九州大学 21世紀プログラム課程

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九州大学 九大百年

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Training Future Leaders for the 21st Century

What the world needs now are flexible problem-solvers who can recognize the limitations of existent knowledge, develop new insights and applications, and connect abstract knowledge with actual issues. People, that is, who have the ability to interrelate various areas of knowledge.We look forward to training students who can take leadership in culture,economics, engineering, politics, and science in the 21st Century.

Creative Research and Disciplinary Fundamentals

1. Enterprise : Discover a problem and develop a research program on it;
2. Initiative : Make a constant effort at study and self-improvement;
3. Motivation : Keep a broad perspective on culture, history, nature, politics, and society.

We aim to promote two kinds of knowledge in The 21st Century Program: Creative Research and Disciplinary Fundamentals.
Because we respect each enterprise, initiative and motivation, we support students’ special interests and help them improve their abilities. We expect our students to choose and elucidate their own course of study while making use of our university curriculum to learn the methods relevant to their own creative research.
For students to innovative in this way, they must first learn the fundamentals of their disciplines. The kind of knowledge that comes from the classroom is essential if students are to contribute to solving real-world issues after they leave the classroom. Since knowledge is useless if it can’t be expressed and shared, we foster our students’ communication and foreign language skills in our curriculum.

Creative Research and Disciplinary Fundamentals

Our Vision : The 21st Century Program challenges you to put your own specialty in a broader context. This comprises:
1. General education : expanding your interests to encompass a broad range of knowledge;
2. Synthetic research : exercising your abilities to contextualize and apply your specialized research;
3. Continuous development : developing the desire and motivation to improve.

Students who possess these three elements have become generalists with expertise/experts with perspective. Because of their expert knowledge in one area and their ability to conceptualize its relations to other areas, they develop a coherent perspective crucial to problemsolving and decision-making. The ability to combine knowledge from one or more areas with an understanding of society is what The 21st Century Program fosters in its students.

Knowledge that Opens Outwards

Acquiring a Foreign Language for Study Abroad
At one level, “outwards” means the society outside the classroom. Students who graduate from our program will be prepared to seek out new prospects wherever they appear. We believe that awareness of the outside world is a precondition for contributing to Japanese society. In our lectures, we emphasize how to connect classroom knowledge to real-world issues. Through this process, we train personnel who know how to develop practical applications in society, as well.
At the same time, “outwards” means “outside the box” for Japan. As globalization proceeds, we strongly believe that people with unconventional thinking will play a key role in the progress of Japanese and global society.

Promoting International Personnel

Students are encouraged to study abroad in various universities around the world. The University provides general support and our staff is available to answer your questions.
Recent Institutional Linkages (2003-2009):
The University of Queensland (Australia), University of Bristol (England), University of Georgia (U.S.A), Kenyon College (U.S.A), Berea College (U.S.A), University of Michigan (U.S.A), University of Washington (U.S.A), Catholic University of Leuven (Belgium), Mahidol University (Thailand), National University of Singapore (Singapore), Yonsei University (Korea), Seoul National University (Korea), and Shanghai Jiao Tong University (China). Ludwig-Maximilians-Universitat Munchen (Deutschland), Uppsala University (Sweden), Stockholm University(Sweden), Hohenheim University (Germany) Aix-en-Provence University (France) Bordeaux 3 University (France) Renmin University of China (China). Nanjing University (China).The University of Hong Kong (China). Korea University (Korea) University of Glasgow (England), School of Oriental and African Studies, University of London (England), Ateneo de Manila University (Pilipinas), Thammasat University (Thailand)

Collaborations from Outside the University

Field experiences outside the University allow students to observe and practice in real society. Internships also provide hands-on and basic knowledge in a particular area of interest to the students. If students meet the standard requirements, their experience is accepted for academic credit in the program.

Creative Research and Disciplinary Fundamentals

Field experiences outside the University allow students to observe and practice in real society. Internships also provide hands-on and basic knowledge in a particular area of interest to the students. If students meet the standard requirements, their experience is accepted for academic credit in the program.

We aim to develop “highly specialized generalists,” a new type of human resource that can take the lead in the politics, economics, science, technology, society, and culture of the 21st century. Furthermore, these graduates will possess a broad perspective that goes beyond the boundaries of pre-existing academic fields and will excel at discovering issues and framing problems.

Diploma Policy

The 21st Century Program aims to educate graduates who have the following abilities:
・To have a broad base of foundational knowledge, experience, and creative power, and be able to take up the various issues in contemporary society as one’s own problems.
・To have the ability to act and the communication skills born from superior linguistic abilities, enabling one to carry out one’s work both domestically and internationally.
・To have the leadership and teamwork experience necessary for problem solving, and to have a strong ability to get things done for the sake of such solutions.
・To establish a theme rooted in one’s own interests and concerns, carry out research, and understand how to get a hold of the knowledge and skills necessary for that research.
・To attain a level of specialization in a specific field, but at the same time to be interested in a broad range of adjacent fields and understand both the originality of fields as well as their commonalities.
・To possess an abundance of experience in presenting one’s research results through articles and presentations, and through this, be able to give simple and accessible explanations to the general public.

|1| Knowledge and Understanding
a) [Foundational knowledge] To broadly learn the foundational knowledge of various academic fields, and master these as a system of understanding that links these fields to each other.
b) [Specialized knowledge] To discover the various issues in society, and to acquire the specialized knowledge necessary to pose the right questions and solve them.
c) [Open knowledge] To possess the knowledge needed to think and act from an international perspective, and to understand the various problems facing contemporary global society.
d) [Creative knowledge] To be able to make use of knowledge that consolidates various academic fields in an organic way, to solve problems that the various preexisting individual fields cannot address on their own.

|2| Technical (Intellectual and Practical) Skills
a) To be able to organically consolidate various academic fields and carry out judgments and analysis in an integrated manner.
b) To be able to establish an original research theme based on a broad foundational understanding of various academic fields.
c) To be able to construct a research plan for one’s chosen research theme, and to be able to be able to reflect on the progress of one’s research, results, and problems, and revise and improve one’s research plan based on such reflection.
d) To be able to find an adviser for one’s chosen research theme and receive the appropriate guidance.
e) To be able organically consolidate the basic knowledge necessary for research and apply it.
f) To grasp the differences in the ways of thinking in Japanese and in English, and be able to think logically not only in Japanese but in English as well.
g) In addition to English, to acquire practical skills in a second foreign language and be able to apply it, and to be able to learn and carry out research at a foreign university and in a foreign language.

|3| Transferable Skills
a) To be able to explain one’s inquiries and research results to people outside one’s field in a way that is easily understood, and to have an interest in the research outside one’s own field and to be able to discover the results and issues therein and properly evaluate them.
b) To understand foreign cultures and societies and be able to communicate in global society.

|4|Attitude and Orientation
a) To be interested in the study of and research in a broad range of academic fields, and have the drive to learn in an active way.
b) To have an attitude that broadly seeks out a foundational understanding of various academic fields.
c) To have an attitude of discovering contemporary problems and taking the lead in solving these problems.
d) To have an attitude of organically unifying a broad range of fundamental knowledge and applying these.
e) To have a sense of active involvement that is not restricted to merely domestic concerns but includes the global as well, and thus acts from an international perspective.
f) To be conscious of one’s responsibilities as a member of society, and have the attitude of a broad-minded citizen.
g) To be actively involved in social organizations, and to take an attitude of leadership in organizations in various sectors.

Basic Policy for curriculum & Curriculum Policy

The curriculum is composed of “KIKAN Education Classes,” 21st Century Program exclusive “Original Classes,” and “Classes Related to the Research Theme,” which are freely chosen from the various course education classes offered by all the departments in Kyushu University. In the first year, one mainly enrolls in Core Education classes, aiming to attain a broad foundation of knowledge and experience. We give students more freedom to choose classes, to increase the level of subjective engagement and communication ability. We also give special emphasis to the acquisition of practical foreign language skills. In the original classes held for underclassmen and women, we cultivate leadership and teamwork through classes that emphasize task finding, team inquiries, group presentations, and discussions. In the original classes held for upperclassmen and women, students enroll in seminar-style classes focused on conducting research on themes of their own choosing, and presenting and discussing their results. In the classes related to their research theme, students construct a curriculum that elucidates the research theme they have set, carry out their studies and research, and in the end, implement their graduation thesis research. In the spirit of valuing fieldwork, we offer a sound system for accrediting units from educational attainments outside school, both domestically and internationally, and we have organized a flexible curriculum.See the following Curriculum Map:

The 21st Century Program Curriculum Map
◆21cp Curriculum Map-1(ver20170122)
◆21cp Curriculum Map-2(ver20170122)
◆21cp Curriculum Map-3(ver20170122)
Admission Policy

To have a sense of independence in discovering various contemporary problems for oneself, demarcating tasks that would address these problems, and pursuing one’s own learning in order to elucidate these problems and tasks. To have the drive to demonstrate one’s abilities to the full, by learning a broad range of fields, without fixating on either the humanities or the sciences, and improving one’s skills in an integrated way. To have the passion and ability to actively pursue learning, giving one’s all to master the necessary foundational skills. To have a superior grasp of the fundamental knowledge about contemporary political, social, historical, cultural, and environmental concerns. To have the motivation to master the linguistic abilities necessary to study abroad, including English. In light of this “ideal student,” and in order to measure the ability to learn and think subjectively, we employ a selection system that deals with interdisciplinary and integrated tasks.

|1| The Ideal Student (Desired Abilities and Aptitude)
Because this is an interdisciplinary education program, the following are expected of students who wish to study at the 21st Century Program:
・To have a sense of independence in discovering various contemporary problems for oneself, demarcating tasks that would address these problems, and pursuing one’s own learning in order to elucidate these problems and tasks.
・To have the drive to demonstrate one’s abilities to the full, by learning a broad range of fields, without fixating on either the humanities or the sciences, and improving one’s skills in an integrated way. This means having the active drive to learn various things, rather than merely passively remaining undecided about one’s specialization.
・To have the passion and ability to actively pursue learning, giving one’s all to master the necessary foundational skills.
・To attain superior “core education,” a grasp of contemporary political, social, historical, cultural, and environmental concerns. It is especially necessary to have an interest in domestic and international issues since the period after World War II up until the present.
・To have the motivation to master the linguistic abilities necessary to study abroad.
More than anything, this program stringently requires such motivation, independence, and ability.

|2| Basic Policy for Selection of New Students (Entry Requirements, Selection Methods, Standards, etc.) Admission Office examination
 In this program, we are not interested in “exam-oriented knowledge” from our applicants. Rather, we seek vital inquisitiveness, flexibility in thinking, and the motivation to take the lead in the 21st century. These will allow the student to develop his or her abilities upon entering the program.
 To screen for students with these abilities and orientations, we use an admission office entrance exam that bypasses the National Center Test for University Admissions. In the first screening, we consider the submitted documents: the highs school report (chôsa sho), an application essay, and a curriculum vitae. Those who pass the first screening move on to the second screening which is held over two days. In the first day, applicants attend three lectures (including both humanities and science disciplines), and write reports about these lectures. In the morning of the second day, applicants break up into groups and discuss the lecture with their fellow applicants. From these discussions, each student spends the afternoon writing a short essay on a self-chosen theme related to one of the lectures. During the period, the student will also go through an individual interview. As one can see, this screening method is patterned after the very learning process a student goes through after enrolling in this program—a pre-entrance admission experience.
For details, please see the recruitment forms.