Education

Students learn about the weather and climate, geology, vegetation, and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings, and lava, and study the geography of the country. They go birdwatching, to the seashore and to a woody hill. Field trips (1-6 hours) are an important part of the course. Environmental problems and nature conservation in Iceland are discussed.

This course provides an understanding of Japanese society by discussing education from an interdisciplinary perspective. It begins with an overview of Japanese education and society, together with the basic approaches for data collection and analysis, and then goes on to discuss the Japanese education system, politics, and practices from both comparative and international perspectives. It ends by discussing recent controversies and issues in education in Japan. Although the emphasis of this course is on current education practices and issues, due consideration is given to the historical context. 

Media affects how we perceive the world and people. With media becoming so prevalent and powerful in our society, and with student access to computers and the Internet expanding so fast in homes and schools, "media literacy" is becoming the basic form of literacy to provide lifelong empowerment to both the student and the citizen. This course provides students with the opportunity to learn a variety of analytical approaches they can use to understand and interpret media, including traditional media (e.g., TV, radio, print, billboard, etc.) and social media (e.g.,video sharing platforms), in the context of education. Your products may be shared to a certain audience for feedback. Participation in class such as asserting your ideas and presenting in English in front of the class is mandatory.

This course introduces key concepts affecting national education systems in the contemporary era of globalization. Since modern education systems were built by independent nation-states in the 19th and 20th centuries, the institutions that were created have come under severe strain by economic, social, technological, and demographic forces unleashed by 21st-century globalization. Governments everywhere are under pressure to prepare students for this new era.  Students will be required to conduct their own research into aspects of globalization as they affect education in two or more nation-states. Each week, students will discuss a text about the topic of the week. One student will lead the discussion with a presentation, and then further materials and ideas will be presented to the students to challenge them to think as deeply as possible about the issues raised.

This course provides a pluralistic introduction to philosophy and education though a broad survey of the diverse philosophical perspectives, problems, and approaches to education and educational research around the world.

This course allows students to explore current and enduring educational questions through a sociological lens and to identify the relationships between education and social inequalities. Special attention is paid to issues of social justice, inclusion/exclusion, and possibilities for social transformation. The course considers various axes of power, identity and institutional organization, including sessions focused on social class, race/ethnicity, religion, gender, sexuality, and learner and teacher identities.  

This course aims to enhance students’ ecological and holistic understanding of education, in close consideration for the aesthetic experience. The course discusses topics including: the theoretical framework and the main operational directions of the Holistic approach applied to pedagogy and educational practice; the concepts of well-being, in its complex relationship with health and personal growth; the design of educational and training processes responsive to physical, personal, social, emotional, and spiritual needs; strategies and tools for generating self-reflection, expressiveness, communication, and cooperation skills; how to make use of the tried learning methods and of the acquired analysis tools for the development of students’ personal and professional growth; and giving value to artistic and non-verbal expressive languages.

The course discusses topics including: the theoretical framework of the Ecological Approach to the Social Inclusion, and Inclusive Education and the Quality of Life Model (QOL); the main operational directions of the Ecological Approach underlying the processes of social inclusion, education, and well-being; the main theoretical and cultural references related to the construct of resilience in relation to fragility and vulnerability aimed at the development of a Life Project in the community; how to promote processes and practices of social inclusion and inclusive education in the community and at global level according to the approach of Universal Design (UD) and Universal Design for Learning (UDL); how to promote cultural and practical tools to develop a Life Project to enhance the Quality of Life in the community; and how to use of the universal design tried learning methods and of the acquired analysis tools for the development of students’ professional growth and for the educational design.

This course enables students to develop English conversation strategies for formal and informal settings. Emphasis is on developing effective communication skills which accompany superior pronunciation and sophisticated use of grammar