English Abstracts

Philosophy and Happiness:
Socratic Exhortation to Philosophy
and Platonic Higher Education
KANAYAMA Yasuhira (Yahei)This paper argues that the study of philosophy, especially that ofthe history of philosophy, helps students to lead a happy andsatisfying life. In this respect, there is no essential difference
between the introductory and the higher courses of philosophy.
Philosophy is different from simple free discussion. It often occursthat the so-called “independent thought” is nothing but prejudged
opinion arising from unconscious desires.

Philosophy is anenterprise where reflective thinking works to facilitate the search fortruth and the pursuit of a better life. The best way to transformstudents as consumers of knowledge into its producers is philosophy
education at the university level, carried out through a Platonic
turning of the mind. Journeying through the history of philosophy isespecially effective for this purpose as it enables students to stand on
different and unfamiliar perspectives. Through joint attempt with
their teacher, students can learn to understand original texts,
overcome challenging problems, and develop their intellectual
abilities to cope with changing situations of the present complex
world. Writing about one’s deepest thoughts and feelings aboutsome philosophical topic is the best way to train excellent generalists,
who can in turn become real winners of the Win-Win games in thisworld.
Professor, Graduate School of Letters, Nagoya University

315How to Teach Critical Thinking ina Philosophy of Science Course:
A Report from Classroom Teaching
AOKI Shigeyuki

How should we teach “philosophy”

to those majority ofundergraduate students who will likely never enroll in a “philosophy”
course again for the rest of their lives? This paper argues thatcritical thinking (hereafter CT) represents some essence of generaland useful aspects of philosophical thinking, so CT education is a
viable option for undergraduate philosophy courses. In the firstsection of this paper, I will discuss some trials and errors from myteaching experience in undergraduate philosophy of science courses,
explaining why I started teaching CT in philosophy courses. In thesecond and third sections, I will enumerate several merits ofintroducing CT into philosophy courses, and then discuss my own
classroom teaching on CT and students’ reactions to it. In thefourth section, I will offer some theoretical reflection on the merits wecan expect from philosophy faculty’s CT teaching. In the lastsection, further problems for CT-based philosophy of scienceeducation will be addressed.
Assistant Professor, School of Computer Science and Engineering,
University of Aizu

316

What can Philosophers Teach
Non-philosopher Students,
if not Philosophy?
SUZUKI Takayuki

Today those who specialize in philosophy often have to teachnon-philosophy courses.
In such cases, philosophers may feelembarrassed because it is not clear what they can and should teach, if
not philosophy, to students who do not specialize in philosophy.

Inthis paper, I, as a philosopher facing this problem, present my own
struggle with it. Having taught bioethics, neuroethics, criticalthinking, and other topics in non-philosophy courses, I found that
there is a dilemma here. If philosophers choose philosophical issues
as their course topics, more and more students will lose interest in thecourses and keep away from them. If philosophers try to be lessphilosophical, more and more students may attend the courses, but it
does not seem necessary for philosophers to teach those courses.
Teaching critical thinking might be a good choice here because
critical thinking requires the abilities that philosophers are trained toacquire, though this strategy may work only under certain
circumstances.
Associate Professor, Department of Anthropology and Philosophy,
Nanzan University317

Teaching Philosophy in KOSEN(Colleges of Technology):
from the Viewpoint of Curriculum Design
KITANO Takashi

In this paper our goal is to set guidelines for teaching philosophy in
KOSEN (national colleges of technology in Japan), especially from theviewpoint of curriculum design.
First, we briefly explain what the curriculum design is and identify
the important points of view to be considered while setting theguidelines. Second, we show some conditions for thinking aboutteaching philosophy in KOSEN: the position of philosophy andphilosopher in KOSEN, and the state of the philosophical courses
there. Third, we discuss some tasks relating to teaching philosophyin KOSEN.
Finally, we suggest that teaching philosophy in KOSEN can becomprised of 3 features: (1) a close relationship with an “ethics” classin a lower grade; (2) a close relationship with an “engineering ethics”
class in the JABEE （ Japan Accreditation Board of Engineering
Education ） course; (3) an element of critical thinking, which isconnected with some objectives of KOSEN, critical mind, and logicalthinking.
Associate Professor, General Education, Toyota National College ofTechnology318

Philosophy Education forEngineering Students
SEGUCHI Masahisa

This paper examines the contents of philosophy education atNagoya Institute of Technology and proposes some ideas forimproving philosophical and ethical education for engineering
students.
According to a survey on the images of science and philosophy,
most students think that philosophy can neither reach any agreement
nor solve problems, on the one hand; but science can obtain universal
agreement and solve problems in a clear way, on the other.
Theytend to perceive philosophy as a difficult and useless never-ending
story or a personal belief. Engineering students often equate science
with technology and think that science is the art that makes our wayof life convenient and comfortable.
The “Science and Philosophy” class aims at challenging students’prejudices toward philosophy and science by discussing how
historically science has developed from the tradition of naturalphilosophy.

In the “Engineering Ethics” class, students arepresented with ethical dilemmas of technology. In my view, thevirtue ethics of Plato and Aristotle can provide better tools ofunderstanding Engineering Ethics.

While case studies of serious

accidents are indispensable in Engineering Ethics class, Ancient
Philosophy, too, has its place in the field of ethics and philosophy forengineering students.
Professor, Graduate School of Engineering, Nagoya Institute ofTechnology319

Consideration of Framework forStudent Learning Dynamics
KAWAI Toru

Recently, there is a growing interest in “student learning” inJapanese higher education. It is imperative to research about
student learning dynamics. In this paper, I constructed a frameworkfor student learning by reviewing articles on learning research.
First, I reviewed the current study on student learning from theperspective of student learning dynamics. Second, I reviewed theliterature on learning research and examined thehistoricalemergence of behaviorism, the establishment of cognitive science, theimpact of situative turn, and the subsequent coexistence anddevelopment of those three perspectives.

I found five constituents inthe framework for learning, that is, object, actor, practice/interaction,community, and time. I considered the relationships among theseconstituents.

Finally I considered researches on student learning inhigher education based on that framework. While considering how
researches on student learning are oriented and organized, I foundthat they should have reconnected to higher education and specificeducational practices.
Graduate Students, Graduate School of Education, Kyoto University320

The Function of the FD Guide asa Device for Faculty Development
ITO Nagako

The purpose of this paper is to clarify the functions of the FD Guide
as a device for Faculty Development. The FD Guide is essentially aone-page outline providing precise background information and points
for discussion on certain topics.

It has three features; it is simple tocreate and comprehend, easy to share as an educational resource, andit also encourages teacher autonomy. Presently, it is being developedat Nagoya University and Mie University. One of the sections in thispaper discusses the effects of the FD Guide on Japanese literacy.
The following three points became apparent through this study.
First, the metacognition of the chosen topics improved. This wasevident in the writer’s self-reflections. Second, because of theincreased self-awareness, there was an improved sense of ownershipand care. Third, as a result of sharing information among teachers andstaff, a greater sense of direction in student guidance followed.
There were two points that became evident in Japanese literacy.
Through the actual writing of the FD guide, the creative process
became visible. Another point that became clear was thattroubleshooting could be tended to at any stage.
Research Fellow, Center for the Studies of Higher Education, Nagoya
University
Associate Professor, Education Center, Kagoshima University (sinceFeb. 2011)

321

Can Faculty Development be a Method ofQuality Assurance in Higher Education?
NATSUME Tatsuya

The purpose of this paper is to review some features of the central
government’s policy and practice concerning university Faculty
Development.
This paper also considers whether Faculty
Development can be a method of quality assurance in highereducation.
In Japan,manyuniversities

have

been

delivering

facultydevelopment to faculty members under the central government’s
policy since 1999. Back then the central government had made faculty
development mandatory for universities. Ninety-seven percent of
universities delivered it in 2008.

In fact, faculty development has notbeen serving as a method of quality assurance in higher education.
This paper points out some conditions for enhancing the quality
assurance function of faculty developmenta) it is necessary for universities to check the progress of faculty
development programs and maintain the necessary
environmental conditions and so on.
b) it is necessary for universities to examine who should be
responsible for delivering faculty development.
c) it is necessary for researchers of higher education to examine
the concept and role of faculty development.
Professor, Center for the Studies of Higher Education, Nagoya
University322

Inquiry into the Administrative Managementof the TA System in Japan:
as Viewed in Japanese National Universities
KAIHARA Ryo

The purpose of this paper is to clarify certain issues of theTeaching Assistant (TA) system in Japanese national universities
from the viewpoint of the management governance in those
universities and to suggest areas for TA system reform regardingthose issues.
This paper reveals some problems of TA system: the current
management system for handling TAs has become limited and sameat many universities. This system was unilaterally granted tonational universities by the Ministry of Education.
Examining the historical development of the TA system, it turned
out that the reason behind the development of the TA system haschanged from providing “Labor” to the “Educational effect of TAs.”
Pursuing this line, it is possible to design a new system without therestrictions of the current system. If a new TA system is to bedesigned, the following three points must be considered in its design:(1) Universities must reconfirm the purpose of their TAs.

(2)Universities must clarify what the educational effect [purpose?] of
their TAs is. (3) Reexamine the payment system for TAs under thisnew system and not be restricted to a fixed hourly wage system.
These considerations will enable the TA system to be applied to a
PDCA cycle and be more rationally managed.
Graduate Student, Graduate School of Education and HumanDevelopment, Nagoya University323

International Trends and Issues inUndergraduate Research
NAKAI Toshiki

Recently, undergraduate research has developed and has been
integrated into the curriculum in many universities and colleges inNorth America, Europe, and Australasia. The purpose of this study
is to clarify trends and issues in undergraduate research and toidentify implications for undergraduate education in Japan. Since
undergraduate research is promoted as one of the effective ways ofenhancing the linkage between teaching and research, nationalorganizations and funding agencies promote the development ofinstitutional practices in some countries. Empirical studies showthat undergraduate research enhances student learning, develops
academic skills, increases retention and enrollment of students ingraduate programs.
Undergraduate research has two aspects,
student learning and academic research, and they create tensions
between student development and research outcome in defining thepurpose of undergraduate research. Different types and dimensionsof undergraduate research are discussed in the paper.

The conceptof undergraduate research has potential for enhancing undergraduate
education in Japan, where many faculty members emphasize
research.
Associate Professor, Center for the Studies of Higher Education,
Nagoya University324

Academics’ Perceptions ofReceiving, Teaching and SupervisingInternational Students
CHIKADA Masahiro

How have university professors perceived international students
while receiving, teaching, and supervising them? Based on thesurvey for academics conducted by Nagoya University, Japan, thispaper discusses some perceptions and stresses that have beenreported.
The findings are as follows: first, academics share many common
perceptions of international students.

They have faced similar

problems and stresses in teaching and supervising international
students, and in keeping them from being isolated in laboratories.
Second, academics also have made great efforts in supporting thedaily living, lodging, and various administrative procedures forinternational students.
These findings suggest that academics have not completely sharedwith colleagues their experiences and know-how for guiding
international students. Some academics also feel that acquiring
Japanese language skills is important in helping international students
adapt to their host country.
The shortage of hard and soft
infrastructures in Japanese universities for receiving international
students causes the burdens and stresses of academics.
To resolve these issues, the university should involve academics inrelated discussions and encourage them to share individual
experiences and wisdom in dealing with international students.
Associate Professor, Center for the Studies of Higher Education,
Nagoya University

325

The Present Status and Features ofFaculty Development in Korea
SON Joon Jong

The purpose of this paper is to review the present status andfeatures of Faculty Development in Korea. First, I examine theterms and concepts of FD and their historical contexts in Korea.
The development of FD is divided into three phases: the introduction
period (1980s), the development period (1990s), and the growing period(2000s).
Second, I review FD activities at the national andinstitutional level.

FD was influenced by the university accreditation

system and evaluation policy for improving university educationcompetency and quality. Since 1997, the Center for Teaching andLearning has been established in many universities, and these local
centers have been developing various FD programs and providing
education opportunities to professors and students. The Korean
Council of Center for Teaching and Learning, which is a nationwide
network of university CTL, was organized in 2001. Finally, I
summarize the challenges confronting the future development of FD.
FD has been focused mainly on instructional development andeducational technology. Many professors, however, hold negativeand cynical attitudes toward FD and have not recognized itsnecessity.

To create a more positive culture for FD, it is very

important to improve CTL functions and FD programs based on
professor’s needs.
Associate Professor, School of Education, Korea National Universityof Education(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)326

Reform of University Governance:
Ex-ploring the Role ofOrgan-isational Culture and Leadership
OBA JunToday, in the context of greater institutional autonomy, governancereform is one of the most important issues for many higher education
systems in the world. Institutional governance reform necessitates
not only legal system changes but also more importantly, changes ininstitutional culture which constitutes fundamental elements of eachuniversity.
These cultural changes can be brought about byorganisation-level learning, in which leadership that encourages
participation plays an important role.
In Japan so far, institutional governance reform, such asincorporation of national universities, has placed high importance on
the development of legal frameworks, and leadership has tended to beinterpreted as top-down management. However, as previous studies
haveshown,universities

needbidirectional

leadershipthatencourages participation and consensus building. Such leadershipshould exist everywhere and at every tier in universities.
Associate Professor, Research Institute for Higher Education,
Hiroshima University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)327

Educational Practice and its Assessment
for Improving Student Learning Outcomes:
the Effects of Problem-based Learningin Large Classes
IIYOSHI Hiroko

Individuals with a critical reasoning ability and an enthusiasm forconstant learning play a significant role in achieving a high quality oflife and creating a well-functioning society in the 21st century.
Societies must raise the critical question of whether they can raisesuch individuals capable of formulating solutions to complex problems
confronting them. Universities share the responsibility of raising
this question and will need to develop the fundamentals of the abilities
and attitudes needed by making maximum utilization of their main
resources i.e., academic knowledge, thinking methods, and the faculty.
It will be necessary for universities and their faculty to develop
educational practices to improve the desired student learning
outcomes and the assessment methods of the practices. The steps toteach the arts of inquiry and innovation of AAC&U (Association ofAmerican College and Universities) may be useful in this regard.
Referring to these steps, this study investigates the trials andanalyzes the effects of the problem-based learning in large classes.
As a result, even in the large class trials, possibilities were observed
wherein a teacher can make students think about and answer a bigcomplex question, make them integrate their acquired knowledge,abilities and experiences, and also can make them aware of theirlearning outcomes. Finally, more trial and error in each discipline oreach course needs to be conducted by each faculty.
Associate Professor, Center for Research and Development of Higher
Educational, Osaka City University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)328

On the Development of Faculty inJapanese Universities
HATA Takashi

Faculty development is a critical issue for improving higher
education in Japan.
The purpose of this paper is to examine some problems
surrounding Faculty development, understood as attempts to develop
educators in higher education institutions.
This paper reviews the empirical research and some meta-analysis
studies on Faculty development, including those conducted in foreigncountries. Among the issues and questions to be discussed are: (1)the concept of Faculty development, (2) the role and competence offaculty, (3) the relationship between research and teaching, (4) therelationship between professional development and career stage inhigher education, (5) professional development as an ethical goal of theprofession, (6) the responsibility of professional development, and theroles of individual faculties, departments, and centers in teaching andlearning.
This paper concludes that a major goal of professional development
for university faculty should be to develop the capability of faculty not
only in the area of teaching skills but also in other areas such as
overall research, university management, organizational citizenship,and academic integrity. As a final conclusion, effective programs
should be created and implemented for professional development,
focusing on faculty career needs at different stages, throughcooperation with departments and CTL.
Professor, Center for the Advancement Higher Education, Tohoku
University(Visiting Professor, Center for the Studies of Higher Education,Nagoya University)

329