学部後期課程
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最終更新日：2024年4月22日
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最終更新日：2024年4月22日
授業計画や教室は変更となる可能性があるため、必ずUTASで最新の情報を確認して下さい。
UTASにアクセスできない方は、担当教員または部局教務へお問い合わせ下さい。
国際日本研究演習XI
Reimagining Global Education
COURSE OVERVIEW
Today the world is faced with climate and health crises, armed conflicts and mass displacement, and racial, gender, and economic inequalities, and so on. To respond effectively to these global challenges, what skills and mindsets do we need? What roles can, and should, higher education play in helping people, especially the younger generation, acquire such skills and mindsets through “global education”? Where might current global education fall short, and how might we help improve its effectiveness? In this course, we will explore these questions about global education through reflections, discussions, and student-led design thinking projects.
COURSE OBJECTIVES
In this course, “learning” is defined in terms of increasing the level of mastery of the following mindsets and skills that are essential for becoming creative thinkers who can help the world become a “better” place:
(1) Creative Confidence: Creativity is an innate ability in humans, though many of us forget it as we get older. To rehabilitate our creativity is essential for imagining and exploring how the world might be different, and even better. To this end, we will consciously cultivate our creative confidence by adopting the “growth mindset” when engaging in weekly reflections and discussions.
(2) Empathy: When we identify a problem, we must do it from the perspectives of people we want to help (sometimes including ourselves). Otherwise, we would end up solving the wrong problem and even harming people we wanted to help. Empathy is thus a prerequisite for seeing the world from those people’s perspectives and identifying/solving the right problem.
(3) Data Collection and Analysis: Although it is crucial to work on our “inside” – creative confidence and empathy – we must also learn how to work on our “outside,” that is, the world. The first step to change the world is to understand how the world works and hence identify a problem. To this end, we will practice how to collect and analyze data by using such design thinking methods as interview, observation, and user profiling.
(4) Collaboration: Identifying and solving a problem in the world is fundamentally a collective endeavor. Because no single problem definition or solution exists objectively, we must collaborate – namely, respect and appreciate different positions and synthesize multiple perspectives to produce the best possible outcome. To this end, we will practice collaboration through discussions and design thinking projects.
(5) Mindfulness: According to Jon Kabat-Zinn who created the Mindfulness-Based Stress Reduction program, mindfulness is “awareness that arises through paying attention, on purpose, in the present moment, non-judgmentally.” Throughout the semester, we will practice such awareness that serves as a metacognitive foundation for cultivating creative confidence and empathy as well as the skills for collaboration and data collection and analysis.
Today the world is faced with climate and health crises, armed conflicts and mass displacement, and racial, gender, and economic inequalities, and so on. To respond effectively to these global challenges, what skills and mindsets do we need? What roles can, and should, higher education play in helping people, especially the younger generation, acquire such skills and mindsets through “global education”? Where might current global education fall short, and how might we help improve its effectiveness? In this course, we will explore these questions about global education through reflections, discussions, and student-led design thinking projects.
COURSE OBJECTIVES
In this course, “learning” is defined in terms of increasing the level of mastery of the following mindsets and skills that are essential for becoming creative thinkers who can help the world become a “better” place:
(1) Creative Confidence: Creativity is an innate ability in humans, though many of us forget it as we get older. To rehabilitate our creativity is essential for imagining and exploring how the world might be different, and even better. To this end, we will consciously cultivate our creative confidence by adopting the “growth mindset” when engaging in weekly reflections and discussions.
(2) Empathy: When we identify a problem, we must do it from the perspectives of people we want to help (sometimes including ourselves). Otherwise, we would end up solving the wrong problem and even harming people we wanted to help. Empathy is thus a prerequisite for seeing the world from those people’s perspectives and identifying/solving the right problem.
(3) Data Collection and Analysis: Although it is crucial to work on our “inside” – creative confidence and empathy – we must also learn how to work on our “outside,” that is, the world. The first step to change the world is to understand how the world works and hence identify a problem. To this end, we will practice how to collect and analyze data by using such design thinking methods as interview, observation, and user profiling.
(4) Collaboration: Identifying and solving a problem in the world is fundamentally a collective endeavor. Because no single problem definition or solution exists objectively, we must collaborate – namely, respect and appreciate different positions and synthesize multiple perspectives to produce the best possible outcome. To this end, we will practice collaboration through discussions and design thinking projects.
(5) Mindfulness: According to Jon Kabat-Zinn who created the Mindfulness-Based Stress Reduction program, mindfulness is “awareness that arises through paying attention, on purpose, in the present moment, non-judgmentally.” Throughout the semester, we will practice such awareness that serves as a metacognitive foundation for cultivating creative confidence and empathy as well as the skills for collaboration and data collection and analysis.
時間割／共通科目コード
コース名
教員
学期
時限
08C403411
FAS-CA4V35S3
国際日本研究演習XI
齊藤 弘久
火曜4限
マイリストに追加
マイリストから削除
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
可
開講所属
教養学部
授業計画
Week 1: April 9: What Is Global Education? [Online]
Gardner, Howard. 2008. “Introduction.” Pp. 1–19 in Five Minds for the Future. Cambridge, MA:
Harvard Business School Press.
*16:00–16:40: Zoom interaction with students from Singapore Management University. They are coming to Tokyo in May to work with Tik Tok Japan as well as to UTokyo to discuss education-related questions with you.
Week 2: April 16: The Politics and Economy of Global Education
Hazelkorn, Ellen. 2016. “Introduction: The Geopolitics of Rankings.” Pp. 1–20 in Global
Rankings and the Geopolitics of Higher Education: Understanding the Influence and Impact of Rankings on Higher Education, Policy and Society. New York: Routledge.
Marginson, Simon. 2021. “Globalisation: The Good, the Bad and the Ugly.” Pp. 11–30 in
Reimagining Globalization and Education, edited by Fazal Rizvi, Bob Lingard, Risto
Rinne. New York: Routledge.
Week 3: April 23: The Infrastructures of Global Education
Brooks, Rachel, and Johanna Waters. 2018. “Signalling the ‘Multi-local’ University? The Place
of the City in the Growth of London-based Satellite Campuses, and the Implications for Social Stratification.” Social Sciences 7(10): 1–16.
Mittelmeier, Jenna, Bart Rienties, Ashley Gunter, and Parvati Raghuram. 2021.
“Conceptualizing Internationalization at a Distance: A ‘Third Category’ of University Internationalization.” Journal of Studies in International Education 25(3): 266–282.
Week 4: April 30: Cosmopolitan and Decolonial Education
Richardson, Sarah. 2015. “Learning to Become Part of the Global Tribe.” Pp. 56–73 in
Cosmopolitan Learning for a Global Era: Higher Education in an Interconnected World. New York: Routledge.
Cortina, Regina, et al. 2019. “Decolonial Trends in Higher Education: Voices from Latin
America.” Compare: A Journal of Comparative and International Education 49(3): 489–506.
Week 5: May 14: Dialogue with Students from Singapore Management University
15:10–15:30: Check-in & Icebreaker
15:30–16:00: Question 1 “What does ‘global education’ mean to you?”
16:00–16:30: Question 2 “Will higher education remain relevant in the age of AI? If so, how?”
16:30–16:40: Check-out
16:40– : Socializing
Week 6: May 21: Design Thinking Workshop
Kelley, David and Tom Kelley. 2013. “The Heart of Innovation.” Pp. 1–11 in Creative
Confidence: Unleashing the Creative Potential Within Us All. New York: Currency.
Lewrick, Michael, et al. 2020. “What is Design Thinking?” and “Understand: Problem
Statement.” Pp. 17–24 and 47–52 in The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods. New York: John Wiley & Sons.
Week 7: May 28: Design Thinking Workshop
Kelley, Tom and David Kelley. 2020. “Reclaim Your Creative Confidence.” HBR’s 10 Must
Reads on Design Thinking. Boston: Harvard Business Review Press.
Lewrick, Michael, et al. 2020. “Understand: Interview” and “Persona/User Profile and Customer
Journey Map.” Pp. 57–66 and 97–106 in The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods. New York: John Wiley & Sons.
Week 8: June 4: Fieldwork [No Class]
Week 9: June 11: Fieldwork [No Class]
Week 10: June 18: Design Thinking Workshop
Lewrick, Michael, et al. 2020. “Define Point of View: How Might We…” and “Ideate:
Brainstorming.” Pp. 123–28 and 149–54 in The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods. New York: John Wiley & Sons.
Week 11: June 25: Design Thinking Workshop
Lewrick, Michael, et al. 2020. “Prototype” and “Feedback Capture Grid.” Pp. 191–93 and 217–
20 in The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods. New York: John Wiley & Sons.
Week 12: July 2: Consultation and Revision
Week 13: July 9: Consultation and Revision
授業の方法
Reading, discussion, and project
成績評価方法
Attendance and Participation 30%
Group Project 35%
Final Paper 35%
教科書
Please see the Schedule.
参考書
Please see the Schedule.
履修上の注意
Please download the full course syllabus here: https://bit.ly/*****
Please download the assigned readings here: http://bit.ly/*****
