- 2025 Course Guide College of Education, Psychology and Human Studies
Learning Characteristics and Curriculum (Department of Education)
CURRICULUM Learning Features and Curriculum
Possess specialized knowledge and skills in education,
We will develop human resources who can play an active role in a wide range of fields in society.
"Man can only become human through education." As expressed in these words of the great German philosopher Kant, education is essential and universal for humans to live social lives. In Department of Education, we approach the questions of "What is education?" and "What is learning?" from various angles, pursuing the essence and ideal form of education while deepening our understanding of the existence of human beings, who are the bearers of education.
Department Data
Degree awarded: Bachelor of Education (Education)
Enrollment capacity: 188 students
Second-year transfer admission quota: A few students
Number of students: 256 boys, 530 girls (as of May 1, 2024)
Characteristics of learning
Education is a universal thing that takes place throughout one's life. In this department, students will specialize in learning how humans grow, develop, and form throughout their life cycle. Students can choose a specialty from five courses based on their interests and career path, and deepen their understanding of the nature and expertise of education, and the people who carry out education. Students can obtain a wide range of teaching licenses from Kindergarten Building to high school.
Department of Education Curriculum
Through the study of The Aoyama Standard subjects, foreign language subjects, and academic subjects (required subjects), students will develop a broad-based education and a foundation in the theory and practice of education.
By studying the required elective subjects in the department, students will deepen their expertise in pedagogy in the five courses they select, and also acquire a multifaceted expertise in pedagogy through the study of subjects in courses they do not select and subjects outside of their courses.
In addition, students can choose from educational licenses for Kindergarten Building, elementary school, junior high school, and high school teachers and librarian teachers, as well as various qualifications for librarians, social education officers, and curators, and can obtain teaching licenses and various other qualifications by completing designated The Aoyama Standard subjects and academic subjects.
The distinctive feature of this curriculum is that it includes an extremely diverse range of subjects that can cater to the interests and concerns of a wide variety of students. In the first and second years, students study The Aoyama Standard Subjects, foreign language subjects, and the basics and introduction of the department. Group 0 includes subjects that all students who enroll in Department of Education must take. These include basic subjects taught in lecture format, and seminar subjects that deal with practical content based on those subjects. From the third year, students choose from five courses and pursue studies and research that will lead to their future plans. Seminar subjects are placed in all grades from the first to fourth years, and classes are taught in small groups.
COURSE MODELS
Department of Education offers five courses that students can choose from depending on their career aspirations and academic interests. Students select their course in the second semester of their second year, and all students can register for the course of their choice. From their third year, students will take the necessary subjects for each course they have decided on, and will learn more specialized content.
Human Development Exploration Course
We will broadly explore the theme of human development from the perspectives of history, philosophy, religion, ethics, cultural anthropology, linguistics, etc. We will fundamentally reexamine modern humans and education through the examination of historical changes in views of humanity and education, and the relationship between families, culture, society, and humans.
Clinical Education and Lifelong Development Course
This course covers theories and practice of how development, learning, and education are realized throughout the human life cycle, from infancy to old age. The curriculum focuses on themes such as developmental phenomena throughout the human life cycle and the associated clinical problems, out-of-school education, and collaboration between the local community and school education.
Educational Information and Media Course
We look at human beings from various perspectives, as they live, learn, and develop in an information environment. We study the communicative aspects of information from the perspectives of information sociology and library and information science, and the aspects of information reception, understanding, and creation from the perspectives of cognitive science, development, and learning science. We also conduct research into the development of educational media in order to develop better learning environments.
Early Childhood Education Course
For students who aim to work in early childhood education in the future, we offer a number of courses that allow students to learn the theory and practical knowledge of early childhood development and education. Students acquire theoretical knowledge through courses such as the principles of early childhood education and an overview of childcare content, and practical knowledge through courses such as childcare content teaching methods and early childhood education practice.
Child Education Course
For students who aim to become teachers in the future, courses related to the development, learning, and education of children and students are systematically prepared. Students learn basic knowledge through courses such as the general theory of school education, teaching methods, and teaching profession theory, and acquire practical knowledge as educators through research on teaching materials for each subject and elementary school teaching practice.
COURSE FEATURES Features of major courses
Required Subjects Group (Group 0)
| Subject Name | Features |
|---|---|
| Introduction to Education | This course considers basic concepts of human growth and maturation from birth to death, and the relationship between theories of human development and educational practice from the perspective of human history or the evolutionary history of human culture. It also takes up various issues such as education in an information-based and globalized society, bullying, school absenteeism, educational disparities, and educational reform, presenting basic educational approaches to these issues and providing an introductory guide to various fields of educational studies. |
| Educational Research Methods | Students will consider the significance and purpose of research in the field of education and acquire the knowledge and methods necessary for actual research, such as setting a problem awareness, formulating and verifying hypotheses, synchronic and longitudinal research, collecting and analyzing existing materials, literature research, ethnographic research, participant observation, action research, activity analysis, case study research, interviews, and questionnaire surveys. |
| Basic Exercise I | In order to enrich their university studies, students will acquire basic study skills necessary for specialized study from their first year. While addressing educational issues, students will learn practical skills in small classes, such as how to read literature, how to formulate questions, how to gather information, how to write reports, and presentation techniques. Students will investigate and explore on their own, and we place emphasis on the experience of learning from each other through group study and discussion. |
Specialized subjects related to human development research (Group I)
| Subject Name | Features |
|---|---|
| General Theory of Human Development | There are inherent advantages and disadvantages to the use of the concept of "human development" in pedagogy rather than education. In this lecture, we will acquire basic knowledge about the concept of human development, and at the same time, we will critically examine from a historical and social perspective why it is so popular in pedagogy today and what the meaning of this is. |
| Religious Education | From the perspective of value education or religious culture education, we will provide an overview of trends in religious education in public schools around the world, focusing on textbooks, and examine the treatment of religion in public education in Japan and the position of religious education. We will also consider the difference between child-centered religious education and existential religious education in terms of religious character formation, and consider the ideal form of education depending on the educational target. |
| Home education | "The home is the first place where a child is born and receives proper discipline from his/her parents." In contrast to this common sense view, there are children who are separated from their families and live in institutions, and children who are abandoned or abused by their parents. On the other hand, there are also families who are enthusiastic about educating their children from an early age. In this class, we will consider the diversity of home education in modern Japan and think about what is desirable. |
| History of Western Education I | If you are studying education, the history of education is a harmless subject if you are only interested in remembering the names of famous educators and their achievements. However, when you try to understand the relationship between humans and society and its historical changes through education, the history of education can become an extremely dangerous field of education that will completely overturn your preconceptions. Please be brave and challenge the dangerous world of the history of education. |
Specialized subjects related to clinical education and lifelong development (Group II)
| Subject Name | Features |
|---|---|
| Clinical Education Overview | We are involved with education in various ways from the moment we are born. Starting from the questions "What can education do for us to live together with others in society?" and "How can education contribute to human happiness?", we explore education from various perspectives, such as the environment and socio-cultural background surrounding children, various issues surrounding education, childcare and educational practices, and the expertise of childcare workers and teachers. |
| Introduction to Lifelong Learning II | Learning and study does not end with school education in the early years, but extends to various stages and situations in life. This course will provide an overview of lifelong learning, comparing countries around the world. Specifically, it will introduce and examine what constitutes lifelong learning in each country, while also relating it to socio-economic conditions. It will also proactively cover topics that are currently hot topics in society. |
| Special Needs Education A | This course will study special needs education by considering how to understand each child or individual with a disability, while taking into account the differences in each individual's circumstances and disabilities. Participants will discuss the current situation and issues surrounding special needs education, comparing this with their own experiences of interacting with and learning together with people with disabilities in school education and the community, the knowledge and thoughts they have gained from watching television programs and movies, and from books, magazines, newspapers, etc. |
| Studies on Culture of the youth | We often hear people say, "Young people today...", but this criticism has been repeated with admiration for young people who create new value. In this class, we will use videos, novels, articles, surveys, etc. to understand what university students have thought and sought up to now. We will take up familiar topics such as studying, playing, and finding a job, and through exchanges of opinions between students, we will have students reexamine themselves as they are now, as well as think about their relationship with society and the state of education for adolescents. |
Specialized subjects related to educational information and media (Group III)
| Subject Name | Features |
|---|---|
| General Overview of Educational Informatics | In education, the receiving, exchanging, generating and transmitting of information plays an important role. We consider problems in education and learning by focusing on "information," such as how learners understand and learn the information they receive, in what form information that can be used for learning exists, and how information and communication technology is used for learning. |
| Introduction to Library and Information Science | Libraries are not just "books houses," but social systems that select, collect, organize, store, and provide a wide variety of information, including digital content, and are the foundation for using information in learning, work, leisure, and more. Taking into account the perspectives of information users and information professionals, we will consider the current situation, trends, issues, and prospects from both theoretical and practical perspectives. Lectures will be the focus, but we will also incorporate work. |
| Teaching material development theory | Through this class, we aim for students to develop their own teaching materials. First, students will read literature on moral education and Japanese language education in groups. After that, they will create new teaching materials and actually teach classes using those materials. Students will experience the joy of teaching classes using materials that they have devised themselves, and the joy of attending such classes. |
| Education on Audio-Visual Media | This is a class where students learn and deepen their thoughts about the characteristics of audiovisual media and how education can utilize them. Part 1, "What is Media?", covers the role of media, including information and communication technology, in education. Part 2, "Characteristics of Various Media," covers various media such as voice, text, images, and video, as well as the Internet. Part 3, "Information, Understanding, and Learning Using Media," covers information understanding and learning, information literacy, and more. There is also an emphasis on exchanging opinions and debating through group discussions. |
| Studies on User Interface | People live their lives interacting with other people, culture, society, and tools. The term "interface" refers to the space where these things interact. At interfaces, communication occurs at various levels through media. In this course, students will learn about the characteristics of various media such as language, computers, and video, and will also consider the conditions for improving interfaces and establishing better communication. |
Specialized subjects related to early childhood education (Group IV)
| Subject Name | Features |
|---|---|
| Early Childhood Education Principles A | Students will learn basic knowledge about childcare, such as the origins and development of childcare to date, the current challenges of childcare, the purpose and significance of childcare, principles and ideas, and childcare workers. Students will also understand the systems of Kindergarten Building, daycare centers, and certified childcare centers, as well as the principles, methods, and content of childcare from a historical perspective, and consider the future of childcare from the perspectives of the connection between preschools and elementary schools, special support, cooperation with families and communities, and policy and reform movements. |
| Pediatric Health | Health science is the study of protecting and maintaining health. Unlike adults, children are constantly growing and developing. Therefore, children learn the basics of growth, development, and physiological functions such as sleep, digestion, and excretion, and while deepening their understanding of "health science" that differs from that of adults, they learn ways to promote children's health, including lifestyle habits and relationships with parents and caregivers. |
| Childcare content education method (expression A) | From the moment we are born, we have the "sound" of our voice as a means of expression. When this eventually becomes children's songs and music, we will examine through concrete examples what role and support is expected of childcare workers. We will also learn about the basic understanding of childcare content in the "Kindergarten Building Education Guidelines" and the historical transition and positioning of the area of "expression," and consider and deepen our understanding of childcare that fosters the mind to create and receive diverse expressions. |
| Clinical Education of Early Childhood A | There is a reason why the <life and play> of infants and toddlers is connected to <development and learning>. Through learning about infant and toddler development, human relationships, stumbling blocks and conflicts, support from childcare workers, and support for parents, and by reflecting on one's own upbringing, examining case studies, and holding group discussions, students aim to think about how to apply the knowledge they have learned to childcare and education practices, and to be involved in children's development. |
Specialized subjects related to early childhood education (Group V)
| Subject Name | Features |
|---|---|
| Physical Education Overview (Exercise) | Through trial and error, or by having fun in a specially designed environment, students will think about how to achieve the set exercise goal. In addition, students will think objectively and subjectively about how the activity stimulates the body from the perspective of physical and mental function, and whether it is overloading the body. |
| Drawing and Crafts Overview (Art) | This course will deepen students' understanding of creative ideas, concepts, and formative perspectives, and will consider the nature of art education through practical experience in expression and appreciation. Students will engage in practical training in areas such as observing and expressing familiar objects, color composition, finger painting, and printing on woodblock prints. |
| Elementary School Subject Teaching Methods (Japanese Language) | Students will research teaching materials for "knowledge and skills," "speaking/listening," "writing," and "reading" in order to be able to teach Japanese language classes at elementary schools. Based on their research into teaching materials, they will create lesson plans and conduct mock lessons. Through these activities, we aim to develop practical teaching skills. After checking how lessons are conducted using "reading" teaching materials such as "Swimmy," "Gon the Fox," "Grandpa Daizo and the Geese," and "The Shape-Changing Soybeans," students will propose lessons that they have designed themselves and work on improving them. |
| Introduction to Schooling | Educational reform is spreading. In this context, a "future of course" and a "future of intent" are contrasted. This class is a place for each student to reexamine the norms (course of events) of school education and rethink how to think about and practice education of intent in preparation for the post-COVID Great Reset society. We will examine ambitious reform cases in an inspiring and critical manner. |
ACADEMIC CATALOG Course Guide (Subject List)
Q&A: Learning about Education
Q: In Department of Education, do we mainly study school education?
A: Education is a broad field of study.
Education is not only for children and young people. It is not something that takes place only in a place called school. It takes place throughout one's life in a wide range of situations, including at home and in society. The curriculum of Department of Education at Aoyama Gakuin University does not only deal with education in schools. Department of Education offers a total of more than 200 pedagogical subjects, and students learn from multiple perspectives about how humans develop, learn, socialize, and mature throughout their life cycle, from infancy to old age. Students also acquire practical skills regarding what systems, environments, and media should be in place when humans engage in various types of learning.
Q: I want to become a teacher. Which course should I choose?
A: No matter which course you choose, you can aim to obtain a teaching license or various qualifications.
Although the subjects in Department of Education can be used to obtain teaching licenses and various other qualifications, this has no direct relationship to the course of study you choose. Regardless of which course you choose, you can aim to obtain teaching licenses and various other qualifications.
Although Aoyama Gakuin University 's Department of Education is not a so-called "teacher training department," it has sent many school teachers out into the world. We urge students aiming to become school teachers not to focus only on the subjects required to obtain a teaching license. In other words, we convey the importance of taking an interest in the wide range of subjects offered by Department of Education and taking those classes to improve your qualifications as a school teacher. Obtaining a teaching license should be a means to becoming a teacher, not the goal. Department of Education supports students who aim to become high-quality school teachers.
Q: Can I obtain a teaching license (hereinafter referred to as a teaching license) or various other qualifications in Department of Education?
A: Yes, you can obtain this by completing designated courses.
Depending on your career path and interests after graduation, you can choose from the teaching licenses and various qualifications below and acquire them by completing the designated subjects. However, in order to achieve this, you need to study the designated subjects in a step-by-step and planned manner from the first to fourth years. In addition, there is a system in place where the university will certify the completion of these programs by taking designated subjects, mainly those related to "Christian schools" located in Department of Education. Please note that by law, experience in nursing care is required to acquire licenses for elementary and junior high schools.
Q: If I graduate from Department of Education, is it possible to obtain a teaching license or other qualifications?
A: Graduating from Department of Education and obtaining a teaching license or other qualifications are not exactly the same thing.
To be precise, if students graduate from Department of Education and also complete designated subjects, they can obtain a teaching license or other qualifications. While students can choose to obtain a teaching license or other qualifications depending on their career path and interests, they can also study education and graduate without obtaining a teaching license or other qualifications.
In reality, most students hope to obtain a teaching license or other qualifications, but because obtaining a teaching license or other qualifications requires mastering more subjects, it is necessary to set a specific and clear goal of becoming a teacher or a professional corresponding to the qualification in the future.
Q: Are there any correlations between the subjects offered in Department of Education and the designated subjects required to obtain teaching licenses and other qualifications?
A: Yes, the Department of Department of Education includes many designated subjects required for obtaining teaching licenses and various qualifications.
It is easier for students in Department of Education to obtain teaching licenses and various qualifications than students in other faculties and departments. However, the subjects in Department of Education and the designated subjects required for teaching licenses and various qualifications are not exactly the same, so it is necessary to take subjects offered in departments other than Department of Education depending on the teaching license or various qualifications you are trying to obtain.
Q: I would like to deepen my expertise in education while also obtaining a teaching license and various other qualifications. Is this possible?
Yes, Department of Education offers a wide range of courses that will help you deepen your expertise in education while also supporting you in obtaining teaching licenses and other qualifications.
Students begin taking subjects in Department of Education from their first year, and from their third year they are divided into five courses to deepen their expertise in education. Students also have to choose from their first and second years whether they want to obtain a teaching license or other qualifications depending on their career path. If they want to become a teacher, they will need to choose a specific school type and subject, and so will aim to obtain a teaching license for that specific school type and subject. The same goes for various qualifications.
