Educational Philosophy of this Department
The educational philosophy of this department supports honoring basic human rights and human dignity (Menschenw?urde). We educate students on social welfare studies based on scientific observations. This department was set up in 1929, serving as a ‘trailblazer’ on the social welfare education scene in Japan. Of all the colleges and departments in the social welfare field, our department has the most history, always serving an important role as the leader in this field of study. It is not an overstatement when we say that this department has close ties with the history of social welfare in this country. However, as is true with the history of social welfare and social welfare studies, its history was not always full of glorious moments. This is why the department re-emphasizes its support for honoring basic human rights and human dignity in the 21st century, while doing some soul-searching about participating in a war of invasion, isolating/detaining recipients of welfare benefits, or supporting the invasion of human rights. Our education in social welfare studies attributes great importance to honoring basic human rights and human dignity. The ultimate purpose is in ‘educating citizens that shape a symbiotic society.’
When basic human rights are honored, and human dignity is upheld, it means this society secures the possibility of every single person developing equally into a human being, and that social justice is attainable. Children with special needs, children and adults, refugees, minorities, foreigners and the homeless – each individual intends to pursue life’s possibilities and strives to better himself/herself, making decisions based on free will. We call this a ‘symbiotic society,’ where there are possibilities. Social welfare is what supports this society. Therefore, although the Department of Social Welfare Studies at Meiji Gakuin University focuses mainly on training professionals in the social welfare field, the department also aims to train people working to support and realize the ‘symbiotic society’ in various places other than in the social welfare scene. The department also wants to train people who can live and work in a civil society that is conscious of welfare.
Characteristics of Education of the department
Our goal is not to produce ‘nursing robots’
Many of our department’s graduates are active in the welfare field. Many of our students take the national certification exams to become social workers and workers who contribute to the health and welfare of the mentally handicapped. However, our goal is not to produce ‘nursing robots.’ Just because receiving nourishment is necessary, it does not mean we need to mix rice and miso soup to pour down the throat of an elderly person. If we produce the kind of welfare workers who give that kind of ‘help’ and have no doubts about giving that kind of ‘help,’ it will go against the ‘symbiotic society’ we believe in. We have prepared comprehensive and diverse opportunities for education and research in the Social Welfare Department at our university, without falling into the trap of simply producing ‘nursing robots.’
Specialized subjects are split into eight groups. We provide students with opportunities to learn step-by-step by preparing a wide range of subjects. To study subjects such as the history and philosophy of social welfare, research theory of social welfare, clinical psychology, psychiatry from basics to related fields, is essential when one thinks about ‘what it means to be human.’ This is something that cannot be avoided in the field of social welfare. We have employed dedicated teaching staff to cover all areas of social welfare. This allows us to cater to various needs of welfare and education.
We cherish what we can gain from ‘everyday life’
People should save for their own future. By doing so, they will not have financial problems when they can no longer work. However, there is a difference between ‘what you should do’ and ‘what you can do.’ Not all people are always satisfied and can remain logical and rational at all times. People’s lives are irrational. If this is true, and we want to support the establishment of a ‘symbiotic society,’ it is important to think within our ‘daily lives.’
These are some of the reasons the Department of Social Welfare has always put strong emphasis on on-the-job ‘training.’ How to actually use what we have learned in the classrooms, finding out where there are issues in reality; there is a lot that can be learned from first-hand education.
In this department, students will build up hours of ‘training,’ starting in the freshman year. Students can use what they learned in ‘Introduction to Social Welfare,’ a required course, and ‘Understanding Social Welfare’ from Group 1 as the base. ‘Training 1’ lets students experience on-the-job training. This is followed by classes taken by students based on individual interests, such as ‘Training 2,’ where students go through training at a hospital, ‘Training 3,’ where training is provided in a general social welfare field, and students do a course in ‘Training for Health and Welfare of the Mentally Handicapped.’ It is very important for you to understand through training, that in certain instances, a real human being is going to be affected by your words and the help you provide. Touching on the ‘fear and responsibilities’ of being involved in welfare will greatly affect the way you study.
Additionally, many of the recipients of social welfare do not just exist for ‘training’ purposes. We are very aware of the responsibilities of ‘training citizens that will create a symbiotic society.’ We ask students to refrain from participating in ‘training’ if they are too unaware of this fact.
We put into practice our belief in ‘Educating humans on a personal level’
Some people may think that as long as there is money and free time, you can provide welfare, and volunteering will not be a problem. In recent years, some irresponsible people visited war zones out of curiosity and did volunteer work, with no preparation. These kinds of actions are completely selfish; they are not real welfare or volunteer work.
We are trying to develop ‘citizens that are aware of their responsibilities.’ This is why we always focus on individuals by ‘educating humans on a personal level.’ New students and all students in the Social Welfare Department, as well as sophomores and juniors, participate in the ‘Fresh Student Camp’ which takes place right after admission. The purpose of this camp is for the three parties to think about what it means to study at the Department of Social Studies at Meiji Gakuin University. ‘Seminar 1,’ which is allotted during the sophomore year, serves as an introduction to the ‘seminars’ and ‘training’ that are given starting in the junior year. Students are able to master how instructors and students can study in small groups. ‘Seminar for Clinical Workers’ was set up as an opportunity to follow up on graduates that pursued a career in the field after graduation. Some students continue to study in research groups sponsored by individual instructors. Some seminars have ‘Homecoming Day’ events. This may sound exaggerated, but this is how we put into practice the goal of ‘educating humans on a personal level during the course of a lifetime.’
Additionally, in the past, this department urged the organization which sponsored the examinations, to enable a blind student to have an equal opportunity of taking national examinations; the student with the disability was given an equal opportunity as a result. We are very careful not to forget to listen to the needs of each individual.
We will connect your ‘dream’ with your ‘future.’
Because our department has a long history, many of our graduates have gone on to work in various areas of welfare. Many have received awards for being pioneers in their field; they are people of action who are known nationwide. Over half of the students studying in our department take the national exam to become certified as social workers or mental health workers. Of the 169 students who took the exam to become welfare workers in 2004, 99 passed; the success rate was 58.6%. Fourteen students out of 25 who took the exam for mental healthcare workers passed; the success rate was 56%. Success depends on how hard a student wants to try. For instance, one student obtained a teaching license - and took up a teaching position at a school for children with special needs.
However, all these are just ‘results’ which are different from our goal. Our goal remains the realization of a ‘symbiotic society’ and to train talented people that can provide support. As you study social welfare from an ‘academic’ standpoint, without being caught up in the technical aspects, your ‘dream’ will lead you to a sound ‘future.’ You may learn at travel agencies or at graduate schools, and not in the field of social welfare. We provide the foundation to make this possible. This is why it is no surprise that among our graduates there are mayors, elite workers in the Ministry of Justice, teachers at special needs schools, artists, researchers and tour conductors. Our unique instructors will help you connect your ‘dream’ to your ‘future’ here at the Shirogane campus!
We will develop a talented people who are broadminded enough to realize normalization.
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