| 授業名 | CRITICAL THINKING FOR SOCIAL ISSUES 1 |
|---|---|
| Course Title | CRITICAL THINKING FOR SOCIAL ISSUES 1 |
| 担当教員 Instructor Name | Niculina Nae |
| コード Couse Code | NUC026_N25A |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 専門教育科目300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2025 UG Nisshin Term1 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course is the first installment in the Critical Thinking for Social Issues series. It introduces students to current issues in Japanese society, using the case method to develop critical thinking, analytical skills, and discussion-based learning. Students will examine real-world cases, analyze gender-related challenges, and propose solutions grounded in research and social context.
The course will equip the students with essential English communication skills and global competences as stated in the mission of the university, such as "frontier spirit" and professional abilities necessary to bridge the gap between New Asia and the rest of the world.
The course will equip the students with essential English communication skills and global competences as stated in the mission of the university, such as "frontier spirit" and professional abilities necessary to bridge the gap between New Asia and the rest of the world.
授業の目的（意義） / Importance of this course
This course aims to:
Develop critical thinking skills through the examination of gender-related issues in Japan.
Encourage evidence-based discussions using real-world cases and data.
Improve students' ability to analyze complex social problems and propose ethical and practical solutions.
Foster awareness of intersectional perspectives on gender, considering factors such as nationality, race, and class.
Strengthen academic writing and debate skills in English through structured assignments, case analyses, and presentations.
Provide students with the tools to evaluate media, policies, and cultural norms through a critical lens.
Develop critical thinking skills through the examination of gender-related issues in Japan.
Encourage evidence-based discussions using real-world cases and data.
Improve students' ability to analyze complex social problems and propose ethical and practical solutions.
Foster awareness of intersectional perspectives on gender, considering factors such as nationality, race, and class.
Strengthen academic writing and debate skills in English through structured assignments, case analyses, and presentations.
Provide students with the tools to evaluate media, policies, and cultural norms through a critical lens.
到達目標 / Achievement Goal
By the end of this course, students will be able to:
Understand key gender issues in Japan, including workplace inequality, education, legal frameworks, and cultural perceptions.
Analyze social issues through real-life cases, using evidence-based reasoning.
Develop logical arguments and engage in critical discussions on gender-related topics.
Enhance problem-solving skills by proposing solutions to complex gender issues.
Improve academic writing and debate skills through structured assignments and case discussions.
Understand key gender issues in Japan, including workplace inequality, education, legal frameworks, and cultural perceptions.
Analyze social issues through real-life cases, using evidence-based reasoning.
Develop logical arguments and engage in critical discussions on gender-related topics.
Enhance problem-solving skills by proposing solutions to complex gender issues.
Improve academic writing and debate skills through structured assignments and case discussions.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
This course will help students develop reading, writing, and discussion skills while acquiring and practicing relevant vocabulary at the CEFR B1-B2 levels.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 20 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 80 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
The class will begin with a short explanation of key concepts and assessment of students' preparedness for discussion. This will be followed by a 20-minute pair or small group discussion, culminating in a whole-class discussion. The session will conclude with a summary of the discussions and key takeaways.
授業スケジュール Course Schedule
第1日（Day1）
1. Course introduction: aims and goals, course schedule, course materials, grading policy and classroom policies.2. Introduction to Critical Thinking and Gender Issues in Japan.
●使用するケース
Case Analysis: "Should boys wear skirts? Gender-free uniforms in schools"第2日（Day2）
Gender roles and Workplace Inequality●使用するケース
Case Analysis: The "Salaryman" vs. "Career Woman" debate第3日（Day3）
Gender and Education●使用するケース
Case Analysis: "Mika's choice: Should women stick to liberal arts?"第4日（Day4）
LGBTQ+ Issues●使用するケース
Case Analysis: "Hiroshi and Kenta's struggle for partnership rights"第5日（Day5）
Marriage, Family, and Changing Gender Expectations●使用するケース
Case Analysis: "Can Japanese men seriously consider paternity leave?"第6日（Day6）
Sexual Discrimination in the Workplace●使用するケース
Case Analysis: "From #MeToo to #KuToo"第7日（Day7）
Student-Led Case Presentations●使用するケース
Presentations: Ethical Solutions for Gender Issues in Japan成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Respectful dialogue is expected. Gender issues can be sensitive; approach discussions with an open mind.
Attendance policy: More than three unexcused absences will result in exclusion from the course.
Late submissions will result in grade deductions unless prior approval is given.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 10 % |
| 授業内での挙手発言 Class Contribution | 40 % |
| クラス貢献度合計 Class Contribution Total | 50 % |
| 予習レポート Preparation Report | 20 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 30 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
定期試験 Final Exam
あり評価の留意事項 Notes on Evaluation Criteria
Active participation is essential. Students must read the assigned materials before class.Respectful dialogue is expected. Gender issues can be sensitive; approach discussions with an open mind.
Attendance policy: More than three unexcused absences will result in exclusion from the course.
Late submissions will result in grade deductions unless prior approval is given.
教科書 Textbook
- .「Readings will be provided by the course instructor.」.（.）
参考文献・資料 Additional Readings and Resource
Selected readings from academic journals, news articles, and reports (provided via Google Classroom).
Documentary screenings and case study handouts.
Documentary screenings and case study handouts.
授業調査に対するコメント Comment on Course Evaluation
This is a newly established course that encourages critical and independent thinking. Through case discussions, students will not only develop their analytical skills but also gain a deeper understanding of gender issues in Japan and beyond.
担当教員のプロフィール About the Instructor
Prof. Nae holds an MA in Translation and a PhD in Linguistics from Nagoya University. With extensive teaching experience, she has been actively engaged in research, as well as translation and interpretation work. Her research interests include translation studies, internationalization in higher education, gender studies, and active learning in Japanese classrooms.
Refereed Articles
- (2024) Bridging the Digital Divide?ICT Utilization Disparities in Japanese Education and the GIGA School Initiative. Euromentor Journal - Studies about Education XV(3): 2068-780X
- (2024) Historical Roles of Women in Education: A Comparative Analysis of Japan and Romania. Euromentor Journal - Studies about Education 15(2): ISSN 2068-780X
- (2023) Can Japan Aspire to a Gender-Equal Society? Japanese Male and Female Students' Attitudes Regarding Marriage and Gender Roles in Family and Society. Forum of International Development Studies 54(1): 2189-9126
- (2022) The Post Pandemic "New Normal" in Japanese Education. Euromentor Journal - Studies about Education XIII(3): ISSN 2068-780X
- (2022) Study Abroad Programs at the Crossroads. Euromentor Journal, Studies about Education XIII(2): ISSN 2068-780X
Refereed Proceedings
- (2024). Pros and Cons of Using the Case Method to Supplement TOEIC Instruction. Conference Proceedings. Innovation in Language Learning 2024 .Innovation in Language Learning 2024, Edition 17. 1. 2. Firenze, Italy
- (2023). Enhancing English Vocabulary Learning through Listening to Vocal Music. Conference Proceedings. Innovation in Language Learning 2023 (e-book) .Innovation in Language Learning 2023, 16th Edition. 1. 2. Firenze, Italy
- (2023). Cultivating Effective Communication Skills in TOEIC Classes: Moving Beyond Drills. Conference Proceedings. Innovation in Language Learning 2023 (e-book) .Innovation in Language Learning 2023, 16th Edition. 1. 2. Firenze, Italy
- (2020). Conventional Education vs. Remote Education – “Just Put it Online?” A Report from Japan. Innovation in Language Learning 13th Edition Proceedings .Pixel Conferences. 1. 2. Florence, Italy
- (2017). Womenomics: Is the Workforce Ready?. 10th Annual Conference of the EuroMed Academy of Business (Book of Proceedings) .EuroMed Academy of Business. 1. 4. Rome, Italy