| 研究実績の概要 |
The proposed international collaboration for FY2018 was carried out with two collaborators: 1) Dr. Mattig in Germany (spring term) and 2) Dr. Widiyanto in Indonesia (fall term). The international classroom collaboration research proceeded roughly according to the following steps that were basically outlined in the proposal: 1) Teams of three or four students were formed in each classroom. 2) Teams decided how to communicate using online tools (e.g., email, Facebook, MSN messenger, Skype, Google Hangouts, etc.). 3) Students engaged in cross-cultural communication (i.e., interviews) to pursue research questions about indigenous psychological concepts. 4) Students used academic English to brainstorm and explain indigenous psychological concepts, some of which were not easily translated into English. For example, in the case of Japanese: honne/tatemae, amae, aimai, giri/on. 5) Students discussed English translations and brainstormed examples. 6) Finally, students made presentations to their local class or wrote essays about their experiences. Results of the international classroom research collaboration with the Indonesians were presented at an international conference in Jyogjyakarta at the University of Santa Dharma on the Java island in November and at a symposium of the Graduate School of Human and Environmental Studies held at Kyoto University in March.
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| 今後の研究の推進方策 |
I was invited to write a book chapter for Springer Press that will feature the culmination of the results of the International Research Unit of Advanced Future Studies, Kyoto University Yukawa Institute. This is the abstract: This article proposes an interdisciplinary pedagogical model for intercultural understanding based on three online intercultural exchanges with university students in Japan, China, Germany, and Indonesia. The intercultural exchanges centered on comparing and contrasting key indigenous psychological cultural concepts described and explained by folk psychologies. The methods were theoretically rooted through the integration of principles in education and psychology in terms of affect, cognition, and behavior: Exploratory Practice (Allwright & Hanks, 2009; positive emotion), Team Learning (Tajino & Tajino, 2000; mutual understanding), and Intergroup Contact Theory (Allport, 1954; intercultural contact hypothesis). Feedback from students and reflections from team teachers support the components of this model of “positive mutual intercultural understanding pedagogy.” Excerpts of collaborative writing and individual papers written by students about the intercultural exchange of concepts, supported and enriched with folk psychologies and reflections (also written by teachers), are presented as evidence for intercultural learning.
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