たにまちづくり学習に取り組むことになった。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.1 koyasan workshop Previous Next Planning and Practice of “Furusato Learning” in Koya Town 2020 Action / 2020 / KOYASAN Many of the small regional cities are experiencing an ongoing population outflow of the younger generation, who are expected to be the next-generation leaders of the region. As a response to this situation, not a few elementary and junior high schools across the country are implementing community development learning. Such community development learning is expected to nurture children's interest in the community, promote resident participation, and acquire the knowledge and skills necessary to promote community development. Under such circumstances, at Koyasan Junior High School in Koya-cho, which has a world heritage site and is famous as a tourist destination, but whose population has been declining in recent years, new efforts are being made to learn about town development in the "hometown study" that is carried out during integrated study time. is what happened. Implementation process of hometown learning Koyasan, located in the northeastern part of Wakayama Prefecture, is a Buddhist city centered on World Heritage Sites such as ``Danjo Garan'', the main training hall of Shingon Esoteric Buddhism, and ``Okunoin'', the mausoleum of Kukai. , an area visited by 1.2 million tourists a year from all over the world. Koya Town has made the enhancement of "hometown learning" one of its important educational policies, and with the plan to integrate elementary and junior high school with Koyasan Elementary School in 2024, the curriculum will continue to learn about the local area for nine years from the first grade of elementary school. is being designed. The contents of the ``Furusato Study'', which has been implemented for first-year students at Koyasan Junior High School, differed depending on the homeroom teacher, but in all cases, the content was centered on research to learn about the history and traditional industries of Koyasan. Teacher A, who will be a first-year homeroom teacher in 2020, will consider planning a town development study with the theme of "Thinking about the future of the town of Koyasan" in this "hometown study". At that time, the author, who was consulted, decided to plan and implement the town planning study together with Teacher A. Plan contents of hometown study In response to Koya-cho's efforts to create a walkable town environment, the authors set the theme, "Let's propose what we want Koya-cho to look like 15 years from now." Specifically, we ask questions such as, "How do we want to use the attractive public spaces that dot Koyasan?" The students will think about "" and present the contents of "Future Urban Space of Koyasan". In addition, the sub-theme was set to create a town where local residents and tourists can enjoy walking by connecting tourist attractions with the focus on ``little-known attractive spots'' instead of famous tourist spots. The class consists of four steps: Step 1: Idea Creation (5 hours), Step 2: Fieldwork (12 hours), Step 3: Town Future Concept (5 hours), Step 4: Future Concept Presentation (7 hours). It was planned to be divided into 2 parts and to be held 18 times for 29 hours in total. Step1: Idea making Nine students were divided into three groups and engaged in group work to examine "places in Koyasan that we want to improve" and "ideas for people to enjoy there". Before the group work, the author gave a lecture on conservation of Koyasan's historical landscape and community development. However, all of the groups remained with vague ideas, so in the second work, the students drew a map of ``places they would like to see improved'' on their familiar route to school, and asked them to ``make the places enjoyable for residents and tourists.'' Thinking about spatial ingenuity for After the second workshop, the town mayor gave a lecture on Koya Town's town planning policy. Step2: Fieldwork In order for the students to physically grasp the actual urban space, they worked on fieldwork for about 100 minutes x 3 times. In the fieldwork, the students drew ideas for the use of the space by drawing sketches on-site at three target sites (Kanarin Park, Benten Park, and a parking lot with Kannon-do) selected by the authors in advance based on the proposals made by each group. It was investigated. During the fieldwork, the students received an explanation of the target area from the author's point of view of inheriting the historical space. Step 3: Future conception of the entire town Students worked on group work to draw a future image of the town based on discussions among students. The content is to connect each fieldwork target area and tourist attractions with flow lines so that residents and tourists can discover new attractions of Koyasan, and to consider ideas that make people want to walk around the entire town. . In doing so, the authors advise the students to broaden their perspective on the whole town and develop multifaceted ideas. Step4：Announcement of future concept The students revised the composition and scenario of the presentations they had prepared so far, and presented the final product at learning presentations on campus and exchange meetings with junior high school students from friendship cities. However, the initially planned proposal to the town mayor was not carried out due to lack of preparation time. Outcomes of hometown learning All the first-year students made a proposal about the idea of a base for walking around the city connecting sightseeing spots, which was a theme set by the author in advance, and compiled it into a three-minute video using illustrations. In Step 1, students share the local issue that tourists visit famous tourist spots and there are few people walking around the city, and they will work on "place creation" at shrines, Kanawa Park, Benten Park, Kannon-do, shops, community centers, etc. discussed the idea of In step 2, the ideas for improving the space in the parking lot of Kanawa Park, Benten Park, and Kannon-do include setting up a stone-paved approach to improve the scenery of the pagoda and shrine, as well as stalls and souvenirs aimed at attracting customers and staying for a certain period of time. We examined the installation of shops and benches. Then, in Step 3, the idea was developed into an overall urban design idea with three locations as bases for walking around the city, and proposals such as sharing bicycles and setting up bases for shrines and temples stamp rallies were compiled as the final deliverable. NEWS Paper published in Architectural Institute of Japan Technical Reports Presentation sheet Previous Next

「八葉の峰」と呼ばれる８つの山に囲まれた盆地状の平地に位置する高野山は、弘仁7年(816 年) に、弘法大師空海が禅宗の道場として開いた仏教の聖地であり、「壇上伽藍」と呼ばれる根本道場を中心に都市を形成している。現在は世界的な観光地となっている高野山だが、近代の交通の発達により、ゆったりと過ごさず足早に街を巡る人が増えている。そこで、訪問者が目に見えない何かの存在に気づき、ゆったりと心を整える時間を持ってもらうきっかけになればと思いこのフォリーを設計した。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.3 Folly Koya Previous Next Folly “Zekuu” that conveys the charm of Koyasan Previous Next Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. "Color" represents the world of life that we can see. In other words, all material phenomena, physical life, and destiny. On the other hand, ``empty'' represents the invisible dimension of life, and ``shiki soku is ku'' indicates that the fate of this world is not just a matter of course, but is based on super-dimensional rules. For the building materials of Folly, we used "Koya Reiki" grown in Koyasan. Koyasan trees were widely used as building materials for houses until a long time ago, but due to the influx of foreign materials, they have become less popular. By the way, the lean part should face down and the sardine should face up according to the characteristics of the wood. Since it is a one-day folly, I thought of random stacking, which is not common.

仏教の世界を身近に体感できる都市として評価が高く年間200 万人の参詣客が世界から訪れるが、交通の発達により参道を歩かない観光客が増え、滞在時間は短く､奥深い密教文化を十分に理解できない状況である。その要因の一つとして、文化遺産の周囲にある駐車場等が文化的景観の魅力を損ねていることが挙げられる。そこで、参道沿いに点在する老朽化した公共施設の再編を通じて、人々が世代や出自を超えて交感し、高野山の文化を受け継いでゆく拠点となる空間を再構築する。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.2 Koyasan FUTURE Previous Next Koyasan future plan "Abarakakya" City planning / 2018 / KOYASAN Award: KINDAITEN Top 10 It is highly rated as a city where you can experience the world of Buddhism up close, and two million pilgrims visit from all over the world every year. The situation is incomprehensible. One of the reasons for this is that the parking lots around cultural heritage sites are detracting from the attractiveness of the cultural landscape. Therefore, through the reorganization of the dilapidated public facilities scattered along the approach, we will reconstruct a space that will serve as a base where people can interact across generations and origins and inherit the culture of Koyasan. With the urban structure of Koyasan in mind, you can experience the world view of the two mandalas, which is the teaching of esoteric Buddhism, in the real world by visiting the Omotesando "Machiishimichi" lined with 180 Machiishimichi. Five bases for walking around the town are set up, and the spatial design of the five bases is based on the elements of the “five major elements (earth, water, fire, wind, and sky),” which are also expressed in the shape of “choishi” built every 100 meters on the town stone road. drop into. Maison “earth” A vegetarian café that "receives the blessings of the earth" in front of Koya Shichibenten, the earth god. The children's park, public hall, and vacant lot will serve as a base for walking around town. Maison “water” In front of the sanctuary Danjo Garan, there is an outdoor resting space "prepared with fresh water". The parking lot in front of the Danjo Garan will be turned into a plaza for people. Maison “Fire” An exchange space in front of Kongobu-ji Temple where you can “gather with a lively fire”. Open space development + high school/university/reihokan new building/complex office/clinic. Maison “Wind” A semi-outdoor meditation space where you can “feel the wind” in front of Kinrinto. A part of the children's park is turned into a meditation workshop space. Maison “Empty” In front of Okunoin, you can feel the emptiness of the meditation space and Shojin Cafe. Rebuild a dilapidated tourist center and create a base for walking around town. Presentation sheet Exhibition / 2019.4.1~25 On April 14, 2019 (Sunday), at the Koyasan Tourist Information Center in Koya-cho, Wakayama Prefecture, the work was presented to the residents of Koya-cho, and opinions were exchanged. Panels and architectural models were exhibited until April 25 (Thursday) of the same year. Link ・Presented the graduation research of the Faculty of Architecture in Koya-cho ・Alumni Present Proposals for Koyasan Exhibition / 2019.4.1~25 On April 14, 2019 (Sunday), at the Koyasan Tourist Information Center in Koya-cho, Wakayama Prefecture, the work was presented to the residents of Koya-cho, and opinions were exchanged. Panels and architectural models were exhibited until April 25 (Thursday) of the same year. Link ・Presented the graduation research of the Faculty of Architecture in Koya-cho ・Alumni Present Proposals for Koyasan Previous Next

近畿大学建築学部建築学科、建築計画研究室の公式ホームページです。研究室の取り組みや、教員（浦井亮太郎）の研究活動を紹介しています。建築計画や、建築企画マネジメント、都市デザインに関心のある学生さんたちと一緒に様々な研究活動に取り組んでいます。【Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.4 FOODHALL koya 建築計画・まちづくりに関するQA Q. 建築計画と設計はどう違うのですか？ A. 設計は図面を描いて具体的に形にしていく作業ですが、建築計画は「誰のために、何を、どのようにつくるのか」という背景を考え、設計の方向性を決めていく作業で、設計者にとっても重要な仕事です。特に学校のような公共性の高い施設では、計画段階での対話や現場理解がとても重要になります。 Q. 建築計画における“やりがい”は何ですか？ A. 私にとっての建築計画のやりがいは、設計者と利用者の間に立って、両者の考えや言葉をつなぎ、空間をよりよいかたちに整えていくことにあります。使う人の視点と、つくる人の意図の間にある“翻訳者”のような役割に魅力を感じています。 Q. 浦井先生は、設計よりもまちづくりに重きを置いた研究をされているのですか？ A. はい。建物の設計そのものよりも、地域との関係性や空間の使われ方に注目した研究に取り組んでいます。空間をつくることを通じて、地域の人や文化とどう関われるかが、私の研究の中心にあります。 Q. リノベーション物件は自分で探すのですか？ それとも依頼が来るのですか？ A. 地域に関わる中で「空いている場所があるから活用したい」という声を聞くこともあり、そこからプロジェクトにつながるケースが多いです。 Q. 街を活性化させるにはどうすればいいのでしょうか？ A. 活性化といっても手法は一つではありません。地域ごとに背景や課題が違うため、毎回同じ方法でうまくいくわけではなく、現場に即した小さな試行を重ねながら、使い手と一緒に空間や活動を育てていくことが大切だと考えています。 Q. 子どもにとって良い「まちづくり環境」とは何だと考えていますか？ A. 子どもたちが自分のまちに関心を持ち、地域の人と関わりながら、自らアクションできることが重要だと考えています。体験を通じて「自分ごと」としてまちに関わることが、子どもと地域の双方にとって価値のある学びになります。 教育施設研究に関するQA Q. 学校施設を計画・設計するうえで、大切にしていることは何ですか？ A. 子どもたちの創造性や主体性が自然に引き出されること、そして学年を越えた交流が生まれるような空間をどうつくるかです。単に教室を並べるのではなく、「使い手がどう過ごしたくなるか」という感覚を大事にしています。 また、先生や地域との関係性が豊かに育つような、ひらかれた空間であることも大切にしています。 Q. 学校の設計では、実際の使われ方と設計者の意図がズレることもありますか？ A. あります。設計の段階で「こう使われるだろう」と思っていても、現場では違う使われ方が生まれたり、使われないままの場所ができてしまうこともあります。大事なのは、そのズレを問題と捉えるのではなく、使われながら“育つ空間”として柔軟に考えていくことです。 Q. そのようなギャップを埋めるにはどうすればいいですか？ A. 設計者と使い手が、遠慮なく本音で話せるような場を設けることが大切です。事前のワークショップや、簡単なスケッチを交えたイメージの共有なども有効です。計画段階から一緒につくっていくプロセスを踏むことで、ギャップを埋めてくれます。 Q. 教室を教科ごとに移動する仕組みについて、どう考えますか？ A. 教室を移動することで、学習の環境が切り替わり、気分転換にもなります。特に中学生以上では、学びのリズムを整える意味でも効果的です。 Q. さまざまな機能（学校・公民館など）を統合すると問題は起きないのですか？ A. 起こります。使う人の目的やリズムが異なることで摩擦が生じることは珍しくありません。ただ、それをどう乗り越えていくか、関係者と共に調整しながらよりよい空間をつくっていくことこそが、建築計画の役割だと考えています。 無人駅研究に関するQA Q. 無人駅の研究で、地域活性や持続可能性の中で最も魅力を感じる点は何ですか？ A. 無人駅は、交通機能に加えて「地域の小さな資源」として活かせる可能性がある点に魅力を感じています。駅舎は小規模ですが、人が立ち寄れる拠点や日常の交流の場として再生すれば、地域に新しい動きや居場所が生まれると感じています。 Q. 駅の中に残った空間（室内）は、どのように活用できるのでしょうか？ A. 無人駅の室内は広くはありませんが、その「小ささ」が逆にちょうどよい居場所になることがあります。たとえば、待合スペースを活用してカフェや本棚、イベントの掲示板などを設置し、地域の人が自然と立ち寄れる場にすることが可能です。なお、活用方法は地域ごとに異なりますが、地域の人が関われる「仮設的な場づくり」や「日常的な用途への転用」が鍵になります。具体的な事例は下記ページでも紹介していますので、ぜひご覧ください。 持続可能な鉄道駅のあり方に関する研究 Q. 駅舎のない無人駅は調査対象に入っているのですか？ A. 現在は、駅舎が残っている無人駅に絞って調査を行っています。建物があることで空間的な活用が可能となり、地域との関わり方を具体的に提案しやすいためです。 Q. 無人駅は利用者が減るからこそ無人になるのでは？ そのような場所で改修の計画は考えられているのですか？ A. はい、考えられています。たとえ利用者が少なくても、駅が地域にとって意味のある場所であることは変わりません。むしろ、少人数だからこそ丁寧に活かせる使い方があり、その価値を掘り起こすことが各地での実践の出発点になっています。 フィールドワークに関するQA Q. フィールドワークはなぜ必要なのでしょうか？ A. フィールドワークは、図面やデータでは見えない“人の営み”や“空間の使われ方”を、自分の目と身体で感じ取る貴重な機会です。空間を見る目、地域と関わる姿勢、現場での対話力を育てるために欠かせない学びだと考えています。 Q. 街並みや地域を調査することで、どんなメリットがありますか？ A. 図面や地図ではわからない、その土地ならではの歴史や文化、暮らしの工夫を肌で感じられます。また、人の流れや滞留の仕方など、空間と人との関係性を実感として理解できるのも大きなメリットです。 Q. 調査に行くときは、何を重点的に見るのですか？ A. 調査対象によって異なりますが、インタビュー調査や実測調査は基本です。人の動きや物の配置、看板や余白の使われ方など、観察を通して「その場所らしさ」を読み取ることを大切にしています。 Q. なぜ設計演習では、フィールドワークがあまり行われないのでしょうか？ A. 設計の授業では時間やカリキュラムの都合で現場調査に多くの時間を割けないという現実もあります。ただ、設計とフィールドワークは本来つながっているべきで、現場を知ることが空間を構想する力につながると考えています。 資格・キャリアに関するQA Q. 都市計画やまちづくりに関わる仕事をするうえで取っておいた方がいい資格はありますか？ A. 特定の資格が必須というわけではありませんが、将来の選択肢を広げる意味で「技術士」「宅建士」「建築士」などを視野に入れておくと良いと思います。自分がどの領域でまちと関わっていきたいかによって、必要な知識や資格は変わってきます。 Q. 企画マネジメント専攻でも建築士になれるのですか？ A. なれます。設計に加え、建築の背景や使われ方を含めて考えたい人には、企画系の視点はむしろ強みになると思います。 Q. 公務員としてまちづくりの仕事に就きたいと考えています。何をしておくべきですか？ A. 地域の現場に出て、さまざまな立場の人と関わる経験を積むことが一番の学びになります。浦井ゼミではフィールドワークを通じて、現場でしか見えないまちの課題や可能性に 触れることを大切にしています。そうした経験は、公務員として地域と向き合う際にも大いに活きるはずです。 学生生活に関するQA Q. 大学生のうちにやっておいた方がいいことは何ですか？ A. 語学力、特に英語は早いうちから意識して継続的に学んでおくことをおすすめします。加えて、自分の関心を持つ分野以外にも目を向け、海外や他分野の刺激を受けながら、視野を広げていくことが大切です。 Q. 浦井先生が学生時代に大切にしていたことは何ですか？ A. とにかく貪欲に「場に足を運ぶこと」です。建築家のレクチャーに参加したり、建築を見に出かけたり、リノベーションのワークショップに足を運んだりと、身体を使って学ぶことを重視していました。現場で得た感覚や人との出会いが、後の研究や実践に深くつながっています。 Q. 学生時代、企画マネジメント専攻を選ばれた理由は？ A. 建築の「形」だけでなく、「何を、なぜ、どうつくるか」といった前段階の問いに興味がありました。また、設計した後の運用や活かし方にも関心があったため、建築全体を広く捉えられる企画マネジメントの道を選びました。 Q. 近畿大学時代に苦労したことはありますか？ A. 自宅から大学まで片道2時間かけて通学していたのですが、その時間をどう活用するかが一つの課題でした。読書やスケッチをしたりして、自分の力を伸ばす時間に変える工夫をしていました。 Q. 浦井ゼミでは、どんな研究の進め方をしているのですか？ A. 設計でも論文でも可能ですが、多くの学生は現地調査を通して人の暮らしや空間の使われ方を見つめ、それをもとに研究や提案を進めています。フィールドでの観察や気づきを出発点にすることで、現実に根ざした研究/設計の問い が生まれやすくなります。 Q. ゼミの活動は誰でも参加できますか？（高野山のプロジェクトなど） A. 基本的にはゼミ生を対象としていますが、公開されているイベントや成果発表の場もあります。興味のある方は遠慮なく声をかけてください。 Q. もともと考えていた意図をうまく伝えるにはどうすればいいですか？ A. ビジュアル資料や事例を活用することが有効です。相手の立場に合わせた伝え方を意識することで、言葉だけでは伝えきれない空間のイメージや価値を共有しやすくなります。

創業40年の整骨鍼灸院の経営改革に取り組んだ。クライアントは整骨部門の顧客数の減少に悩んでいた。そこで、まず初めに顧客数が伸び悩んでいる原因を分析するため、スタッフ10名へのヒアリングに加えて受付業務を2週間体験し、顧客の動作や言動に注視して潜在的な要望を分析した。その結果、施術内容には満足しているが、施術空間の環境が顧客ニーズを満たせていないことが分かった。そのため、顧客が安らげる時間を過ごせる質の高い施術空間の実現を目標に、150万円の予算で、治療室のリノベーションと、パンフレット・ウェブサイト・スタッフ制服の刷新、オンライン予約体制の構築に取り組んだ。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.6 Acupuncture clinic Previous Next Management reform of acupuncture clinic Business Planning / 2018 / WAKAYAMA Worked on the management reform of an osteopathic acupuncture and moxibustion clinic that was founded 40 years ago. The client was suffering from a decrease in the number of customers in the osteopathic department. Therefore, in order to first analyze the cause of the sluggish growth in the number of customers, in addition to interviewing 10 staff members, they experienced reception work for two weeks, and analyzed latent requests by paying attention to the behavior and behavior of customers. . As a result, although they were satisfied with the content of the treatment, it was found that the environment of the treatment space did not meet the customer's needs. Therefore, with the goal of realizing a high-quality treatment space where customers can spend a relaxing time, with a budget of 1.5 million yen, we will renovate the treatment room, revamp the pamphlet, website, and staff uniforms, and build an online reservation system. is. I discussed these with the staff and examined the design myself. As a result, the year after the reform, the annual profit within the division increased by 23.9%, exceeding the investment amount. Previous Next

2022年度のふるさと学習では、中学校の全学年が異学年協働形式の学習プログラムを通じてまちづくり提案に取り組んだ。2023年度は、この取り組みを発展させる形で、より具体的な成果を生み出すための社会実装型プログラムを企画・実施した。2023年度のふるさと学習では、1年生と2・3年生が異なるテーマに取り組んだ。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.1 koyasan workshop Previous Next Planning and Practice of “Furusato Learning” in Koya Town 2022 Action research / 2022 / KOYASAN Since 2020, I have been working on practical research on town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. His research theme is "analysis of the role of 'town development learning' practice in elementary and secondary education in co-creation town development", and he is conducting research with an interdisciplinary approach based on action research in actual educational settings. . In the action part, at a municipal junior high school in Koya-cho, Wakayama Prefecture, where Koyasan Kongobu-ji Temple is located, in collaboration with teachers, we are working on the planning and implementation of "town development learning" that is assumed to be learned in the three years of junior high school. . In the research part, along with analyzing the process of planning and implementing community development learning, we conducted a questionnaire survey of students after classes were held and interviews with teachers and local residents to find out about the learning programs and implementation methods of each year. We are considering it from a comparison of reactions of local residents. As a result, the ideal program for the implementation of community development learning and its issues were sorted out. Implementation process of hometown learning Koya-cho has a world heritage site and is famous as a tourist destination. Under these circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" during the comprehensive study period with the aim of establishing love for the hometown. From 2020, town development learning was introduced as part of this “hometown learning”. In the first year, it will be implemented as a proposal-oriented program in which the results of learning are compiled and presented over the course of the year, and in the 2021 academic year, the learning process will include opportunities for regional cooperation through interaction and collaboration between students and local stakeholders. , It was implemented as a grade-by-grade program, assuming continuous learning of community development throughout the three years of junior high school. In the 2022 academic year, it was implemented as a program of inter-grade collaboration projects, assuming that all grades of junior high school will jointly form multiple project teams and be continuously involved in community development activities. Step 1: Examination of research themes After 30 students worked on creating a mind map, they followed the procedure of sharing their thoughts on the attractions and issues of Koyasan on a monitor. After that, they were divided into six groups and examined research themes for proposing the future of the town that makes use of the people, industries, and space of Koya Town. Step2: Fieldwork In order to understand the "attractiveness and issues of Koyasan" and "what we want for the future" by local residents, the students held 12 classes for about 100 minutes (breakdown: 1 class jointly for all first-year students, 5 times for 1st-year students, 4 times for 2nd-year students, 1 I worked on fieldwork for 2 years). The author proposed candidate sites based on the research themes of each group in Step 1, and 13 target sites were selected by teachers and students (Kongobu-ji Temple, carpenter "Onoue-gumi", cypress bark roofing). Craftsman ``Cypress bark house'', Japanese confectionery shop ``Sazanami'', vegetarian restaurant ``Hanabishi'', Kakuhama sesame tofu shop, paper craftsman ``Washi no Kai'', paper craftsmanship ``koubou2466 (Nishimuroin)'', Nankai Electric Railway line value creation section・Guest house “kokuu”, Koya Town Board of Education, tourism town development organization “DMC Koyasan”) will conduct interviews with local residents. After conducting a survey for each grade, the students created an A1 panel summarizing the interview content and shared the information with all grades. Step 3: City Future Concept Students worked on group work to draw a future image of the town. The content is divided into 3 themes freely set by the students, and based on the information collected in the fieldwork, the idea of community development that utilizes the people, industries, and space of Koya-cho is examined. At that time, time was set aside to receive advice on making proposals from local residents according to the requests of the students. Step4：Presentation of future concept and exchange of opinions The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months. STEP4 まちづくり政策の提言・意見交換 人が集まりやすい場所でポスターセッション形式の意見交換会を実施することを企画し，高野山大師教会中講堂で開催した。生徒らは社会実験プロジェクトの内容と成果，そしてまちづくり提案を発表したあと、保護者や小学生，町長，町議会議員，まちづくりに関心のある住民ら総勢約60名と議論した。1年生の生徒らが社会実験プロジェクトで制作した謎解きガイドブックに対しては，町長からデジタルパンフレットとして展開する提案を受けた。2年生の生徒らが提案した「中学生と大人がコラボして、伝統の継承と革新を融合したまちづくりを進めていきたい」という提案に対しては，町議会議員から「議会と子どもがコラボしたまちづくりプロジェクトに取り組まないか」という提案が持ちかけられた。 Step4：Presentation of future concept and exchange of opinions The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months. Previous Next

2020年度より和歌山県高野町の町立中学校においてまちづくり学習を実践している。高野町は世界遺産を有し観光地として著名である一方で，近年人口減少が続く地方小都市である。そうしたなか，高野町唯一の中学校である高野山中学校では，郷土愛の定着を目的とした「ふるさと学習」が総合的な学習の時間に取り組まれてきた。2020年度よりこの「ふるさと学習」の一環としてまちづくり学習が導入された。初年度は，一年間で学習の成果を取りまとめプレゼンテーションまでを行う提案重視型のプログラムとして実施した。それに対し，2021年度は学習過程において生徒と地域のステイクホルダーとの交流・協働という地域連携の機会を組み込むプロセス重視型のプログラムとして実施した。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.1 koyasan workshop Previous Next Planning and Practice of “Furusato Learning” in Koya Town 2021 Action research / 2021 / KOYASAN Since 2020, we have been practicing town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. Koya-cho is famous as a tourist destination with a World Heritage site, but it is a small local city whose population has been declining in recent years. Under such circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" in the comprehensive study period with the aim of establishing love for the hometown. From 2020, town development learning was introduced as part of this “hometown learning”. In the first year, it was implemented as a proposal-oriented program in which the results of learning were compiled and presented over the course of the year. On the other hand, in 2021, it was implemented as a process-oriented program that incorporates opportunities for regional cooperation through interaction and collaboration between students and local stakeholders in the learning process. Plan contents of hometown study For the 2021 ``Furusato Learning'', the authors set the theme of ``Let's find out the charms and issues of Koya-cho and discuss the future of the town.'' The event was divided into three sub-themes: town development and town development that people would want to visit. As in 2020, the classes will be Step 1: Idea Creation (7 hours), Step 2: Fieldwork (8 hours), Step 3: City Future Concept + Workshop (16 hours), Step 4: Future Concept Divided into 4 steps of interim presentations (6 hours), it was planned to be carried out for a total of 19 times and 37 hours. In 2020, the preparation time for the final deliverable was secured in steps 2 and 3, so the content of the learning program implemented in each step was subject to time constraints. Therefore, in 2021, in addition to increasing the number of class hours, the final presentation of first-year students was positioned as an interim presentation to reduce the burden of preparing for the presentation. In addition, we decided to supplement the work in Steps 2 and 3 in a total of 3 Japanese language classes for 3 hours by coordinating subjects. This provided sufficient time for interviews with local residents and workshops with government officials. Step1: Idea making After the author gave a lecture on changes in the town of Koyasan and examples of community development, 10 students were divided into three groups and worked on creating an image map of the town. However, most of the image maps remained vaguely drawn between school and home. I took the steps to write On top of that, in the third workshop, the students were divided into three themes: ``Creating a city that people want to visit,'' ``Creating a city that is fun to walk in,'' and ``Creating a city that people want to live in.'' considered the idea of Step2: Fieldwork The students undertook fieldwork three times for approximately 100 minutes in order to understand the "attractiveness and issues of Koyasan" and "what they want for the future" that local residents think. Based on the ideas of each group in Step 1, the author proposed candidate sites, and the students selected 15 target sites (Kongobu-ji Temple, Reihokan, Koyasan Tourist Information Center, bookstores). Kobori Nangakudo”, Souvenir shop “Hotokudo”, Tawaraya footwear shop, Japanese confectionery shop “Fuzen”, Nyonindo, Tokugawa Family Mausoleum, Kinrin Pagoda, Haraigawa Benten Shrine, Koyasan University Library, Guest House “kokuu”, Takano executives Interviews were conducted with local residents at police stations and forests (“Genji no Mori”). Prior to the survey, the students received advice from Teacher B on how to conduct interviews in Japanese language classes, and made appointments with local residents. Step 3: Future conception of the entire town + workshop Students worked on group work to draw a future image of the town. Students are divided into the three themes mentioned above, and based on the information collected through fieldwork, they examine ideas that make people want to visit, walk, and live in Koyasan. At that time, we set up a two-hour workshop where we received advice from the staff of the Koya Town Hall Planning Section. In the workshop, the students' ideas and questions about the town that were shared in advance were given advice and answers by the office staff, and then one staff member joined each group to discuss the ideas. Afterwards, the students presented their proposals to local residents, the town mayor, and government officials at an administrative debriefing session in Koya Town, and brushed up their proposals based on advice from the town mayor and others. Step4：Announcement of future concept The students created the structure and scenario of the presentation, put the final results together on A1-sized imitation paper, and presented them at a learning presentation on campus. Artifacts of hometown learning Through interview surveys of local residents, the students became aware of the trends of tourists, measures against vacant houses, and conservation of the natural environment. In Step 1, the students are divided into three themes: "Creating a town that is fun to walk in," "Creating a town that people want to live in," and "Creating a town that they want to visit." Based on interviews with local residents, we examined ideas such as renovation of campsites to accommodate the diversification of tourism purposes of visitors, implementation of a town walking stamp rally, and establishment of cafes using vacant houses. In addition, through a workshop with the staff of the town hall in Step 3, ideas were developed such as assisting in attracting guests to temple lodgings and creating a teleworking environment using vacant houses. NEWS Presented at the “Regional Co-Creation Youth Summit” hosted by the University of Tokyo Presentation at Tokyo Metropolitan Hibiya High School Presentation sheet Previous Next

近畿大学建築学部建築学科、建築計画研究室の公式ホームページです。研究室の取り組みや、教員（浦井亮太郎）の研究活動を紹介しています。建築計画や、建築企画マネジメント、都市デザインに関心のある学生さんたちと一緒に様々な研究活動に取り組んでいます。【Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.4 FOODHALL koya

韓国・春川市の江原研究院において、近畿大学との交流活動の第一弾である学術シンポジウムに登壇しました。私は「Developing Community-Based Learning through Collaboration with the Local Community: A Four-Year Program of “Hometown Learning” at Koyasan Junior High School」というテーマで、和歌山県高野町の高野山中学校において、学校の先生方と協働で実施していた「まちづくり教育」の研究活動を紹介しました。 project.3 FOODHALL koya Previous Next Folly “Zekuu” that conveys the charm of Koyasan Previous Next 1. 韓国・江原研究院での国際シンポジウム Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. For the building materials of Folly, we used "Koya Reiki" grown in Koyasan. Koyasan trees were widely used as building materials for houses until a long time ago, but due to the influx of foreign materials, they have become less popular. By the way, the lean part should face down and the sardine should face up according to the characteristics of the wood. Since it is a one-day folly, I thought of random stacking, which is not common. Presentation sheet Interviewed by NHK Wakayama Broadcasting Station 2. 台湾・逢甲大学との学術交流 Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. 3. 韓国・全南文化財団との国際交流ワークショップ Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds.

建築計画研究室第1期の研究テーマは、①過小規模校の中学校における教科教室制の導入が生徒の行動変容に及ぼす影響―高野山学びの杜を事例としてー／②ニュータウンにおける自走型自治を目指す私設公民館「まちの家事室・泉北ラボ」の運営実態の把握 ／③テンポラリーアーキテクチャーによるプレイスメイキングとその効果の把握―石切参道商店街を対象としてー／④なんば広場の滞留スペースにおける人々の滞留行動の実態分析／⑤雑賀崎の漁業と｢直接販売｣から生まれる文化的景観の実態把握／⑥まちづくりの核としての無人駅活用の実態把握―湯浅駅と卯之町駅を対象として―です。【Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. In order to create a communicative space in which all kinds of people, including pilgrims and residents, can easily enter the building as they walk through the town and enjoy conversations and discussions as they please, there will be a theater where pilgrims can learn about the traditional industries of Koyasan. , We have a book cafe that will also be a place for children. なんば広場の滞留スペースにおける人々の滞留行動の実態分析 Research 本研究は、大阪市の「なんば広場」を対象に、歩行者空間化後の滞留スペースにおける利用状況と人々の行動を分析したものです。なんば広場は、2008年の構想から2023年に歩行者専用空間としてオープンし、季節イベントの会場や滞留スポットを備えた都市広場として機能しています。広場設置前はタクシー乗り場や車道が占める空間で、放置自転車や混雑といった課題がありましたが、歩行者空間化により回遊性と利用者の快適性が向上しました。 本研究では、7月、9月、11月、12月の平日13時と17時半に調査を実施し、滞留者の属性や行動を分析しました。結果として、利用状況は季節や時間帯に大きく影響を受け、特に気温が高すぎる9月や寒さが厳しい12月では滞留者数が減少しました。一方で、暖かい時期には一人利用者が多く、寒冷期には同伴者利用が増える傾向が見られました。また、広場は飲食やアクティビティよりも、「何もしなくても居心地が良い」空間として評価され、都会の中で希少なリラックスできる場を提供していることが分かりました。今後は、広場の活用をさらに多様化させる可能性が期待されます。 雑賀崎の漁業と｢直接販売｣から生まれる文化的景観の実態把握 Research 本研究は、和歌山市の漁村集落・雑賀崎を対象に、漁業を中心とした直接販売が生み出す文化的景観の実態を明らかにすることを目的としています。雑賀崎は都市計画法施行以前から自然発生的に形成された地域で、直接販売は地域の象徴的活動として価値を持ちます。研究はSNS投稿の分析、現地フィールドワーク、漁師へのインタビューを通じて実施されました。 結果として、漁港の風景が訪問者にとって特に印象的であり、SNSで広く共有されていることが確認されました。また、漁船から直接販売される新鮮な海産物は、生産者と消費者のコミュニティ形成を促進し、地域の社会的関係性を拡張する役割を果たしていることが分かりました。さらに、店舗形態は各漁船が独自に改善を重ね、多様化している点が明らかになり、地域の自然環境や社会的ニーズに適応する仕組みが確認されました。 これらの結果から、雑賀崎における漁港風景、直接販売、そしてそこから生まれるコミュニティが、地域の文化的景観を構成する重要な要素であり、持続可能な地域づくりに寄与していることが示唆されました。 まちづくりの核としての無人駅活用の実態把握―湯浅駅と卯之町駅を対象として― Research 本研究は、地方都市における無人駅の増加に伴い、駅をまちづくりの一環として活用する新たな方法や価値を明らかにすることを目的としています。全国の無人駅活用事例の文献調査と、湯浅駅（和歌山県）と卯之町駅（愛媛県）の事例調査を通じて分析を行いました。 湯浅駅では、飲食店や物販店、図書館、観光案内所、サテライト庁舎などの機能を併設した複合施設「湯浅えき蔵」が設置され、地域住民や観光客の利用を促進しています。卯之町駅では、飲食店や物販店のほか、郵便局や保育施設も併設され、住民ワークショップで出たアイデアを元にデザインされた待合室など、地域住民の意見を反映した設計が特徴です。 両駅では、駅を拠点にした地域イベントの開催が行われ、駅が地域コミュニティのハブとして機能しています。特に若年層が学習や仕事の場として駅を利用するなど、多世代が関わる空間づくりが成功の要因とされます。本研究は、無人駅が地域活性化の拠点となる可能性を示し、持続可能な駅活用のモデルを提示しました。 LINK 持続可能な鉄道駅のあり方に関する研究 Previous Next