Abstract
This report aims to clarify the essential character of the program of "Japanese Literacy" in terms of its educational practice and organization. "Japanese Literacy", designed and managed by Center for Enhancement of Teaching and Learning (CETL) at Kyoto Seika University, is intended to help students cultivate their total ability to "think". The purpose of this program is to provide practical support for students to enhance their skills of "reading and writing", encouraging their engagement in "thinking", and thus to train them to be active learners. It is the practice of active interaction among lecturers, tutors and individual students, which concretizes the "learner-centered" orientation of this program, that is considered to be the hallmark of "Japanese Literacy". It is, then, CETL that supports this practice on the organizational level. What CETL undertakes to realize is the productive collaboration between the teaching staff (i.e., lecturers and tutors) and the staff of CETL, in the direction of attaining the goal of bringing up active learners. Such collaboration exemplifies the vital significance of "Organizational Development" in educational practice. The program of "Japanese Literacy" at Kyoto Seika University makes numerous suggestions concerning the way in which undergraduate education can, and should be in the future.
