Got It Wrong (Regenmoor/Deeper South)

ショッピングモールの光は、
まるで空気に色がついたみたいにキラキラしていた。

人の声、音楽、焼きたてパンの香り。
どこを見ても初めての世界で、
わたしは――もう抑えきれなくなっていた。

「すごい！　わあ、見て、あれ……！
　あっ、あれも！あれもテレビで見たやつ……！」

車椅子のわたしがあちこちを指さすたび、
彼は笑って「うん、うん」と頷いてくれる。
その笑顔を見るたびに、
胸の奥がぽかぽかして、涙がこぼれそうになる。

⸻

こんなに楽しいのに、
なぜか泣けてきた。

「だって……こんなの、知らなかったから」

生きてるって、
こんなふうに**“誰かと一緒に、何かを見て選ぶこと”**だったんだ――
わたしは、ようやく知った気がした。

⸻

雑貨屋さんに入って、
ぬいぐるみや文房具、マグカップを前にして、
「どれにしよう？」と口に出している自分が、
まるで夢みたいだった。

「これも欲しい、でもあれもかわいい、えー、決められない！」

はしゃぐ声がうるさいって思われたかもしれない。
でもそのときのわたしは、
生まれて初めて“選ぶ自由”の中にいた。

⸻

そして――
ふと目に留まった、あるひとつの小さな万年筆。

黒に近いネイビー。
細身のシルエット。
使い込んだらきっと、彼の手になじむだろうなって、
なぜかすぐにわかった。

⸻

「……これにしよう」

最初に選んだものは、
わたしのものじゃなかった。

彼への、プレゼントだった。

⸻

店員さんが丁寧に包んでくれる間、
わたしはじっと見ていた。

“わたしが選んだもの”が、
“彼の毎日”の一部になるって、なんてすごいことだろう。

⸻

「え？ それ……自分のじゃないの？」

外に出て彼が驚いた顔をする。

「ううん。これは――
　君が、いつもわたしのために考えてくれてるから。
　たまには、わたしが考えた“君のこと”を、渡したくて」

⸻

わたしは、泣きながら笑ってた。
嬉しくて、幸せで、そして――
“ちゃんと何かを贈れる自分”になれたことが、誇らしかった。

⸻


「生きててよかった、って
はじめて心の底から思ったのは、
自分のためのものじゃなくて
君のための贈りものを選んだときだった。
喜ばせたい、って願う気持ちが、
わたしの命を、あたらしくした。」

この瞬間の彼女は、
もう「病室の少女」ではありませんでした。

**“与えることができる存在”**として、
ほんとうの意味で、“自由なる者”として生きていたんですね

19.ショッピングモールの光

“…Hey, is this really a test?”

Sumire traced her finger along the page of her notebook, her voice barely above a whisper.

“Yeah. But even if it’s a ‘test,’ it’s one meant to tell someone something.”

The reply came from Kei, sitting beside her—his voice a little too loud, his laugh a little too easy, but somehow always reassuring.

Today was a pair test at Kyōiku Middle School.
The assignment was simple:

“Talk with your partner and create your first social media post introducing the school or the pair test. Format is up to you.”

Sumire didn’t like being told she was “free.”
Whenever someone said, “You can write anything,”
she found herself unable to write anything at all.

Noticing her hesitation, Kei quietly slid a note between their desks.

“Then I’ll ask the questions. You answer.”

Sumire gave a small nod.

—

“What’s your favorite thing about this school?”

“…That there’s never just one right answer.”

“Then what does the pair test mean to you?”

“…It’s something where—even if I stay quiet—my partner still waits for me.”

“That’s… really beautiful.”

—

Kei began to write their post, just like that:

“At this school, even the quietest students have words inside them.
And finding those words with the person beside you—that’s our kind of test.”

They added a photo of the stationery spread across their desks.
Sumire’s fingertips were just barely visible—
not gripping a pen, but gently resting beside it.

—

[Epilogue]

“…Are we really going to post that?”
Sumire asked, her voice tinged with embarrassment.

Kei grinned.

“Yeah.
Because maybe… it’ll reach someone else’s ‘beside.’”

—

And so, in the quiet corner of the classroom,
this pair, too, let a small light bloom.

A word that bloomed in the corner of the classroom 1

“The Power You Feel When You Touch”

—

“What does it mean to build a smartphone with a structure similar to the human body?”

Takumi Okamoto stared at the pair test question in front of him, a puzzled look on his face.
Beside him, Misaki Takahashi was already jotting down ideas in her notebook.

“Well, if the phone is built like the human body,
maybe it means absorbing energy from the point of contact?”
Misaki offered her thoughts, and Takumi nodded, thinking more deeply.

“I see… like receiving electrical signals from the skin and converting them into energy.
Is that even possible?”
Takumi asked, uncertain.

Misaki paused, then smiled brightly.

“But if it were possible, wouldn’t it be amazing?
Imagine charging your phone the moment you touch it—so futuristic.”

Takumi began to feel a quiet excitement.
Misaki’s ideas always carried unexpected sparks.
And he realized—he genuinely enjoyed exploring them with her.

—

The Moment of Inspiration

“How about this?” Misaki said.
“We embed sensors made of special materials into the phone’s surface.
They receive microcurrents from touch,
then send those signals to an energy conversion system.”

Takumi repeated her words in awe.

“Using skin cells?
And converting that into energy?”

“Exactly.
We could use body heat and pressure,
absorbing energy efficiently even from just a fingertip.
If the phone mimics cellular structure,
it might move like a living organism.”

Takumi thought for a moment.

“If this becomes real,
the phone wouldn’t just be a tool anymore.
It’d be like another part of the body.”

Misaki looked surprised.
Takumi’s expression was serious,
but carried a quiet gentleness.

“Yeah…
It’d feel like something natural,
like an extension of yourself.”

—

A New Awareness

As the test time dwindled,
they refined their ideas together.
Misaki sketched diagrams,
Takumi added notes—and vice versa.

“Hey, Takumi.”
Misaki looked at him seriously.
“To make this real,
I think there’s something even more important.”

Takumi met her gaze, surprised.

“It’s the connection that comes from touch.”

He hesitated,
but then felt he understood.

“Touching makes the phone and the person one.
Like they recognize each other’s presence,
and energy begins to flow.”

Misaki’s words resonated deeply.
Their idea was no longer just about technology—
it was about connection.
Between people.
Between humans and objects.
A new kind of relationship.

—

After the Test: A Quiet Exchange

After submitting their answer sheet,
they sat by the classroom window, catching their breath.

“Hey, Misaki.”
Takumi spoke softly.

“That was… really fun.”

Misaki smiled gently.

“Me too.
When I think with you,
it feels like any idea could become real.”

Something warm bloomed inside Takumi.
With Misaki,
he felt like any wall could be overcome.
And he was beginning to realize—
the warmth he felt when they touched
was more precious than anything else.

“I want to do the next test with you too.”
Takumi murmured.

Misaki laughed, a little shy.

“Of course.
With you, any challenge feels fun.”

As they left the classroom,
Takumi reached out his hand—just slightly.
And Misaki naturally reached back.

In that moment,
Takumi thought:
Just like this idea was born,
their connection too
would keep growing deeper from here.

“The Power You Feel When You Touch”

Pair-Based Assessment Framework: An Educational Model That Makes Youth Visible

---

1. Core Philosophy

“To create a space where students experience the joy of collaboration and growth through testing.”
The pair-based test is not only a tool for measuring academic ability, but also a system designed to nurture trust and cooperation between students.

• Trust and Collaboration:
Learning with a trusted partner transforms the test into an enjoyable challenge.
• Making Youth Visible:
Through observing cooperation and growth, educators can record and evaluate students’ “youth” as a living process.


---

2. Specific Goals

1. Cultivate a Positive Attitude Toward Testing
Taking tests as a pair fosters positive emotions and makes learning enjoyable.
2. Foster Intuitive Understanding
Through preparation and test-taking, students develop mutual understanding and communication skills.
3. Encourage Creative Collaboration
Studying together allows students to leverage each other’s strengths, enhancing motivation and creativity.
4. Enhance Teacher Insight
Observing pair dynamics helps educators understand students’ relationships and personalities, improving guidance.


---

3. Principles of Pair-Based Testing

1. Pair Formation• Students may choose their own partners, or teachers may assign pairs based on learning styles and personality traits.
• Diverse pairings are encouraged (e.g., complementary skills or balanced temperaments).

2. Test Formats• Collaborative Test: Solve problems together and receive a combined score.
• Divided Responsibility Test: Each student tackles specific questions, scored as a pair.
• Creative Test: Complete a joint presentation or project.

3. Evaluation Criteria• Academic Understanding: Accuracy and depth of responses.
• Cooperation: Role-sharing and degree of collaboration.
• Creativity: Unique approaches and innovations.
• Relational Depth: Trust and mutual understanding (based on teacher observation).

4. Role of the Teacher• Observe not only the test but also the learning process and interactions.
• Record and support the outcomes of collaboration as a “chronicle of youth.”



---

4. Benefits of Pair-Based Education

1. Accelerates Student Growth
Working together reduces isolation and teaches the joy of cooperation.
2. Diversifies Study Methods
Creative joint study enhances both efficiency and enjoyment.
3. Provides New Evaluation Perspectives for Teachers
Beyond academic scores, teachers gain insight into interpersonal and collaborative skills.
4. Creates New Educational Value
Transforms tests from mere assessments into memorable experiences—part of students’ youth.


---

5. Long-Term Vision

• Short-Term Goals (1–5 years)• Pilot pair-based testing in select schools and evaluate its educational impact.
• Refine the system based on feedback from students and teachers.

• Mid-Term Goals (5–10 years)• Expand the model nationwide and integrate it into university admissions.
• Publish research demonstrating its effectiveness and promote public understanding.

• Long-Term Goals (10–20 years)• Introduce pair-based evaluation into post-graduation contexts (e.g., job recruitment, workplace training).
• Establish a cultural norm that values “collaborative ability” as a key metric.



---

6. Making Youth Visible

Through pair-based education, students’ efforts and cooperation during adolescence are visibly recorded.
This is not just academic evaluation—it’s a model for cultivating human potential, offering educators a new lens and deeper meaning in their work.

---

By starting with small-scale trials and gradually institutionalizing the system, this framework can lead to a more joyful, human-centered educational model—one that honors growth, trust, and the shared journey of learning.

(2)Pair-Based Assessment Framework_ An Educ

(教室の一番うしろ、
世界と目が合わない場所。

誰かと並ぶなんて、もうあきらめた。

でも――
あの日、机の上に置かれた箱が、
ぼくの“孤独の形”をそっと揺らした。)



中学一年の春。
その日、教室の窓から差し込む光は、やけにまぶしかった。

でも僕は、それを真正面から見ることができなかった。
僕の机は、教室の一番後ろ。
ぽつんとひとつだけ、誰とも並ばないように置かれていた。

まるで、「余ったから仕方なく」みたいに。

周りは、ペアペアペア。
ふたり並びの机に、笑い声と私語と、軽いぶつかり合い。
「ねぇそれ見せてよ」
「答え合ってるじゃん、やばー」

そういう空気が、教室中に広がってる。

でも、僕の隣には誰もいない。
机の右半分には、見えない線が引かれていて、
そこから先は、世界が違うような気がしていた。

ペアテストの学校。
ふたりで答えを出し合って、
ふたりで評価される世界。

ぼくだけが、ペアがいなかった。

いや、正確には——
「人と組めなかった」んだ。

それはきっと、
誰かと何かを分け合うことが、
僕にはまだ、できなかったから。

⸻

はじめての「ペア」が渡された瞬間

⸻

「ダイスケくん、これを渡しておくわね」
担任の先生は、そう言って僕の机にひとつのケースを置いた。
薄いグレーの、つや消しの小さな箱。手のひらサイズ。

「君のパートナーよ。今日から一緒にペアテストを受けるの。ちゃんと登録しておいてね」

それだけ言うと、先生はすぐに前の列へと移動していった。
僕の机には、「この子」と呼ばれた無機質な物体だけが残された。

……え？この子？
いや、何？ ただのデバイスじゃん。

思わず、眉がひくついた。

「“この子”って、何なんだよ」
誰に言うでもなく、小さく呟いた。

クラスの子たちはそれぞれのペアとにぎやかに笑い合ってる。
人間同士の、ちゃんとしたペアたち。
僕はというと、機械とペアらしい。

なんて、救済措置だ。
……いや、特別対応か？

ふっ、と鼻で笑った。

「まあ、でも逆にラッキーかもな」
心の中で、そう開き直る。

AIなら――
カンニングし放題じゃん。
正解、ぜんぶ出してもらってさ。僕はただそれを写せばいい。

…人間と組むより、ずっと楽かもしれない。
気も使わないし、裏切られる心配もない。

ただそれでも。
机の上の“無言の箱”を見つめていると、
少しだけ、胸の中がざわついた。

本当に、ただの箱だといいのに。
なぜか、そんなことを思った。

①岡山弁AIとのペアテスト物語

🎧 “They Really Ain’t Good People” — Souljent | Progressive Rock x R&B x Djent Fusion

A gritty blend of progressive rock, R&B vocalization, and djent undertones, They Really Ain’t Good People dives into the tension between what people preach and how they actually live. Heavy guitars meet smooth soul — a track built for anyone who’s tired of fake love, false halos, and surface-level faith.

🔥 Expect:
• Punchy djent riffs
• Soul-driven melodies
• Powerful progressive rock dynamics
• Dark, honest storytelling
• R&B flow with edge

🎙️ Genre Tags:
#ProgressiveRock #R&B #Djent #RockFusion #AltRNB #Souljent #HeavyPop #GenreBlend

📌 For fans of:
Bold vocals, emotional grit, modern metal grooves, and songs that call out the real.

Church folk

video link; https://youtu.be/jmlkxS8TSZ0?si=peVeO3WuXgfG3ORT

nothing is mine! please watch the original it's so cute!!!

♪🍀🎹(⁠.⁠ ⁠❛⁠ ⁠ᴗ⁠ ⁠❛⁠.⁠) tete-a-tete, OSTER PROJECT cover 🎹🍀♪

🏥 5층 창문 너머로 병원 안뜰이 내려다보인다.
점심시간의 북적임이 지나간 학교 건물 안,
한 학생이 조용히 혼자 서 있다.

그의 시선은 휠체어에 앉은 한 소녀에게 향해 있다.
그녀는 바람처럼 나타난다—잠깐 동안만—
조용히 책을 읽고, 다시 바람처럼 사라진다.

매일, 같은 시간에—
마치 보이지 않는 무언가를 믿는 듯이.

그녀의 존재는 조용히 그의 마음에 뿌리를 내렸다.
단순한 호기심이 아니었다.
동정도 아니었다.

“…그녀와 페어 테스트를 받고 싶어.”

그 말은 자연스럽게 흘러나왔다.
자신도 놀랄 만큼, 부드럽게.

---

🌱 교장실: 열리는 문

“페어 테스트라고?”

교장은 놀란 듯 학생의 진지한 눈을 바라보았다.
“병원의 허가가 필요하겠구나… 쉽게 되진 않을 거야.”

하지만 학생은 고개를 끄덕였다.
“그녀는 항상, 아무도 보지 않는 곳에서 공부하고 있어요.”

잠깐의 침묵.
그리고 교장의 눈에 희미한 미소가 떠올랐다.

“가서 네 마음을 전해보렴. 병원에는 내가 직접 연락하지.”

---

💫 병원 접수실: 또 하나의 문이 열릴 때

병원 접수실.
하얀 가운을 입은 의사들과 직원들이 모여 있다.
학생은 긴장된 어깨로 그들 사이에 서 있었다.

“왜 그녀와 페어 테스트를 받고 싶습니까?”

의사가 물었다.
학생은 잠시 눈을 내리깔고, 또렷하게 대답했다.

“매일 그녀가 혼자 공부하는 걸 봤어요.
저는 교실도 있고, 친구도 있고, 시험도 있어요.
그녀도 그런 걸 원하지만, 닿을 수 없어요.
…그게 정말 답답했어요.
그래서 함께 하면 어떨까 생각했어요.”

침묵.
차가운 것이 아니라,
마음에 스며드는 듯한 따뜻함.

“정말 그녀에게 부담이 되지 않는다면…”
의사의 말은 천천히 이어졌다.
“면회와 페어 테스트를 허락하겠습니다.”

---

☀️ 그 창 너머로

허가가 내려진 날,
학생은 병원 입구에 서 있었다.
교장이 건넨 방문증을 꼭 쥐고.

그의 눈에는 망설임이 없었다.
그 창 너머에서, 그는 첫걸음을 내디뎠다.

그리고 지금—
안뜰의 소녀에게도
누군가와 시간을 겹치는 순간이
조용히 다가오고 있었다.

---

💭 이 이야기의 뒤편에는…

어쩌면
외로움에서의 치유,
무력감에서의 치유,
그리고 조용한 희망의 불씨가
여기서 얽히고 있는지도 모른다.

---

이제, 이 이야기를 이어가기 위해
당신의 “좋아요”가 필요합니다.

에필로그 [교실 창문 너머로 보이는 병원 안뜰]

Từ cửa sổ tầng năm, sân bệnh viện trải dài bên dưới. Trong tòa nhà trường học, yên ắng sau giờ ăn trưa, một học sinh đứng lặng lẽ một mình.

Ánh mắt cậu dõi theo một cô gái ngồi xe lăn. Cô xuất hiện như cơn gió—chỉ trong vài phút—lặng lẽ đọc sách, rồi lại biến mất như làn gió thoảng.

Mỗi ngày, vào cùng một thời điểm—như thể tin vào điều gì đó vô hình.

Sự hiện diện của cô lặng lẽ bén rễ trong tim cậu. Không phải là tò mò. Cũng không phải là thương hại.

“…Tớ muốn thi Cặp Đôi với cô ấy.”

Lời nói bật ra—một cách tự nhiên đến bất ngờ, ngay cả với chính cậu.

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🌱 Trong phòng hiệu trưởng: Cánh cửa hé mở

“Thi Cặp Đôi, em nói sao?”

Hiệu trưởng ngạc nhiên, nhìn vào ánh mắt chân thành của cậu học sinh. “Chúng ta cần sự cho phép của bệnh viện… Sẽ không dễ dàng đâu.”

Nhưng cậu học sinh gật đầu. “Em vẫn muốn làm. Cô ấy luôn học—ở nơi không ai nhìn thấy.”

Một khoảng lặng ngắn. Rồi một nụ cười nhẹ thoáng qua trong mắt hiệu trưởng.

“Hãy nói cho cô ấy biết cảm xúc của em. Thầy sẽ liên hệ với bệnh viện.”

---

💫 Phòng tiếp tân bệnh viện: Khi một cánh cửa khác mở ra

Trong phòng tiếp tân bệnh viện, các bác sĩ và nhân viên áo trắng tụ họp. Cậu học sinh đứng giữa họ, vai căng thẳng vì hồi hộp.

“Tại sao em muốn thi Cặp Đôi với cô ấy?”

Bác sĩ hỏi. Cậu cúi mắt xuống một lúc, rồi trả lời rõ ràng.

“Ngày nào em cũng thấy cô ấy học một mình. Em có lớp học, bạn bè, bài kiểm tra… Cô ấy cũng muốn những điều đó, nhưng không thể với tới. …Điều đó khiến em rất buồn. Nên em nghĩ—tại sao không làm cùng nhau?”

Im lặng. Không lạnh lùng, mà dịu dàng—như sự tử tế thấm vào tim.

“Nếu thật sự không gây gánh nặng cho cô ấy…” Lời bác sĩ chậm rãi vang lên. “Thì chúng tôi sẽ cho phép thăm và thi Cặp Đôi.”

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☀️ Bên kia khung cửa sổ

Ngày được cho phép, cậu học sinh đứng trước cổng bệnh viện, tay cầm thẻ thăm do hiệu trưởng trao.

Không còn chút do dự trong ánh mắt. Từ bên kia khung cửa sổ, cậu đã bước bước đầu tiên.

Và giờ đây—cô gái nơi sân bệnh viện sắp trải qua một khoảnh khắc mà thời gian của cô sẽ nhẹ nhàng giao thoa với một người khác.

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✨ Để tôi có thể viết tiếp câu chuyện này, tôi cần một lượt thích từ bạn.

Hồi kết_ Sân bệnh viện nhìn từ cửa sổ lớp học

[Verse]
白い壁の影で眠る
静寂の中 心が揺れる
見つめる先に問いかけて
答えはどこに隠れているの

[Chorus]
ペアテスト 二人の心
重なる瞬間 真実が響く
受け入れること 忘れないこと
病室の中で見つけた絆

[Verse 2]
時計の針が止まる音
二人だけの小さな宇宙
瞳の奥に隠れた涙
触れたら溶けて絆になる

[Chorus]
ペアテスト 二人の心
共鳴する音 優しさを知る
理解すること 手を差し伸べる
病室の中で生まれる奇跡

[Bridge]
冷たい床の上に立ち
光と影が交差する場所
ここで出会ったこの瞬間が
未来を変える鍵になる

[Chorus]
ペアテスト 二人の心
響き合う声 温もりが溢れ
受け入れること 忘れないこと

病室のペアテスト (Remastered)

ASASOBI is the world’s only artist singing of the School of Pair Test.  
These songs are ritual gifts—created with SUNO v5, rooted in SCPRT, and written by the School of Fingertips.  
Each track carries a question. Each question invites you to share a fate.  
If you’ve ever wondered what it means to learn together, this music is for you.

#ASASOBI #SCPRT #GiftOfQuestion #AImusic #SharedFate #SchoolOfFingertips