FRONTIER SPIRIT BE OUR GUIDE

to participating meaningfully in a

GLOBAL V I S I ON

changing world. They are ourhope for a future of peace anddialogue as opposed to a future

NIHS, InternationalMindedness
and the IBDP
A s most of our communit yʼs

those of our students who have

ever, many people are becoming
convinced that this sort of de-bate is essential. By engaging

I n order to inculcate interna-ﬁculties facing humanity, young

people can refine their values

ulum that encourages ourdence to take a leadership role

students to have compassion

and s tep for ward with confi -in s o l v in g t h e p ro b l e m s t ha t

stakeholders now know, Nagoya

excellent English skills.

and to demonstrate empathy

High School (NIHS) has become

We will continue, of course, toever in our increasingly inter-

We need students who partici-

Studies program in the seniorStudents must understand thatclasses, who express their opin-

International Junior and Seniora candidate for authorization
for the International Baccalaure-

offer our popular Internationalfor other human beings, wher-connected world they may live.

currently confound us.

pate actively in each of theirate Diploma Programme (IBDP).

high school. This program of-

all people are equally important.

ions freely and who take excep-

f ir s t s t e p t o b e c o min g a n IB

teen hours of English instruc-

We must encourage our stu-

ions and pronouncements when

their year in school. At least

al dilemmas and to acquire thelonger value passive learners.

thorized by the IB Organization

Native English teachers who areto engage t he s e. We have aApril of 2015.

ly assistant language teachers.

Candidate status is an essential
World School, though authorization is not at this point guaranteed. We are hoping to be au-

and to implement the IBDP in

I f authorized, we will teach all
subjects (other than Japanesefers students eight to sevent ion p er we ek , dep ending on

dents to become aware of mor-full-time teachers and not mere-

categorical imperative to devel-learning and proudly take an in-

In addi t ion, s tudent s in t heir

ity through the many trials thatthe issues that humanity faces.

s t u d y En g l i s h a t o n e o f n i n eabout what constitutes a good

live with local families for one orworld that is friendly to all life

dents in this program chooseessence of international mind-s e c o n d ye ar in t his p ro gr am

we are facing. We must thinkpartner schools in Auckland andeducation, a just society and acourse, be an optional and not a

two months. Most of our stu-that ﬂourishes here. This is therequired course of studies.

However, we firmly believe thatpursuing a rigorous course of

the two-month option.

academic studies in a foreign

We also of fer our Advanced

senior high school. This course

quire students to engage in re-but is focused on college en-w r i t i n g . T h e I B D P, h o w e v e r,

language w ill grea t l y b ene f i t

has a rich English component

General Studies course in thedoes.

ment ar y ins t r uc t ion by cram

R esearch clearly demonstrates

in the Advanced General Stud-level cognitive and academic

school professionals. Students

ies program study for eight per io ds each day from Monday

in Japan or abroad.

their second year.

The world is no longer divided

with excellent English and otheracademic skills will be permitted
to participate. Students in theIBDP, assuming that our school

nections among subjects are allimpor tant. The Theor y ofKnowledge course makes theseconnections explicit.

their last t wo years of senior

percent more likely to enter eliteof these subjects for 240 hours

and the other half for 150 hours
over the course of their last twoyears of senior high school.

I n addition, the students will
write an Ex tended Essay of4000 words, study the Theoryof Knowledge for 100 hours andperform 150 hours of Creativity,
Action and Service.

Th e o r d i n a r y Ja p a n e s e h i g hschool curriculum does not re-women who can stand on theinter nat ional s t age and, w it hempathy and intellectual cour-age, address the many important challenges that face all ofus in the twenty-ﬁrst century.

国際バカロレア機構より担当コンサルタントがThe Theory of Knowledge

来校（5月26日・27日）され、IBDP候補校である名古屋国際の今後の計画について本校のIBチームと話し合いが行われました。（前列左から２番目がコンサルタントのKristi POZON先生）

A Core Component of the International Baccalaureate Diploma Programme
第7回フロンティアカップ
英語スピーチコンテスト

into academic fiefdoms. Con-IBDP graduates who have passed

high school. They will study half

want to educate young men andcess at university, whether here

receives authorization, will study
six sub jects concurrently forThis is the kind of educationthat NIHS wants to develop. We

foreign language, have a muchtravel to Malaysia and Singapore

A s for the IBDP, only students

tellectual and a moral stance on

writing skills, par ticularly in abetter chance of notable suc-for one week when they are in

I t is not common in Japaneseclassrooms to engage in open

who take responsibility for theirthat students who acquire high-through Friday and for four pe-

riods every Saturday. They alsoedness.

We need to cultivate students

search and high-level academic

trance examination preparationand features substantial supple-

doing so is appropriate. We nodispositions and the vocabulary

L a n g u a g e a n d L i t e r a t u r e) i n
English. The IBDP will, oftion with their teachersʼ opin-

half of these classes are withop a civic ethic to guide human-［ ザ・フロンティア・タイムズ ］

in dialogue about the major dif-tional mindedness in our stu-VOL.23 JUNE 2014

THE FRONTIER TIMES

debate about moral issues andinternational challenges. How-of threats and hostility.

dents, we must create a curric-

FRONTIER SPIRIT BE OUR GUIDEthe Diploma exam are twenty-one

universities around the world.
This is an impressive fact.

What is more important, however, is t hat succes s ful IBDP

国際化が加速する現代社会では、世界共通語である英語の力を身につけることが若い世代に求められています。
先進の国際教育を実践する名古屋国際中学校・高等学校のネイティブファカルティが、日本の小中学生の英語活動を応援します。

8.27

wed

9：30〜

【時間】

【出場資格】
小学生の部：小学校５・６年生
中学生の部：中学校１〜３年生（ただし、英語を母国語とする方を除きます）【主催】学校法人栗本学園
名古屋国際中学校・高等学校【後援】愛知県 愛知県教育委員会
名古屋市 名古屋市教育委員会
中日新聞社 日本経済新聞社 ※後援は予定

名古屋国際中学校・ 【審査員】名古屋商科大学コミュニケーション学部教授
校長、本校ネイティブファカルティ
高等学校

【場所】

graduates are critical thinkers

who are internationally minded【応募方法】本校ホームページをご覧ください。
http://www.nihs.ed.jp/

and w ho t ake s er iousl y t heirstewardship of our planet.

IBDP students think outside of

the box. They inquire. They reflect on their accomplishments

and their shortcomings. They areopen-minded and are committed

発

ploma Programme (IBDP) was intro-duc e d in numer ous in t er na t ional

schools around the world over forty years ago, theTheory of Knowledge (TOK) course was considered

its distinctive curricular innovation.

TOK is a course that is still unfamiliar to most stu-

実施要項

2014

W

hen the International Baccalaureate Di-行

所在地 〒466-0841 名古屋市昭和区広路本町1-16

発行月 年間４回（6月／9月／12月／3月）

学校法人栗本学園
名古屋国際中学校・高等学校
学内広報チーム
デザイン cluch on cluch Co.,Ltd.
制

作

企画協力 株式会社 イーブレイン

広報紙「THE FRONTIER TIMES」
に関するご意見・ご感想は frontiertimes@nihs.ed.jp までお送りください。
本紙に掲載されている記事、画像など全てのコンテンツの著作権は名古屋国際中学校・高等学校に帰属します。
私的使用以外の目的で複写・複製することはできません。

dents, teachers and parents in national schools

here in Japan. For this reason, we would like to takethis opportunity to introduce its key features.

Our school is actively pursuing IBDP authorization.

class, our teachers will not dictate to our students

edge questions diﬀer, depending on the disciplinary

any answers to the profound knowledge questions

perspectives from which we might view them.

questions that prompt our students to engage inThe key adjective that describes the TOK curricu-

that they raise. Instead the teachers will ask deep

inquiry. The TOK course values reﬂection and critical thinking above all.

The TOK curriculum has evolved over the years.

lum is “holistic”. Students must understand thatthey will, during their lives, navigate the different

Ways of Knowing and Areas of Knowledge in orderto create “knowledge as a whole”. In addition, stu-The TOK has always focused on Ways of Knowing

dents will, if we teach the course eﬀectively, comethe most recent revision, the TOK curriculum rec-will construct knowledge in diﬀerent ways and thatand Areas of Knowledge. As of last year, following
ognizes eight Ways of Knowing. These are: sense

to understand that diﬀerent individuals and groups
their conclusions, provisional as they may be, must

perception, memory, reason, language, emotion,

be respected. Such a perspective will lead to mu-ﬁrst step, over a half a year ago. This is no guaran-riculum also recognizes eight Areas of Knowledge.

standings that lead to so many calamities in ourdoing everything necessary to become an IB Worldences, the natural sciences, mathematics, indige-

We earned Candidate School status, an importanttee that we will achieve authorization, but we are

School. In this issue of our school newspaper, wewould like to share with our stakeholders the main

faith, imagination and intuition. The new TOK cur-

These are: the arts, ethics, history, the human sci-

nous knowledge and religious knowledge.

tual understanding and help to avoid the misunder-

shared world.

We want our students to ask themselves one fun-damental question. “How can understanding thegoals and methods of the TOK.

One of the main purposes of the TOK curriculum isnature of knowledge help us to live peacefully with

The main goal of the TOK course is to encourage

perspectives that arises as a result of academic

perspectives, ideas, cultures and beliefs?” If they

connections and an understanding of how knowl-

will have achieved our educational goal.

students to think about knowledge itself. How do
we know what we think that we know? In the TOK

to counter the fragmentation of information andspecialization. The idea is to foster interdisciplinary

other people in this world, even if we have diﬀerent

can give a thoughtful answer to this question, we