授業科目名 年度 学期 開講曜日・時限 学部・研究科 全担当教員 単位数
35082:[2025 春セメスター]Cross-cultural Encounters 2 (G1) § 35083:Basic Communication Skills(G1) 2025 春セメスター 木5 経済学部,理工学部,食マネジメント学部,生命科学部,スポーツ健康科学部 羽谷 沙織 2

キャンパス

BKC

授業施設

コラーニングⅡ　７０１号教室

授業で利用する言語

日本語および英語

授業の概要と方法

この授業では、ディスカッションを通して、さまざまな価値観に注目します。意見や価値観の違いを理解・尊重しながら、お互いに交渉や折衝する方法を取り上げます。この授業は、おもに英語で行いますが、必要に応じて日本語でサポートをします。

受講生の到達目標

①異なる文化背景を持つ学生とのディスカッションを通して他者を受け入れる寛容性・受容性を高めることができる。
②意見が異なる相手との交渉スキル・折衝スキルを身に付けることができ、問題解決能力を高めることができる。

事前に履修しておくことが望まれる科目

この授業では、英語を中心としつつ日本語も補足的に使用するため、TOEFL ITP 400点以上、TOEFL iBT 32点以上、TOEIC 380点以上(IP含む)または、IELTS 4.5以上を参加要件とします。
また、（1）それぞれの学習言語（日本語または英語）を積極的に使うこと、（２）母語言語をわかりやすく使う工夫をすること、（３）積極的かつ協力的な態度でのぞむことの３点を心がけてください。

授業スケジュール

授業回数/
担当教員（複数担当の場合） 		テーマ
キーワード・文献・補足事項等
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

授業実施形態

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

授業外学習の指示

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.

成績評価方法

種別 割合(%) 評価基準等
定期試験（筆記）

レポート試験
（統一締切日を締切とするレポート）

上記以外の試験・レポート、平常点評価
（日常的な授業における取組状況の評価）		 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%

成績評価方法(備考)

受講および研究に関するアドバイス

教科書

教科書(使用頻度、その他補足)

参考書

参考書(使用頻度、その他補足)

参考になるwwwページ

授業内外における学生・教員間のコミュニケーションの方法

コミュニケーションペーパー,学生との直接対話

備考

<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/