FRONTIER SPIRIT BE OUR GUIDE

Review of Flowersfor Algernon

The Path to IBDP
Authorization

Second-Year Student in the Six-Year Program

white mouse there named Alger-year, I have been reading a novel

non. This mouse had had thethe Headmaster. It is a novel writ-

Charlie was going to have. Ac-

offer a plot summary.

times smarter than the average

called “Flowers for Algernon” withten by Daniel Keyes. Let me first

This novel is about a mentally chal-lenged thirty-year old man named
Charlie who is chosen to be a partof a surgical experiment that couldmake retarded people into geniuses. Charlie was taken to the uni-

versity hospital to see a certain

same operation as the one thatcording to Burt Algernon is threemouse. In that room, Charlie wasgiven a paper with a maze drawn
on it. He was told to do a race

where he would have to try andfinish the maze before Algernon

could finish his, but at first every
time Charlie lost to him.

We will continue, of course, tohas become a candidate for au-

Studies program. This course

Baccalaureate Diploma Pro -teen hours of English instruc-thorization for the Internationalgramme (IBDP). Candidate sta-Zealand in their second year ofhigh school.

IB Organization and to imple -We will also offer our Advanced
has a rich English component

hoping to be authorized by thement the IBDP in April of 2015.

lie’s operation, he wrote that heL a n g u a g e a n d L i t e r a t u r e) i n

supposed to be able to use hisfore his operation. However, as I

imagination to see shapes. Howev-

read on, I noticed that Charlie’sI see are just blobs of ink”.

improving. And as he got smarter,er for every card he answered, “AllA

fter that, Charlie was taken toanother room where he met a man

named Burt who took care of aspelling and grammar were slowly

he realized that he was in love witha woman named Alice Kinnian, whotaught Charlie at a college for retarded adults. However, Charlie al-subjects (other than JapaneseEnglish. The IBDP will, ofcourse, be an optional and not arequired course of studies.

However, we firmly believe thatbit longer before they take things
further.

C harlie also went to a nationalconvention in Chicago for profes-

sors interested in the operationthat Charlie and Algernon had re-ceived. At the convention, Nemur

refused to accept the fact thatsome scientists in other countries

were ahead of his own research

and from this Charlie suspectedthat Nemur was a fraud. During
the convention Charlie let Alger-

non out of his cage and caused ato participate. Students in theIBDP will study six subjects con-plicit.

makes these connections ex-other half for 150 hours. In ad-

I BDP graduates who haveed Essay of 4000 words, study

twenty-one percent more likelyTh e o r d i n a r y Ja p a n e s e h i g hschool curriculum does not re-quire students to do researchand high-level academic writing.

woman named Fay who is painterThe IBDP, however, does.

fell in love with her right away.

R esearch clearly demonstrates

who lived right next door. Charlie

with excellent English and other

T hey w ill s t ud y hal f o f t he seService.

said that they should wait a little

school professionals.

im p o r t a n t . T h e TO K c o u r s ehours of Creativity, Action andbuilding. There, Charlie met ament ar y ins t r uc t ion by cramcurrently for their last t wo

for 100 hours and perform 150

about Charlie’s feelings, but she

trance examination preparationand features substantial supple-

academic skills will be permitted

students.

the Theory of Knowledge (TOK)York and moved into an apartment

but is focused on college en-language will greatly benefit ourdition, they will write an Extend-

ter his operation. Alice knew

senior high school. This course

A s for the IBDP, only students

academic studies in a foreign

subjects for 240 hours and theC harlie and Algernon went to New

General Studies course in thepursuing a rigorous course ofyears of senior high school.

ways felt awkward around her af-

for one to two months in New

this point guaranteed. We arethem, and he asked Charlie what

didn’t feel any different from be-tion per week. In addition, stu-

though authorization is not at

becoming an IB World School,

I f authorized, we will teach all

he saw on the cards. Charlie wasoffers students eight to seven-dents in that course can study

This novel takes the form of Charlie’s progress reports. After Char-offer our popular International

tus is an essential first step toProfessor Nemur. Nemur held out

some cards with blobs of ink on

passed the Diploma exam areto enter elite universities aroundthe world. This is an impressivefact.

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

graduates are critical thinkers

who are internationally minded

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

need to face as they go forward into thisbrave new world are truly formidable—ex-

ponential population growth, terrorism, war, extreme poverty, AIDS, lack of clean water, lack offlect on their accomplishments

we properly educate our students to meet these

the box. They inquire. They re-

I have read and discussed over half

writing skills, par ticularly in aand their shortcomings. They

decisive challenges?

read and discuss the remaining

better chance of notable suc-mitted to participating meaning-First, we must endeavor in our curriculum to incul-

are our hope for a future ofempathy for other human beings, wherever in our

A t this point, the Headmaster andof the novel. I am very exited tochapters. In answer to a questionthat students who acquire high-level cognitive and academic

foreign language, have a muchcess at university, whether herethat the Headmaster asked at a re-in Japan or abroadthat Charlie’s operation is not going

The world is no longer divided

turn to his original, retarded state.

nections among subjects are allcent session, I said that I suspect“stick” and that he is going to re-into academic fiefdoms. Con-are open-minded and are comfully in a changing world. They

cate in our students the virtues of compassion andpeace and dialogue as opposed

increasingly interconnected world they may live.

tility. Let us support them with

Recently, at our school’s Opening Ceremony for

to a future of threats and hos-all of our passion.

所在地 〒466-0841 名古屋市昭和区広路本町1-16

they both escaped the convention

are deserving of minimal humanstrong case that mentally chal-differently from other people anddignity.

New Students, the Headmistress of our new sisterschool, The Rivers School in Boston, was our guest

speaker. She emphasized the paramount impor-

I am enjoying this novel so far, I
lenged people shouldn’t be treated

without anybody finding out.

The challenges that our young people will

gious dogmatism—just to name a few. How cansearching for him. Charlie found
Algernon before anyone else and［ Facing Modern Decisive Challenges ］

sufficient food, climate change, resurgence of reli-発

the convention running around

記念すべき第10回定期演奏会に向けて練習に励む吹奏楽部の国際生たち

I BDP students think outside oflike it because it makes such acommotion, sending everyone at［ ザ・フロンティア・タイムズ ］

A s most of our communit y’s

stakeholders know, our school

行

発行月 年間４回（6月／9月／12月／3月）

VOL.24 SEPTEMBER 2014

THE FRONTIER TIMESGLOBAL V I S I ON

Joshua Ueno-Smith (Japan)

From the beginning of this school

FRONTIER SPIRIT BE OUR GUIDE制

作

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.
企画協力 株式会社 イーブレイン

tance of empathy. Our students, she said, must

learn to understand that all people are equally im-

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。

Recently, NHK broadcast a series of lectures by thethey speak. Human beings are human beings. Our

It was, in fact, so popular that NHK decided to re-what religions they call their own or what languages
Earth is smaller than ever. We have a responsibility
to face the world that we have created.

Second, we must encourage our students to be-broadcast the lectures.

Professor Sandel is an immensely popular lecturer.
About one thousand students crowd into Harvard’sSanders Theater for these lectures on justice.

have a categorical imperative to develop a civic

have watched these lectures is how active Harvard

dispositions and vocabulary to engage these. We

What has astounded many of the Japanese whoethic to guide humanity through the many trials

University students are, even in such a large class.

need to think very deeply indeed about what con-ception with certain of the Professor’s points. They

that we are facing in the twenty-first century. We

stitutes a good education, a just society and aworld that is friendly to all life that flourishes here.

It’s not common in Japanese classrooms to engage
in open debate about moral issues. However, many

They express their opinions freely. They take ex-

are the opposite of passive learners. They take re-sponsibility for their learning and proudly take an

intellectual and moral stance.

This is what we need in modern Japan. This is what

Japanese people are becoming convinced that thisNagoya International Junior and Senior High School

about the major challenges facing humanity, young

who can stand on the international stage and, withsort of debate is essential. By engaging in dialogue

people can refine their values and step forward

tions and motivations of the people with whom they

the problems that confound us.

the ability to recognize and understand the emo-eminent Harvard moral philosopher Michael Sandel.

come aware of moral dilemmas and acquire theportant. She said that our students must acquirecome into contact. It does not matter, she said,
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what countries these other people come from,with confidence to take a leadership role in solving

seeks. We want to educate young men and women

empathy and intellectual courage, address the chal-lenges that face us all.