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    (最終更新日:2018-09-03 11:06:58)
  ショート、ジョン・ランドル
  Short, John Randall
   所属   神学部 神学科
   職種   教授
■ 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) 
■ 所属学会
1. 2014/08~ Patristica Bostoniensia
2. 2010/10~ Association for Jewish StudiesLink
3. 2010/10~ 日本旧約学会
4. 2010/09~ 日本基督教学会Link
5. 1999/04~ Society of Biblical LiteratureLink
■ 学歴
1. 2000/09~2006/06 Harvard University Divinity School 博士課程修了 博士 (Th.D.)(神学 Old Testament/Hebrew Bible)
2. 1998/09~2000/06 Harvard University Divinity School 修士課程修了 修士 (M.T.S.)(神学 Biblical Studies)
3. 1995/04~1998/03 東京基督神学校 修士課程修了 M.Div.(神学)
4. 1990/10~1991/09 千葉大学 教育学部 文部省日本語・日本文化研修留学生プログラム 卒業
5. 1987/08~1992/05 University of Alabama School of Arts & Sciences Asian Studies 卒業 B.A.
■ 職歴
1. 2018/04~ 東京基督教大学 副学長(グローバル担当)
2. 2015/04~ 東京基督教大学 神学部 神学科 教授
3. 2015/04 東京基督教大学 大学院神学研究科 教授
4. 2015/04~ Tokyo Christian University Global Programs Director
5. 2013/04~2014/03 東京女子大学 現代教養学部 人文学科 非常勤講師
全件表示(15件)
■ メールアドレス
  kyoin_mail
■ ウエブサイト
   Japanese Biblical Studies
   聖書ギリシア語講座
■ 科研費研究者番号
00448937
■ R&R 研究者コード
6000001604
■ 担当授業と指導内容
1. 2014
Graduation Thesis (ACTS-es)
2. 2014
The Writings
3. 2014
キリスト教倫理 (ティームティーチング)
4. 2014
キリスト教倫理 (ティームティーチング)
5. 2014
ギリシア語Ⅰ
全件表示(34件)
■ 教育理念と目標
1. 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.
2. 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.
3. 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.
4. 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.
■ 教育の方法論
1. 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).
2. 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).
■ 教育活動の自己評価と目標設定
1. 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.
2. 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.
3. 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.
4. 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.
■ 教育活動の改善目標
1. 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.
2. 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.
3. 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.
4. 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.
■ 著書・論文
1. 著書  The Surprising Election and Confirmation of King David   (単著) 2010/09
2. 著書  Philosophical Interpretations of the Old Testament   (単著) 2014/01
3. 著書  聖書神学事典  314-321頁 (共著) 2010/06
4. 論文  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
5. 論文  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
全件表示(22件)
■ 講師・講演
1. 2014/08/27 外国語による教授法(千葉県印西市)
2. 2014/07/25 ヘンデル『メサイア』第一部〜音楽に表されている福音(千葉県印西市)
3. 2014/06/27 合唱音楽への崇高な召し(千葉県印西市)
4. 2013/10/01 中澤秀一の『神学大学による介護福祉士養成の意義』への応答(千葉県印西市)
5. 2012/10/02 宣教の旧約聖書神学的パースペクティブ:三つの祝福(東京都)
全件表示(24件)
■ その他の研究活動(研究会等)
1. 2015
2015/06/22
2015/06/22
科研費の挑戦的萌芽研究「倫理と宗教の相克と協働」の顔合わせ研究会
Theological and Ethical Problems in Interpretations of Psalm 51:4[6]。口頭発表。
明治学院大学,東京都
2. 2014
2014/11/22
2014/11/22
科研費の挑戦的萌芽研究「倫理と宗教の相克と協働」の顔合わせ研究会
「ダビデの倫理についての考察」。口頭発表。
神戸女学院大学,西宮市
■ 研究課題・受託研究・科研費
1. 2014/04~2016/03  倫理と宗教の相克と協働-ヘブライズム・ヘレニズムの交錯をめぐる比較研究 科学研究費助成事業  基盤研究(C) 
■ その他
Twitter ID:jrandallshort
■ 学内の役職・委員会
1. 2014
Admissions Committee
Chair
2. 2014
East Asia Institute Committee
委員
3. 2014
Japan Program
Coordinator
4. 2014
『キリストと世界』紀要編集委員会
委員
5. 2014
イスラエルスタディツアー委員会
委員
全件表示(17件)
■ その他の貢献
1. Design and Create Entrance Exams
2. EAI Website
3. Proofreading / Copy-editing
4. Translation / Interpretation
5. Translation and Editing
全件表示(6件)
■ 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
全件表示(17件)