| 授業名 | Critical Thinking |
|---|---|
| Course Title | Critical Thinking |
| 担当教員 Instructor Name | Jonathan Damiani |
| コード Couse Code | NUC405_N19B |
| 授業形態 Class Type | 講義 Regular course |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2019 UG Nisshin Term3 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
授業の目的（意義） / Importance of this course
Good ideas should always be those where an individual or group is able to apply their expertise and experience to the solutions of real social needs. To find the match between what one can offer and what will fill a need requires both originality and the questioning of assumptions. This course aims to explore and develop the processes of creative and critical thinking and apply them to social issues and business problems. We will examine the steps that creative and critical thinkers take in approaching problems, and practice the questioning skills, the habit-breaking and brainstorming skills, and then prioritizing and self-reflection skills that lead to the solution of problems. We will do this through relevant cases drawn from social policy, political and international disputes, and successful and failing business ventures. Activities at course meetings will include individual and group reflections, free writing time, media presentations, small group discussions on readings, large group discussions summarizing readings, critique of these summaries, as well as discussions based on the cases where creative and critical thinking will be practiced in depth.
到達目標 / Achievement Goal
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
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
受講後得られる具体的スキルや知識 Learning Outcomes
• To become familiar with recent frameworks on creative and critical thinking in order to adapt to different thinking styles in group and team environments. Students will learn how to make better decisions through critical thinking and creative problem solving by examining their own assumptions, beliefs and practices, and those of their peers.
• To develop an understanding of how various frames for observing and thinking about creative and critical thinking in organizations can be applied to help solve problems we find important enough to explore.
• To recognize and remove barriers to creativity in order to foster innovation. To work as a team to create our own creative and critical thinking project.
• To develop an understanding of how various frames for observing and thinking about creative and critical thinking in organizations can be applied to help solve problems we find important enough to explore.
• To recognize and remove barriers to creativity in order to foster innovation. To work as a team to create our own creative and critical thinking project.
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 50 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 25 % |
| フィールドメソッド Field Method | 25 % | 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
COURSE EXPECTATIONS:
I like a lively classroom. Therefore, most classes will be a mix – discussion enhanced by group participation, content delivered by me in an informal lecture, reflection, hands-on activities, and media presentations. A key component of this class is to learn with and from others. It is expected that students will attend all sessions and come prepared and on time. It is also expected that you will make regular contributions related to course readings, contribute, but not dominate discussions, be clear and succinct in your comments and listen actively to others. Practicing the art of active listening and working collaboratively with others are important skills for all creative and critical thinkers.
IN-CLASS PARTICIPATION (15%)
For each class you attend you will be able graded on participation. This means coming to class prepared to discuss relevant readings, with the appropriate materials. In the event that you miss a class for whatever reason, it is your responsibility first to check with two or three other students to
learn about the missed class. Collect notes from lectures or presentations, find out about any
activities that were undertaken, determine what assignments were given and what plans were
made for the next classes. After you have checked with other students, then you may pose
questions to me and request any handouts that were distributed.
ASSIGNMENTS:
#1.0 MIDTERM REPORT (10%)
Consider a social issue or business challenge from different viewpoints, using one of the frameworks presented in the course. This is in preparation for the film project prep session of week seven and so it may be on the same topic. The report should include (1) a brief overview of the challenge or issue (one to three sentences), (2) an account of how two different modes of thinking influenced your thinking on the issue (e.g., compare two of de Bono’s ‘Hats’), (3) a summary of your thinking under each mode, and an explanation of why you found that mode of thinking to be useful or not.
(1-2 pages typed double-spaced)
#2.0 CREATIVE & CRITICAL THINKING PROJECT (35%)
The aim of this whole group presentation is to give students an opportunity to collaborate with classmates, and to assimilate ideas from the course as they see fit in a truly unique creative project. In the past students have put together films for consideration at NUCB’s film festival. The project can be done in any format the class sees fit (e.g. a film, documentary, work of fiction, a manifesto, sculpture, painting, performance, etc.), and can be as abstract or concrete as the class chooses. The final product will be presented to the class, and possibly to other members of the university (students and staff) and will be developed with the support and supervision of the professor.
#4.0 FINAL REPORT (25%)
This aim of this individual final report is to provide you with an opportunity to reflect in depth on your Creative Thinking Project and what you have gained from the course. With the addition of your film presentation’s appraisal I would like you to address (1) what new contributions were made that helped you in your thinking on the course? And (2), what aspects or problems that you have encountered are most difficult to resolve? Why?
(3-5 pages typed double spaced)
#5.1-5.3 CASE STUDY/READING REFLECTIONS (15%)
For the first half of the semester, I will be assigning readings to be done outside of class. These cases will come with sets of questions you will be expected to answer outside of class. You will then bring your answers and the assigned case to class on the date it is to due. These answers will help you participate in small and whole group discussions. We will connect these cases to other course readings, discussions and assignments in class. On the days for which case study readings are assigned, you will submit to the class webpage an entry of roughly 500 words before class begins that I will grade and provide feedback for. Each of the three reflections will be worth a total of five points.
I like a lively classroom. Therefore, most classes will be a mix – discussion enhanced by group participation, content delivered by me in an informal lecture, reflection, hands-on activities, and media presentations. A key component of this class is to learn with and from others. It is expected that students will attend all sessions and come prepared and on time. It is also expected that you will make regular contributions related to course readings, contribute, but not dominate discussions, be clear and succinct in your comments and listen actively to others. Practicing the art of active listening and working collaboratively with others are important skills for all creative and critical thinkers.
IN-CLASS PARTICIPATION (15%)
For each class you attend you will be able graded on participation. This means coming to class prepared to discuss relevant readings, with the appropriate materials. In the event that you miss a class for whatever reason, it is your responsibility first to check with two or three other students to
learn about the missed class. Collect notes from lectures or presentations, find out about any
activities that were undertaken, determine what assignments were given and what plans were
made for the next classes. After you have checked with other students, then you may pose
questions to me and request any handouts that were distributed.
ASSIGNMENTS:
#1.0 MIDTERM REPORT (10%)
Consider a social issue or business challenge from different viewpoints, using one of the frameworks presented in the course. This is in preparation for the film project prep session of week seven and so it may be on the same topic. The report should include (1) a brief overview of the challenge or issue (one to three sentences), (2) an account of how two different modes of thinking influenced your thinking on the issue (e.g., compare two of de Bono’s ‘Hats’), (3) a summary of your thinking under each mode, and an explanation of why you found that mode of thinking to be useful or not.
(1-2 pages typed double-spaced)
#2.0 CREATIVE & CRITICAL THINKING PROJECT (35%)
The aim of this whole group presentation is to give students an opportunity to collaborate with classmates, and to assimilate ideas from the course as they see fit in a truly unique creative project. In the past students have put together films for consideration at NUCB’s film festival. The project can be done in any format the class sees fit (e.g. a film, documentary, work of fiction, a manifesto, sculpture, painting, performance, etc.), and can be as abstract or concrete as the class chooses. The final product will be presented to the class, and possibly to other members of the university (students and staff) and will be developed with the support and supervision of the professor.
#4.0 FINAL REPORT (25%)
This aim of this individual final report is to provide you with an opportunity to reflect in depth on your Creative Thinking Project and what you have gained from the course. With the addition of your film presentation’s appraisal I would like you to address (1) what new contributions were made that helped you in your thinking on the course? And (2), what aspects or problems that you have encountered are most difficult to resolve? Why?
(3-5 pages typed double spaced)
#5.1-5.3 CASE STUDY/READING REFLECTIONS (15%)
For the first half of the semester, I will be assigning readings to be done outside of class. These cases will come with sets of questions you will be expected to answer outside of class. You will then bring your answers and the assigned case to class on the date it is to due. These answers will help you participate in small and whole group discussions. We will connect these cases to other course readings, discussions and assignments in class. On the days for which case study readings are assigned, you will submit to the class webpage an entry of roughly 500 words before class begins that I will grade and provide feedback for. Each of the three reflections will be worth a total of five points.
授業スケジュール Course Schedule
第1日（Day1）
Key Concept: Intersections of Ideas●使用するケース
Swarm Intelligence, Adapted by Jonathan Damiani第2日（Day2）
Key Concept: Intersections of Ideas●使用するケース
Medici Effect, Adapted by Jonathan Damiani第3日（Day3）
Key Concept: Ways of Thinking About Problems●使用するケース
Six Thinking Hats, Adapted by Jonathan Damiani第4日（Day4）
Key Concept: Ways of Thinking About Problems●使用するケース
Five Minds for the Future, Adapted by Jonathan Damiani第5日（Day5）
Key Concept: Developing Minds for the Future●使用するケース
Inner Work Life, Adapted by Jonathan Damiani第6日（Day6）
Key Concept: Developing Minds for the Future●使用するケース
Signature Stories, Adapted by Jonathan Damiani第7日（Day7）
Key Concept: Sharing our Theories●使用するケース
The Art of Critical Thinking, Adapted by Jonathan Damiani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。
*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 | 0 % |
| 授業内での挙手発言 Class Contribution | 15 % |
| クラス貢献度合計 Class Contribution Total | 15 % |
| 予習レポート Preparation Report | 35 % |
| 小テスト Quizzes / Tests | 10 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 20 % |
| 最終レポート Final Report | 20 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
教科書 Textbook
- Franz Johannson「The Medici Effect」Harvard Business School Press（2006）
参考文献・資料 Additional Readings and Resource
Gardner, Howard (2007). Five minds for the future. Harvard Business School Press.
Rolling, J. (2014). Swarm intelligence: What nature teaches us about shaping creative leadership. Palgrave Macmillan Trade. ISBN-10: 1137278471
De Bono, Edward (1999). Six thinking hats. Back Bay Books. ISBN-10: 9780316178310
Cases and other articles to be selected and distributed by the instructor.
Rolling, J. (2014). Swarm intelligence: What nature teaches us about shaping creative leadership. Palgrave Macmillan Trade. ISBN-10: 1137278471
De Bono, Edward (1999). Six thinking hats. Back Bay Books. ISBN-10: 9780316178310
Cases and other articles to be selected and distributed by the instructor.
授業調査に対するコメント Comment on Course Evaluation
I hold students to a high standard of performance on all assignments. This suggests I expect that your performances (written and oral) to be thoughtful and will display sophisticated understandings of the topics and issues we address. I will review your written assignments carefully for the quality of your writing, the substance of your ideas, and the forms of your expression. I will review it for correctness in grammar and usage, spelling and punctuation. I expect that you will include lists for references for sources used in forming or supporting your ideas.
Comment on Plagiarism & Cheating:
Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in quotation marks, with the source identified.
Any form of cheating will immediately earn you a failing grade for the entire course. By remaining enrolled, you consent to this policy.
Your One and Only Warning: Zero Tolerance of Cheating & Plagiarism
Comment on Plagiarism & Cheating:
Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in quotation marks, with the source identified.
Any form of cheating will immediately earn you a failing grade for the entire course. By remaining enrolled, you consent to this policy.
Your One and Only Warning: Zero Tolerance of Cheating & Plagiarism
担当教員のプロフィール About the Instructor
Jonathan received a Ph.D. in Teaching & Curriculum from Syracuse University’s Department of
Teaching & Leadership in December of 2012. Jonathan is a professor and school liaison who specializes in Educational Leadership and Inclusive Education. Jonathan is also a publicly engaged scholar whose primary research interests lie in developing the work being done in schools by going directly to students for their perspectives of teaching, leadership, and learning. Jonathan currently teaches courses related to his research into issues of leadership and culture at Nagoya University of Commerce and Business. As a member of their Faculty of Management, Jonathan teaches in the university’s Global Leadership Program, where he works with international exchange students from around the world. In his earlier education, Jonathan received his master’s in Special Education at the City College of New York in Harlem, while working as a New York City Teaching Fellow in Brooklyn.
Refereed Articles
- (2018) The Cultural Dimensions of Principals’ Instructional Leadership: An Exploratory Analysis. Journal of Research on Organization in Education 2
- (2017) Managing the Ebb and Flow: A Case for Calling Forth Student Voice. Journal of School Administration Research and Development
- (2017) Rethinking leadership education: narrative inquiry and leadership stories. Reflective Practice: International and Multidisciplinary Perspectives 18(2): 14701103
- (2016) Unlocking Students' Perspectives of School Leadership: Toward a Theory of Engaging Students in School Leadership. International Journal of Student Voice
- (2014) Engaging Students in School Leadership: Creative Approaches to Empowerment. Journal of Exceptional People