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(最終更新日:2022-06-10 14:43:23)
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■ 専門分野
哲学/宗教学, 哲学/思想史, 文学/各国文学・文学論, 言語学/外国語教育/ヘブライ語、ギリシア語 (キーワード:旧約聖書学,、 ヘブライ語聖書、 聖書神学、 キリスト教・ユダヤ教解釈)
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■ 所属学会
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■ 学歴
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■ 職歴
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■ メールアドレス
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■ ウエブサイト
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■ 科研費研究者番号
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■ R&R 研究者コード
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■ 担当授業と指導内容
1.
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2014
Graduation Thesis (ACTS-es)
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2.
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2014
The Writings
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3.
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2014
キリスト教倫理 (ティームティーチング)
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4.
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2014
キリスト教倫理 (ティームティーチング)
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5.
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2014
ギリシア語Ⅰ
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6.
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2014
ギリシア語Ⅱ
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7.
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2014
ギリシア語Ⅱ
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8.
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2014
ギリシア語Ⅲ
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9.
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2014
修士論文研究指導(大学院)
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10.
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2014
旧約聖書研究Ⅰ
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11.
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2014
旧約聖書研究Ⅰ(モーセ五書)
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12.
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2014
聖書学特殊研究Ⅳ(歴史書研究)
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13.
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2014
聖書学特殊研究Ⅴ(聖文書研究)
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14.
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2013
Critical Research and Writing
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15.
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2013
Critical Research and Writing
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16.
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2013
Old Testament Exegesis
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17.
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2013
Old Testament Survey
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18.
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2013
The Prophets
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19.
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2013
ギリシア語Ⅰ
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20.
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2013
ギリシア語Ⅲ
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21.
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2013
ヘブライ語ⅢB
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22.
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2013
ヘブライ語購読・釈義ⅠB
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23.
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2013
ヘブライ語購読・釈義ⅠB
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24.
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2013
聖書学特殊研究Ⅳ(歴史書研究)
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25.
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2013
聖書学特殊研究Ⅴ(聖文書研究)
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26.
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2012
BOT301 旧約聖書研究Ⅰ
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27.
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2012
Critical Research and Writing
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28.
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2012
History of Japanese Arts and Aesthetics
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29.
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2012
History of Japanese Arts and Aesthetics
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30.
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2012
The Writings
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31.
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2012
キリスト教倫理
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32.
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2012
ヘブライ語ⅡB
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33.
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2012
聖書学特殊研究Ⅳ(歴史書研究)
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34.
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2012
聖書学特殊研究Ⅴ(聖文書研究)
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5件表示
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全件表示(34件)
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■ 教育理念と目標
1.
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2015
In my courses, I aim to guide students in their basic mastery of a given subject by approaching the subject in terms of the classical trivium of grammar, logic, and rhetoric. At the “grammar” level, students learn the basic terms, facts, etc., that comprise foundational knowledge about the subject. At the “logic” level, students practice analyzing, synthesizing, and critically engaging with that which they have learned at the grammar level. At the “rhetoric” level, students practice persuasively communicating their newly acquired “grammar” and “logic” with clarity, style, and grace. I aim to introduce the “grammar,” to model and foster critical “logic,” and to nurture skillful “rhetoric” through a balance of lectures, readings, and an assortment of individual and collaborative assignments.
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2.
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2014
In my courses, I aim to guide students in their basic mastery of a given subject by approaching the subject in terms of the classical trivium of grammar, logic, and rhetoric. At the “grammar” level, students learn the basic terms, facts, etc., that comprise foundational knowledge about the subject. At the “logic” level, students practice analyzing, synthesizing, and critically engaging with that which they have learned at the grammar level. At the “rhetoric” level, students practice persuasively communicating their newly acquired “grammar” and “logic” with clarity, style, and grace. I aim to introduce the “grammar,” to model and foster critical “logic,” and to nurture skillful “rhetoric” through a balance of lectures, readings, and an assortment of individual and collaborative assignments.
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3.
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2013
In my courses, I aim to guide students in their basic mastery of a given subject by approaching the subject in terms of the classical trivium of grammar, logic, and rhetoric. At the “grammar” level, students learn the basic terms, facts, etc., that comprise foundational knowledge about the subject. At the “logic” level, students practice analyzing, synthesizing, and critically engaging with that which they have learned at the grammar level. At the “rhetoric” level, students practice persuasively communicating their newly acquired “grammar” and “logic” with clarity, style, and grace. I aim to introduce the “grammar,” to model and foster critical “logic,” and to nurture skillful “rhetoric” through a balance of lectures, readings, and an assortment of individual and collaborative assignments.
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4.
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2012
In my courses, I aim to guide students in their basic mastery of a given subject by approaching the subject in terms of the classical trivium of grammar, logic, and rhetoric. At the “grammar” level, students learn the basic terms, facts, etc., that comprise foundational knowledge about the subject. At the “logic” level, students practice analyzing, synthesizing, and critically engaging with that which they have learned at the grammar level. At the “rhetoric” level, students practice persuasively communicating their newly acquired “grammar” and “logic” with clarity, style, and grace. I aim to introduce the “grammar,” to model and foster critical “logic,” and to nurture skillful “rhetoric” through a balance of lectures, readings, and an assortment of individual and collaborative assignments.
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■ 教育の方法論
1.
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2015
From week to week my classes typically include mini-lectures, small group discussions/activities, large group discussions, student presentations, and quizzes. I assign various readings and writing activities each week with various aims, especially including (a) training in critical thinking and expression, (b) preparation for class sessions. In addition to weekly assignments, I usually assign at least two special projects, such as a book review and a final term paper (I also provide some teacher and peer guidance to encourage and assist students in these special projects).
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2.
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2014
From week to week my classes typically include mini-lectures, small group discussions/activities, large group discussions, student presentations, and quizzes. I assign various readings and writing activities each week with various aims, especially including (a) training in critical thinking and expression, (b) preparation for class sessions. In addition to weekly assignments, I usually assign at least two special projects, such as a book review and a final term paper (I also provide some teacher and peer guidance to encourage and assist students in these special projects).
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■ 教育活動の自己評価と目標設定
1.
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2015
I continue to experiment with old and new pedagogical methods to encourage active learning of the course subjects. In the process, I work hard to help the students develop critical thinking, communication, and collaboration skills.
I believe that, this year, I made some improvements in helping the students to understand my educational approach (active learning vs. "sage on the stage" approach). And generally speaking, I am content with my efforts to get students to engage critically and enthusiastically with each subject. Unfortunately, though, a number of students were unable (or unwilling) to handle the work load from week to week, leading to their failure or decision to drop the course. I do not believe that I made the course unreasonably difficult (and certainly not impossible), but I may need to make some adjustments for underperforming students.
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2.
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2014
I continue to experiment with old and new pedagogical methods to encourage active learning of the course subjects. In the process, I work hard to help the students develop critical thinking, communication, and collaboration skills.
I believe that, this year, I made some improvements in helping the students to understand my educational approach (active learning vs. "sage on the stage" approach). And generally speaking, I am content with my efforts to get students to engage critically and enthusiastically with each subject. Unfortunately, though, a number of students were unable (or unwilling) to handle the work load from week to week, leading to their failure or decision to drop the course. I do not believe that I made the course unreasonably difficult (and certainly not impossible), but I may need to make some adjustments for underperforming students.
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3.
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2013
In nearly every course, I continue to experiment with old and new methods that I think will encourage active learning of the subject as well as the development of critical thinking, communication, and collaboration skills. I strongly resist the "sage on the stage" approach, and yet that continues to be the approach that the majority of the students expect and desire. I was generally content with my efforts to get students to engage critically and enthusiastically with each subject, but I did not achieve the level of success I had hoped for in each course.
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4.
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2012
In nearly every course, I experiment with old and new methods that I think will encourage active learning of the subject as well as the development of critical thinking, communication, and collaboration skills. I strongly resist the "sage on the stage" approach, and yet that continues to be the approach that the majority of the students expect and desire. I was generally content with my efforts to get students to engage critically and enthusiastically with each subject, but I did not achieve the level of success I had hoped for in each course.
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■ 教育活動の改善目標
1.
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2015
I will continue to refine my handouts and online posts designed to help students better understand course aims and methods (including my grading standards), and especially assignments and group projects.
I will continue to implement more opportunities for teacher and peer accountability, follow-up, and general encouragement of struggling students, and thus attempt to reduce the number of students who drop or fail the course.
I will continue to improve my feedback to students after they have submitted assignments (from both the teacher and peers).
Through the help of students and/or a research assistant, I will continue to search for better Japanese-language resources for introductory and in-depth studies of my subjects.
I aim to introduce students to more of the "great books" of the discipline.
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2.
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2014
I will refine my handouts and online posts designed to help students better understand course aims and methods (including my grading standards), and especially assignments and group projects.
I will consider and implement more opportunities for teacher and peer accountability, follow-up, and general encouragement of struggling students, and thus attempt to reduce the number of students who drop or fail the course.
I wish to implement more effective procedures for giving timely feedback to students after they have submitted assignments (from both the teacher and peers).
Through the help of students and/or a research assistant, I will continue to search for better Japanese-language resources for introductory and in-depth studies of my subjects.
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3.
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2013
Especially in my Japanese-language classes, I continue to search for more effective ways of confirming that the students have fully understood the syllabus, my grading standards, the assignments, and group projects. I will attempt to do this through more written communication via TCU Online, Google Docs, etc.
When planning and assigning group projects, I must find more effective ways to get students to share group responsibilities equally, and to be more proactive about guiding and assisting project teams.
There is a serious need to find better Japanese-language resources for introductory and in-depth studies of my subjects. I aim to enlist the help of students and possibly a research assistant to determine the best texts for my subject areas.
I am committed to improving my own classroom management and teaching skills so that I can guide future students through meaningful classroom experiences.
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4.
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2012
Especially in my Japanese-language classes, I need to find more effective ways of confirming that the students have fully understood the syllabus, my grading standards, the assignments, and group projects. I will attempt to do this through more written communication via TCU Online, Google Docs, etc.
When planning and assigning group projects, I must find more effective ways to get students to share group responsibilities equally, and to be more proactive about guiding and assisting project teams.
There is a serious need to find better Japanese-language resources for introductory and in-depth studies of my subjects. I aim to enlist the help of students and possibly a research assistant to determine the best texts for my subject areas.
I am committed to improving my own classroom management and teaching skills so that I can guide future students through meaningful classroom experiences.
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■ 著書・論文
1. |
著書 |
Philosophical Interpretations of the Old Testament (単著) 2014/01 |
2. |
著書 |
The Surprising Election and Confirmation of King David (単著) 2010/09 |
3. |
著書 |
聖書神学事典 314-321頁 (共著) 2010/06 |
4. |
論文 |
The Story of David’s Rise as Political Apology: A Reconsideration Th.D. Dissertation (単著) 2006/05 |
5. |
論文 |
サムエル記によるとダビデは一神教者であったのか? 旧約学研究 9,15-35頁 (単著) 2012/11 |
6. |
論文 |
The Heart of Contribution in Christianity 貢献する気持ち研究レポート 1-12頁 (単著) 2011/12 |
7. |
論文 |
主が王となるダビデを「見た」とは? キリストと世界 21,82-92頁 2011/03 |
8. |
論文 |
2004 North American Dissertations and Theses in Theology and Related Fields by Korean-Named Authors KIATS Theological Journal 1(1),96-104頁 (単著) 2005/04 |
9. |
その他 |
Japanese Biblical Studies (単著)  |
10. |
その他 |
聖書ギリシア語講座 (単著)  |
11. |
その他 |
ヘンデル『メサイア』第II部 メシアの受難から王の王としての即位まで〜 音楽に表されている福音 礼拝・音楽研究 (65),87-104頁 (単著) 2016/03 |
12. |
その他 |
合唱音楽への崇高な召し 礼拝・音楽研究 (65),29-44頁 (単著) 2016/03 |
13. |
その他 |
ヘンデル『メサイア』第Ⅰ部〜音楽に表されている福音 礼拝・音楽研究 (64) (単著) 2015/03 |
14. |
その他 |
Translation: Seizo Sekine, Philosophical Interpretations of the Old Testament Berlin: De Gruyter, 2014 2013 |
15. |
その他 |
多神教世界に生きたダビデの主への献身 ATA/J・AGST/Jニュース (21),3-3頁 (単著) 2012/01 |
16. |
その他 |
旧約 第1週:創世記1章〜20章 聖書通読のたすけ(オンライン) (単著) 2009/10 |
17. |
その他 |
“Editorial” (co-authored with Jae-Hyun Kim) KIATS Theological Journal 4(1) (単著) 2008/12 |
18. |
その他 |
ジョセフ・トゥー・シャオ師の『アジアのコンテキストにおける旧約学』への応答 ATA/J・AGST/Jニュース (14),5-5頁 (単著) 2008/11 |
19. |
その他 |
Editorial KIATS Theological Journal 3(2) (単著) 2008/03 |
20. |
その他 |
Editorial KIATS Theological Journal 3(1) (単著) 2007/08 |
21. |
その他 |
Editorial KIATS Theological Journal 11(2),247-249頁 2006/01 |
22. |
その他 |
NIV Archaeological Study Bible: An Illustrated Walk Through Biblical History and Culture (共著) 2005/01 |
5件表示
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全件表示(22件)
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■ 講師・講演
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■ その他の研究活動(研究会等)
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■ 研究課題・受託研究・科研費
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■ その他
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■ 役職
1. |
2018/04/01~ |
東京基督教大学 副学長(グローバル担当) |
2. |
2013/04/01~ |
教務部 部長補佐 |
3. |
2012/04/01~ |
アジア神学コース Coordinator |
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■ 会議・委員会等
1.
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2014
Admissions Committee Chair
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2.
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2014
East Asia Institute Committee 委員
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3.
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2014
Japan Program Coordinator
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4.
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2014
『キリストと世界』紀要編集委員会 委員
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5.
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2014
イスラエルスタディツアー委員会 委員
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6.
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2014
東京基督教大学大学院神学研究科委員会 委員
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7.
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2013
ACTS-es Admissions Committee Committee Chair
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8.
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2013
Asian Christian Theological Studies Program for English Speakers (ACTS-ES) Director
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9.
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2013
East Asia Institute Committee Member
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10.
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2013
イスラエル・スタディツアー委員会 委員
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11.
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2013
入試委員会 委員
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12.
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2013
紀要編集委員会 編集委員
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13.
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2012
大学紀要(『キリストと世界』) 編集委員
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5件表示
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全件表示(13件)
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■ その他の貢献
1.
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Design and Create Entrance Exams
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2.
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EAI Website
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3.
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Proofreading / Copy-editing
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4.
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Translation / Interpretation
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5.
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Translation and Editing
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6.
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オーペンキャンパスの模擬授業
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5件表示
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全件表示(6件)
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■ 社会における活動
1. |
2015/04~2016/03 |
Homeschool Education Supervisor |
2. |
2015/04~2016/03 |
印西市社会福祉協議会小林支部評議員 |
3. |
2015/04~2016/03 |
印西市防犯組合小林支部顧問 |
4. |
2015/04~2016/03 |
小林中学校区さわやかコミュニティ推進委員 |
5. |
2015/04~2016/03 |
小林盆踊り大会実行委員長 |
6. |
2015/04~2016/03 |
牧の里西自主防災会会長(印西市) |
7. |
2015/04~2016/03 |
牧の里西町内会会長(印西市) |
8. |
2014/12~2014/12 |
聖望学園クリスマス礼拝メッセージ 場所:聖望学園中学校高等学校(埼玉県飯能市) Delivered three Christmas messages to high school students. |
9. |
2014/10~2014/10 |
アジア神学大学院の訪問審査チーム参加 場所:アジア神学大学院関東研修センター(東京聖書学院) Participated on the Visiting Evaluation Team (VET) to evaluate the Asia Graduate School of Theology/Japan's Doctor of Theology (Th.D.), Master of Theology (Th.M.), and Doctor of Ministry (D.Min.) programs. |
10. |
2014/06~2014/06 |
旧約聖書ツアー(公開セミナー) 場所:おゆみ野キリスト教会誉田チャペル(千葉市) Taught Old Testament seminar to adults in the community. |
11. |
2014/06~2014/06 |
小中高学校の出張授業 場所:カベナント・コミュニティ・スクール・インターナショナル(千葉市) Taught classes to elementary, junior high, and high school students. |
12. |
2013/04~2014/03 |
Homeschool Education Supervisor |
13. |
2012/04~2013/03 |
Homeschool Education Supervisor |
14. |
2012/04~2014/03 |
Homeschool Sports Day Coordinator |
15. |
2008/04~ |
王子台チャペル委員会 |
16. |
2007/01~ |
Homeschool Principal and Teacher |
17. |
2006/09~ |
チャペルメッセージ(臨時) 場所:東京基督教大学 全体チャペル(日本語と英語)、小グループチャペル(英語)、専攻別チャペル(英語)など |
5件表示
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全件表示(17件)
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