Shitennoji University: Three Policies

Diploma Policy

Nurturing individuals who can play an active role in society with the “Spirit of Harmony”

Our aim at Shitennoji University is to nurture individuals who can make their way in the real world with the “Spirit of Harmony” through all aspects of their university life.
Our Diploma Policy, which is aimed at achieving this goal, is as follows:


Ability to self-analyze & self-reflect

  • Can relativize and reflect on their own beliefs and actions.
  • Can continue to learn throughout their lifetime in order to better themselves.

Well-rounded personality: Benevolence and an altruistic spirit

  • Can accept that people have different perspectives and ideas.
  • Can interact with others with compassion and forgiveness.
  • Can share the happiness and misfortunes of others as their own.

The ability to play a role in society (an organization) - with expertise forming the foundation -

  • Shows social (organizational) awareness.
  • Can identify themselves as part of society (an organization).
  • Can act with a strong sense of motivation to contribute to society (an organization).
  • Can work together with others to resolve new challenges faced by an organization and implement reform.

Curriculum Policy

The curriculum systematically comprises a range of introductory subjects and general subjects that are common across all faculties, and specialized subjects unique to each faculty/department. Their aim is to nurture “individuals who can play an active role in society with the ‘Spirit of Harmony’” advocated in our Diploma Policy.
Introductory Subjects are a prerequisite for studying the General Subjects where students will acquire the general knowledge and skills required for study at the university and modern day society and Specialist Subjects where students will acquire knowledge in specialist fields unique to each faculty, department, and major. Introductory Subjects serve to further an understanding of the “Spirit of Harmony” and nurture individuals who can play an active role in a harmonious society.
The content of each course consists of lectures, seminars, and practicums to achieve effective teaching methods with the aim of teaching students the required knowledge and skills.
Results achieved over specific periods are assessed objectively by students and teachers, together, from years 1 through 4. Together they also establish clear educational goals that the students can relate to in order to create further motivation to learn.
More information is provided below.



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.

Admission Policy

Based on our diploma and curriculum policies, we tie in three qualities of academic ability with required competencies and respective evaluation methods to make them clearly identifiable for a multi-faceted and comprehensive evaluation process. More specifically, we welcome the following applicants to our university:

  • (1) Those who are able to acquire a well-rounded personality (benevolence/altruistic spirit) and have the desire to put the knowledge and skills they have learned at the university into practice, and who possess an awareness of what they hope to achieve. Desired qualities: Interest, motivation, and a positive attitude.
  • (2) Those who have acquired the basic academic skills to be acquired at high schools required to study in a specialist field at the university and who are able to further their understanding and express this to others. Desired qualities: Knowledge, skills, the ability to think for themselves and make decisions and the ability to express themselves.
  • (3) Those who understand diverse cultures and values and who are able to proactively work together with others to resolve problems and make an effort towards self-improvement. Desired qualities: Independence, diversity, and cooperation.

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