81004655

open access

Version of Record

ガクシ カテイ カリキュラム ニカンスル ロンコウ コアカリキュラム オメグッテ

A Study on Undergraduate Curriculum : Debate on the Core Curriculum

Japanese (日本語)

大學教育研究

08

27-38

神戸大学大学教育研究センター

2000-03

2014-05-01

In Japan many universities reformed their undergraduate curriculum after the revision of The National Standard for Universities and Colleges in 1991. At the turn of the century, some universities and colleges are planning to revise their undergraduate curriculum, especially their general education curriculum again. At this time, however, they try to establish “core curriculum” in order for t heir general education to make more coherence and consistency, since core curriculum, rather than distribution requirement, can reflect the mission of the university clearly and give students, faculty and society at large the definite message about what educated person is. Like Japanese universities and colleges, those of American are also making their effort to improve their general education program by introducing core curriculum for general education. One of them, Duke’s “Curriculum 2000” is very impressive and unique in a sense that it makes possible to give her students more intellectual experiences rather than simply giving students various knowledge by establishing “matrix” scheme. Under this plan, stu dents at Duke University can l earn both the modes of inquiry and the substantive knowledge at the same time. In the 21st century each university and college in Japan has t o make more distinctive and competitive to survive. Core Curriculum is very valuable for universities and colleges to be distinctive because, as mentioned early, it can tell the clear idea and mission of the higher education institutions. However, core curriculum should be constructed around the modes of inquiry rather than a specific set of areas of knowledge in order for students to develop their competencies in creativity and imagination. However, we have to remind that curriculum is no more than a plan or a mean to achieve a certain goal. Curriculum would be meaningless unless we establish the firm idea, mission and goal of the institution.

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