|Yuji IIJIMA||Last modified date：2022.06.28|
Associate Professor / Division for Humanities and Social Sciences / Faculty of Arts and Science
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|Yuji IIJIMA||Last modified date：2022.06.28|
|1.||The significance of early research experience through the "Independent Research" subject
Effects of research experience in the bachelor program have in recent years been reappreciated as meaningful in various studies on education. However, there has been no clear argument how to embed research experience in interdisciplinary bachelor programs that deal with important issues for contemporary society. Here, we will introduce such efforts in the 21st Century Program of Kyushu University and reflect on these as a start for future discussion. In the curriculum of the 21st Century Program, "Independent research" is offered in the second year, and followed by "graduation research." The course is set up to enable research by raising the individual student's awareness of the subject. In this article, we will highlight the achievements of students through "Independent research" and reaffirm the significance of research experience in the undergraduate curriculum. We will further consider how the research experience can effectively be linked to the graduation research based on data analysis that provides a classification of research topics..
|2.||Change of Student's Awareness During the KIKAN Education Seminar : Focus on the Improved Program Under the Quarter System and the Significance of the Seminar
The purpose of the study is to investigate the change of awareness of student during the "KIKAN Education Seminar" for first year students in Kyushu University. The "KIKAN Education Seminar" first started under the semester system in April 2014 and had been reconstructed in response to the shift to the quarter system in April 2017. We developed new units and combined several units, while maintaining the educational purpose of the seminar. In order to evaluate the educational effects (including the change of student's awareness), we surveyed the change of student's attitudes from 2016 to 2017 using a questionnaire. This questionnaire focused on their learning motivation, communication skills, perspective on the future, and view of the significance of university learning. Typical results of the questionnaire and text-mining analysis concerning learning beliefs clarified that the score in 2017 about the significance of learning in university improved over 2016. The acquirement of new learning beliefs may be related to newly introduced contents. These results show the value of this seminar in the first year experience and the improvement of the quality of education due to the shift to the quarter system. We re-found the significance of this seminar via this research..
|3.||The Question about "Conceptual Capacities" in the McDowell-Dreyfus Debate : What Are We Responding to in Absorbed Coping?.|
|4.||Practical Inference and Holistic Structures of Action : An Extended Interpretation of Anscombe's Teleological Theory of Action.|
|5.||A study of learning outcomes of KIKAN education seminar based on a freshman attitude survey
Based on a freshman attitude survey, learning outcomes of KUCAN education seminar are studied. KIKAN education seminar, which is a required subject for the first-year students, has newly started in April 2014 at Kyushu University. Main purpose of the seminar is to cultivate students' active and motivated learning style, which is considered to be a key ingredient for obtaining successful outcomes in life-long learning. The Inputs-Environment-Outputs model proposed by Astin suggests that learning outcomes of the seminar depend on personal qualities the students initially have. In order to study learning outcomes of the seminar, we surveyed freshman attitudes in Kyushu University in 2014 and 2015, focusing on their learning motivation, communication skills, and future perspective. The result revealed some aspects of attitudes and skills of first-year students in Kyushu University. Furthermore, we surveyed the students' self-evaluations of outcomes of learning in the seminar. Based on the surveys, we analyzed the students' answers and discussed the dependence of the attitudes on the outcomes. The analysis implied that the students who initially has clear targets in their future tend to get large outcomes in the seminar..
|6.||Philosophy of Language of Tetsuro Watsuji : Focusing on Ontological Premises for "Philosophizing in Japanese".|
|7.||Watsuji Tetsuro and Tanaka Odo in the Period from Meiji to Taisho : The Beginning of Japanese Cultural Studies against the Background of Taisho Culturalism and Their Interpretations of Nietzsche's Thought.|
|8.||Implementation system of KIKAN education seminar.|
|9.||On "the possibility of the cognition of the wholeness": the hermeneutic structures of normative action.|