Faculty of Sociology & Social Work: Educational Objectives and Human Resource Development Objectives

The Faculty of Sociology & Social Work adheres to the university’s educational principles and has, since its founding, sought to train talented people to serve as cornerstones of social improvement. Contemporary society requires talented people who are broadly aware of other people (the Other), and who possess the kind of flexible and multifaceted perspective that is formed by learning about the realities of other people’s lives, who have the powers of thought to reach a profound understanding of questions, and who have the conceptual powers to realize new possibilities for society. The Faculty of Sociology & Social Work therefore cultivates talented people who, through study that is characterized by tolerance and deep insight into the other and the self, will contribute to the formation of a human society that respects and supports human character and individuality, and who are motivated to put these qualities into practice. To that end, our educational objective is to cultivate the ability to understand conflicts of various different kinds, to explore them as issues, and to communicate the results. It is also our objective to foster a highly-developed sense of human rights and abundant sensibility.

Policy on Conferral of Degrees (Diploma Policy)
The Faculty of Sociology & Social Work has a Department of Sociology and a Department of Social Work, each with its own curriculum and faculty body. These are structured around scholarly research in a variety of different areas that are the concerns of sociology and social work. The Faculty provides its education to students for four years, and it confers its academic degree on those who it recognizes as having acquired the ability to contribute actively to society.

Academic Program Organization and Implementation Policy (Curriculum Policy)
The basic policy of the Faculty of Sociology & Social Work is to convey specialized knowledge in each of its areas, to cultivate the ability to think and to put thoughts into practice, and to foster the stance that seeks to do so. The two departments each have their own curriculum and educational content, however, and curriculum policy is therefore determined by the department concerned.

Admission Policy
In order to realize the educational objectives and policies of the Faculty of Sociology & Social Work, we seek students who possess a variety of different abilities and who are interested in social phenomena and concerned about social problems. When students who have had a variety of life experience studying together, there are important benefits in terms of encountering the other and understanding society. It has been our established practice, therefore, to accept not only recent high school graduates, but also applicants with full-time jobs who have a wide range of real-life knowledge, and exchange students from other countries.

Department of Sociology

Educational Objectives and Human Resource Development Objectives

Sociology is a field of learning that aims to recognize and understand other people (the Other) by a variety of different criteria. To have concern for other people who are existing in a variety of different ways, to understand them, and to discover and explore the various different conflicts they experience, contributes to increased social tolerance.

The educational objective of the Department of Sociology is to develop human resources capable of discovering and exploring the variety of problems that lie latent in contemporary society, capable of formulating visions of a more desirable society, and capable of pursuing those visions in a highly motivated manner. To put this differently, we aim for an education that makes students curious about society and aware of others so that they are led to understand the various conflicts present in society, which they then pursue as issues, also developing the ability to communicate their findings in their own various ways.

Policy on Conferral of Degrees (Diploma Policy)

  1. Foundations of Sociology
    Candidates will have learned the basic conceptual approaches of the specialized science known as society, which seeks to aid in empirical and logical understanding, as well as in addressing, the various issues involved in society considered as the place where encounters with other people (the Other) takes place, and as itself the Other. This extends to the relationships between people that occur in society and the relationships between people and entities other than people (including what is called nature) that support society.
  2. Logical Thinking and an Empirical Stance
    The first principle of undergraduate education in the Faculty is the acquisition of fact-based, empirical methods of research centered on surveys of actual on-site conditions and statistical data processing together with logical and critical methods of reasoning that are, though this is named the Department of Sociology, held in common not only in sociology but in the humanities and social sciences in general, as well as in the natural sciences. However, since this is the Department of Sociology, students in this department are required to acquire the above-mentioned methods of critical thinking and empirical research first of all through sociology and not through philosophy, psychology, or other such fields.
  3. First Principle of Sociology
    To put this in more positive terms, given the above, the first principle involved in having students learn sociology rather than philosophy or psychology is to have them learn by experience, and through empirical research, not just through speculation, about society as a locus of concrete encounters with the Other. The subject of this examination is not the human in the obvious sense that human beings are human beings, but rather in the non-obvious sense that the commonly accepted definition of what a human being is can itself change with historical and social circumstances, so that the subject can include human beings who are such foreign others that they do not even seem human. With regard to social surveys, the focus in this department is on guiding students through a consistent curriculum that instills basic methodologies and proceeds to acquisition of specific know-how by means of survey workshops conducted on-site. Through their study of sociology, students in this department are required to develop the open-minded receptivity to the foreign Other and to the unimaginable future together with the resilient faculties of thought that will not be shocked into stopping thinking when faced with that non-obvious Other.
  4. Expression and Practice
    Unless the results from receptivity and thinking are directed to actual behavior and to actual practice, they have no social significance. The first step in actual human practice is to use language to express a matter clearly and communicate it to others. People who do not have the capability to relate matters using their own language will be unable to understand what is related by others. Furthermore, the meaning of ambiguous thoughts and actions that are not turned into language cannot be understood. Students in this department are required to develop the ability to use clear language to speak and write, with sociological thinking as their foundation.
  5. Survey Literacy
    students who acquire certification as social researchers will have developed the high-level specialized knowledge and skills appropriate to professionals who are involved in research on contemporary society using social surveys or who are in that business.

Academic Program Organization and Implementation Policy (Curriculum Policy)

  1. Introductory Education
    In their first year, all students newly admitted to this department take a seminar-style course called Academic Literacy, held in small groups, as a requirement for graduation. Here newly admitted students learn the basic techniques of reading texts and presenting reports to others orally and in writing, among other subjects. In another course called Foundation Seminar in Sociology, held in small groups, students acquire basic knowledge about sociology together with a foundation in groupwork and related matters.
  2. Coursework System
    From the second year on, students in this department divide up into groups for whichever of the three courses they sign up for by their own choice. The three courses are:
    1. The Culture and Media Course in which students explore the processes by which information is produced and transmitted, with the aim of understanding the Other and one’s own culture at various scales.
    2. The Life and Identities Course in which students use “life” and “identity” as keywords to explicate the essence of contemporary cultures that developed on the foundation of medicine and other advanced science and technology.
    3. The Environment and Communities Course in which students cultivate practical abilities contributing to the creation of new communities by means of a finely detailed understanding of the Other.
    In conjunction with this selection of a course of study, required courses in seminar format, called Course Seminars, are set up for students in the second year. This prepares them for specialized seminars in the third and fourth years, as well as for the graduation thesis. From the second year on, students take fully specialized courses set up within the curriculum framework created for their particular course of study.
  3. Seminars and Graduation Thesis
    The Seminar 1 course taken by students in the third year differs from the Academic Literacy seminar in that these are designed to provide more specialized training that also takes the graduation thesis and future career paths into account. This is therefore held seminar-style in small groups, and students choose their own academic advisors from whom to receive individualized guidance. Students engage in close reading of specialized literature and specialized surveys to gather material for examination, they discuss the material with fellow seminar students, and they present their own thoughts in oral presentations and written reports. As an extension of Seminar 1, there is a Seminar 2 that is taken in the fourth year. Students tackle the graduation thesis, which is the summation of their university life, and turn it into a finished work. Outstanding graduation theses undergo a strict screening and can be awarded a Faculty of Sociology and Social Work Dean’s Prize or other honor.
  4. Curriculum for Certification as Social Researchers
    Students in this department can acquire certification as social researchers. They enroll in the designated courses, starting with Foundations of Social Research in the first year, Techniques of Social Research, Statistics for Sociology, Quantitative Data Analysis, Qualitative Data Analysis, and Fieldwork Seminar in the second year. Acquiring a foundation in survey research, they enroll in Social Research Workshop and Social Education Research Workshop in the third year. Students in each workshop create a high-quality report every year. When students have fulfilled the credit requirements for these social research-related courses, they are able to apply for certification as social researchers, and they can receive the certification together with their bachelor’s degree upon graduation.

Admission Policy

The education provided in this department starts by instilling concern for the Other, whether that Other is a person one knows already or a stranger. It is necessary first to become aware of the various different conflicts involved in the question of the Other. The next step requires an attitude of willingness to accept the path from intuitive recognition to deeper understanding as an issue for the self. What has been discovered and examined is then to be uttered in one’s own words in the presence of the Other, and we seek applicants that will develop the strength to do this. This department seeks to have students who will develop this kind of strength through their life at the university, and who will desire to pursue their possibilities in society. Some of the qualities we seek are: (a) intellectual curiosity and an inquiring mind, (b) flexible thinking and creative ideas, and (c) conceptual and expressive abilities that make advantageous use of experience. The students sought by the Department of Sociology will discern these strengths and capabilities as their own qualities when they envision their vague images of the future, and will want to strive toward them.

Department of Social Work

Educational Objectives and Human Resource Development Objectives

Respecting and upholding human dignity and basic human rights, (1) to foster the ability to pursue theoretical and empirical research into measures for scientifically satisfying the basic needs of human beings in terms of their life in society, (2) to convey ways of elucidating the social welfare problems and life issues that are being faced, and (3) to teach theories and methods for implementing specific measures to address those problems and issues.
The course of study in social work aims to train social workers by enhancing the abilities necessary for providing welfare support, and instilling the awareness of human rights as well as the knowledge and methodology appropriate for a support provider.

The course of study in welfare development aims to develop human resources that will contribute to the creation of a welfare society by deepening the understanding of what is human from a broad societal perspective, and by fostering the abilities for scientific analysis and examination of the causes and results of welfare problems together with the necessary measures and programs involved.

Policy on Conferral of Degrees (Diploma Policy)

The aim is to understand the theory and the practical methodology of social welfare, and also to acquire the methodology to make advantageous use of these in actual practice.
The purpose of the course of study in social work is to train social workers who take action as social workers on the basis of the value of respect for human dignity and basic human rights. To that end, the objective for students is to possess the knowledge and ability to analyze welfare recipients and their environment, which is to say the human being and the social system, to understand the policy and institutions of social welfare, and to master the methods for providing support.

The aim of the welfare development course is to hold to the foundation in respect for human dignity and basic human rights while conducting a penetrating examination of the relationship between problems in society and the lives of human beings, thereby acquiring the broad knowledge and abilities, as well as the sensibility, that enable contributions to the construction of social welfare.

Academic Program Organization and Implementation Policy (Curriculum Policy)

The curriculum for the first year is designed to instill a basic knowledge of social welfare. Required courses such as Outline of Social Welfare A and B, the Foundation Seminar, Understanding Social Work, and Understanding Welfare Development are provided to guide students toward their respective course studies that start from the second year.
The course of study in social work has a curriculum configured with the primary objective of imparting the theory of social work and developing the practical abilities of a social worker. The curriculum coordinates the students study in related lecture courses with their social work workshops and social work seminars while leading toward deeper-level learning that is ultimately summarized in the graduation thesis. The organization of the curriculum has eight divisions, from cluster 1 to cluster 8, with courses in fundamentals, courses in social welfare institutions and measures, courses centered on the understanding of the private individual, courses related to practical methods and technology of social welfare, courses related to the social welfare field, and courses related to seminars, workshops, the graduation thesis, and so on, arranged so that students can build up their learning in a cumulative manner over the various years of study.

The welfare development course shares the lecture courses and the cluster system of the course of study in social work. At the same time, specialized areas are defined in order to make effective use of the distinctive characteristics of the welfare development course. Recommended courses are indicated for the various areas, providing a guideline for study. Also, Outline of Welfare Development is situated as a requirement for the course, and Welfare Development Fieldwork (second year) is provided as a workshop course that allows students to experience the reality of welfare development. There are seminar courses and the graduation thesis (both elective) in the third and fourth years, and the coursework is configured so that students can build up their studies systematically.

Admission Policy

We expect to admit applicants who are broadly interested in the theory and practice of social welfare and who are capable of continuing to learn by their own capabilities. From the second year, students separate into two courses of study according to their wishes, and we make every effort, therefore, to provide applicants for entrance examinations with specific descriptions of the two courses by means of the open campus program, websites, pamphlets, and other such means. This includes differences in curriculum between the two courses, career paths following graduation, and other such matters.

Our entrance examination method is to consider applicant who take the entrance examination for recommended candidates and the general entrance examinations. The entrance examination for recommended candidates, in particular, involves a test essay and interview, and we anticipate admitting candidates who are clearly motivated to enter this university, who have a broad view of their own future, and who have superior academic ability. Entrance through the admission office (AO) examination anticipates admitting applicants described by one of the following: (1) People who have an outstanding record of contribution to society that is voluntary and does not represent isolated, one-time effort, and (2) people who have proposals for unique plans and projects broadly related to social welfare areas showing a clear sense of how they think things should be and what they want to do. Applicants who have passed the special entrance examinations are assigned problem texts to work with for pre-admission education.