Numbering Code	U-LAS04 10004 LE47	Year/Term	2022 ・ Second semester
Number of Credits	2	Course Type	Lecture
Target Year	Mainly 1st & 2nd year students	Target Student	For all majors
Language	English	Day/Period	Thu.1
Instructor name	Jeremy Rappleye (Graduate School of Education Associate Professor)
Outline and Purpose of the Course	This course challenges students to think deeply about education, specifically teaching and learning. To do so, it introduces the major approaches to pedagogy, discussing the historical origins, philosophical assumptions, concrete practices, and persistent problems found in each. Throughout this course, students will be challenged to think deeper about competing goals in education. They will also be asked to engage with difficult problems surrounding cross-cultural teaching and learning. Students are encouraged to also enroll in the Advanced Lecture for Pedagogy II at the same time.
Course Goals	This lecture has two major goals. First, students will learn about how to think critically about different types of pedagogy. Second, students will gain the skills and confidence necessary for discussion on educational issues in diverse academic and intercultural contexts. The importance of avoiding one-way conceptions of cross-cultural education or comparative educational research will emphasized, while possibilities of realizing a more intercultural practice are demonstrated.
Schedule and Contents	1. Class Introduction, Overview and Student Questionnaire (1 class) 2. Classical Pedagogy: Plato's Cave and Socrates Soul (2-3 classes) 3. Traditional Pedagogy (Christian, Oakeshott) (2-3 classes) 4. Progressive Pedagogy (Rousseau, Kilpatrick) (2-3 classes) 5. Dewey's Pedagogy: Experience and Democracy (2-3 classes) 6. Non-Western Pedagogy? (2-3 classes) (15 lectures total, including 1 Review Class, Final Examination (or Final Paper), Feedback session (Note: Depending on students' background, and levels of English, the plan for this course may change. However, the course will generally progress according to the major topics outlined below. The instructor will be open to extending or reducing lectures, depending on what students are most interested in as the course develops. A more detailed syllabus will be distributed in second or third week of the course)
Evaluation Methods and Policy	Classes will take the form of interactive lecture. Students will be asked to actively give their opinions, reflect on their own experiences as a student, and ask good questions. Grading will be heavily weighted towards attendance and participation (30 points), writing 4 1-2 page reflection papers (20 points), short final examination (25 points) and 4-5 page final paper (25 points). Students absent more than four times will not pass the course.
Course Requirements	There are no requirements for taking this course. However, students are strongly encouraged to also enrol in Advanced Lecture for Pedagogy II at the same time as this course. These two courses will follow a similar schedule and content, but Pedagogy II will focus more on providing historical background and overviews of individual thinkers and pedagogical approaches. All lectures will be in English, but the instructor can read and understand Japanese, so questions or comments may occasionally be made in Japanese.
Study outside of Class (preparation and review)	Students will be expected to study 2-3 hours outside of class each week for this course. Four times during the semester, students will need to submit a Reflection Paper (1-2 pages).
Textbooks	Textbooks/References	There is no textbook for this course. All readings will be distributed by the instructor in PDF format
References, etc.	Fifty Major Thinkers on Education: From Confucius to Dewey, J. Palmer (Ed.) , (Routledge), * Available online