Pair Testing at the Co-Learning Elementary School

HEAVEN

NEW GLØCK

Got It Wrong (Regenmoor/Deeper South)

“…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

(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.

---

🌱 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.”

---

☀️ 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.

---

✨ 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)

I asked myself:
“What would be necessary to establish a school where, from elementary level, two students take one test together?”

To create an elementary school where tests are taken in pairs, many innovations beyond ordinary school operations would be required. This format is based on an educational philosophy that emphasizes collaborative learning and communication skills. The following elements would be essential:

1. Establishing an Educational Philosophy• Clarify the purpose of collaborative learning (e.g., fostering communication and problem‑solving skills).
• Evaluate not only individual performance but also team performance.

2. Curriculum and Assessment Methods• Design a curriculum adapted to the two‑person test format.
• Create test problems that emphasize teamwork (essay questions, project‑based tasks, etc.).
• Develop criteria that assess both individual contributions and overall team outcomes.
• Provide practice and guidance on how to cooperate effectively.

3. Teacher Development• Train teachers with skills to promote collaborative learning.
• Equip them to manage student relationships and fairness within pairs.

4. Student Pairing and Selection• Plan carefully how pairs are formed.
• Balance academic ability and personality traits.
• Consider periodic changes of pairs to broaden learning experiences.

5. Environmental Preparation• Classrooms and facilities suitable for group work and paired testing.
• Seating arrangements and tools designed for two‑person collaboration.
• Use ICT and digital tools to support cooperation.

6. Parental and Community Understanding• Hold information sessions and workshops to explain the new system.
• Build mechanisms for parental support and cooperation.

7. Legal Regulations and Authorization• Ensure compliance with Japanese educational law and obtain approval from the board of education.
• Adjust new evaluation methods so they do not conflict with existing systems.

8. Trial and Improvement• Begin experimentally with small groups and analyze results.
• Gather feedback from students, parents, and teachers, and refine the system.

9. Long‑Term Goal Setting• Envision how collaborative skills gained will be applied in junior high, high school, and social life.



Through such efforts, this would not merely be a new test format, but a truly valuable educational environment for children.

“It almost feels possible…” I thought.
Yet in today’s world, such a format does not exist.
And so, I continued my questioning.

1. A song to establish a pair test school

A Springtime Test for Two

In a classroom bathed in spring sunlight,
Yui and Daisuke, two elementary school students,
sat facing each other at a small desk.
Today was a special day—
their very first “test taken by two.”

“Daisuke-kun, did you prepare properly?”
Yui asked.
“Yeah, I practiced math with my mom yesterday.
But I’m not so good at the long reading questions…”
Daisuke replied, twirling his pencil.

“It’s okay! I’m good at Japanese.
But you have to help me with math, okay?”
Yui’s words made Daisuke smile with relief.

The test was handed out,
and at the signal—“Ready, start!”—
they both gripped their pencils.

---

Question 1: Math

“There are 5 apples. You buy 3 more.
How many apples are there in total?”

While Yui was still thinking,
Daisuke quickly scribbled his answer.
“Eight apples!”
“Wow, how did you answer so fast?” Yui asked, eyes wide.

“It’s easy! You just add 5 and 3. Like this.”
He wrote the numbers big on the paper.

“Got it! You’re amazing, Daisuke-kun!”
Yui clapped in admiration,
and Daisuke smiled shyly.

---

Question 2: Japanese

“Use the word ‘sakura’ to make a sentence.”

This time, Yui confidently picked up her pencil.
“Sakura blossoms beautifully in spring.”
“Wow, Yui-chan, that’s really good!
But can we make it more fun?”

Yui tilted her head.
“Like what?”
“Like: We ate a delicious lunch under the sakura tree!”
“That’s great! Let’s write that!”

They smiled at each other
and finished the answer together.

---

Final Question: Draw a Picture Freely

The last task was to draw a picture together on one sheet of paper.
The theme: “A memory from the test.”

“What should we draw?” Yui asked.
Daisuke thought for a moment.
“Let’s draw us taking the test!”

“Then I’ll draw you teaching me math!”
“And I’ll draw you writing the Japanese sentence!”

Facing the big sheet with their small hands,
they each drew the moment they were proud of.
When the picture was complete,
their smiles were drawn right into it.

---

After the Test

When the teacher came to collect their test,
they were a little nervous—
but mostly satisfied.

“Thanks, Yui-chan!”
“No, thank you, Daisuke-kun! You really helped me!”

That day, they learned something
even more important than the test results:
the joy of thinking together,
and the power of trusting each other.

Outside the classroom,
the spring scenery stretched wide—
and their smiles shone just as brightly.

2. Small hands and a big pencil

A New Semester, A New Challenge

On the morning of the new semester,
Haruna Nakamura, a teacher with ten years of experience,
stepped through the gates of Kyōiku Elementary School
with a heart full of nerves and anticipation.

This school was gaining attention for its unique approach:
students take tests in pairs.
Haruna deeply resonated with this philosophy,
and had chosen this school to begin a new chapter in her teaching journey.

---

Entering the classroom,
she saw small desks arranged face-to-face in pairs.
Today’s lesson would be her first chance
to put her beliefs to the test.

“Good morning, everyone!
Today, we’ll solve problems by working together.”

The children glanced around at their partners,
faces filled with a mix of excitement and uncertainty.
Smiling, Haruna wrote the day’s task on the board:
“Let’s create a story about forest animals sharing food.”

---

As the lesson began,
Haruna noticed one pair sitting in silence—
Yui and Daisuke.

They had shown wonderful teamwork in a recent test,
but today, something felt off.

“What’s wrong?” Haruna asked gently.
Yui looked troubled.
“We don’t know what kind of story to make…”

Daisuke added in a small voice,
“We were unsure who should come up with the idea.”

Haruna paused, then said quietly:
“It’s not about who thinks of it—
it’s about creating one answer together.
For example, what animals do you think live in the forest?”

“Squirrels!” Yui answered brightly.
“Rabbits!” Daisuke chimed in.

“Then how about a story
where the squirrel and rabbit share their food?”

At her suggestion,
both their faces lit up.

---

After class,
Haruna returned to the staff room
and shared the moment with Principal Yoshioka.

“Yui and Daisuke are an interesting pair.
They respect each other,
but they still clash sometimes.”

Yoshioka nodded.
“In pair learning,
it’s important for children to understand
both their strengths and their weaknesses.
And guiding them through that—
that’s our role.”

Haruna nodded deeply.
She felt that in this school,
not only the children,
but she herself could grow.

---

That night,
Haruna opened her notebook at home
and wrote down a goal:

“Become a teacher who walks alongside children,
and teaches the joy of cooperation.”

At this school,
teachers too are challenged
to discover “answers made by two.”

By valuing communication among educators,
and growing together with the children,
Haruna made her quiet vow.

Every time the classroom lights turn on,
a new story begins—
and at its heart
are not only the children,
but the beliefs and passion of the teachers
who guide them.

3. The answer of the two

Spring Wind and the Forest We Build Together

As the soft April breeze drifted into the classroom,
Yui and Daisuke, now second graders,
sat side by side in their new seats.
Last year, they had experienced their first “test taken by two,”
and discovered the joy of learning together,
each bringing their own strengths.
Now, as second graders,
they were ready to face a new challenge.

On the blackboard, a bold message from their teacher stood out:
“Let’s build a forest together.”
“A forest?” Yui tilted her head.
“That’s right,” said their homeroom teacher, Ms. Haruna, smiling.
“This year, you’ll work in groups on a new theme.
Think about what animals live in the forest,
what plants grow there—
and together, create one forest.”

The class was divided into groups of four.
Yui and Daisuke were joined by quiet Sakura
and energetic Taichi.

---

During the first discussion,
Sakura sat silently, eyes downcast,
while Taichi eagerly poured out his ideas.
“There has to be a lion in the forest! And a pond too!”
“But… do lions live in forests?” Daisuke asked, puzzled.
“Of course they do!” Taichi laughed.

Yui glanced at Sakura, concerned.
“What do you think, Sakura-chan?”
“I… I think birds live in forests,”
she whispered, but her voice didn’t reach Taichi.

“This isn’t working!” Yui exclaimed.
The group fell silent.

---

When Ms. Haruna came by,
their table was quiet.
She asked gently,
“Is something troubling you?”

Daisuke answered honestly,
“We’re all sharing ideas,
but we don’t know how to bring them together.”

Ms. Haruna smiled,
and wrote a word on the board:
共育 (Kyōiku) — Co-learning.

“Do you remember this word?”
“I do!” Yui raised her hand.
“It means learning together through cooperation!”
“Exactly,” said Ms. Haruna.
“When opinions differ,
that’s when we need to listen even more.
Did everyone hear Sakura-san’s idea?”

Yui turned to Sakura.
“I want to hear more about your idea.”
Sakura, a little shy, began to speak.
“I was thinking…
I’d like to draw a bird building a nest in the branches.”
“That’s wonderful!” Daisuke’s eyes lit up.
“If there’s a bird in the tree,
maybe the lion can rest beneath it.”
“Oh! Then we can put the pond nearby!” Taichi nodded.

Little by little,
their ideas began to come together.

---

At the end of class,
each group presented their forest drawing.
Yui’s group had created a lively scene:
a bird’s nest in the tall branches,
a lion resting below,
and frogs leaping near a pond.

“What a beautiful forest!” Ms. Haruna said, impressed.
“I can see all four of your ideas shining through.”

---

On the way home,
Yui and Daisuke walked together, laughing.
“Group work was fun!”
“Yeah… though it was a bit tough at first.”

Yui looked up at the sky.
“I’m glad we listened to Sakura’s idea about the bird’s nest.
I wish I’d noticed it sooner.”
“That’s what Kyōiku is,” Daisuke smiled.
“We’re only second graders—
but we’ll get better at it, step by step.”

As the sunset stretched their shadows long across the ground,
their learning, like the trees in their forest,
continued to grow—quietly, steadily, together.

4. Co-educational Forest

A Morning of Soft Light and New Beginnings

In the second-grade classroom,
morning light gently spilled across the desks.
Today was a special day.
The children were about to choose their next learning partners—
through a quiet practice called focusing.

Standing in the center of the room,
their homeroom teacher, Ms. Haruna, spoke softly:
“Today, we’ll practice listening to our hearts.
Close your eyes, and gently tune in to your feelings.”

Some children rested their heads on their desks,
others closed their eyes quietly—
each preparing in their own way.

“When you think about your next partner,
try to imagine someone who makes you feel safe,
or someone who seems fun to be with.”

Yui took a deep breath and closed her eyes.
Faces of friends she had learned with appeared one by one—
moments of joy,
memories of helping each other in times of trouble.
And then, a warm feeling spread deep inside her.
“…Maybe Sakura-chan.”

Meanwhile, Daisuke pictured Taichi,
his lively neighbor—
and smiled naturally.
“I think we’ll have fun again.”

After about ten minutes,
Ms. Haruna gently called out:
“Let’s sit in a circle and share
who came to mind.”

Yui, a little nervous, spoke up:
“When I’m with Sakura-chan,
I feel calm and kind inside.”

Sakura’s cheeks turned slightly pink.
“With Yui-chan…
I feel like I could talk about anything.”

And just like that,
new pairs began to form—naturally, gently.

---

That Afternoon in the Staff Room

After school,
teachers gathered around a round table.
Principal Yoshioka proposed a “future-telling dialogue.”

“Let’s imagine this school one year from now.
Share the future we want to create together.”

Ms. Haruna spoke first:
“A year from now,
I believe the children will express their feelings more naturally.
And no matter who they’re paired with,
they’ll treat each other with care.”

Mr. Tamura, the PE teacher, nodded:
“I think we’ll see more student-led moments in class.
With focusing and group work as part of daily life,
everyone will speak with confidence.”

Ms. Takahashi, the art teacher, added dreamily:
“And we’ll see traces of collaboration in their creations—
huge paintings filling the classroom,
the kind no one could make alone.”

Principal Yoshioka jotted down their words, nodding:
“Teachers and students growing the future together—
that’s the heart of co-learning.”

Finally, Ms. Haruna raised her hand:
“Having time to speak about the future
makes our hearts feel lighter.
Let’s keep making space for this.”

---

That Night

Yui lay in bed,
thinking about becoming Sakura’s partner.
“I wonder what kind of test we’ll create together.”

At the same time,
in the quiet staff room,
Ms. Haruna was writing in her notebook:
“I want to become a teacher
who walks even closer beside the children.”

In the classroom and the staff room,
each person was listening to their own heart—
taking a small but certain step
toward a new future.

5.Time to listen to the voice of the heart

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

3. The answer of the two

ASASOBI

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