THE FRONTIER TIMES

FRONTIER SPIRIT BE OUR GUIDE
to participating meaningfully in a
GLOBAL V I S I ON
changing world. They are our
hope for a future of peace and
dialogue as opposed to a future
NIHS, International
Mindedness
and the IBDP
A s most of our communit y s
those of our students who have
ever, many people are becoming
convinced that this sort of de-
bate is essential. By engaging
I n order to inculcate interna-
ﬁculties facing humanity, young
people can refine their values
ulum that encourages our
dence to take a leadership role
students to have compassion
and s tep for ward with confi -
in s o l v in g t h e p ro b l e m s t ha t
stakeholders now know, Nagoya
excellent English skills.
and to demonstrate empathy
High School (NIHS) has become
We will continue, of course, to
ever in our increasingly inter-
We need students who partici-
Studies program in the senior
Students must understand that
classes, who express their opin-
International Junior and Senior
a candidate for authorization
for the International Baccalaure-
offer our popular International
for other human beings, wher-
connected world they may live.
currently confound us.
pate actively in each of their
ate Diploma Programme (IBDP).
high school. This program of-
all people are equally important.
ions freely and who take excep-
f ir s t s t e p t o b e c o min g a n IB
teen hours of English instruc-
We must encourage our stu-
ions and pronouncements when
their year in school. At least
al dilemmas and to acquire the
longer value passive learners.
thorized by the IB Organization
Native English teachers who are
to engage t he s e. We have a
April of 2015.
ly assistant language teachers.
Candidate status is an essential
World School, though authorization is not at this point guaranteed. We are hoping to be au-
and to implement the IBDP in
I f authorized, we will teach all
subjects (other than Japanese
fers students eight to sevent ion p er we ek , dep ending on
dents to become aware of mor-
full-time teachers and not mere-
categorical imperative to devel-
learning and proudly take an in-
In addi t ion, s tudent s in t heir
ity through the many trials that
the issues that humanity faces.
s t u d y En g l i s h a t o n e o f n i n e
about what constitutes a good
live with local families for one or
world that is friendly to all life
dents in this program choose
essence of international mind-
s e c o n d ye ar in t his p ro gr am
we are facing. We must think
partner schools in Auckland and
education, a just society and a
course, be an optional and not a
two months. Most of our stu-
that ﬂourishes here. This is the
required course of studies.
However, we firmly believe that
pursuing a rigorous course of
the two-month option.
academic studies in a foreign
We also of fer our Advanced
senior high school. This course
quire students to engage in re-
but is focused on college en-
w r i t i n g . T h e I B D P, h o w e v e r,
language w ill grea t l y b ene f i t
has a rich English component
General Studies course in the
does.
ment ar y ins t r uc t ion by cram
R esearch clearly demonstrates
in the Advanced General Stud-
level cognitive and academic
school professionals. Students
ies program study for eight per io ds each day from Monday
in Japan or abroad.
their second year.
The world is no longer divided
with excellent English and other
academic skills will be permitted
to participate. Students in the
IBDP, assuming that our school
nections among subjects are all
impor tant. The Theor y of
Knowledge course makes these
connections explicit.
their last t wo years of senior
percent more likely to enter elite
of these subjects for 240 hours
and the other half for 150 hours
over the course of their last two
years of senior high school.
I n addition, the students will
write an Ex tended Essay of
4000 words, study the Theory
of Knowledge for 100 hours and
perform 150 hours of Creativity,
Action and Service.
Th e o r d i n a r y Ja p a n e s e h i g h
school curriculum does not re-
women who can stand on the
inter nat ional s t age and, w it h
empathy and intellectual cour-
age, address the many important challenges that face all of
us in the twenty-ﬁrst century.
国際バカロレア機構より担当コンサルタントが
The Theory of Knowledge
来校（5月26日・27日）され、IBDP候補校であ
る名古屋国際の今後の計画について本校のIBチ
ームと話し合いが行われました。（前列左から２
番目がコンサルタントのKristi POZON先生）
A Core Component of the International Baccalaureate Diploma Programme
第7回フロンティアカップ
英語スピーチコンテスト
into academic fiefdoms. Con-
IBDP graduates who have passed
high school. They will study half
want to educate young men and
cess at university, whether here
receives authorization, will study
six sub jects concurrently for
This is the kind of education
that NIHS wants to develop. We
foreign language, have a much
travel to Malaysia and Singapore
A s for the IBDP, only students
tellectual and a moral stance on
writing skills, par ticularly in a
better chance of notable suc-
for one week when they are in
I t is not common in Japanese
classrooms to engage in open
who take responsibility for their
that students who acquire high-
through Friday and for four pe-
riods every Saturday. They also
edness.
We need to cultivate students
search and high-level academic
trance examination preparation
and features substantial supple-
doing so is appropriate. We no
dispositions and the vocabulary
L a n g u a g e a n d L i t e r a t u r e) i n
English. The IBDP will, of
tion with their teachers opin-
half of these classes are with
op a civic ethic to guide human-
［ザ・フロンティア・タイムズ］
in dialogue about the major dif-
tional mindedness in our stu-
VOL.23 JUNE 2014
THE FRONTIER TIMES
debate about moral issues and
international challenges. How-
of threats and hostility.
dents, we must create a curric-
FRONTIER SPIRIT BE OUR GUIDE
the Diploma exam are twenty-one
universities around the world.
This is an impressive fact.
What is more important, however, is t hat succes s ful IBDP
graduates are critical thinkers
who are internationally minded
国際化が加速する現代社会では、
世界共通語である英語の力を身につけることが
若い世代に求められています。
先進の国際教育を実践する名古屋国際中学校・高等学校の
ネイティブファカルティが、
日本の小中学生の英語活動を応援します。
8.27
wed
9：30∼
【時間】
名古屋国際中学校・
高等学校
【場所】
and w ho t ake s er iousl y t heir
【出場資格】
小学生の部：小学校５・６年生
中学生の部：中学校１∼３年生
（ただし、英語を母国語とする方を除きます）
【主催】学校法人栗本学園
名古屋国際中学校・高等学校
【後援】愛知県愛知県教育委員会
名古屋市名古屋市教育委員会
中日新聞社日本経済新聞社 ※後援は予定
【審査員】名古屋商科大学コミュニケーション学部教授
校長、本校ネイティブファカルティ
【応募方法】本校ホームページをご覧ください。 http://www.nihs.ed.jp/
stewardship of our planet.
IBDP students think outside of
the box. They inquire. They reflect on their accomplishments
and their shortcomings. They are
open-minded and are committed
ploma Programme (IBDP) was intro-
duc e d in numer ous in t er na t ional
schools around the world over forty years ago, the
Theory of Knowledge (TOK) course was considered
its distinctive curricular innovation.
TOK is a course that is still unfamiliar to most stu-
実施要項
2014
W
hen the International Baccalaureate Di-
発行
所在地〒466-0841 名古屋市昭和区広路本町1-16
発行月年間４回（6月／9月／12月／3月）
学校法人栗本学園
名古屋国際中学校・高等学校
学内広報チーム
デザイン cluch on cluch Co.,Ltd.
制作
企画協力株式会社イーブレイン
広報紙
「THE FRONTIER TIMES」
に関するご意見・ご感想は [email protected] までお送りください。
本紙に掲載されている記事、
画像など全てのコンテンツの著作権は名古屋国際中学校・高等学校に帰属します。
私的使用以外の目的で複写・複製することはできません。
dents, teachers and parents in national schools
here in Japan. For this reason, we would like to take
this opportunity to introduce its key features.
Our school is actively pursuing IBDP authorization.
class, our teachers will not dictate to our students
edge questions diﬀer, depending on the disciplinary
any answers to the profound knowledge questions
perspectives from which we might view them.
questions that prompt our students to engage in
The key adjective that describes the TOK curricu-
that they raise. Instead the teachers will ask deep
inquiry. The TOK course values reﬂection and critical thinking above all.
The TOK curriculum has evolved over the years.
lum is holistic . Students must understand that
they will, during their lives, navigate the different
Ways of Knowing and Areas of Knowledge in order
to create knowledge as a whole . In addition, stu-
The TOK has always focused on Ways of Knowing
dents will, if we teach the course eﬀectively, come
the most recent revision, the TOK curriculum rec-
will construct knowledge in diﬀerent ways and that
and Areas of Knowledge. As of last year, following
ognizes eight Ways of Knowing. These are: sense
to understand that diﬀerent individuals and groups
their conclusions, provisional as they may be, must
perception, memory, reason, language, emotion,
be respected. Such a perspective will lead to mu-
ﬁrst step, over a half a year ago. This is no guaran-
riculum also recognizes eight Areas of Knowledge.
standings that lead to so many calamities in our
doing everything necessary to become an IB World
ences, the natural sciences, mathematics, indige-
We earned Candidate School status, an important
tee that we will achieve authorization, but we are
School. In this issue of our school newspaper, we
would like to share with our stakeholders the main
faith, imagination and intuition. The new TOK cur-
These are: the arts, ethics, history, the human sci-
nous knowledge and religious knowledge.
tual understanding and help to avoid the misunder-
shared world.
We want our students to ask themselves one fun-
damental question.
How can understanding the
goals and methods of the TOK.
One of the main purposes of the TOK curriculum is
nature of knowledge help us to live peacefully with
The main goal of the TOK course is to encourage
perspectives that arises as a result of academic
perspectives, ideas, cultures and beliefs?
connections and an understanding of how knowl-
will have achieved our educational goal.
students to think about knowledge itself. How do
we know what we think that we know? In the TOK
to counter the fragmentation of information and
specialization. The idea is to foster interdisciplinary
other people in this world, even if we have diﬀerent
If they
can give a thoughtful answer to this question, we

Download Report