Course Name Year Term Period Faculty / Graduate School All Instructors Credits
35082:[2025 Spring]Cross-cultural Encounters 2 (G1) § 35083:Basic Communication Skills (G1) 2025 Spring Thu5 College　Of　Economics,College　of　Science　and　Engineering,College　of　Gastronomy　Management,College　of　Life　Sciences,College　of　Sport　and　Health　Science　(tentative　name) HAGAI SAORI 2

Campus

BKC

Class Venue

Co-learning701

Language

English and Japanese

Course Outline and Method

This course will be conducted in English (Japanese support available), focusing on various cultural elements. Through discussions, students will learn how to communicate and express their opinions in English and gain knowledge of cultural diversity.

Student Attainment Objectives

Students will increase their cultural competence, knowledge, and motivation for cross-cultural interactions. Students will improve their ability to express themselves in English.

Recommended Preparatory Course

This course will be conducted in English (main) and Japanese (upon necessity), so students should be able to perform English proficiency equivalent to TOEFL ITP 400/ TOEFL iBT 32/ TOEIC 380 / IELTS 4.5 or above. Please remember the following points to make the course beneficial to all the participants. (1) Try to use the language that you are learning, (2) Try to use your mother tongue (if it is English or Japanese) in an understandable way to your counterparts, and (3) Try to be active and collaborative in your learning process.

Course Schedule

Lecture/Instructor（When there are multiple instructors) Theme
Keyword, References and Supplementary Information
Lesson 1 April 10

Welcome to Cross-Cultural Encounters 2 :

-Introduction: What does this course offer you?
-Course design, contents, course policy, class organization, reading requirements and presentation assignments.
-This course examines how school education shapes value norms and how these norms influence individual character and society as a whole from a cultural perspective. By incorporating insights from comparative education and sociology, students will engage in discussions that integrate concrete case studies, allowing for a deeper exploration of the intersection between education and value formation.
-【+R-Jugyo】For the details, go to "Reference Video" below

Lesson 2 April 17

[Lecture] Education Shapes Your Mind and Behavior ? : Comparative Analysis

-Film by Ema Ryan Yamazaki "Instruments of a Beating Heart | An Oscar-Nominated Op-Doc" (2022) discussing what makes Japanese people distinctively Japanese.https://www.youtube.com/watch?v=DRW0auOiqm4
-working as a group and autonomy
-individualism and collectivism
-conformity and non-conformity

Lesson 3 April 24

[Lecture] Shaping Your Mind and Behavior : Elementary Education in Japan and beyond

After watching the documentary filmed by Yamazaki (2022),
-Compared to your own elementary school experience, what do you think are the key characteristics of elementary education in Japan? (Discussion A)
-How would you describe your experience in elementary school?
-solidarity and self-sufficiency
-cooperation and independence
-harmony and uniqueness

Lesson 4 May 1

[Lecture] The Role of Teachers : Knowledge Transmitter vs. Learning Facilitator

-After watching the documentary filmed by Yamazaki (2022), how did the school environment influence the students' interactions with peers and teachers?
-What cultural or social norms were imparted during the elementary school education?
-How do the roles and perceptions of teachers differ across countries? What is the relationship between students and teachers in each culture, and how does this impact learning outcomes?

Lesson 5 May 8

[Lecture] Apprenticeship as Education Without Teaching

-The method of education through non-teaching has actually been practiced throughout history across cultures. This time, we will focus on the apprenticeship system.

Lesson 6 May 15

[Lecture] Gender and Education

-How School Education Reinforces Gender Norms
-Are Girls Unsuitable for STEM?" - Stereotypes and their Impact on Education (Discussion B)
-"Reverse Gender Gap" in Southeast Asia and beyond

Lesson 7 May 22

[Lecture] Equity, Diversity, Inclusion and Access in Education

-This lecture will explore the concepts of educational equity, diversity, inclusion, and access, focusing on how they intersect and shape contemporary educational systems. It will examine the challenges and strategies for ensuring all students, regardless of background or ability, have equal opportunities to succeed in education.

Lesson 8 May 29

Documentary: NHK "A Monk Who Wears Heels"

-How did his early education treat his sexuality?
-What is his main argument? How do you respond to his argument?
-The students submit a short report discussing questions above (Assignment C: Deadline is June 4 Monday 17:00).
-Self-guided study, attendance not required.

Lesson 9 June 5

[Lecture] National Identity and Education

-"Should school education cultivate national identity?" (Debate D)
-Navigating National Identity and Global Citizenship

Lesson 10 June 12

[Lecture] Globalization and the Standardization of Education

-The Role of PISA (Programme for International Student Assessment) in promoting standardization of education in the world.
-The necessity of a global educational standard: A comparative analysis of IB Education and nationally tailored education systems
-"Is the concept of a universal educational curriculum feasible?" (Discussion E)

Lesson 11 June 19

Planning for the final group presentation

[Future Education and Value Formation]
-SDGs and Education (Education for Creating a Sustainable Society)
-The Future of Education in the Post-Corona Era
-“How Should Schools of the Future Evolve?” (Group Presentations F)

Lesson 12 June 26

Group Presentation 1

-SDGs and Education (Education for Creating a Sustainable Society)
-The Future of Education in the Post-Corona Era
-“How Should Schools of the Future Evolve?” (Group Presentations)

Lesson 13 July 3

Group Presentation 2

-SDGs and Education (Education for Creating a Sustainable Society)
-The Future of Education in the Post-Corona Era
-“How Should Schools of the Future Evolve?” (Group Presentations)

Lesson 14 July 10

Group Presentation 3 and Course Summary

-SDGs and Education (Education for Creating a Sustainable Society)
-The Future of Education in the Post-Corona Era
-“How Should Schools of the Future Evolve?” (Group Presentations)
-Course Summary

Class Format

Unless otherwise announced, classes will be conducted face-to-face.

Recommendations for Private Study

To enroll in this course, students must have a minimum TOEFL (ITP) score of 480, TOEFL (iBT) score of 55, TOEIC (including TOEIC IP) score of 580, IELTS score of 5.0, or an equivalent proficiency level in English.

-Students who are willing to communicate with diverse students across languages and cultures are most welcome.

Grade Evaluation Method

Kind Percentage Grading Criteria etc.
Final Examination (Written)

Report Examination
(A report to be submitted by the unified deadline)

Exams and/or Reports other than those stated above, and Continuous Assessment　
(Evaluation of Everyday Performance in Class)		 100

Participation & Contribution (In-class leadership) 30%
Discussion A (10%), Discussion B(10%), Assignment C(10%), Debate D(10%), Discussion E(10%) 50%
Group Presentation F 20%

Grade Evaluation Method （Note）

Advice to Students on Study and Research Methods

Textbooks

Textbooks （Frequency of Use, Note）

Reference Books

Reference Books （Frequency of Use, Note）

Web Pages for Reference

How to Communicate with the Instructor In and Out of Class(Including Instructor Contact Information)

Communication Paper,Talk with Students

Other Comments

<Course Language & Expectations>

This course will be conducted entirely in English. Oral and written proficiency in English is required, as the course will not be taught in Japanese. Students must complete assignments before each class and actively participate in classroom activities.
Course Policy

<Preparation & Participation>
Students are expected to complete all reading assignments before each class and actively engage in discussions.

-Attendance
Attendance is crucial. Students must attend at least 10 out of the 14 sessions.

-Absences
If you are unable to attend a class, you must email hagai@fc.ritsumei.ac.jp in advance, stating the reason for your absence and how you plan to catch up on missed content and assignments. For special consideration regarding absences (official leave, medical reasons, or other exceptional cases), university regulations will apply. Please refer to the following website:

    https://www.ritsumei.ac.jp/pathways-future/eng/course/absence.html/

-Academic Integrity
All students at Ritsumeikan University are expected to uphold academic integrity. Any form of academic dishonesty—including using another person’s ideas, data, or language without proper acknowledgment—will result in penalties. Serious violations may be reported to the Student Affairs Office for further disciplinary action.

-Assignment Submission
All assignments must be submitted via Manaba+R. Copying and pasting information from external sources is strictly prohibited. All work must be written in your own words.
 
【科目ナンバリング・カリキュラムマップはこちらから/Click here to see the Curriculum-Map and Course-Numbering】
URL:https://secure.ritsumei.ac.jp/students/pathways-future/course/curriculum.html/