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- 13. SOCIAL SCIENCE RESEARCH METHODS IN EDUCATION I THEME
- REFERENCE BOOKS
- INSTRUCTOR’S PROFILE Junko KAWAI
- Liberal Arts and General Education Subjects taught in English
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Tetsuo TEZUKA (Professor of Department of Socio-environmental Energy Science, Graduate School of Energy Science (GSES), Kyoto University.) B.Eng (1978), M.Eng (1980) and D.Eng (1983) from the University of Tokyo, Japan. Work experience: Assistant Professor in Electrical Eng. of Kyoto University, Lecturer in Institute of Atomic Energy, Kyoto University and Associate Professor in GSES. His research interest mainly lies in the unique research field (Discipline), "Energy-systems Study ("Gaku" in Japanese)", which aims to develop a concept, framework and/or methodology for designing new systems for energy supply and demand, and is closely related to all of natural science (i.e. energy related technology), humanities (i.e. human behavior) and social science (i.e. social framework design). His academic publications include: 85 original papers, 40 review papers, 92 international conference proceedings, and 16 books (chapters). He received paper awards from Japan Society of Energy and resources and Japan Institute of Energy. He was an editorial board member of the international journal, Applied Energy, and is currently an editor-in-chief of Japan Society of Energy and resources.
13. SOCIAL SCIENCE RESEARCH METHODS IN EDUCATION I THEME Japanese Education from Cross-cultural Perspectives LECTURER Junko KAWAI (Associate Professor, The Organization for the Promotion of International Relations) COURSE OVERVIEW This course provides an introduction to various aspects in Japanese education, while it focuses on sociological research and theory that are related to education from cross-cultural perspectives. Topics will include; patterns of socialization, processes of transmittion of culture and social control in education, analysis on “meritocracy” in various countries, and educational issues facing current Japanese education. The primary purpose of the course is to provide the student with the factual knowledge, conceptual tools and approaches for understanding Japanese education and education of student’s own. Class will be interactive in a mixed style of lectures and discussions, with occasional use of activities including videos and a field trip to one of the local schools. (The second semester starting April will focus more on developing knowledge and skills to conduct research project.) TOPICS 1. An overview of Japanese school system 2. An introduction to sociological approach to education 3. Functions of education- A cross-cultural analysis (1) Socialization What is “socialization”? Necessity and capability of being socialized Patterns of socialization in families and schools (2) Transmission of culture How do we pass on cultures? Definition of culture and society Cultural diversity and educational controversy (3) Social control and personal development Who (What) controls schools and how? The birth of modern school space Life of adolescents (4) Selection and allocation What is a “meritocratic” society? The social context of entrance examinations Transition to university and to work (5) Other functions of education - Change and Innovation/Legitimatization 4. Various issues in education (1) Overview of issues facing Japanese education (2) Ijime(Bullying), Futoko (Truancy), English teaching in Japan, “Monster parents”, influence of information technology on class room and life of youth, etc. 5. Observation and interview in real educational settings- a field trip to one of the local schools. 34 ASSESSMENT Assessment for this class will consist of three parts 1. Participation to class activities (30%) Students are expected to complete the reading assignments, participate in class discussion, and take responsibility for presenting selected reading assignments at least once during the semester. 2. Mid-term report (30%) A literature review on a topic covered in the first half of the course. 3. Final report (40%) A research paper on a subject chosen in consultation with the instructor. REFERENCE BOOKS Reading assignments will be announced in class. The following books are the examples that will be presented during this semester. Fukuzawa, Rebecca E. and LeTendre, Gerald. Intense Years: How Japanese Adolescents Balance School, Family, and Friends, Taylor and Francis, 2001 Marshall, Byron K. Learning to be Modern – Japanese Political Discourse on Education, Westview Press, 1994 Rohlen, Thomas and LeTendre, Gerald (eds.) Teaching and Learning in Japan. Cambridge University Press, 1998. Shavit, Yossi, and Muller, Walter, (eds.) From School to Work – A Comparative Study of Educational Qualifications and Occupational Destinations, Clarendon Press Oxford, 1998 Shields, Jr., James J. (ed.) Japanese Schooling – Patterns of Socialization, Equality, and Political Control, Pennsylvania State University Press, 1995 Smith, Peter K., Morita, Yoji, Junger-Tas, Josine, Olweus, Dan, Catalano, Richard and Slee, Phillip (eds.) The Nature of School Bullying – A cross-national perspective, Routledge, 1999 Tobin, Joseph J, Wu, David Y. and Davidson, Dana H. Preschool in Three Cultures – Japan, China, and the United States, Yale University Press, 1989 Collins, Randall. Four Sociological Tradition, Oxford University Press, 1994 Hurn, Christopher J. The Limits and Possibilities of Schooling – An introduction to the sociology of
(Associate Professor, The Organization for the Promotion of International Relations) Ph.D. (Education, University of California, Berkeley) M.Ed.(Kyoto University) B.A. (Social Science, University of Tsukuba) Research Topics: Study on International Relations in Education, Sociology of Education, Comparative Education, Educational Research Methods Selected Publications: Kawai, J. et al, “Attitudes towards Study Abroad and their Social Background: A Comparative Study between Japanese and Chinese University Students”, Ronko The International Center Research Bulletin,, pp.1-20, 2011 (in Japanese) Kawai, J. “Internationalization and Education”, in Inagaki (ed.) Child, School and Society, Sekai Shishosha, 2006 (in Japanese) Kawai, J. Academic Markets and Policy Arrangements, the International Students in Japanese Higher
Liberal Arts and General Education Subjects taught in English Introduction to Primate Behavior and Cognition Graduate School of Letters James R. Anderson Behavior science 2 Fall
Tue/4 All grades All fields H467001
Yoshida South 1 31 This class will focus on nonhuman primates (prosimians, monkeys, apes) and why they are of particular interest to many biologists, anthropologists, and psychologists. Students will learn about taxonomic relationships and distribution of primates, their socio-ecological strategies, social systems, and cognitive abilities. Observational and experimental investigations of these and related phenomena will be reviewed and analyzed. The aim is to investigate the ecological and psychological status of primates in today's world. The class aims to help students acquire knowledge about the evolution of primates - their structure, their social and nonsocial behavior, and how they adapt to changing environmental circumstances. 1. Why study primate behavior? Brief introduction to Primates, and methods of study 2. Primate taxonomy 3. Early influential studies of primate behavior 4. Primate socio-ecology: social organizations and environment 5. Primate socio-ecology: specific adaptations and strategies. Responses to habitat change 6. Living together: sympatry, intra- and inter-group competition and cooperation in the wild 7. Living together: experimental approaches to studying competition and cooperation 8. Behavioral adaptations: how genes and experience interact 9. Mechanisms and parameters of social learning 10. Tool use as a foraging adaptation 11. Primate intelligence: evolutionary factors 12. Primates in captivity: the good and the bad 13. Ethical aspects of research on nonhuman primates 14. Recent highlights in the study of primate behavior Assessment will be based on a mid-term multiple-choice exam (50%) and an end-of-course short-answer exam. Students are expected to review the lecture handouts after each class, and to consult other sources(books, journals, appropriate websites. There are no specific office hours. My e-mail address is: j.r.anderson@psy.bun.kyoto-u.ac.jp Science of Religion I Graduate School of Letters CATT, Adam Alvah Philosophy 2 Fall Wed/2 All grades Humanities H141001
Yoshida Main 2 10 This course provides an introduction to methods for understanding and evaluating religious ideas and practices, focusing in particular on various approaches to the study of Buddhism. Although many of the readings have Buddhism as their object of study, familiarity with Buddhism is not a prerequisite as emphasis will be on broader methodological issues that can be applied to the study of any religion. By the end of this course, students will have gained a basic understanding of the scientific study of religion, learning how to respond to readings in this field in a critical manner. The course schedule is divided into the following sections, each with a different theme. Readings will be regularly assigned to help you assimilate the material discussed in class lectures. You are required to choose three texts from among the assigned readings and write a one-page response in which you summarize the text’s main ideas and critically respond to these ideas. In addition, a final research essay (5-10 pages including bibliography) on a relevant topic of your choice is to be submitted. 1. Method and theory in the study of religion 2. Method and theory in the study of Buddhism 3. Max Mueller, James Frazer, and Mircea Eliade 4. Languages and Translation: Walter Benjamin 5. Sociology: Emile Durkheim and Max Weber 6. Epigraphy and archaeology: Richard Salomon and Gregory Schopen 7. Psychoanalysis: Sigmund Freud 8. Performance: Catherine Bell 9. Postcolonialism Grades are based on attendance, class participation, three one-page reading responses, and one final research paper (5-10 pages including bibliography) on a relevant topic of your choice. Important: If you miss four or more classes, you will not be given credit for the course.
In general, readings will be assigned on a weekly basis, and you will be expected to prepare sufficiently before each class. Office hours to be specified (check KULASIS). For questions about the course or to set up a meeting, email me at catt.adam.7c@kyoto-u.ac.jp. Please include “Religion” in the mail header and your full name and student number in the email. Important: Make sure that you search for answers to questions yourself before contacting me by email. Introduction to Japanese Linguistics I Graduate School of Letters CATT, Adam Alvah Art, Lanugage Culture 2 Fall
Wed/1 All grades Humanities H366001
Yoshida Main 2 10 This course is an introduction to scientific methods of understanding and analyzing the Japanese language using the tools of linguistics. We will focus on the areas of phonetics, phonology, morphology, syntax, semantics, and language variation. Important aspects such as language change and efforts to preserve endangered languages most closely related to Japanese will also be covered. After taking this course, students will have a basic understanding of how to critically consider and analyze actual linguistic data from Japanese. The course schedule is divided into the following seven sections, each with a different theme. Exercises and readings will be regularly assigned to help you explore various descriptive and theoretical issues. You are required to choose two texts from among the assigned readings and write a one-page response in which you summarize the text’s main theses, goals, methods, and strengths and weaknesses. In addition, a final research essay (5-10 pages including bibliography) on a relevant topic of your choice is to be submitted. 1. Introduction, Phonetics (about 2 weeks) The phonetic inventory of Japanese; accent 2. Phonology (about 3 weeks) Phonological rules; sequential voicing (rendaku); mora vs. syllable; length requirements; loanwords; accentuation; mimetics: palatalization 3. Morphology (about 2 weeks) Parts of speech categories; morpheme types; word formation; transitive and intransitive verb pairs; nominalization; compounding 4. Syntax (about 3 weeks) Syntactic structures; word order and scrambling; reflexives; passives; causatives; relative clauses; the light verb construction 5. Semantics (about 2 weeks) Word meaning and sentence meaning; tense and aspect; verb semantics; pragmatics 6. Language Variation (about 1 week) Dialectal variation; styles and levels of speech; gender differences 7. Language Change (about 1 week) The diachronic perspective; preserving endangered languages Grades are based on attendance, class participation, exercises, two one-page reading responses, and one final research paper (5-10 pages including bibliography) on a relevant topic of your choice. Important: If you miss four or more classes, you will not be given credit for the course. In general, exercises and readings will be assigned on a weekly basis, and you will be expected to prepare sufficiently before each class. Office hours to be specified (check KULASIS). For questions about the course or to set up a meeting, email me at catt.adam.7c@kyoto-u.ac.jp. Please include “Japanese Linguistics” in the mail header and your full name and student number in the email. Important: Make sure that you search for answers to questions yourself before contacting me by email. This course does not require any prerequisite knowledge, although a basic familiarity with Japanese is preferable. 38 Masterpieces of Greek Literature Graduate School of Letters Martin Ciesko Art, Lanugage Culture 2 Fall
Wed/4 All grades All fields H367001
Yoshida Main 1 Over two semesters we will be discussing some of the masterpieces of ancient Greek literature, and you will read extracts from epic and lyric poetry, drama, history and philosophy. Almost all literary genres we are familiar with, have their origins in ancient Greece. All subsequent history of literature in various European nations is in a way a competition with the golden standard achieved by the Greeks. But the topic should be of interest not merely to literary historians. It is also worth exploring how a civilization that contributed perhaps more than any other to the concept of European culture, looked at life and man's position in the world. In what respects are the Greeks different from us and what in their literature is universal? We will also look at the political context of literary production - does society shape and, if so, in what ways, how poets talk about the world? You will gain a basic understanding of Greeks through their literature. We will not go into details of literary theory so the course is suitable even for students outside of the Faculty of Letters. In the first semester we will discuss the following topics: Who were the Greeks and why do they matter? Epic poetry Homer’s Iliad Homer’s Odyssey Lyric Poetry Sappho and Alcaeus Pindar
Tragedy in Athens Aeschylus’ trilogy Oresteia Evaluation will be based on one final report. Those who are absent more than three times will not be credited. You will be required to read extracts of discussed words at home. Sociology of Work and Organizations Graduate School of Letters Stephane Heim Behavior science 2 Fall Tue/2 Mainly for 1st and 2nd grade All fields H482001
Yoshida Main 3B Work and organizations are central institutions in contemporary societies, conducing both to social stratification and social integration. They create differentiation among individuals in terms of occupations, but they also give birth to modes of cooperation through which individuals interact. Based on these two processes (differentiation and integration), the course will put emphasis on different aspects of work and organizations while presenting the main theories in this field of research. The course aims at understanding the basics of sociology of work and organizations. Students will therefore acquire knowledge of several approaches and theories on the function of work and organizations in the society. Several case studies will also be introduced to illustrate these approaches. Week 1. Course Introduction: What is Sociology of Work and Organizations? Week 2. Theories of Work: Labour and Alienation Week 3. Theories of organization: Bureaucracy and Control Week 4. Taylorism, rationality, and the labour society Week 5. Fordism and Post-Fordism: the network society Week 6. The Market and its impact on work Week 7. From Qualification to Competencies: Wages and Social Relations Week 8. Professions and Occupational Groups Week 9. Work, Age, and Gender Week 10. Work and Family Week 11. Employment and Unemployment Week 12. The Emergence of the Service Industry Week 13. Outsourcing, Control, and Trust Week 14. Work, Organizations, and Institutions Week 15. Course Conclusions 20% class attendance and participation, 40% mid-term exam, 40% final exam. During each class, the first ten-fifteen minutes are dedicated to the review of the previous class. Students are asked to prepare each lesson on a weekly basis. Students should email the teacher to make an appointment. The lectures will be delivered in English. There are no prerequisite to take this course, though it would be better to have some basic sociological knowledge. Introduction to Social Research Graduate School of Letters Stephane Heim Behavior science 2 Fall
Thu/2 Mainly for 1st and 2nd grade All fields H477001
Yosida Main 1 01 Sociology is a social science with particular research methodologies whose aim is an in-depth understanding of human behaviours. Those methodologies are divided into quantitative and qualitative approaches. The qualitative approaches are presented in this lecture. We will see both how a research can be conduced, and how several well-known surveys produced knowledge about human behaviours. This course aims to familiarize students with different qualitative research methods so as to develop their ability in leading qualitative researches. A great variety of researches will be exposed and discussed, as well as the construction of and issues linked with each step of a qualitative research. Week 1. Introduction to Field Research Week 2. Literature Reviews Week 3. Research Design: Hypothesis and Research Question Week 4. Field Research and Questionnaire Week 5. The Target Population Week 6. Interviews, Observation, and Participation Week 7. Documents and Archives Week 8. Interpretation, Qualitative Data Analysis, and Content Analysis Week 9. Conceptualization, Operationalization Week 10. Writing Research Reports Week 11. Historical/Comparative Research Week 12. Social Research in Critical Perspective Week 13. Field Research and Social Surveys Week 14. Research Ethics Week 15. Course Conclusions 20% class attendance and participation, 40% oral presentation, 40% final exam. During each class, the first ten-fifteen minutes are dedicated to the review of the previous class. Students are asked to prepare each lesson on a weekly basis. Students should email the teacher to make an appointment. The lectures will be delivered in English. There are no prerequisite to take this course. Introduction to Educational Psychology B Graduate School of Education Emmanuel MANALO Behavior science 2 Fall Mon/3 Mainly for 1st and 2nd grade All fields H472001
Yoshida South 3B The main purpose of this course is to introduce some key concepts, issues, and perspectives in educational psychology and provide students with the foundational knowledge necessary for future study in this subject area. The focus of the course is on introducing essential theories and research, and considering the real and possible applications of those to educational practices. Following on from Introduction to Educational Psychology A, the goals of this course are: - To facilitate students’ acquisition of more knowledge about basic concepts, issues, and Download 0.69 Mb. Do'stlaringiz bilan baham: 
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