Shitennoji University: Three Policies

1. Education Curriculum and Content

• (1) Introductory Subjects
  Introductory Subjects are comprised of four subjects.
  In Buddhism I students learn meditation and in Buddhism II, learn to copy sutra and meditation to give them a foundation in the knowledge and ideals of Buddhism in order to nurture thoughtful individuals with a well-rounded disposition.
  In Introduction to Buddhism, students develop a deeper understanding of what they learned in Buddhism I and Buddhism II to build a stronger foundation of Buddhist wisdom and to gain an understanding of Buddhist sentiment.
  In Modern Society and Human Rights, students learn the importance of human existence, and the importance of coexisting with a diverse range of people in modern society.
  Through these subjects, we aim to nurture individuals with benevolence, an altruistic spirit, and a well-rounded disposition.
• (2) General Subjects
  General Subjects are categorized into seven subject groups: “Foundations for Learning”, “Mind and Thought”, “Society and Culture”, “Information and Natural Science”, “Health and Welfare”, “Languages” and “Career Education” depending on the academic subjects and character.
  “Foundations for Learning” is a subject taken in the first year of a student’s study at the university. This subject aims to develop the necessary skills for future study at the university and basic life skills while also ensuring a smooth introduction to more specialized subjects. It also assists students to design their own careers from the time they enter university up until the time they graduate.
  “Mind and Thought” serves to further an understanding of the Buddhist spirit of Prince Shotoku, the founding spirit of the university, while also teaching about mental issues and providing insights to help students reflect on their own way of life.
  “Society and Culture” aims to increase an awareness among students of their role in society by teaching about social systems, such as law and political science, based on what they have learned in “Mind and Thought”.
  “Information and Natural Science” aims to enhance the students’ ability to use a range of ICT devices while also nurturing the foundations for thinking about life and society from the perspective of natural science.
  “Health and Welfare” serves to increase awareness of mental and physical health while also teaching about the concept of welfare based on the spirit of altruism.
  “Languages” is comprised of German, French, Chinese, Korean, and Japanese sign language, with a primary focus on English, and aims to teach and enhance communication skills, starting from the basics to application.
  “Career Education” teaches an awareness of career possibilities and the necessary knowledge and skills required of people in society with a view to life in the workforce following graduation.
• (3) Specialist Subjects
  Specialist Subjects serve to nurture expertise in a given field for each faculty, major or course while also aiming to acquire the qualifications and licenses, and knowledge and skills required in the workforce to enable students to play an active role in society (an organization).

2. Educational Approach

• (1) In order to further build on the more independent and interactive learning undertaken up until a student’s high school education, our educational approach focuses on classes that incorporate active learning activities.
  Rather than simply providing students with knowledge and skills, we strive to encourage students to participate in classes to develop a self-dialogue and to facilitate the sharing of learning through group discussions.
• (2) We see the world as an open forum and perceive the ability to think and act in line with common rules and principles as a skill that will enable students to fit into an increasingly global society. Through this process, students will not only acquire language skills, but also communication skills, including the use of ICT devices and the ability to use language as a tool for thought.

3. Educational Evaluation

Educational evaluation is undertaken from two perspectives: “learning” in the form of what the student has learned from their studies, and “development” of the individual so that they may “play an active role in society with the ‘Spirit of Harmony’”. We aim to visualize what the student has learned so that this learning and development over the four year period can be seen by both the student and others.

• (1) Not only do we perform direct assessments based on final exams and reports, but we also use assessment rubrics and true assessments to evaluate students over the course of their studies.
  By involving both faculty staff members and students in the formulation of rubrics and assessment, we aim to integrate both student goals and evaluations. By adopting such a method of evaluation, students can get a true feel for the process of learning and development. This also facilitates independent growth and development.
• (2) Using a learning portfolio, we accumulate results over the four year period in order to visualize student achievements. These are reflected on by the students, together with their teachers and other faculty members. Through this process of reflection, students gain the ability for further self-improvement while also aiming to facilitate “self-development”, a challenge for students in their adolescent years.
• (3) We administer PROG tests and English examinations from outside of the university at the time of admission. By continuing to implement these tests over the course of the students’ education, students are able to continuously visualize their academic results over the four year period of university to enable objective self-evaluation. This serves to establish clear goals for the students and enhance their motivation to learn.