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

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”).

Education Department

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

Today, pedagogy is expanding as a social science and deepening in various ways. The different fields that have become specialized in their own ways have encompassed everything from practice to theory, and have diversified academic research by shifting their objectives and targets in various ways. Since modern pedagogy has developed from such a multifaceted perspective, solving problems from a narrow perspective is disapproved of, and it is preferred to fundamentally discuss the nature of educational planning by re-examining its premises or by clarifying social contradictions (such as how a proposed solution to an educational problem causes a new educational problem). This course aims to provide experience of diverse themes such as social systems, institutions, media, regions, ideas, and cultures that are the subject of pedagogy with the language and perspective of academia. To this end, students will learn the basic methodology of social science, including quantitative and qualitative research methods for analyzing phenomena, historical methods for inquiring into the origins of educational phenomena, and legal and economic methods essential for analyzing systems. During this time, students will learn not only the connections between school education and various educational systems, but also the connections with the education and welfare of infants, school-aged children, young people, adults, and the elderly, as well as the foundations and various relationships that support them.