Division of Lifelong Learning Infrastructure Management／ Educational Practices and Policies
Division of Educational Practices and Policies
The Division of Educational Practices and Policies focuses on attempts to more deeply understand the essence of education through the relation between “actual places of education” and “systems and policies”. While other divisions stress the individual methods of social and natural sciences, we aim for a more realistic approach.
By “actual places of education”, we mean for example:
(1) educational practices conducted at primary, junior and senior high schools;
(2) cultural and social education activities in local communities, at community centers, libraries, museums, culture halls and other facilities;
(3) the education law and educational system;
(4) administrative and fiscal policies of the education boards and Ministry of Education, Culture, Sports, Science and Technology;
(5) practice and places of voluntary and mutual learning by citizens within the community;
(6) educational businesses in lifelong education and vocational training, remote education by the private sector;
(7) indeterminate educational effects of the information environment presented by the media and the Internet.
The curriculum requires students to take the “Education, Culture and Society” class as an introduction, followed by four subjects – “Administrative and Fiscal Studies in Education,” “School Education,” “Study of Adult and Community Education,” “Library and Information Studies”.
In the basic seminar we emphasize hands-on experience and conduct visits, practical training, observation and research on a daily basis. We also create opportunities to hear people in education and administration talk about their experiences.
Another feature of this Division is that we offer subjects linked to qualifications for curators, librarians and adult and community education organizers.
Graduates choose careers mainly in the fields of education, public service, private companies and graduate schools. Many of our graduates hope to work as public employees of central ministries, and in prefectural or city offices.
Also, as the upper-right figure suggests, the course is offered by teachers of two courses, namely “Division of Lifelong Learning Infrastructure Management” and “Department of Excellence of School Education”. Those going on to graduate schools mainly choose these courses.
Division of Lifelong Learning Infrastructure Management
We reexamine the diverse activities conducted by people after they leave school or outside school from the standpoints of learning and education; and we study the organizations, systems, environment and technology that support lifelong learning.
The division consists of two laboratories: “Adult and Community Education Study,” which also focuses on lifelong learning; and “Library and Information Studies”. The two collaborate in conducting theoretical, basic and practical studies such as the practice and service activities of education and learning in a broad sense, including NPO, NGO and community activities; platform and formation of information media as an environment that includes not only libraries but also the Web and the media; and the technology that supports them, such as information retrieval and linguistic information processing.
Professor (Theory of Lifelong Learning)
“Examine man and society through the pursuits of education and learning.” I am interested in examining the organization of society and what can be done to allow people to happily coexist. The study of adult and community education and lifelong learning is ambiguous since man and society are also ambiguous. But this ambiguity is appealing and the possible areas of studies are infinite, including the social meaning of children’s growth, learning in the ageing society with decline of birthrate, community education in East Asian regions and creating communities.
- “Lifelong learning in the modern world” (coedited and written, University Education Press, 2002)
- “Restructuring ‘myself’ and social education and lifelong learning – Globalization, aging society with fewer children and the university” (University Education Press, 2005)
- “Education in China’s changing society – The mobile individual and response to market-based principles” (Keiso Shobo, 2006)
- “Elder people’s learning and the society –The circulation of knowledge promoted by the university” (Keiso Shobo, 2009)
Professor (Library and Information Studies)
Theoretically, I am interested in characterising the structure of information media and language from a unified point of view, and clarifying the relationships between information media and language with a high degree of granularity, in order to reveal points of intervention in the actual information circulation/distribution process. Social institutions such as libraries or schools are taken into account as practical points of social intervention.
Within this overall framework, I am carrying out research in modelling the structure, distribution and arrangements of language expressions and media, developing a translation education aid system, critically examining illogical socio-political discourse and automatic crawling of bilingual terminologies.
- Conditions for Trust (Tokyo: Iwanami, 2013)
- The Quantitative Analysis of the Dynamics and Structure of Terminologies (Amsterdam: John Benjamins, 2012)
- Examining the Post 3.11 Discourse on Radiation (Tokyo: Gendaikikakushitsu, 2011)
- The Dynamics of Terminology (Amsterdam: John Benjamins, 2002)
Associate Professor (Social Education)
What is Social Education? Including researchers, I think nobody can answer immediately this question. The contents, methods, objects and places of the social education are also very diverse and wide. How long have we used the term “Social Education”? Including the origins of social education, I study the establishment and development of social education in the modern period. Recently, I have become interested in the social education policies, educational welfare, and grassroots education movement in Japan and Korea.
- “Social Education and Lifelong Learning in Korea”（co-written, Eidell Institute, 2006）
- “Origin and Development of Social Education in Korea”(University Education Press, 2008)
- “Social Capital and Reorganization of Social Education and Lifelong Learning” (co-written, University Education Press, 2012)
- “Social Education and Lifelong Learning in Japan” (co-edited and written, University Education Press, 2013)
Associate Professor (Theory of Lifelong Learning)
The focus of my research work is on supporting lifelong learning activities in terms of culture. “Culture” here includes arts, crafts, traditions in local community, consumer culture, popular culture, mass media, etc. In particular, I am interested in the history and the present of cultural institutions such as public halls, theatres and museums especially in Japan and UK. My doctoral thesis is on the history of public halls in Japan. Now I am conducting a comparative research on education and inclusion programmes conducted in these institutions, and on supporting professionals such as educators in museum and community-based NGOs.
- Lifelong Learning and Public Sphere (co-written, Kashiwa Shobo, 2003)
- Studies on Lifelong Learning and Cultural Activity (co-written, Gakubunsha, 2007)
- Handbook on Social Education and Lifelong Learning (8th ed, co-written, Eidell Institute, 2011)