Four Years of Learning in the School of Education4years-of-learning
First-Year Students in the School of Education
First-year students acquire knowledge and education through a wide range of core education subjects, topic collaboration subjects, as well as subjects in language and culture, humanities, science, cyber security, health, and sports. At the same time, the curriculum is structured so that students can also take specialized subjects in education and educational psychology. Furthermore, as part of the undergraduate framework, omnibus lectures are also offered to introduce various areas of education and educational psychology.
Second-Year Students in the Faculty of Education
From the second year, students begin to study specialized subjects. The School of Education has 2 departments and 4 courses. In the first semester of their third year, students visit laboratories, complete a survey for their major subject (faculty advisor), have interviews with faculty members and declare their major (faculty advisor), as well as decide their department, major subject (faculty advisor), and course.
Overview of the Four Years of Study in the School of Education
Below is an outline of the requirements and procedures for standard subjects and a guide to deciding on the “Department” and “Major” (Course) in the Faculty of Education(From the Student Handbook)
4 Courses in the School of Education
Selecting your Department and Declaring a Major
In the Education Department, students will learn about the nature and purpose of education, its contents, methods, and systems, as well as the processes and conditions of human development. It is further divided into two courses: “International Education Culture” and “Educational Society Program.”
In Educational Psychology Studies, students will study human behavior and consciousness, knowledge and learning, personality, adaptation, developmental, and psychosomatic disorders (which is further divided into two courses: “Human Behavior” and “Clinical Psychology”).
International Education and Culture Course
Education is not a robotic activity conducted in a vacuum. It is conducted in a historical, cultural, and social space, and at the same time, it is deeply woven into the extremely complex and historical life of “human beings.” It is this very thing that shapes humans into historical, cultural, and social beings. Yet, it is worth noting that it is difficult to comprehensively define “education in the age of internationalization,” given that it is contextualized by the perspective of the region or country in which the discourse is based. By building on an awareness of the international community, this course aims to provide students with a perspective on education and culture in society, while strategically shifting the center and periphery of the world. Research pertaining to this course includes the study of educational philosophy and educational anthropology not only in Europe and the United States, but also in Asia and Japan; classes on comparative pedagogy and educational anthropology, educational politics, cross-cultural education theory, and citizenship education, as well as classroom research and the improvement of teaching methods in other countries and Japan, are also offered in this course.
Educational Social Planning Course
This course aims to develop professionals who can cope with various problems arising from today’s social changes based on a wide range of psychological perspectives and knowledge. Educational and research topics include the process of acquiring knowledge and norms, the process of changes in physical and mental structure over the course of a child’s life, the way in which consciousness and behavior are developed in groups, and differences in perception and behavior due to the environment. Some examples are finding more effective ways to learn in the classroom, or unravelling the relationship between mind and body at each stage of life. Another interesting issue is how problems involving human relations are handled in classrooms, schools, companies, and other organizations.
This course aims to train psychology specialists who can understand and help people with mental problems and physical disabilities and guide them toward problem-solving. Education and research focus on the theoretical and practical development of techniques for helping and coping with stress and psychological conflict in a highly industrialized society with behavioral problems (such as domestic violence, truancy, delinquency, and crime), and with developmental disabilities. For example, students can learn about developing counseling techniques to help people who are troubled with various problems at work or at home, or learning techniques to provide psychological care to children who are marginalized at school, such as truants. Students can also learn techniques to support people with disabilities so that they can fully participate in social activities.