CC605303 International Perspectives in Positive Education

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School School of Education

Lecture Code CC605303 Subject Classification Specialized Education

Subject Name 国際的視座におけるポジティブ教育

Subject Name
（Katakana）コクサイテキシザニオケルポジティブキョウイク

Subject Name in
English International Perspectives in Positive Education

Instructor KABIR RUSSELL SARWAR

Instructor
(Katakana) カビール　ラッセル　サーワー

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, 2Term

Days, Periods, and Classrooms (2T) Weds1-4：EDU K109

Lesson Style Lecture Lesson Style
(More Details) 　

Credits 2.0 Class Hours/Week 　 Language of Instruction B : Japanese／English

Course Level 2 : Undergraduate Low-Intermediate

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 07 : Education

Eligible Students Japanese and International Students

Keywords positive education, applied positive psychology, social and emotional learning, husa

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students) For those in/after 2021 admission for Globally-Minded Teacher Training Program, this course is one of elective required subjects. Also check the requirement below.
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline How can we promote the adaptive developmental regulation of youth and emerging adults through educational activities? One innovative approach that is increasingly being applied in international contexts is positive education, which encourages these skills by focusing on the social and emotional learning of students.

This includes building skills and strategies for expressing emotions, managing relationships, and affirming the strengths of one’s character. But are these techniques appropriate? Effective? Training educators to evaluate these skills means obtaining a better understanding of evidence-based theories and practices from psychological and educational research on motivation and achievement.

International Perspectives in Positive Education is a course to understand developmental phenomena, evaluate programs that feature social and emotional learning, and discuss cultural and social issues in education with exciting advances in the educational sciences. Students will engage in activities from the paradigm of applied positive psychology as they apply to topics and methods such as project-based learning and digital transformation.

Chances to compare the systems and experiences of students in educational settings are emphasized through chapter reading and reflections of the book, *The Smartest Kids in the World: And How They Got That Way* by Amanda Ripley (2013).

In addition to sets of original activities that encourage student discussion and engagement, detailed vignettes from “strengths-based” advances in educational research are provided for critical evaluation.

Class Schedule Lesson 1: Introduction (Syllabus)
Lesson 2: What is Positive Education?
Lesson 3: The Case for and Against Positive Education
Lesson 4: Self-regulation and Psychological Adaptation
Lesson 5: Psychoeducation and Stress Management in Schools
Lesson 6: Early Childhood Education and Developmental Stages
Lesson 7: Teacher Sensibility and Awareness of Inclusive Education
Lesson 8: Social Skills and Interaction Training as Positive Education
Lesson 9: Mindset Theory, Resilience, and Socioeconomic Position
Lesson 10: Grit and Ganbari among Students and Parents
Lesson 11: Topics in Multicultural Education (1): Creativity, DX, and Literacies in Focus
Lesson 12: Topics in Multicultural Education (2): Bridging Inequalities
Lesson 13: Topics in Positive Education (1): Emerging Trends in Environmental and Peace Education
Lesson 14: Topics in Positive Education (2): Global Citizenship and Prosocial Motivation
Lesson 15-16: Student Presentations on a Course Topic applied to own Educational Field/Career Aspirations as Educator

Text/Reference
Books,etc. Required Book:

Ripley, A. (2013). The smartest kids in the world: And how they got that way. Simon and Schuster.
https://www.amandaripley.com/the-smartest-kids-in-the-world

Directed Course Readings:

Yamamoto, Y. (2018). Ganbari or Grit? First Graders' Views in Japan and the United States.
https://www.childresearch.net/papers/multi/2018_01.html

Excerpts from *The Palgrave Handbook of Positive Education* (Open Access Book):
https://link.springer.com/book/10.1007/978-3-030-64537-3

Excerpts of works in the *Essays of Developmental Psychology (2020)* series and the book, *Fall Down Seven Times, Get Up Eight* by Naoki Higashida will be provided in class.

PC or AV used in
Class,etc. 　

(More Details) A self-access learning center is provided via course website for connections and extensions of core topics and inspiration for lesson designs, classroom practices, and teacher resources in positive education.

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Course Resources for Interested Students in the Shopping Period:

Social and Emotional Learning in Global Citizenship (UNESCO):
https://mgiep.unesco.org/global-citizenship

Progress on SDGs 3 and 4 featured in the course:
https://sdgresources.relx.com/goal-4-quality-education

Requirements Please confirm well if the credit of this course will be included as a part of required credits for graduation in each school and program.

For those in/after 2021 admission for Globally-Minded Teacher Training Program, this course is one of elective required subjects. Although those in 2022 admission can registered this course in the first grade, it is recommended to take it, if possible, in/after the 2nd grade due to the content level. Those in 2021 admission will take it in/after the 2nd grade.
Those in/before 2020 admission can also take this course with the credit awarded. However, it will not be counted for the program completion.

Grading Method Final grades will be determined on the basis of performance in the following:
Weekly assignments (6): 30%
Interactive in-class worksheets (6): 30%
Mid-term key concepts quiz (1): 10%
Final presentation (1): 30%

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	School of Education
Lecture Code	CC605303	Subject Classification	Specialized Education
Subject Name	国際的視座におけるポジティブ教育
Subject Name （Katakana）	コクサイテキシザニオケルポジティブキョウイク
Subject Name in English	International Perspectives in Positive Education
Instructor	KABIR RUSSELL SARWAR
Instructor (Katakana)	カビール　ラッセル　サーワー
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 2Term
Days, Periods, and Classrooms	(2T) Weds1-4：EDU K109
Lesson Style	Lecture	Lesson Style (More Details)

Credits	2.0	Class Hours/Week		Language of Instruction	B : Japanese／English
Course Level	2 : Undergraduate Low-Intermediate
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	07 : Education
Eligible Students	Japanese and International Students
Keywords	positive education, applied positive psychology, social and emotional learning, husa
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)	For those in/after 2021 admission for Globally-Minded Teacher Training Program, this course is one of elective required subjects. Also check the requirement below.
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	How can we promote the adaptive developmental regulation of youth and emerging adults through educational activities? One innovative approach that is increasingly being applied in international contexts is positive education, which encourages these skills by focusing on the social and emotional learning of students. This includes building skills and strategies for expressing emotions, managing relationships, and affirming the strengths of one’s character. But are these techniques appropriate? Effective? Training educators to evaluate these skills means obtaining a better understanding of evidence-based theories and practices from psychological and educational research on motivation and achievement. International Perspectives in Positive Education is a course to understand developmental phenomena, evaluate programs that feature social and emotional learning, and discuss cultural and social issues in education with exciting advances in the educational sciences. Students will engage in activities from the paradigm of applied positive psychology as they apply to topics and methods such as project-based learning and digital transformation. Chances to compare the systems and experiences of students in educational settings are emphasized through chapter reading and reflections of the book, The Smartest Kids in the World: And How They Got That Way by Amanda Ripley (2013). In addition to sets of original activities that encourage student discussion and engagement, detailed vignettes from “strengths-based” advances in educational research are provided for critical evaluation.
Class Schedule	Lesson 1: Introduction (Syllabus) Lesson 2: What is Positive Education? Lesson 3: The Case for and Against Positive Education Lesson 4: Self-regulation and Psychological Adaptation Lesson 5: Psychoeducation and Stress Management in Schools Lesson 6: Early Childhood Education and Developmental Stages Lesson 7: Teacher Sensibility and Awareness of Inclusive Education Lesson 8: Social Skills and Interaction Training as Positive Education Lesson 9: Mindset Theory, Resilience, and Socioeconomic Position Lesson 10: Grit and Ganbari among Students and Parents Lesson 11: Topics in Multicultural Education (1): Creativity, DX, and Literacies in Focus Lesson 12: Topics in Multicultural Education (2): Bridging Inequalities Lesson 13: Topics in Positive Education (1): Emerging Trends in Environmental and Peace Education Lesson 14: Topics in Positive Education (2): Global Citizenship and Prosocial Motivation Lesson 15-16: Student Presentations on a Course Topic applied to own Educational Field/Career Aspirations as Educator
Text/Reference Books,etc.	Required Book: Ripley, A. (2013). The smartest kids in the world: And how they got that way. Simon and Schuster. https://www.amandaripley.com/the-smartest-kids-in-the-world Directed Course Readings: Yamamoto, Y. (2018). Ganbari or Grit? First Graders' Views in Japan and the United States. https://www.childresearch.net/papers/multi/2018_01.html Excerpts from The Palgrave Handbook of Positive Education (Open Access Book): https://link.springer.com/book/10.1007/978-3-030-64537-3 Excerpts of works in the Essays of Developmental Psychology (2020) series and the book, Fall Down Seven Times, Get Up Eight by Naoki Higashida will be provided in class.
PC or AV used in Class,etc.
(More Details)	A self-access learning center is provided via course website for connections and extensions of core topics and inspiration for lesson designs, classroom practices, and teacher resources in positive education.
Learning techniques to be incorporated
Suggestions on Preparation and Review	Course Resources for Interested Students in the Shopping Period: Social and Emotional Learning in Global Citizenship (UNESCO): https://mgiep.unesco.org/global-citizenship Progress on SDGs 3 and 4 featured in the course: https://sdgresources.relx.com/goal-4-quality-education
Requirements	Please confirm well if the credit of this course will be included as a part of required credits for graduation in each school and program. For those in/after 2021 admission for Globally-Minded Teacher Training Program, this course is one of elective required subjects. Although those in 2022 admission can registered this course in the first grade, it is recommended to take it, if possible, in/after the 2nd grade due to the content level. Those in 2021 admission will take it in/after the 2nd grade. Those in/before 2020 admission can also take this course with the credit awarded. However, it will not be counted for the program completion.
Grading Method	Final grades will be determined on the basis of performance in the following: Weekly assignments (6): 30% Interactive in-class worksheets (6): 30% Mid-term key concepts quiz (1): 10% Final presentation (1): 30%
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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