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Teaching debate in Japan : part one
https://doi.org/10.34429/00000523
https://doi.org/10.34429/00000523d3edf9c9-f2c6-4cc3-8e09-9874617e7042
名前 / ファイル | ライセンス | アクション |
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j17_19-24.pdf (1.1 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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公開日 | 2019-11-06 | |||||||||
タイトル | ||||||||||
言語 | en | |||||||||
タイトル | Teaching debate in Japan : part one | |||||||||
言語 | ||||||||||
言語 | eng | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Debate | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Teaching | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Social Contract | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Civil Disobedience | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Meritocracy | |||||||||
資源タイプ | ||||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
資源タイプ | departmental bulletin paper | |||||||||
ID登録 | ||||||||||
ID登録 | 10.34429/00000523 | |||||||||
ID登録タイプ | JaLC | |||||||||
タイトル(別表記) | ||||||||||
その他のタイトル | 日本におけるディベート教育 : 第一部 | |||||||||
言語 | ja | |||||||||
著者名 |
Lousia, Paul
× Lousia, Paul
× Nagase, Yoshiki
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著者名(別表記) | ||||||||||
姓名 | クラウジア, ポール(ja) | |||||||||
著者名(別表記) | ||||||||||
姓名 | 長瀬, 慶來(ja) | |||||||||
内容 | ||||||||||
内容記述タイプ | Other | |||||||||
内容記述 | An Instructor of debate in Japan needs to be aware of some fundamental similarities and differences between Japan and the western countries. It is necessary to understand and account for these, before designing a course to successfully teach students the skills needed to be successful in Debate. The first step is to understand the basic philosophical differences between Japan and the west. The second step is to look at specific philosophers that had a significant impact on the development of political and educational systems in Japan and the west. The Greek philosophers Plato, Socrates and Aristotle form the basis of western ideas. The French philosopher Rosseau refined this thinking. The Transcendentalists Emerson and Thoreau further developed the ideas. Ghandi and Martin Luther King also had important impacts on the thinking of the west. Japanese philosophy has its roots in Confucianism and Shinto. Buddhism and Legalism later refined the philosophical basis of Japan's educational and political systems. | |||||||||
言語 | en | |||||||||
出版者 | ||||||||||
言語 | ja | |||||||||
出版者 | 山梨大学教育人間科学部附属教育実践総合センター | |||||||||
ISSN | ||||||||||
収録物識別子タイプ | ISSN | |||||||||
収録物識別子 | 1881-6169 | |||||||||
NCID | ||||||||||
収録物識別子タイプ | NCID | |||||||||
収録物識別子 | AA11414565 | |||||||||
書誌情報 |
ja : 教育実践学研究 : 山梨大学教育人間科学部附属教育実践総合センター研究紀要 en : Journal of Applied Educational Research 巻 17, p. 19-24, 発行日 2012-03-31 |
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著者版フラグ | ||||||||||
出版タイプ | VoR | |||||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |