Attempts to Distil the Results of Integrated Multidisciplinary Japan Studies : Case Study of the Comprehensive Seminar "Processing of Knowledge" at graduate school

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  • Matsunaga Noriko
    Division of International Relations and Social Information, Department of Social Sciences, Faculty of Social and Cultural Studies, Kyushu University
  • Se Teruhisa
    Division of Social Change, Department of Social Sciences, Faculty of Social and Cultural Studies, Kyushu University

Bibliographic Information

Other Title
  • 学際統合的日本研究の成果を還元する試み : 大学院総合演習「知の加工学」を事例に
  • ガクサイ トウゴウテキ ニホン ケンキュウ ノ セイカ オ カンゲン スル ココロミ : ダイガクイン ソウゴウ エンシュウ 「 チ ノ カコウガク 」 オ ジレイ ニ

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Abstract

This is a report concerning research on attempts at graduate school to distill the results of Japan Studies to International students' education and Japanese language education. In this report, we have reflected on the practices of the past three years to form a graduate education program to develop human resources for the comprehensive acquisition of both Japanese language and human social science. Based on their reports and interviews, we analyzed what the students have acquired and were dissatisfied with the course of the comprehensive seminar "processing of knowledge". As a result, it is indicated that there is the possibility that the students have broadened their horizons even into other fields besides the field of each teacher in charge of the lecture. However, it should be noted that the international students made a proposal for the improvement of the lecture because it was too difficult for them to understand and they realized that there was much for them to learn. In addition, a noteworthy point is that both International students and Japanese students pointed out the importance of discussion among students majoring in different fields. As suggested above, it is necessary for teachers to share goals and methods of education in order for international students to understand more technical and comprehensive issues. Therefore, the need has been suggested that teachers in each field of study should be involved both in making texts from the editing stage and developing a curriculum which includes the students acting independently during the seminar.

Journal

  • 比較社会文化

    比較社会文化 20 61-76, 2014-03-25

    Graduate School of Social and Cultural Studies, Kyushu University

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