Graduation Papers

Every year in December, fourth-year students in the Communication Department at Kogakkan University must submit a graduation paper or project to graduate. Although the graduation papers are generally not available to be read by the general public, one of my students in 2020 submitted an especially well-researched thesis that was later published in the Kogakkan Ronsō 皇學館論叢 journal as 「戦時下における遊びと食事 : 太平洋戦争中の人々の暮らし」(Play and Food in Wartime : People's Lives during the Pacific War), so it is available to view online (in Japanese).

It seems to me that the requirement to write a graduation paper independent of any specific class can be a really valuable experience because it provides an opportunity to make a meaningful contribution to a field of study after a long research and writing process. In my final seminar at Kogakkan, students submitted papers with the following titles:

1. 英語音声指導の現状と改善策　―中学校におけるやり取りを中心に―
2. 日本におけるオートバイロードレースの現状と課題　―魅力発信の比較研究―
3. 文明の衝突論の再検討 ―ロシアによるウクライナ侵攻を中心に　―
4. 自転車ヘルメット着用における努力義務化の効果に関する一考察―安全意識向上を中心に―
5. 観光地情報提供のデジタル化　―伊勢志摩とクアラルンプールの案内を中心に―
6. 伊勢湾のサワラブランドにおける高付加価値化　―「答志島トロさわら」「波乗り鰆」の事例分析―
7. 文化資源の商品化の一考察―「神宮杉」を中心に　―
8. 先進国首脳会議と開催地の観光資源　―2016年のG7伊勢志摩サミットと2023年のG7広島サミットの比較研究―
9. ダークツーリズムの魅力に関する研究　―チェルノブイリ原発事故とタイタニック号沈没事故を中心に―
10. サッカー観戦から見る国内外のイメージと現実の考察
11. 日本語教育におけるアスペクトの説明　―日中の日本語教科書を中心に―

The titles cover topics that generally focus on culture or language education--ranging from a re-examination of Samuel Huntington's "clash of civilizations" theory with a focus on Russia's invasion of Ukraine (no. 3) to the digitization of information displayed or distributed at tourist attractions in Kuala Lumpur and Ise-Shima (no. 5) 

My Last Seminar at Kogakkan

Today, I finished my last seminar at Kogakkan University. I have enjoyed teaching this seminar for nearly a decade in a supportive and stimulating educational atmosphere with many outstanding students, so it was difficult to say goodbye to the class.

I will leave my position at Kogakkan at the end of March and begin a new position in the Intercultural Studies Department 国際文化学部 at Nagoya Gakuin University (NGU) 名古屋学院大学 from April. I am planning to teach a seminar there as well, but I will spend some time this year adapting the content to the new environment. 

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Second-year students in the Communication Department at Kogakkan had to choose the seminar they wanted to join as third-year students, and the explanation below is what I used to introduce it to them.

ゼミのタイトル Seminar Title： 「日本の過去と現代」ゼミ Japan’s Past and Present Seminar

① 　ゼミ紹介　Seminar Introduction 

【キーワード】　ディスカッション Discussion 、プレゼンテーション Presentation 、比較文化史 Comparative Cultural History 、日英・英日翻訳 English<->Japanese Translation

ディスカッションとプレゼンテーションを通じて、日本の過去と現在の接点を探求する。3年生では、日本三大随筆（『枕草子』、『方丈記』、『徒然草』）などの古典文学を題材に用い、現代にも通じる要素を確認しながら、日本文化の理解を深める。また、これらと並行して、英語で観光案内看板・地図、博物館展示の解説パネル、インターネットに投稿するビデオの作成などによって、世界に日本の歴史・文化を実際に発信していく。4年生では、各自の卒業論文完成に向け、専門領域の知識を習得するとともに必要な文献の精読、論文の書き方を学ぶ。教職・一般企業・公職に求められている英語力を培う。

Third-year students deepen their understanding of Japanese culture through discussions and presentations. We read classical literature such as Japan’s three most representative works from the "random jottngs" or "heterogenous narrative" (zuihitsu) genre--The Pillow Book by Sei Shōnagon, Hojoki by Kamo no Chōmei, and Tsurezuregusa by Kenkō Hōshi--to identify elements that are still relevant in today’s society. At the same time, we communicate Japanese history and culture to the world by creating English-language tourist information signs and maps, explanatory panels for museum exhibits, and videos to be posted on the Internet. In the fourth year, students acquire knowledge in the topics they want to focus on, read the necessary sources, and improve their writing as they work to complete their graduation theses. In this seminar, students cultivate English language skills required for teaching, general business, and public service.　

② 　Seminar Characteristics ゼミの特色・他のゼミとの違い

 日本の歴史・文化をテーマにして、授業形態は英語でのプレゼンテーションとディスカッションが中心となる。たとえ、日本の歴史に詳しくなく、英語が得意でなくても、気軽に履修することができる。ただし、積極的に授業に参加してもらいたい。卒業論文の研究テーマは学生の自主性を重んじる。それぞれのテーマで論理的思考能力を育成し、情報収集と整理の方法を習得し、文献の読解能力を養い、論文執筆能力の向上を最終目的にしてゼミを行う。英語の卒業論文も可能である。

The theme of the course is Japanese history and culture, and the format of the class is mainly presentations and discussions in English. Even if you are unfamiliar with Japanese history and English is not your strong suit, you are welcome to take this course. However, students are expected to participate actively in class. Each student chooses their research topic for their graduation thesis. The seminar is designed to foster logical thinking skills for each topic, learn how to collect and organize information, and develop reading skills. The ultimate goal of this seminar is to improve each student's writing ability to complete the graduation thesis. English graduation theses are also welcome.

③ 　担当専門科目　Classes Taught in the Department 

「日本文化史Ⅰ・Ⅱ」、「英語音声学Ⅰ・Ⅱ」、「Global Japan」、「Tourism English」、「Japanese Culture and History」、「Shinto English」という学科専門科目を担当している。ビジネス・プロフェッショナル、外国人の接客、英語教員として求められる基礎知識とスキルを養成する科目であり、他の担当科目と連動して構成されている。外国人とより良いコミュニケーションを取るのに役に立つので、中・高（英語）免許取得希望の学生もこの授業を選択することが望ましい。Japanese Cultural History I & II, English Phonetics I & II, Global Japan, Tourism English, Japanese Culture and History, and Shinto English. These courses are designed to cultivate the essention knowledge and skills needed by business professionals, people working with non-Japanese customers, and English teachers. The courses are designed to connect with others I teach at Kogakkan. Students who wish to obtain a junior or senior high school (English) license should also select this class, as it is helpful for better communication with non-Japanese speakers of English.