G.E. Moore's Open Question Argument (OQA) is often considered refuted by the argument of synthetic identity. However, drawing on the works of Ball, Rosati, and Pigden, this paper reevaluates the contemporary significance of the OQA. I argue that the OQA should be reformulated not as an a priori metaphysical disproof of naturalism, but as a normative and epistemological constraint. The persistence of the "open question" serves as a diagnostic tool, revealing that naturalistic definitions have not yet permeated our linguistic intuitions or self-understanding as agents. Thus, the OQA remains a vital index for measuring the social and practical achievement of the naturalistic project.

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As an effective tracking and analyzing students’ score improvements, an English department at NIT, Kisarazu College, has introduced the TOEIC L&R IP Test (Online) in 2024. This paper comprehensively analyzes the score distributions for the Listening and Reading skills, which are based on the scores from the test, and investigates the current situations of students’ TOEIC learning through surveys conducted on them.

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In 2024, National Institute of Technology Kisarazu College established the “Career Support Working Group For Girls” to promote STEM pathways and career formation. Despite nationwide efforts, the STEM girl’s ratio remains low in Japan, and it’s at 20.5% in our college. This Working Group organized seminars on task management, financial literacy, and make-up, and collaborated with external events such as K-SEC CAMP. Students expressed strong interest in practical learning. Moving forward, we aim to enhance programs through outreach to younger girls and initiatives addressing life events.

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This report summarizes the development of an interactive application designed to facilitate the teaching and learning of complex analysis through the visualization of conformal mappings. While conformal mappings are fundamental in the theory of complex functions, most standard textbooks provide only a limited number of illustrative figures, leaving a gap in visual resources for learners. The developed tool addresses this gap by enabling users to input complex functions and generate contour maps, thereby promoting intuitive understanding. A preliminary survey indicates that similar interactive services are scarce, particularly in Japanese-language contexts. Future work will focus on expanding the range of supported mappings, incorporating dynamic visualization features, and evaluating the educational impact through classroom implementation.

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Systems thinking is a concept that originated from system dynamics, a branch of systems science. In UNESCO’s ESD for 2030 program, it is identified as one of the eight key competencies alongside critical thinking. Similarly, in the OECD’s Education 2030 project, it is designated as one of the three essential competencies, “Reconciling tensions and dilemmas.” The World Economic Forum’s “The Future of Jobs Report 2025” also lists it among the core skills expected to be important by 2030. Nevertheless, systems thinking remains little recognized in Japan. This paper reports on the implementation of a public lecture introducing systems thinking. The lecture positioned systems thinking, centered on the iceberg model, as “a habit of reflecting on, discussing, and practicing structures and mental models rather than merely focusing on events and behaviors.” It also presented original reflections on the limitations of logical thinking and examined whether critical thinking and systems thinking can complement it.

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