Educational and research objectives and basic policies

Soka University's bachelor's degree program consists of specialized education provided to undergraduate students by each faculty, and common subjects (called common education) that the Center for General Subject Management provides to students across all faculties. Here we will introduce the learning outcomes in general education and the organization policy of the Soka Core Program.

General Education Learning Outcomes

Our university's general education aims to develop "global citizens" who put value creation into practice, and we have introduced the Soka Core Program to cultivate the foundations for active global citizens. With this program at its core, we cultivate the learning attitude of an independent learner, work on learning tasks in collaboration with others, and develop the ability to appropriately express and communicate the results. Specifically, we aim to achieve the following five learning outcomes.

1. Acquire the basic knowledge and skills to think and act as global citizens.
2. Able to think logically and communicate in appropriate ways.
3. Able to communicate in a foreign language other than one's native language.
4. Respect diversity and be able to work collaboratively with others.
5. Able to set their own goals and learn independently.

Subject Groups and Soka Core Program

The common subjects are divided into 10 subject groups (① Foundation subjects, ② University subjects, ③ Language subjects, ④ Global Citizenship Education subjects, ⑤ Humanities subjects, ⑥ Social Science subjects, ⑦ Natural and Health Science subjects, ⑧ Career Education subjects, ⑨ Global Citizenship Program subjects, ⑩ Japanese language and Japanese culture subjects) to promote a well-balanced acquisition of diverse academic content. In particular, by setting subjects that must be taken by Soka University students in subject groups ① to ④, we aim to clearly demonstrate the "quality assurance" of common education toward the achievement of the above learning outcomes. This is called the "Soka Core Program," and for the subjects included in the program, we aim to standardize the class content, textbooks, and evaluation methods even if multiple teachers are in charge.

In order to realize Founding Spirit the university, Soka University has established the following "ideal profile of a faculty member" and "policy for organizing the faculty organization."

<Desired teacher image>

1. Those who fully understand Founding Spirit our university and adhere to the "Soka University Faculty Ethics Code."
2. Those who have the educational ability to take charge of teaching at a university and strive to improve that ability
3. Those who have the educational and research achievements required for professor, associate professor, Lecturer, and Assistant Lecturer, and practitioner faculty who have high-level practical skills in their field of specialization and the will to continue to build on these skills.
4. Those who can proactively and cooperatively participate in university administration
5. Those who can widely return the results of their research to society and fulfill their social responsibilities as researchers
6. Able to actively engage with students and cooperate with staff in education, research, university administration, and other activities.

<Faculty organization organization policy>

1. Based on the Standards for Establishing Universities, Graduate Schools, and Professional Graduate School, and taking into consideration the balance of educational and research specializations, etc., the necessary teaching staff will be assigned to each faculty/department, graduate school/major, and other teaching organization in order to achieve the educational and research objectives, etc.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

1. Facility and equipment development
   In order to promote the learning of students and the educational and research activities of faculty, we will provide sufficient facilities and equipment, and will maintain and manage them to ensure safety and hygiene.


2. Library development
   In order to support students' learning and faculty education and research activities, we will collect materials such as specialized books and academic journals, and strive to improve our digital information (databases, electronic journals, e-books) while taking into account cost-effectiveness, thereby strengthening the university library's function as an academic information infrastructure.


3. Development of information and communications environment
   We will develop and manage the information and communications environment to ensure that students' learning and faculty's educational and research activities can be carried out smoothly and effectively. In addition, we will protect and manage information in the information and communications environment in accordance with the "Soka University Information Security Policy."


4. Improving the research environment
   We will create an environment in which faculty members can fully engage in research activities and return the results of their work to education and society, by providing them with the necessary research funds, laboratories, and research time.
   In order to produce results of high academic merit, we will support the acquisition of competitive research funds and the management of selected projects.


5. Establishment of a research ethics compliance system
   In order to ensure that research activities are conducted appropriately, we will establish relevant regulations based on the "Soka University Faculty Ethics Guidelines," inform faculty and staff of the necessary procedures, and establish a system for complying with research ethics.

In order to realize the philosophy and objectives that the university holds, Soka University has established the following "Policies for University Management," and will strive to ensure stable university management through collaboration between faculty and staff, maintain a sound financial base, and strive to thoroughly implement compliance and improve transparency through proactive information disclosure. In addition, the university will regularly inspect and evaluate the appropriateness of these policies and strive to make improvements.
 

1. Management Structure
   Under President, in order to ensure the proper operation of the university, President's Office meeting, the university education and research council, and the graduate school committee will be established to cooperate with the faculty council and various committees. In addition, Vice President and Vice President will be appointed to oversee school affairs under President 's orders. Furthermore, in order to ensure and improve the quality of education and research, the university will carry out self-inspection and evaluation under the Internal Quality Assurance Promotion Committee.


2. Cooperation with corporations
   The purpose of the Board of Directors is to decide on the operations of the entire corporation under Chairperson, Board of Trustees and to manage it. President is appointed as a permanent director (vice Chairperson, Board of Trustees), and the Standing Board, which is made up of university directors (faculty and staff), etc., works to ensure close cooperation between the corporation and the university. When deliberating at the Board of Directors, important matters related to both parties, such as the formulation of mid- to long-term plans, are discussed and adjusted in advance at the "Comprehensive Strategy Meeting."


3. Administrative Organization
   Based on the "Soka University School Corporation Administrative Division Regulations," we will organize administrative organizations and promote mutual cooperation through department head and section head meetings to ensure the smooth operation of the university. We will also strengthen staff development (SD) to promote human resource development and organizational strength. Furthermore, we will conduct internal audits through the Internal Audit Office established within the corporation to improve the appropriateness and efficiency of business operations and raise awareness of business operations.


4. Business Plans and Reports
   Based on the "the Grand Design Initiative," which is the corporation's medium- to long-term business plan, the university formulates its business plan for each fiscal year as the "President Vision," and prepares and publishes each year's results as a business report.


5. Finance
   In order to steadily carry out education, research, and social contribution activities, we will formulate an annual financial plan based on the business plan and manage and execute the budget based on that plan.

Philosophy and Purpose

Since its founding, the Faculty of Faculty of Economics at Soka University has aimed to foster leaders who will take on the global economic society, based on Founding Spirit of "human education," "great cultural construction," and "peace creation." In particular, the theoretical and practical research of "humanistic economics," which questions the nature of a new economy for humanity, is a unique mission of Faculty of Economics at Soka University.

Educational Objectives

The Soka University Faculty of Economics has the following three educational goals:

1. Through systematic economics education, we aim to develop talented individuals with the ability to identify and solve problems and think logically.
2. Through economics education in English, we aim to develop talented people with communication skills that will be useful in a global society.
3. Through economics education based on humanism, we aim to cultivate talented individuals who have the human qualities to contribute to world peace and the happiness of humanity.

Diploma Policy

The Faculty of Faculty of Economics seeks to acquire the following abilities and knowledge in accordance with the educational goals of the Faculty and the University as a whole, and will award a Bachelor's degree (in Economics) to students who satisfy the requirements for the degree.
 

1. Using economics, social phenomena can be understood and analyzed logically and statistically from multiple perspectives.
2. Students will be able to understand the diversity of the world and the multifaceted nature of economic and social issues, and be able to use relevant knowledge and language skills to engage in appropriate discussions.
3. Through the study of economics, students will be able to govern their own behavior, respect diversity, and work together with others to achieve their goals.
4. You will be able to use economics to tackle economic and social problems and propose solutions to achieve peace and happiness for people.

 

Curriculum Policy

The Faculty of Faculty of Economics has organized its curriculum according to the following policies to enable students to achieve their learning outcomes, based on the university-wide and faculty-wide diploma policies.
 

1. To be able to use economics to understand and analyze social phenomena logically and statistically from a multifaceted perspective, students first learn the basics of economic theory in the required subjects of "Microeconomics" and "Macroeconomics," and the basics of quantitative analysis in "Introduction to Economic Mathematics" and "Basic Statistics." After that, students study intermediate-level microeconomics, macroeconomics, and statistics-related subjects such as "Data Science," and gradually take various applied economics subjects. In this way, students learn specific methods of social analysis using economics and develop logical and statistical thinking skills with a multifaceted perspective.
    
2. In order to understand the diversity of the world and the multifaceted nature of economic and social issues, and to be able to use related knowledge and language skills to engage in appropriate discussions, students learn a historical approach to economics in the required subject "Economics and History," and the basics of bookkeeping in the required subject "Introduction to Bookkeeping." From the second year, students take introductory courses such as "Monetary Theory," "Public Fiscal Studies," "History of the Japanese Economy," "Economics of Development and Poverty," and "Economics of Climate Change," acquiring more advanced knowledge related to global economic and social issues, and nurturing the ability to set their own goals based on that knowledge.
   In addition, students will learn the basics of language expression through the compulsory subjects "Academic Writing" (common subject) and English (6 credits compulsory). In the IP (International Program), after learning academic English, students will study economics in English and develop their communication skills in English.
   In addition, in the compulsory subjects "Seminar I, II, III," students will learn about specific economic and social issues through discussion and develop the ability to drive debate. Furthermore, by taking subjects in the SUCCEED (Soka University Courses for Comprehensive Economics Education) program, students can learn about economic and social issues in Japan and Asia in English with international students from around the world.
    
3. To be able to govern their own behavior, respect diversity, and work with others to achieve their goals through the study of economics, students first learn the basics of time management, group learning, and active learning in the first-year compulsory subject "First-Year Seminar" (common subject). After that, students will engage in group learning and active learning in "Seminars I, II, III," IP (International Program), and other specialized subjects to develop self-development skills, basic interpersonal skills, and goal achievement skills.
    
4. In order to be able to tackle economic and social problems and propose solutions using economics to bring about peace and happiness for people, students will tackle economic and social problems through individual and group research in the required courses "Exercises I, II, and III." In addition, in "Social Contribution and Economics," students will gain practical experience in learning how economics can contribute to society, and in "Humanistic Economics," students will work to solve economic and social problems to bring about peace and happiness for people by conceiving a new form of economy based on humanism. Furthermore, in "Exercises IV" and "Graduation Thesis Research," students will set individual problems under the guidance of faculty and present solutions using economics.

 

Admissions Policy

Faculty of Economics Based on Soka University's Admission Policy and the philosophy and purpose of the Faculty, Soka University of Technology (Soka University) selects students with the qualities and abilities to develop into human resources as stated in the educational goals of the Faculty, from a wide range of domestic and overseas applicants, in the following manner.
 

1. Faculty of Economics Students who share the philosophy of humanistic economy that the University of Tokyo has upheld since its establishment, and who wish to contribute to world peace and the happiness of mankind, and who wish to study at the University with the will to play an active role as a leader in global society. We will evaluate your will through an interview in the Comprehensive Selection (PASCAL, Basic Academic Ability, Essay Method) and School Recommendation Selection (Entrance Examination with Recommendation of Designated Schools).
    
2. Students who have the basic academic ability to acquire sufficient knowledge and skills required for problem discovery and resolution, as well as logical thinking, judgment, and expression. In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay format), school recommendation selection process (designated school recommendation entrance exam), general selection entrance exam using the University Common Test, university-wide unified entrance exam, general entrance exam (hereinafter referred to as (general selection)), and foreign student entrance exam (including the English program "SUCCEED = Soka University Courses for Comprehensive Economics Education"), basic knowledge and skills, as well as ability to think, judge, and express are evaluated in particular.
    
3. Students who have basic English skills are essential for being active in the global society. In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method), preferential treatment is given to students who meet certain score standards in various English proficiency tests.
    
4. Students who are interested in real-world economic and social issues, who think for themselves and act to solve problems, and who are willing to learn in collaboration with a diverse range of people. In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), documents are reviewed and interviews are conducted to evaluate the initiative and motivation to learn in efforts up to high school, etc. In the comprehensive selection process (PASCAL entrance exam), each student's initiative, diversity, collaboration, and expression are evaluated through a "group discussion" using an active learning method. In the comprehensive selection process (essay method), thinking ability and expression are evaluated through an "essay". In the general selection process, applicants are asked to fill out information about their initiatives and collaboration up to high school, etc. at the time of application, and this information will be used for academic guidance after admission.

 

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of areas of specialization in education and research, the Faculty of Faculty of Economics will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

Based on the founding principles, Faculty of Business Administration Founding Spirit upholds the philosophy of "humanistic management." Humanistic management is organizational management that takes on various social issues through human behavior and organizational activities in society from the perspective of the dignity of life, and contributes to peace in the world and mankind. Based on this, Faculty of Business Administration aims to provide normative and practical education and research to develop creative individuals with a firm sense of purpose, intelligence, and human abilities.

Educational Objectives

Faculty of Business Administration has three educational goals:

1. We aim to develop talented individuals who have the ability to identify and solve social problems, a strong will to contribute to human society from a humanistic perspective, and who are constantly challenging themselves to solve problems.
2. We aim to develop talented individuals who have the specialized knowledge and methods necessary to identify and solve problems in society, as well as the intellect and humanity to have acquired a broad and deep education.
3. We aim to develop talented individuals who are fluent in English and other languages, have excellent communication skills, and are able to play an active role in the globalized international community.

Diploma Policy

Faculty of Business Administration awards a Bachelor of Business Administration to students who have acquired the following learning outcomes based on the educational goals of the College and the University as a whole.

Students will be able to acquire the knowledge and skills imparted by Faculty of Business Administration and utilize them in society.

1. Understand the principles of humanistic management and social responsibility, and be able to put them into practice in society.
2. They will have the basic knowledge necessary for modern management, understand how management works, and be able to utilize that knowledge and skills in society.

Able to think logically and communicate in appropriate ways.

3. Be able to collect the information necessary to solve problems, integrate various knowledge, analyze it logically, and present it.
4. Possess basic knowledge and communication skills in Japanese and English, and can utilize these in business and society.

Respect diversity and be able to work collaboratively with others.

5. They have the ability to accept people and situations from various backgrounds and can adapt to an increasingly diverse society.
6. Ability to work independently and proactively in teams and collaborate with others as global citizens with a global perspective.

Able to act independently and creatively to solve problems.

7. They have the will to contribute to society, and through their social interactions, they are interested in the issues that exist and are able to identify and solve problems.
8. Able to collaborate with others, think logically, and create humanistic values.

Curriculum Policy

Faculty of Business Administration will develop its curriculum based on the following policies, in accordance with the university-wide and faculty-wide diploma policies. In addition, in order to increase student satisfaction with their education, faculty members will constantly share information about educational content and methods and work to improve education.
 

1. A curriculum that allows students to acquire knowledge and skills from Faculty of Business Administration and apply them to society
   ①In order to learn humanistic management, which is the philosophy of our faculty, students will study basic humanistic thinking, behavioral patterns, and methods of applying humanistic management to management issues through the first-year seminar, humanistic management seminars, and various specialized subjects, and will develop the ability to put this into practice in society.
   
   ②The undergraduate courses are broadly divided into three categories: 1) courses to develop international leaders (Global Business Leadership Course), 2) courses to develop leaders who demonstrate expertise (Professional Course), and 3) courses to develop leaders who contribute to the development of local communities (Regional Revitalization Business Course), and are arranged sequentially and systematically. This allows students to make their own study plans and provides courses that allow them to acquire knowledge and skills according to their own purposes and goals.


2. A curriculum that allows students to think logically and communicate in appropriate ways
   ①In order to acquire the ability to understand, analyze, and explain business phenomena, students will comprehensively and cross-sectionally learn the theories and empirical methods in fields such as business administration, business strategy, marketing, human resource management, accounting/finance, statistics (data analysis), and economics.
   
   ②We place emphasis on language learning in order to acquire communication skills that can be used in a global society. In addition to university-wide language courses, the curriculum allows students to take many practical English courses as undergraduate courses in their first and second years.


3. A curriculum that respects diversity and enables collaboration with others
   ① We will provide specialized subjects (Global Program subjects) taught in English, and create a curriculum that is suitable for not only Japanese students but also international students with diverse cultural backgrounds.
   
   ② In order to cultivate global citizens, we will create unique systems within the faculty, including long-term and short-term overseas training programs (Global Business School Study Abroad/Global Program Missions), and provide programs that enable students to collaborate with students from overseas who have different backgrounds.


4. A curriculum that allows students to act independently and creatively to solve problems
   ①In the First-Year Seminar, Humanistic Management Exercises, and Workshops offered in the first and second years, students will acquire the ability to independently discover and solve problems through active learning methods.
   
   ②In the seminar courses offered from the third year onwards, students will acquire more advanced specialist knowledge while keeping in mind humanistic management, and use it to develop creative problem-solving skills.

Admissions Policy

Based on the Soka University admissions policy, Faculty of Business Administration selects students who possess the qualities to grow into talented individuals as outlined in the faculty's educational goals as follows:
 

1. Students must understand the humanistic management philosophy of Faculty of Business Administration and wish to study at this school with the goal of playing an active role in society. In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), students' will will be evaluated in an interview.
    
2. Possess basic academic ability, which is the goal of education up to high school, in order to acquire the specialized knowledge and methods necessary for solving problems. In the general selection entrance exam using the Common University Test, the university-wide unified entrance exam, the general entrance exam (hereafter referred to as general selection), and the entrance exam for foreign students, such basic academic ability, i.e. knowledge, skills, ability to think, judgment, etc., are evaluated. Possess basic English ability, which is necessary to acquire the ability to play an active role on the stage of an international society that is expanding globally. In the comprehensive selection (PASCAL entrance exam, basic academic ability method, essay method), measures are taken to give preferential treatment to qualifications and scores above a certain level of practical English ability.
    
3. Students must have the qualities and motivation to independently find and solve problems with their creativity and logical thinking. In the comprehensive selection process using basic academic ability, students can select mathematics and Japanese in addition to English, and mathematical ability, thinking ability, judgment, and expression are evaluated. In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), students are evaluated on thinking ability, judgment, expression, initiative, and collaboration through document screening, group discussion, essay, and interview, and preferential treatment is given to qualifications and scores related to bookkeeping, information processing, and mathematics. In the general selection process, students are asked to fill out information about their initiatives and collaboration up to high school at the time of application, and this information is used for academic guidance after enrollment.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

In order to realize Founding Spirit the university, the Soka University Faculty of Business Administration has established the following "Desired Profile of a Faculty Member" and "Faculty Organization Policy."

<Desired teacher image>

1. Those who fully understand Founding Spirit our university and adhere to the "Soka University Faculty Ethics Code."
2. Those who have the educational ability to take charge of teaching at a university and strive to improve that ability
3. Those who have the educational and research achievements required for professor, associate professor, Lecturer, and Assistant Lecturer, and practitioner faculty who have high-level practical skills in their field of specialization and the will to continue to build on these skills.
4. Those who can proactively and cooperatively participate in university administration
5. Those who can widely return the results of their research to society and fulfill their social responsibilities as researchers
6. Able to actively engage with students and cooperate with staff in education, research, university administration, and other activities.

< Faculty of Business Administration Faculty Organization Policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of specialized fields of education and research, and in particular the "Reference Standards for Curriculum Organization to Assure the Quality of University Education by Field: Business Administration" prepared by the Science Council of Japan, the necessary faculty members will be assigned to achieve the educational and research objectives of the Faculty of Faculty of Business Administration.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

The Soka University Faculty of Law is based on Founding Spirit set forth by our founder, Daisaku Ikeda, and aims to cultivate talented people who can contribute to the happiness of humanity and the realization of social peace by equipping them with logical thinking and explanation skills through a humanistic legal education and by working to solve real-world problems.

Educational Objectives

The Soka University Faculty of Law has the following three educational goals:
 

1. We aim to develop talented people with a sound legal mind who stand on the side of the people and act to achieve justice.
2. We will produce talented people who respect human rights and work tirelessly to realize peace into the world.
3. We aim to train people who will be responsible for creating a new legal culture based on humanism.

Diploma Policy

Faculty of Law seeks to acquire the following abilities and knowledge in accordance with the educational goals of the Faculty and the University as a whole, and awards a Bachelor of Laws degree to students who fulfill the requirements for the degree.
 

1. Wide-ranging knowledge and advanced expertise
   They have an accurate understanding of the values and fundamental principles that underpin our country's legal and political systems, and can make specific and accurate judgments on legal and policy issues.


2. Ability to apply knowledge to society and communication skills
   Able to accurately identify and analyse the nature of legal or policy issues facing society, determine what options are available for resolving them, devise solutions to the issues and communicate them clearly.


3. Ability to accept diversity and work collaboratively with others
   Students will study English and a second foreign language, and be able to understand the diverse views of others with different values and interests from various countries, as well as make efforts to reach a consensus through discussion with others who hold different opinions.


4. Integrative and creative thinking
   Students will be able to comprehensively utilize the knowledge they have acquired, apply it to new challenges in society, and think of ways to solve those challenges through creative ideas.

Curriculum Policy

Based on the diploma policies of the university and the faculty itself, Faculty of Law has organized its curriculum according to the following guidelines in order to cultivate talented individuals who can contribute to the happiness of humanity and the realization of social peace.

○ Wide-ranging knowledge and advanced expertise
Throughout the four-year bachelor's program, students will acquire a wide range of knowledge that goes beyond the boundaries of law and political science through university-wide common subjects. In addition, the university has established basic faculty subjects, and by taking 10 or more credits (selective compulsory subjects) from the following: Constitutional Law and Governance Institutions, Constitutional Human Rights, Civil Code General Provisions, Property Law, Criminal Law General, Introduction to Political Science (Specialized), Introduction to International Politics, and Public Policy, students will be able to acquire the basic knowledge that they should have as Faculty of Law student.

Faculty of Law offers four courses, "Legal Profession Course," "Business Law Course," "Public Policy and Administration Course," and "Global Peace and Coexistence Course," to enable students to acquire the high level of expertise necessary for careers in the legal profession, business people, civil servants, diplomats, etc. In addition, for students who wish to become lawyers, the Faculty has established the Global Lawyers Program (GLP), which has been certified as a legal profession course by the Ministry of Education, Culture, Sports, Science and Technology, and has organized a curriculum aimed at training students to become legal professionals from the first year.

In the first year, students learn the basics of law and the relationship between Faculty of Law specialized subjects and the SDGs through the compulsory subject "Fundamentals of Law and SDGs," and in the "First Year Seminar" they are able to collect materials related to legal or policy issues, read and interpret them, think independently, and acquire the basic ability to express their opinions verbally and in writing. In the fall semester of the first year, a "Theme Seminar" is held with the aim of bridging the gap from introductory education to specialized education, cultivating the academic attitude necessary for students to study specialized subjects.
Students choose a course in their second year and must complete 16 or more credits of elective compulsory courses (course subjects) for their chosen course by the time of graduation, enabling them to develop a wide range of knowledge and advanced expertise in line with their desired career goals.

○ Ability to apply knowledge to society and communication skills
In specialized education from the second year onwards, students will acquire the ability to apply knowledge to society and communication skills based on the advanced specialized knowledge they acquire through lecture courses. In the Legal Profession course, students will consider problem-solving methods for real-life disputes through case problems and case studies in legal exercises in seven main subjects, including the Constitution, and will develop application skills by tackling issues surrounding the application of actual laws and the operation of various systems.

In addition, in other courses, such as "Business & Law Workshops I-III" (Business Law Course), "Public Policy Workshops A & B" (Public Policy and Administration Course), and "Global Peace and Coexistence Workshop" (Global Peace and Coexistence Course), students work in groups to research a set topic, think of solutions, and give a presentation. Through these activities, students will be able to comprehensively utilize the knowledge they have acquired, apply it to problems in society, and develop creative thinking skills to think of ways to solve these problems.
Furthermore, in the "Hachioji City Development Fieldwork," "Human Security Fieldwork," and "Global Peace and Coexistence Fieldwork," students will be able to listen to the voices of those in the field, identify problems, and think of ways to solve them. In the internships for each course, students will be able to gain the ability to think of more realistic ways to solve problems by learning about actual work.

In addition to these, in the specialized seminars starting in the fall semester of the second year, students will develop the communication skills to logically explain the reasons for their opinions and reconcile diverse opinions on issues where there are conflicting opinions.
Through these applied subjects, subjects involving collaborative group work, and active learning, students will develop the ability to apply knowledge to society and communication skills.

Ability to accept diversity and work collaboratively with others
By taking English and a second foreign language as general subjects and English as specialized subjects in the first and second years, students will be able to acquire basic language skills to study foreign legal systems and political forms. By taking specialized subjects taught in English from the second year onwards, students will be able to develop not only language skills but also the ability to study specialized fields in English, as well as to understand the views of others with diverse values and differing interests, and to acquire the collaborative skills to make an effort to reach a consensus through discussion with others.
In addition, Faculty of Law has established its own short-term overseas training program (the "Asian Public Management Study Tour") and exchange student program, which provide opportunities for students to acquire more advanced language skills and specialized skills, as well as an international outlook, the ability to accept diversity, and the ability to work collaboratively with others.

○Ability to integrate and creative thinking
In the various workshops and fieldwork in the second and third years, students will work in groups to research set problems and problems discovered by listening to the voices of those in the field, and then think of solutions on their own. This will allow students to develop the ability to integrate the knowledge they have acquired, apply that knowledge to new problems in society, and cultivate the creative thinking skills to solve those problems using creative ideas.
In addition, each course includes an internship where students can learn about actual work duties, enabling them to integrate their knowledge and experience and to develop creative thinking skills.

Admissions Policy

In accordance with its diploma policy and curriculum policy, Soka University aims to develop "creative individuals." Therefore, Soka University requires that those who wish to enter the university understand the university's educational philosophy and possess basic learning abilities across the "three elements of academic ability" (knowledge and skills; ability to think, judge and express; and initiative, diversity and collaboration) that are expected to be cultivated through education up to high school. The entrance examinations are conducted with the basic policy of evaluating these abilities from multiple angles. Specifically,
 

1. You must understand the educational philosophy of Soka University and wish to study at our university in light of your own goals. This is a qualification for application for the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), and will also be evaluated in the "interview exam."
    
2. Acquire the basic academic skills that are the goal of education up to high school. In the comprehensive selection (PASCAL entrance exam, basic academic ability method, essay method), school recommendation selection (designated school recommendation entrance exam), general selection entrance exam using the University Common Test, university-wide unified entrance exam, general entrance exam (hereinafter general selection), and foreign student entrance exam, such basic academic skills, i.e. knowledge and skills, thinking ability, judgment ability, etc., are evaluated.
    
3. Possess basic English ability. Soka University places emphasis on English ability in its entrance examinations. In the comprehensive selection basic academic ability method and general selection, a measure is taken to convert qualifications and scores that meet a certain level of practical English ability into English scores.
    
4. Possess the qualities and motivation to take the initiative and work collaboratively with a variety of people to solve various problems. For the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), a document review and interview will be conducted to evaluate the initiative, collaboration, and motivation to learn in efforts up to high school. In addition, for the comprehensive selection process (PASCAL entrance exam), collaboration and expression will be evaluated through a group discussion. For the comprehensive selection process (essay method), thinking ability and expression will be evaluated through an essay. For the general selection process, applicants are asked to fill out information about efforts up to high school regarding initiative and collaboration at the time of application, and this information will be used for academic guidance after admission.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

The ideal teacher

1. Those who fully understand Founding Spirit our university and adhere to the "Soka University Faculty Ethics Code."
2. Those who have the educational ability to be in charge of teaching in Faculty of Law and who strive to improve that ability
3. Those who have the educational and research achievements required for professor, associate professor, Lecturer, and Assistant Lecturer, and practitioner faculty who have high-level practical skills in their field of specialization and the will to continue to build on these skills.
4. Those who can proactively and cooperatively participate in faculty management
5. Those who can widely return the results of their research to society and fulfill their social responsibilities as researchers
6. Able to actively engage with students and cooperate with staff in education, research, university administration, and other activities.

Faculty Organization Policy

1. Based on the university establishment standards and taking into consideration the balance of educational and research specializations, the Faculty of Faculty of Law will assign the necessary teaching staff to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, we will appropriately divide up responsibilities among faculty members in the curriculum and faculty administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

The Department of Human Studies in Faculty of Letters aims to nurture creative individuals who can play an active role in various fields and spheres of life, based on Founding Spirit of our university and the three guiding principles of Faculty of Letters of Letters: "Be seekers of the dignity of life," "Be world citizens who connect humanity," and "Be leaders in the victory of humanism."

Educational Objectives

In order to achieve the philosophy and objectives of the Faculty, the Faculty has the educational goal of having students fully acquire the knowledge and skills, generic abilities such as the ability to think, make judgments, and express themselves, as well as the qualities of a global citizen and the attitude of an autonomous learner, as outlined in the diploma policy below, through in-depth study and research of a wide range of human cultural activities across the fields of language, humanities, and social sciences.

Diploma Policy

Faculty of Letters Letters awards a Bachelor of Arts degree to students who have acquired the following learning outcomes, which are knowledge and skills, generic abilities, and qualities and attitudes, based on the educational goals of the university and the faculty itself.
 

1. Students will acquire basic liberal arts and specialized academic knowledge concerning human beings, society, and culture, and will be able to accurately understand, appreciate, and evaluate various phenomena.
2. Able to express oneself and communicate accurately and richly using one's native language and a foreign language.
3. Able to think logically, obtain and process information in an appropriate manner, and make accurate judgments.
4. We respect cultural diversity and strive to respect the dignity of life and promote peace as global citizens.
5. Demonstrate leadership and a willingness to cooperate with others toward a humanistic society.
6. Ability to create new knowledge and expressions based on fundamental and specialized knowledge.
7. Understand the meaning of learning and strive for personal growth as an autonomous learner with goals in mind.

Curriculum Policy

Faculty of Letters has organized its curriculum according to the following policies to enable each student to fully acquire the knowledge and skills outlined in the university-wide and faculty-wide diploma policies, generic abilities such as the ability to think, make judgments, and express themselves, as well as the qualities of a global citizen and the attitude of an autonomous learner, thereby enabling each student to realize their future dreams.
 

1. As the first part of first-year education, Faculty of Letters offers a unique "First-Year Seminar" (common subject placement: compulsory) in a small-group exercise format in the spring semester of the first year to help students acquire basic academic skills. Specifically, students will develop logical and critical thinking skills that are essential for university studies, and will acquire skills such as creating a course portfolio, information gathering methods, critical reading, critical thinking, and discussion through practice. In addition, students will be provided with various guidance to help them get used to university and to be able to proactively design their course of study while looking ahead to their future careers and thinking about how they will study at the Faculty.
   
   As the second part of the first-year education, a course called "Human Studies" (a required elective with the corresponding EMP course) is offered in the fall semester of the first year. This course allows students to understand and learn about the philosophy and three guidelines of the department, as well as provide an overview of the department's diverse academic fields, helping them understand that they all share a common core or root, which is human studies, and helping them clarify the positioning of each specialized subject and determine the direction of their own future learning.
   As the third part of the first-year education, 13 introductory subjects are offered on the various academic fields that can be studied in the Faculty, which serve as a gateway to more specialized learning in the future.


2. In the spring semester of the second year, we offer the course "School of Faculty of Letters Learning and Life Design" (a required elective with the corresponding EMP subject), which allows students to further clarify the purpose of their studies and to acquire a more concrete life design and the orientation, knowledge, and skills needed to realize it.


3. The Faculty offers the following 12 majors or specializations so that students can acquire not only basic liberal arts but also advanced specialized academic knowledge.
   ① Philosophy, Anthropology, Peace Studies: Soka AKADEMIA ② English Culture Major ③ International Japanese Studies Major ④ Chinese and Asian Culture Major ⑤ Russian and European Culture Major ⑥ Philosophy and Thought Culture Major ⑦ History and Social Culture Major ⑧ Language and Culture Major ⑨ Expression Culture Major ⑩ Sociology and Anthropology Major ⑪ Multicultural Coexistence and Peace Creation Major ⑫ Social Welfare Major
   Students select and study these specialized subjects based on the course model indicated for each major or specialization, and upon earning the required number of credits, they will be certified as having completed the major or specialization.


4. In order to allow students to study as systematically as possible throughout their time at the university, the specialized subjects for each major and specialization are divided into three levels according to the level of specialization: "introductory," "basic," and "advanced." In addition to "introductory," "basic" subjects are offered from the first year so that students can be conscious of which major or specialization they want to specialize in and set their direction. In addition to these, "advanced" subjects are offered from the second year onwards.
   
   In this way, in addition to general subjects, students are able to acquire basic knowledge across a wide range of fields, including literature, philosophy, thought, history, language, society and culture, as well as the specialized academic knowledge that enables them to accurately understand, appreciate and evaluate these phenomena.


5. Taking advantage of the tradition of language education in our faculty, from the spring semester of the first year we offer many language courses not only in Japanese and English, but also in Chinese, Russian, and other languages, enabling students to acquire appropriate self-expression, rich communication skills, and intercultural understanding in an age that is globalized.


6. Our faculty has adopted a double major system for students who wish to master two specialized fields. Major registration takes place in the spring semester of the third year. If you choose a single major, you only register for your first major, and if you choose a double major, you register for your first and second majors.


7. From the spring semester of the third year, seminars (optional and compulsory with corresponding EMP courses) are offered in the majors and specializations students choose to study, allowing them to engage in more specialized study and research. Through these seminars over the next two years, students will acquire the qualities and attitudes listed in 5. to 7. of the learning outcomes specified in the diploma policy, while also cultivating the specialized knowledge, skills, and general abilities listed in 1. to 4.


8. In the fourth year, students are required to complete a graduation research project (a compulsory elective with a corresponding EMP course) in which they utilize all of the academic skills, basic knowledge, specialized academic studies, language skills, etc. they have acquired throughout their studies to complete a paper or other deliverable, allowing them to further hone these skills in the process.


9. Philosophy, Anthropology, Peace Studies: Soka AKADEMIA is the Faculty's EMP course (a course that allows students to graduate entirely through classes in English). Students with advanced English proficiency can study this major to acquire higher-level English communication skills and specialized knowledge on philosophy, anthropology, peace studies, and the ideals and practice of Soka education.


10. In our faculty, we incorporate a variety of active learning methods into our lecture courses as well as our seminar courses. In addition, from the perspective of making credits substantial, we assign learning assignments for each course that require students to secure an equivalent amount of time for outside-class study. Through these learning activities, students are able to understand the meaning of their own learning and to aim for their own growth as autonomous learners.


11. In various courses offered, including the first-year "First-Year Seminar (Common Subject)" and "Humanities," and in the second-year "Learning in the Faculty of Faculty of Letters and Life Design" as well as "Introduction," classes are based on the philosophy and objectives of undergraduate education and actively incorporate active learning, such as panel discussions by multiple faculty members, lectures by external Lecturer, and discussions between students. This will enable students to respect the diversity of ways of thinking and cultures, to acquire an attitude of respecting the dignity of life and aspirations for peace as global citizens, and to further develop their ability to cooperate with others and demonstrate leadership toward a humanistic society.


12. A separate list of undergraduate courses (curriculum map) has been created based on the above policy. This clearly shows which courses will enable students to acquire the knowledge and skills, general abilities, and qualities and attitudes outlined in the diploma policy.

Admissions Policy

Based on Founding Spirit of our university and the philosophy, purpose and educational goals of our faculty, Department of Human Studies Studies Faculty of Letters seeks excellent students from both within Japan and overseas to train individuals who have fully acquired the abilities and qualities stated in our diploma policy. Specifically, we are looking for students who have the following knowledge and skills, abilities such as thinking, judgment and expression, as well as the attitude and inclination.

Those who understand the purpose, philosophy, and educational goals of our faculty and wish to study at our faculty,
 

1. A person who has acquired the basic knowledge, comprehension, thinking, writing, language, and mathematical abilities, etc., that are expected to be attained by the time of entering high school, through independent study.
2. A person who has the spirit to take on challenges and actively participate in various activities both inside and outside of school, such as qualification exams, various competitions, club activities, and volunteer activities in addition to studying, and who has the ability to achieve goals and produce certain results.
3. We are looking for people who are not simply knowledgeable, but who have a goal of problem-solving, the drive and initiative to thoroughly tackle a topic that interests them, and the ability to define problems and the creativity to do so.
4. A person who has a moral and ethical sense that respects the dignity of life and is peace-oriented, who actively seeks communication with others, and who seeks to accomplish things through cooperation while respecting the positions of others.
5. After enrolling in the Faculty, students will strive to hone the abilities and qualities listed in (1) to (4) above into more specialized and advanced ones that meet the diploma policy through lectures, seminars, practical training, and other courses covering more than 300 subjects in the Faculty, which has a wide range of academic fields and deep expertise, as well as through extracurricular learning.

Regarding 1 above, the evaluation will be based on the scores in each subject in the general selection entrance examination using the University Common Test, the university-wide unified entrance examination, and the general entrance examination (hereinafter referred to as the general selection), as well as document screening for the comprehensive selection (PASCAL entrance examination, basic academic ability method, essay method) and school recommendation selection (designated school recommendation entrance examination).

For items 2, 3, and 4, evaluation will be based on document review and interviews for the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method) and school recommendation selection process (designated school recommendation entrance exam), as well as group discussion for the comprehensive selection process (PASCAL entrance exam) and essay examination for the comprehensive selection process (essay method).

Regarding 5, in all entrance examinations, candidates will be evaluated comprehensively based on the scores of document screening, interviews, and exams in each subject.

Assessment Plan

Evaluation of graduation requirement achievement status (credit acquisition status and GPA) and evaluation of each item based on the following assessment indicators

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of educational and research specializations, the Faculty of Faculty of Letters will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

Faculty of Education carries on the will of Dr. Tsunesaburo Makiguchi, the father of Soka education, and both Department of Education and Department of Primary Education aim to conduct academic research and educational practice based on the humanism that is Founding Spirit.
Based on the guiding principle of "creative human beings" as set forth in Soka University's Founding Spirit and the Grand Design Initiative, Faculty of Education is exploring the question, "What is human education?" and, based on that spirit, aims to cultivate individuals who can solve various problems in the future with advanced knowledge and skills from educational and psychological perspectives.

Educational Objectives

Faculty of Education has the following four educational goals:
 

1. Through the study of various disciplines related to education and psychology, we aim to develop individuals who can use this knowledge to think about education.
2. We aim to develop individuals who understand what problems are currently occurring in various educational settings, what is required to solve those problems, and who have acquired the problem-solving skills to actually solve them.
3. We aim to develop individuals who do not accept educational issues as self-evident, but who are always open to academic verification.
4. We aim to develop students who can think about educational issues at various levels - local, national and global - and who can communicate the results of their thinking in their own words and utilize them in activities in various areas of society.

Diploma Policy

Faculty of Education awards a Bachelor of Education to students who, based on the educational goals of the university and the faculty itself, have acquired the following learning outcomes in response to events and issues in various regions, societies, organizations, and groups, are enrolled for the specified period of time, earned the required credits, and met the GPA standards.
 

1. Acquire knowledge of pedagogy and psychology.
2. Able to express and communicate their ideas appropriately.
3. Able to consider issues logically and practically.
4. Work together to solve problems.
5. When solving problems, new value can be created by taking into account diverse opinions and perspectives.

Curriculum Policy

Based on the university-wide and faculty-wide diploma policies, Faculty of Education aims to develop students who have acquired knowledge of pedagogy and psychology, who can consider problems logically and practically, and who can create new value in solving problems through the following curriculum.

In Faculty of Education, we strive to fulfill the university's requirements for degree conferral by utilizing the common subjects provided by School for Excellence in Educational Development. First, the "First Year Seminar" for Faculty of Education, held in the spring semester of the first year, encourages students to adapt to university life and enhances their sense of belonging as students of Faculty of Education. In parallel, the "Introduction to Data Science" course is required to develop a sense of mathematical processing in preparation for the coming Society 5.0 era. In response to this, in the second year, Department of Education offers "Psychological Experiments" and Department of Primary Education offers "Data Use for Lesson Improvement" to continuously improve mathematical ability. In addition, we focus on improving writing skills, and the writing skills acquired in "Academic Writing I" in the fall semester of the first year are honed through report assignments in assessment subjects and checked in the "Junior Paper" assignment for Graduation Research I in the third year. In addition, with a view to promoting intercultural understanding, we require students to take English and a second foreign language in their first and second years, and encourage various overseas training programs, including exchange programs.

Furthermore, the Faculty incorporates active learning into many courses, particularly the core courses in the first year, to foster a proactive and independent approach to learning, as well as the skills and ability to work with peers to solve problems. In specialized courses from the second year onwards, students learn theory and develop the ability to consider and analyze practical issues. In addition, in the "exercises" in the third and fourth years, students deepen their learning in small groups in the specialist field of the instructor, and through learning with their peers, they aim to create new value based on diverse opinions and perspectives.

Department of Education

Department of Education aims to develop talented people who can think about educational problems from a pedagogical or psychological perspective and play an active role in various areas of society. Through four years of study, students will develop the knowledge, skills, and attitudes that support activities aimed at solving various educational problems. In this department, there are ¹ core subject that all students are expected to take, and elective subjects that each student can take according to their needs, interests, and concerns.

The core subjects in the first year are "Principles of Education", "Introduction to Psychology", "Introduction to the Teaching Profession", and "Educational and School Psychology". In the second year, they are "School Research", "Sociology of Education", "Philosophy of Education", and "Developmental Psychology". In the third and fourth years, they are "Specialized Seminars" and "Graduation Research". Through these subjects, students will build a foundation for thinking about various educational issues from multiple perspectives and multiple angles.

In parallel with the study of core subjects, several courses are available for students to broadly and deeply study the fields of school education, international education, and psychology according to the progression of the academic year and the ^degree of deepening and development of the content.2 For convenience, these are roughly ^divided into the School Education Course, International Education Course, and Psychology Course3, which serve as a guide for students when choosing which courses to take.
 

• Main subjects of the school education course
  "Educational Methodology", "Educational Administration and Finance", "Inclusive Education", etc.


• Main subjects of the International Education Course
  "Peace and Education", "International Understanding Education", "International Development Education", etc.


• Main Subjects in the Psychology Course
  "Educational Counseling", "Introduction to Clinical Psychology", "Psychological Research Methods", etc.

Department of Education has a course for training licensed psychologists, and students can aim to become professionals in psychology through classroom courses such as "Duties of Licensed Psychologists," "Psychological Support Methods," and "Mental Illness and Its Treatment," as well as practical courses such as "Psychological Exercises" and "Psychological Practice I and II." ⁴ Teacher training courses include courses for obtaining licenses to teach "Social Studies" at junior high schools and "Civics" at senior high schools. In addition, by utilizing the system of taking courses from other departments, students can obtain licenses to teach elementary school, kindergarten, and special needs schools at Department of Primary Education, and licenses to teach "English" at junior high schools and senior high schools at the Department of Human Studies Faculty of Letters.

---

¹ Core subjects include compulsory subjects, without which students cannot graduate, and elective compulsory subjects, which are strongly recommended but can be substituted with other important subjects (equivalent to core subjects).
^2Each subject has a subject code. The last three digits of the code indicate the appropriate year for taking the subject and the depth (difficulty) of the subject. This is called numbering.
^{The three} courses are divided into three, but as long as you meet the requirements for each course, you can take subjects from any course.
⁴ If you want to become a professional psychologist, you need to obtain qualifications as a licensed psychologist or clinical psychologist, but in order to do so, you need to further study at a graduate school (master's course). Soka University's Graduate School of Education has courses for both qualifications, but the licensed psychologist course requires you to take the required courses while you are enrolled at the university (bachelor's course).

Department of Primary Education

Department of Primary Education aims to develop knowledgeable individuals in the field of early childhood education, particularly for teachers at elementary schools, kindergartens, and special needs schools. To that end, we offer courses that improve and develop the expertise necessary for the teaching profession according to the progression of each grade.

First, in the first year, students are required to take the "Principles of Education" and "Introduction to Psychology" courses to acquire basic knowledge and concepts of education and psychology. After that, students are required to take the elective courses "Educational and School Psychology," "School Research," "Educational Administration and Finance," "Introduction to Special Needs Education," "Curriculum Theory," "Educational Methods and Techniques," and "Using Data to Improve Lessons," to develop the problem-finding and problem-solving skills of elementary school, kindergarten, and special needs school teachers, understand the psychology of infants, children, and students, and develop the ability and attitude to think reflectively and analytically about problems surrounding schools from educational and psychological perspectives and work to solve them. In the "Introduction to the Teaching Profession" course, students are also taught the ethics of a teacher and a sense of responsibility to contribute to the growth of children.

Department of Primary Education has three teaching courses: 1) Elementary School Teacher's License, 2) Kindergarten Teacher's License, and 3) Special Needs School Teacher's License. Subjects required to obtain each license are offered as compulsory or elective courses. Students take the subjects required for the teaching profession they are aiming for in each grade. In addition, for students aiming for the teaching course, there are courses such as "school internships" that allow them to experience school work prior to their teaching practice, and through interactions with children and teachers, they can acquire an attitude of constantly striving to grow as a teacher.

In addition to obtaining teaching licenses for elementary school and kindergarten, students can also take courses in other departments and obtain teaching licenses for junior high school (English and social studies) and high school (English and civics) while enrolled in Department of Primary Education.

Admissions Policy

Faculty of Education seeks students who understand the philosophy and objectives of the faculty and wish to acquire the qualities and abilities indicated by them.

Based on the admission policy of the university, Faculty of Education will select students who have the basic knowledge and skills appropriate for the education and training provided by the faculty, as well as the attitude to cooperate and learn from others, using the following methods.
 

1. Motivations for application based on an understanding of the philosophy and objectives of the Faculty, and the desire to pursue an education based on humanism will be evaluated through document screening and interviews in the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay format), school recommendation selection process (designated school recommendation entrance exam), and foreign student entrance exam.
    
2. The basic knowledge and skills required for university learning activities are evaluated through the results of document screening and academic ability tests conducted in the comprehensive selection basic academic ability method, general selection entrance examination using the University Common Test, university-wide unified entrance examination, general entrance examination (hereinafter general selection), and foreign student entrance examination. In the evaluation for these entrance examinations, English ability is relatively emphasized, and in the document screening for the comprehensive selection (PASCAL entrance examination, basic academic ability method, essay method), preferential treatment is given according to the results of the practical English proficiency test. In addition, in the academic ability test for the comprehensive selection basic academic ability method entrance examination, in addition to English, Japanese and mathematics can be selected so that a wide range of abilities can be evaluated.
    
3. Reading comprehension, expression, and flexible thinking skills, which are essential for exploring educational theory and practice, are assessed through the comprehensive selection basic academic ability method and academic ability tests conducted in the general selection method, as well as group discussions in the comprehensive selection method (PASCAL entrance exam), essays in the comprehensive selection method (essay method), and essay screening in the foreign student entrance exam.
    
4. The ability to work collaboratively with others will be assessed through group learning in the comprehensive selection process (PASCAL entrance exam).

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

The Soka University Faculty of Education has established its own "Desired Profile of a Teacher" and "Faculty Organization Policy" based on the university's overall policies as follows.

<Desired teacher image>

1. Those who can carry on the will of Tsunesaburo Makiguchi, the father of Soka education, and conduct academic research and educational practice based on the humanism that is Founding Spirit.
2. Those who can research and teach the knowledge and techniques to solve problems in various situations from educational and psychological perspectives, based on the spirit of humanism
3. Those who understand the principles and issues of school education and can train educators who embody and practice Soka education
4. Those who have a proactive and cooperative attitude towards the administration of the faculty.
5. Able to actively cooperate with other faculty, staff, and students in education, research, faculty administration, and other activities.

<Faculty organization organization policy>

1. While taking into consideration the balance of educational and research specializations related to Faculty of Education, the necessary faculty members will be assigned to achieve the educational and research objectives of the Faculty.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. In principle, we will adopt an open recruitment system, seeking talent from both within Japan and overseas, and taking care to ensure an appropriate ratio of female, young faculty members and faculty with work experience.

Department of Information Systems Engineering

Philosophy and Purpose

Our goal is to respect Founding Spirit of Soka University and to realize education, research, and social contributions in the field of engineering that will contribute to peace for humanity and the prosperity of diverse cultures based on humanism.

Educational Objectives

In order to realize the Grand Design Initiative of "cultivating creative individuals based on Founding Spirit," our educational goal is to utilize science-based technology to contribute to true peace and development for humanity.

Diploma Policy

The Faculty Faculty of Science and Engineering awards a Bachelor of Engineering in the Department of Department of Information Systems Engineering and a Bachelor of Department of Science and Engineering for Sustainable Innovation to students who acquire the following knowledge, skills, and attitudes and meet the required standards for duration of study, graduation credits, and GPA.
 

1. Students will acquire basic knowledge and skills in the fields of science and engineering, and be able to tackle the specialized studies they require.
2. Students will acquire specialized knowledge and skills provided by each department and field, and be able to apply them to understanding and solving specialized issues.
3. Able to express one's ideas verbally and in writing in an appropriate manner.
4. Able to respect diversity, communicate with others, and collaborate (work in a team).
5. Able to logically analyze the causes of problems and then propose ways to solve them.

Curriculum Policy

Based on the university-wide and faculty-wide diploma policies, the Faculty of Science and Faculty of Science and Engineering has organized its curriculum according to the following guidelines in order to cultivate human resources who possess the learning outcomes set out in the policies.

The Department of Department of Information Systems Engineering offers a wide range of subjects covering a wide range of study areas, as indicated by the four learning keywords "AI (Artificial Intelligence) / Data Science", "Mathematical Science", "Network Security", and "VR (Virtual Reality) / Robotics". In "AI / Data Science", students will develop the ability to analyze social phenomena based on data science through cross-disciplinary learning of mathematics and information. In "Mathematical Science", students will learn information science based on mathematics, explore the truth of nature and society, and acquire logical thinking and creativity. In "Network Security", students will acquire the ability to solve problems through cutting-edge scientific and technological innovation in order to promote safe and secure DX. In "VR / Robotics", students will develop the ability to contribute to building a better future using robots through technologies such as VR and AR (Augmented Reality).

The curriculum is flexible and well-balanced with compulsory subjects, elective compulsory subjects, and elective subjects for each year, and also includes active learning and problem-solving learning elements such as project studies, advanced project studies (for high-achieving students), case studies, exercises, and graduation research. In addition, the compulsory mathematics elective subjects in the first year include beginner's subjects for students who are not good at mathematics, so that all students can study with confidence. In addition, we also offer a "Teacher Training Program" to support those who want to become teachers (junior high school mathematics/high school information), and an "International Technical Cooperation Program" to train human resources who can be active globally.

Admissions Policy

The Faculty of Faculty of Science and Engineering, regardless of department, respects Founding Spirit of Soka University and seeks the following types of talent from society at large who will study academic fields ranging from the fundamentals to applications of science and engineering.
 

1. Those who advocate humanism and wish to present the sound values of science and technology that are necessary for society
2. A person who is committed to the ideals of peace and aims to be a global citizen who contributes to the happiness of others
3. People who have an enterprising spirit and who are willing to put in the hard work to study sincerely

In addition to the above ambitions, students are also required to have a strong will to acquire a high level of expertise, as well as the basic knowledge and problem-solving ability that will form the basis of university studies. In addition to high school level mathematics and science, which form the basis of specialized subjects, the Faculty of Science and Faculty of Science and Engineering requires for admission the ability to absorb new knowledge and to understand and organize the language necessary to solve and explain problems.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Desired teacher image>
In addition to the profile of faculty members defined by the university, the following items will also be established:

1. Those who wish to contribute to the advancement of humankind through education and research in science and technology.
2. Those who have the educational ability to take charge of teaching in the Faculty of Faculty of Science and Engineering and strive to improve that ability
3. The academic achievements required for professors, associate professors, Lecturer, and Assistant Lecturer, as determined by each department, and practitioner faculty, who have advanced practical skills and experience in their field of specialization, and who have the will to continue to build on these skills.
4. Those who can proactively and cooperatively participate in the administration of the Faculty of Faculty of Science and Engineering

<Faculty organization organization policy>

1. Our goal is to utilize science and technology to bring about true peace and development for humanity, and to achieve this, we will assign the necessary faculty members to Department of Information Systems Engineering and Department of Science and Engineering for Sustainable Innovation.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, faculty roles will be appropriately allocated in each department's curriculum and in the administration of departments and faculties.
3. We will seek talent from both within Japan and overseas, taking into consideration age and gender composition, as well as the presence or absence of work experience in companies, research institutes, etc.

Department of Science and Engineering for Sustainable Innovation

Philosophy and Purpose

Our goal is to respect Founding Spirit of Soka University and to realize education, research, and social contributions in the fields of science and engineering that will contribute to peace for humanity and the prosperity of diverse cultures based on humanism.

Educational Objectives

In order to realize the Grand Design Initiative of "cultivating creative individuals based on Founding Spirit," our educational goal is to utilize science and technology to contribute to true peace and development for humanity.

Diploma Policy

The Faculty Faculty of Science and Engineering awards a Bachelor of Engineering in the Department of Department of Information Systems Engineering and a Bachelor of Department of Science and Engineering for Sustainable Innovation to students who acquire the following knowledge, skills, and attitudes and meet the required standards for duration of study, graduation credits, and GPA.
 

1. Students will acquire basic knowledge and skills in the fields of science and engineering, and be able to tackle the specialized studies they require.
2. Students will acquire specialized knowledge and skills provided by each department and field, and be able to apply them to understanding and solving specialized issues.
3. Able to express one's ideas verbally and in writing in an appropriate manner.
4. Able to respect diversity, communicate with others, and collaborate (work in a team).
5. Able to logically analyze the causes of problems and then propose ways to solve them.

Curriculum Policy

Based on the university-wide and faculty-wide diploma policies, the Faculty of Science and Faculty of Science and Engineering has organized its curriculum according to the following guidelines in order to cultivate human resources who possess the learning outcomes set out in the policies.

In Department of Science and Engineering for Sustainable Innovation, we offer specialized introductory courses and specialized basic courses from the first to second year to help students acquire basic knowledge and skills in the fields of science and engineering. These courses include various basic courses to cover subjects that students did not study before enrollment, and English classes for students who wish to study specialized subjects in English, thereby cultivating a wide range of specialized basic skills across fields.

From the fall semester of the second year, students choose one of three specialized areas: Applied Chemistry, Life Science, or Environmental Systems, so that they can choose an academic field according to their interests. By taking the required and elective subjects in each specialized applied subject area, students will acquire the specialized knowledge and skills required for each specialized field, and by studying subjects in other fields in elective subjects, they will acquire a wide range of specialized knowledge and skills.
In addition, to enable students to communicate their ideas in appropriate language, both in writing and verbally, we introduce project-based learning (PBL) subjects from the first year and have introduced active learning in many specialized subjects.

We also offer a variety of experimental and specialized practical courses in specialized applied subjects, and through these studies, we cultivate the ability to communicate and collaborate with others.
In the third and fourth years, students take specialized seminars and graduation seminars, which allow them to logically analyze the root causes of problems in their respective fields of expertise and thereby develop the ability to propose solutions to these problems.

In addition, we offer courses tailored to students' career paths and interests, as well as two special education programs (EPs). For students aiming to become middle and high school science teachers, we have established the Science Teacher Training EP, which aims to cultivate creative teaching skills. For students aiming to make an international contribution, we have established the International Technical Cooperation EP, which enhances international awareness and helps students acquire highly specialized English skills. We also offer courses and seminars necessary to study data science, which has been gaining attention in recent years, as well as courses aimed at obtaining qualifications related to information processing.

Admissions Policy

The Faculty of Faculty of Science and Engineering, regardless of department, respects Founding Spirit of Soka University and seeks the following types of talent from society at large who will study academic fields ranging from the fundamentals to applications of science and engineering.
 

1. Those who advocate humanism and wish to present the sound values of science and technology that are necessary for society
2. A person who is committed to the ideals of peace and aims to be a global citizen who contributes to the happiness of others
3. People who have an enterprising spirit and who are willing to put in the hard work to study sincerely

In addition to the above ambitions, students are also required to have a strong will to acquire a high level of expertise, as well as the basic knowledge and problem-solving ability that will form the basis of university studies. In addition to high school level mathematics and science, which form the basis of specialized subjects, the Faculty of Science and Faculty of Science and Engineering requires for admission the ability to absorb new knowledge and to understand and organize the language necessary to solve and explain problems.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Desired teacher image>
In addition to the profile of faculty members defined by the university, the following items will also be established:

1. Those who wish to contribute to the advancement of humankind through education and research in science and technology.
2. Those who have the educational ability to take charge of teaching in the Faculty of Faculty of Science and Engineering and strive to improve that ability
3. The academic achievements required for professors, associate professors, Lecturer, and Assistant Lecturer, as determined by each department, and practitioner faculty, who have advanced practical skills and experience in their field of specialization, and who have the will to continue to build on these skills.
4. Those who can proactively and cooperatively participate in the administration of the Faculty of Faculty of Science and Engineering

<Faculty organization organization policy>

1. Our goal is to utilize science and technology to bring about true peace and development for humanity, and to achieve this, we will assign the necessary faculty members to Department of Information Systems Engineering and Department of Science and Engineering for Sustainable Innovation.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, faculty roles will be appropriately allocated in each department's curriculum and in the administration of departments and faculties.
3. We will seek talent from both within Japan and overseas, taking into consideration age and gender composition, as well as the presence or absence of work experience in companies, research institutes, etc.

Philosophy and Purpose

Soka University's educational philosophy is to develop "creative people" who are based on rich humanity and who can sincerely address the individual challenges facing humanity and demonstrate their wisdom. Based on this, Faculty of Nursing arts, boldly tackling new challenges and needs that arise in society, exploring nursing science that meets the demands of the times, and cultivating human resources who can contribute to society through human care.

Educational Objectives

Faculty of Nursing aims to "cultivate talented people who can practice compassionate nursing that draws out the vitality of life, based on the dignity of life," and has the following three educational goals.

1. We develop human resources who can acquire practical nursing skills as professionals and contribute to maintaining and improving people's health by collaborating with people from various professions.
2. We aim to develop individuals who can acquire lifelong self-education skills and explore nursing.
3. We aim to develop talented individuals with a global mindset who have the fundamental skills to work with others to address various health issues.

Diploma Policy (Policy for Graduation Certification and Degree Awarding)

Based on Soka University's diploma policy, Faculty of Nursing requires the acquisition of the following abilities and academic knowledge and will award a Bachelor's Degree (Nursing) to those who meet the requirements for the degree.

1. Explore the dignity of life and cultivate the foundation for forming a firm view of life and death.
2. Understand the human being holistically and acquire creative nursing practice skills based on scientific evidence.
3. Acquire basic skills for collaboration in the fields of nursing, health care, medical care, and welfare.
4. Acquire the ability to adapt to a complex and ever-changing environment and to improve yourself as a lifelong professional.
5. Acquire the fundamental skills to understand people's health issues from a global perspective and to work with people from diverse backgrounds.

Curriculum Policy (Policy for creating and implementing the curriculum)

Based on the curriculum policy of Soka University, Faculty of Nursing organizes the curriculum for each of the five degree award policies as follows in order to develop students who meet the faculty's degree award policy. In addition, educational activities are carried out based on the implementation policy that ensures an environment that encourages students to learn independently, incorporates active learning, and conducts learning activities based on gradual self-evaluation.

1. Explore the dignity of life and cultivate the foundation for forming a firm view of life and death

1. In order to develop a deep understanding and insight into one's own and others' human existence, 16 credits from general subjects are compulsory.
2. Nursing and medical science subjects are included to help students understand the processes and mechanisms of life activities.
3. This course includes courses that explore the philosophical and ethical significance of human life.

2. Understand the human being holistically and acquire creative nursing practice skills based on scientific evidence

1. We offer courses that develop communication skills, which are the foundation of human care.
2. The courses are designed to develop deep insight into human beings, life, health, and lifestyle, and to help students understand people in all situations.
3. The course is designed to foster creative nursing practice skills based on scientific evidence.
4. The course offers courses that integrate nursing theory and nursing practice and explore the value and expertise of nursing.

3. Acquire basic skills for collaboration in nursing, health, medical, and welfare settings.

1. The course includes subjects that teach the legal systems related to social security, medical care, and nursing, as well as their current status and issues.
2. The course includes subjects that allow students to understand the roles and functions of various institutions and professions, and to learn how nursing activities should be carried out within health, medical, and welfare teams.

4. Acquire the ability to adapt to a complex and ever-changing environment and to improve yourself as a lifelong professional.

1. We offer courses that develop the basic skills required to appropriately collect and utilize necessary information, taking into account social trends and developments in science and technology.
2. We offer courses designed to develop the ability to independently discover and explore issues.
3. The course includes subjects that will enhance nursing expertise and allow students to learn about their future career development.

5. Acquire the fundamental skills to understand various health issues facing people from a global perspective and to work with people from diverse backgrounds.

1. The course offers students the opportunity to develop an interest in the issues facing our global society and to acquire the respect for diversity that is necessary for mutual understanding among different cultures.
2. English subjects, which are the foundation for global activities, are arranged according to proficiency level.
3. We offer courses that will foster an understanding and interest in the lives and health of people living in diverse natural, social and cultural environments.

Admission Policy

Based on Soka University's admissions policy and in accordance with the characteristics of Faculty of Nursing, we will select students as follows in order to accept the following types of students:
 

1. Students who wish to contribute to society in the field of nursing to maintain and improve people's health.
2. Students who seek to explore the dignity of life and continue to learn throughout their lives
3. Students who strive to build good relationships through appropriate communication.
4. Students who are interested in the human mind and body and seek to understand it scientifically
5. Students who are interested in globalizing health issues and are proactive in exploring these issues.
6. Students who can manage their own health

Through interviews, we evaluate students from the perspectives of their orientation to nursing, willingness to learn, awareness of issues and level of education, communication skills, appearance, language, manners, sincerity, health, etc. It is especially important that students are healthy both physically and mentally and can devote themselves to their studies without taking time off during lectures, seminars, and practical training after enrollment.
The academic examination evaluates the basic academic ability required for study after enrollment.
Based on the school report, the student's academic performance, qualifications, extracurricular activities on and off campus, and attendance will be evaluated. Academic performance will be evaluated based on whether the student has mastered the five main subjects in a balanced manner.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of educational and research specializations, the necessary faculty members will be assigned to achieve the educational and research objectives of Faculty of Nursing.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.
4. Considering the academic nature of nursing, we will assign faculty members with practical experience in nursing and related fields.

Philosophy and Purpose

Faculty of International Liberal Arts' philosophy is to develop global citizens who have the knowledge, skills, courage, and compassion to creatively and humanistically confront various challenges in a rapidly changing global environment. To this end, Faculty of International Liberal Arts provides liberal arts education in the fields of economics, management, politics, international relations, history, society, and culture in English, and fosters intercultural understanding through diverse faculty members, interactions with international students, and compulsory overseas study programs. The School also practices active learning in the spirit of cultural diversity, lifelong learning, and proactive global citizenship.

Educational Objectives

We have set two educational goals in order to develop the knowledge, skills, and attitudes stated in Faculty of International Liberal Arts' philosophy.
 

1. Faculty of International Liberal Arts provides liberal arts education in the fields of economics, business management, politics, international relations, history, society and culture through active learning in English.
2. Faculty of International Liberal Arts provides an education that allows students to develop creative problem-solving skills in a culturally diverse global environment.

Diploma Policy

Based on the educational goals of the School and the University as a whole, Faculty of International Liberal Arts aims to cultivate talented individuals who will tackle the issues facing our global society. Students are expected to acquire the following abilities and knowledge by the time of graduation. Students who fulfill the requirements for the degree will be awarded a Bachelor of International Liberal Arts degree.
 

1. Ability to acquire basic academic knowledge across the humanities and social sciences and to conduct research under the guidance of faculty members
2. Advanced English proficiency for academic writing, discussion, and presentations
3. Ability to understand different cultures and work together with people from diverse cultural backgrounds
4. Ability to identify problems and work towards solving them

Curriculum Policy

Faculty of International Liberal Arts has developed its curriculum based on the following policy, in accordance with the university-wide and school-wide diploma policies.

1. Fundamental knowledge of the humanities and social sciences and the ability to conduct research under the guidance of faculty members

We offer a diverse curriculum ranging from introductory level to highly specialized subjects in each field of humanities and social sciences to develop students' research abilities. Furthermore, we offer courses on qualitative and quantitative methods to develop the analytical skills necessary to understand various issues in the humanities and social sciences.

2. Advanced (academic) English language proficiency and communication skills required in a global society

In the first and second years, students will have an intensive English language study program, including studying abroad at an overseas university, and by the end of the second year, they will have acquired the English language proficiency required for the undergraduate program, TOEFL-iBT80. Furthermore, in the third and fourth years, students will study specialized courses in English, aiming to achieve an English proficiency level equivalent to TOEFL iBT100 by the time they graduate.

3. Intercultural understanding

The curriculum of Faculty of International Liberal Arts places emphasis on developing students' ability to understand and accept diverse cultures through the study of intercultural understanding, studying abroad in English-speaking environments, and learning a second foreign language.

4. Ability to identify issues and work to solve problems

From introductory level exercises in the first year to specialized subjects in the third and fourth years, we have small classes of around 15 students and provide problem-finding and problem-solving classes.

Admissions Policy

Faculty of International Liberal Arts is looking for students who:

1. Students who wish to acquire knowledge in a wide range of academic fields in the humanities and social sciences, and who have basic academic ability and intellectual curiosity.

The comprehensive selection method, the general selection entrance exam using the University Common Test, the university-wide unified entrance exam, the general entrance exam (hereinafter referred to as general selection), and the entrance exam for returning students are conducted through academic ability tests, and the foreign student entrance exam is conducted through a document review to evaluate knowledge, skills, thinking ability, judgment, etc. that are the foundation for acquiring academic knowledge in the humanities and social sciences.

2. Students who have a strong desire to acquire advanced communication skills that are useful in the global society.

In the general selection process, qualifications and scores that meet a certain level of practical English proficiency will be converted into English scores. English proficiency is set as an application qualification for the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method), school recommendation selection process (designated school recommendation entrance exam), and returning student entrance exam. In addition, part of the interview will be conducted in English.

3. Students who have a deep interest in the problems occurring around the world and have the motivation and ability to take on the challenge of solving them.

In the comprehensive selection process (PASCAL entrance exam, basic academic ability method, essay method), school recommendation selection process (designated school recommendation entrance exam), and returning student entrance exam, we use interviews and document screening to evaluate the willingness and ability to tackle global issues, as well as the initiative, diversity, and collaboration that support them. In the general selection process, we ask applicants to fill in information about their initiatives and collaboration up to high school at the time of application, and this information will be used for academic guidance after enrollment.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the Standards for Establishing a University, Graduate School, and Professional Graduate School, and taking into consideration the balance of education and research specialization, Faculty of International Liberal Arts will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

Based on the Founding Spirit Graduate School of Economics aims to cultivate talented individuals who can contribute to the peace and prosperity of society by deeply studying the historical heritage and experiences of humanity and resolving the various economic and management problems facing society.

Educational Objectives

The Graduate Graduate School of Economics' Master's Program aims to cultivate the following types of talent:

1. Talent who have acquired a unique perspective and who have mastered cutting-edge academic knowledge in economics and business administration
2. Talent who can analyze real-world issues in economics and business management and create solutions to various problems
3. People who can understand different cultures and contribute to the realization of peace through their knowledge of economics and business management

The Graduate School Graduate School of Economics Doctoral Program aims to further develop the specialized skills and academic knowledge acquired in the Master's Program and to train outstanding researchers and highly specialized professionals who can compete on a global scale.

Diploma Policy

Graduate School of Economics awards a Master's degree or a Doctoral degree in Economics to students who have acquired the following abilities and fulfilled the requirements for the degree, based on the educational goals of the university and the graduate school.
 

1. You will be able to master cutting-edge academic studies and apply the original knowledge that you gain to society.
2. They have excellent language skills, are able to actively promote exchanges with different cultures, and work collaboratively with others.
3. You will be able to contribute to solving complex economic and management problems by using cutting-edge theories and empirical research findings.

With the above goal in mind, degrees will be awarded to those who satisfy the following requirements.

<Master's Program>

Requirements for Master's Degree Award

1. Students must be enrolled in this graduate school for the designated period of time, obtain the required number of credits in basic and elective subjects, and complete the course.
2. Receive research guidance and pass the examination of your master's thesis or research paper.
3. To acquire the skills to take on professional roles in society by engaging in academic pursuits from a broad perspective and learning the latest specialized knowledge.

* Master's thesis or research paper review criteria

1. The judging criteria will be based on the appropriateness of the topic and research method, connections to previous research, efforts at originality, logic of the conclusion, and clarity and consistency of the paper's structure.
2. It must be written correctly and in the required format, including the required number of characters.
   *The standard length for a master's thesis is more than 40,000 characters in Japanese and approximately 12,000 words in English. The standard length for a research paper is more than 20,000 characters in Japanese and approximately 6,000 words in English.
3. Interim and final reports are given in public. For the final report, students must pass a final examination by three faculty members (one chief examiner and two sub-examiners) for a master's thesis, and two faculty members (one chief examiner and one sub-examiner) for a research paper.

<Doctoral Program>

Requirements for awarding a doctorate

1. Students must study for four semesters (two years), receive a study certification (research guidance certification), and pass the doctoral thesis review and examination to complete the course.
2. To acquire the ability and knowledge to engage in highly specialized work as an independent researcher. To this end, we encourage students to submit reports and publish papers at domestic and international research conferences.
3. As academics who embody the founding spirit of our university, students will be able to possess specialized knowledge and advanced processing abilities, as well as be able to act in society based on a deep sense of responsibility and high ethical standards.

Doctoral dissertation examination criteria

1. The judging criteria will be based on the appropriateness of the topic and research method, connections to previous research, efforts at originality, logic of the conclusion, and clarity and consistency of the paper's structure.
    
2. It must be written correctly and in the required format, including the required number of characters.
   *The standard length of a doctoral thesis is 120,000 characters or more in Japanese, and for Western languages, the thesis must be at least 100 pages long, with one A4 page containing approximately 350 words.
    
3. In addition to meeting the above criteria, you will also need the following qualifications:
   1) The research will provide sufficient knowledge (academic value) to advance research in the relevant academic field.
   2) The applicant is recognized as having the ability and academic knowledge to be active as an independent researcher in the relevant field in the near future.
   3) As scholars based on Founding Spirit, they are able to act in society with a deep sense of responsibility and high ethical standards.
    
4. In addition, in order to be considered for acceptance as a doctoral dissertation, at least the following three conditions must be met:
   1) Recommendation from a professor who supervised your research at graduate school
   2) Reporting at a research society affiliated with the Japanese Federation of Economic Associations or at an internationally recognized research institute
    3) Acceptance for publication in a peer-reviewed research journal
    
5. The doctoral thesis that students write will be subjected to a final examination of about 30 minutes to an hour by three faculty members (one chief examiner and two sub-examiners), which includes a check of students' language proficiency, and students must pass this examination.

Curriculum Policy

Graduate School of Economics has developed its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

In the Master's Program,

1. There are three majors available depending on the research subject: Studies of Economics, Studies of Business Administration, and International Business Studies Program (IBSP) (IBSP), which offers classes entirely in English.
2. In the first year of the Master's Program, students are required to select basic elective subjects common to all majors in order to develop the perspectives and acquire the appropriate knowledge necessary to solve specialized problems.
3. In each major, we have provided elective courses that allow students to fully study specialized topics in related fields.
4. In accordance with the research guidance plan, students will complete a master's thesis or research paper using the knowledge and research skills they have acquired under the guidance of their supervisor.

In the doctoral program,

1. In order to enable students to hone their perspectives and acquire sufficient knowledge to solve diverse and highly specialized problems, basic research subjects (course work) have been made compulsory and elective.
2. In order to deepen research in specialized courses in related fields, research supervision subjects (research work) have been arranged as elective subjects.
3. We have established special courses to encourage active team teaching.
4. In accordance with a research guidance plan and under the guidance of a supervisor, students will read cutting-edge papers and books in their field of expertise, present the results of their original research both domestically and internationally, and complete their doctoral thesis.

Admissions Policy

In order to provide education in accordance with our diploma policy and curriculum policy, Graduate School of Economics seeks admission of students who meet the following criteria:

a. Students who are motivated to acquire high-level professional skills and present various proposals for solving modern economic and social problems.
b. Students who are motivated to utilize their foreign language skills and contribute to the development of the international community.
c. Students who are motivated to contribute to world peace and the happiness of humanity through their academic studies.

In order to appropriately select such students, entrance examinations for each course will be conducted according to the following basic policy.

For the Master's Program, students who possess solid basic academic ability and the motivation listed above in a to c will be selected using the following method.

1. The "reason for application" submitted with your application will be used to confirm your clear reasons and motivations for applying to this graduate school.
2. Your knowledge, critical thinking, and creativity will be assessed through the content of your "Post-admission research plan (theme, background, and method)" submitted at the time of application, as well as an interview.
3. The internal selection exam and general entrance exam involve a written test, which measures knowledge and comprehension in specialized subjects that students have already studied.
4. In the special internal selection examination, which does not require a written test, knowledge and comprehension are similarly measured based on grades in the undergraduate program prior to enrollment.

For the doctoral program, students who have the expertise and creativity required for advanced research and the motivation listed above in a to c will be selected using the following methods.

1. The "reason for application" submitted with your application will be used to confirm your clear reasons and motivations for applying to this graduate school.
2. Your knowledge, research ability, and creativity will be assessed based on the content of your "Post-admission research plan (theme, background, and method)" submitted at the time of application and through an interview.
3. All entrance exams include a written test to measure knowledge and comprehension in specialized subjects already studied.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the Standards for Establishing a University, Graduate School, and Professional Graduate School, and taking into consideration the balance of areas of specialization in education and research, Graduate School of Economics will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

The Graduate Graduate School of Law aims to train highly specialized professionals and researchers who, in a rapidly changing human society, have the conviction to act "for humanity," "for the people," and "for justice," and who have an excellent legal mind and a global sensibility, as well as who are well versed in the academic research and legal practice of law and political science based on the humanism that is Founding Spirit.

Educational Objectives

Graduate School of Law has the following three educational goals:
 

1. Through systematic legal education that makes use of coursework, we aim to produce highly specialized professionals and researchers who explore the issues and problems that arise in modern society and who are equipped with the ability to identify and solve problems, as well as logical thinking and creativity.
2. We will produce highly specialized professionals and researchers who embrace flexibility and diversity and have the communication skills necessary in a global society.
3. We aim to produce highly specialized professionals and researchers who are oriented toward the study of law for humanity, for the people, and for justice, and who possess the human qualities to contribute to the realization of world peace and the welfare of mankind.

Diploma Policy

Based on the educational goals of the university and of this graduate school, the Graduate Graduate School of Law seeks to acquire the following academic knowledge and research skills, and awards a Master's in Law or Doctoral in Law to those who meet the requirements for the degree.

Master's Program

1. Students have acquired in-depth knowledge of law or politics, broad legal knowledge and highly specialized legal skills required to apply legal knowledge to changing social phenomena, and practical communication skills to apply that legal knowledge to society.
2. Accept the diversity of nations and ethnicities and have the internationalism to cooperate with others.
3. Ability to use creative thinking to present reasonable solutions to new social problems that arise in the real world and issues that the real world faces.

Doctoral Program

1. Possess in-depth knowledge of law or politics, broad legal knowledge and highly specialized legal techniques required to apply legal knowledge to changing social phenomena, and excellent research capabilities to apply that legal knowledge to society.
2. Accept the diversity of nations and ethnicities and have the internationalism to cooperate with others.

Curriculum Policy

Graduate School of Law has developed its curriculum based on the following policy, in accordance with the university-wide and graduate school diploma policies.

Master's Program

1. In order to train highly specialized professionals, we aim to provide students with a wide range of legal knowledge and practical skills.
    
2. A considerable number of subjects will be offered not only in law but also in politics, and in addition to traditional core subjects, we will also offer, wherever possible, cutting-edge subjects related to the cutting edge of the times and subjects related to international relations appropriate to our global age.
    
3. The spring semester of the first year is a period of basic research regardless of specialization, during which students take "core subjects (research ethics, constitutional law, civil law, criminal law, tax law, and political science)" and "subject group subjects." From the fall semester of the first year, students choose either the master's thesis writing course or the research paper writing course and begin supervision by a professor.
    
4. In the master's program, the main focus is on studying previous research papers in preparation for writing a master's thesis or research paper, and then writing a master's thesis based on those papers. In the Graduate Graduate School of Law, a "writing schedule" is provided to help students manage their writing schedule, and there is also an "interim report system" for professors, including the supervising professor, so that students can improve their master's thesis or research paper while receiving advice from professors in other law fields.

Doctoral Program

1. The curriculum is structured to foster academics who can play an active role in the research field of the doctoral thesis, and to provide students with the opportunity to receive advice from their supervising professor and other professors in the doctoral program so that they can think from multiple angles and with multiple perspectives in the field.
    
2. In the first year of the doctoral program, a two-credit course is set up over two semesters, spring and fall, taught by a faculty member other than the supervising professor, and the curriculum allows students to receive guidance in the research field of the doctoral thesis from the instructor of that course.
    
3. In order to realize coursework taught by multiple faculty members, in principle, interim doctoral dissertation presentations will be held between the first and third years in the fall semester.
    
4. A roadmap for writing a doctoral dissertation will be created, and it will be made clear in the courses on research guidance that supervising professors will provide supervision while checking the progress of the dissertation.

Admissions Policy

Master's Program

Based on the admission policy of Soka University, and in accordance with the diploma policy and curriculum policy of the Graduate School of Graduate School of Law conduct entrance examinations that can evaluate students' human abilities and academic abilities from multiple angles in order to select students who understand the educational philosophy and objectives of the Graduate School and who have basic undergraduate-level learning abilities related to the "three elements of academic ability" in law and political science (knowledge, skills, ability to think, judge, express, initiative, diversity, and collaboration). Specifically, we conduct entrance examinations based on the following basic policy.
 

1. Applicants' expressiveness, initiative, and diversity are measured based on their reasons for applying to Graduate School of Law, which are submitted with all entrance examinations.
2. Through the internal entrance examination in May of the spring semester, the general entrance examination in September or October of the fall semester, and the written examination in February of the fall semester, candidates' academic ability in the three elements of law studies will be assessed: knowledge, skills, ability to think, judgment, and expression.
3. All entrance exams require an interview to gauge the applicants' human qualities, such as their motivation to learn, versatility, and ability to express themselves.
4. The reason that no written test is required for the special in-house selection examination is that the three elements of academic ability in law and political science - knowledge, technique, ability to think, judgment, and ability to express - are guaranteed by undergraduate level grades (GPA 4.0 or above), and it is believed that these grades demonstrate the possession of these three elements of academic ability.

Doctoral Program

Based on the admissions policy of Soka University and in accordance with the diploma and curriculum policies of the Graduate School of Graduate School of Law will conduct the following entrance examinations in order to select students who understand the educational philosophy and objectives of the Graduate School and have the potential to become excellent researchers of law or political science.
 

1. The foreign language exam requires students to select one subject from English, German, French, Chinese, or Korean, and measures their potential to become excellent researchers who can be active in a global society.
2. The oral examination on specialized subjects measures the candidate's aptitude as a researcher with research capabilities in his/her specialized field.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of areas of specialization in education and research, Graduate School of Law will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Philosophy and Purpose

Based on the humanism that is the spirit of our founding, Graduate School of Letters Founding Spirit Letters aims to foster creative researchers and highly specialized professionals with a global perspective and a deep education in the humanities and social sciences, including literature and language, sociology, education, psychology, philosophy and thought, and history, in order to inherit culture as the wisdom and academic knowledge that humanity has developed and accumulated, and to further apply and develop this knowledge in order to contribute to world peace and the welfare of humanity.

Educational Objectives

In modern society, where fundamental problems that call into question the very nature of humanity are manifesting themselves in various forms amid material prosperity brought about by advances in science and technology, Graduate School of Letters to train individuals who can first acquire the necessary and sufficient knowledge about these issues, then identify where these problems lie and independently seek to solve them through logical and creative analysis and thinking.

• In the Master's Program, we provide a systematic education with organic connections to cultivate high language ability, basic and broad-ranging specialist knowledge, and the ability to identify problems, think logically, and solve problems creatively, producing creative researchers and specialist professionals.
   
• In the doctoral program, education is centered on multifaceted guidance in writing research papers from multiple faculty members, and students are expected to acquire cutting-edge knowledge, develop creative thinking that opens up new fields, and have an independent research attitude. In this way, we aim to produce creative researchers and highly specialized professionals who can be active on the world stage.

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of areas of specialization in education and research, Graduate School of Letters will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

English Literature Major

English Literature Major offers a "Studies of English Language and Literature" with master's and doctoral programs covering the fields of British literature, American literature, English linguistics, and English language pedagogy.

Diploma Policy

Based on the educational goals of the university and the graduate school, English Literature Major, as a "Studies of English Language and Literature," requires the following abilities and learning across the fields of British literature, American literature, English linguistics, and English language pedagogy, and awards Master's (English Literature) and Doctoral (English Literature) degrees to those who meet the degree requirements.

Master's Program

1. Students are able to prepare a master's thesis (or research paper) that presents new knowledge that contributes to world culture and meets international standards in terms of presentation style.
2. Students will have acquired the skills not only of researchers, but also of English educators active in a variety of fields and professionals who create new value.

Doctoral Program

1. Able to present papers that contribute to academic progress at domestic and international academic conferences and seminars.
2. Students will have acquired the skills required to become highly specialized researchers, English educators, and professional professionals through research based on a broad liberal arts background under the supervision of multiple doctoral program professors in their respective fields of expertise.

Curriculum Policy

English Literature Major will develop its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

In the Master's Program, students will study their specialized fields mainly through "exercises." In order to broaden their perspective, students may study under multiple supervisors within the same major. Students may choose required and elective subjects that are in line with their research. Finally, students will write a master's thesis (or research paper) in English.

In the doctoral program, students will conduct research with a focus on "special research guidance" in their respective fields. Students may work under multiple supervisors within their field. Students will aim to write their doctoral thesis in English.

Admissions Policy

After enrolling in the Master's Program, students are expected to research a specialized field and present the results of their research in English. Therefore, it is important to decide early on what you are particularly interested in and what you want to research. It is also necessary to acquire as broad a knowledge and applied skills as possible about British and American literature, English, culture, education, etc. The "English" section of the entrance exam tests general English ability, and students are asked to choose specialized subjects from British literature, American literature, and English linguistics according to their future specialty.

The doctoral program aims to train highly specialized professionals and creative researchers, and the writing of a doctoral thesis is the core of the student's studies and research. The entrance examination (and entrance examination for further study) tests whether the student has the basic and applied skills to carry out such advanced research.

Assessment Plan

Sociology Major

Sociology Major has master's and doctoral programs as Global Studies that cover two areas: sociological research and global studies.

Diploma Policy

Based on the educational goals of the university and the graduate school, Sociology Major seeks to acquire the following abilities and knowledge in the two areas of sociology research and global studies, and awards Master's (Sociology) and Doctoral (Sociology) degrees to those who meet the degree requirements.

<Master's Program> Sociology Research

1. Students must have acquired specialized knowledge of sociological theory and methodology.
2. Ability to use sociological methodology to investigate and research various aspects of modern society.
3. Be able to apply appropriate sociological approaches to overcome the various challenges faced in global and local communities, which are undergoing rapid change and are increasingly being called upon to diversify.

Master's Program: Global Studies

1. Ability to understand the interdependence of cultures in a globalizing society and world.
2. Ability to present, based on academic knowledge, a vision of a society in which people with diverse values can coexist.
3. Ability to explore ways and new values to realize a peaceful international society.

<Doctoral Program> Sociology Research

1. Students must have acquired advanced specialized knowledge of sociological theory and methodology.
2. Ability to use sociological methodology to conduct creative research on various aspects of modern society.
3. Ability to apply appropriate and advanced sociological approaches, both theoretically and empirically, to overcome the various challenges facing global and local communities, which are undergoing rapid change and increasingly becoming more diverse.

Doctoral Program: Global Studies

1. To be able to gain a deep understanding and insight into the interdependence of cultures in a globalizing society and world.
2. Ability to present, based on advanced academic knowledge, a vision of a society in which people with diverse values can coexist.
3. Being able to explore ways to realize a peaceful international community and diverse new values.

Curriculum Policy

Sociology Major will develop its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

[Master's Program]
Based on the diploma policy of the university and the graduate school, Sociology Major has organized its curriculum in accordance with the following policy in both the Sociology Research and Global Studies areas in order to cultivate talented people who understand the interdependence of various cultures in a rapidly changing modern society and a globalized world, and who will work to realize a peaceful international society in which people with diverse values can coexist.
 

1. We offer a wide range of subjects related to sociology, comparative cultural studies, area studies, and social welfare studies so that students can acquire the academic knowledge necessary to understand the diverse contemporary society and globalized world.
2. In order to allow students to gradually acquire knowledge about research procedures and methods, a "Comprehensive Seminar" is required for both the first and second years. In the "Comprehensive Seminar," faculty members in charge of the Master's Program work together to provide guidance on master's thesis or research paper writing.
3. As a result of their master's degree studies, students will write a master's thesis or research paper.

[Doctoral Program]
Based on the diploma policy of the university and the graduate school, Sociology Major provides research guidance aimed at obtaining a doctorate to those who have completed the master's program or have equivalent research experience. In order to foster creative academic researchers or highly specialized professionals, Sociology Major has organized its curriculum in accordance with the following policy in both the Sociological Research and Global Studies areas.
 

1. In order to enable students to acquire advanced academic knowledge, we offer "special research guidance" courses in the fields of sociology, comparative cultural studies, and area studies.
2. We will hold an interim presentation session for doctoral dissertations so that students can receive guidance from multiple faculty members, regardless of their research field.
3. The outcome of the doctoral course is the writing of a doctoral thesis.

In addition, Sociology Major participates in the graduate school credit transfer system for sociology and religion studies in the Kanto region, and students can earn credits at participating graduate schools. By utilizing this system, students will be able to interact with graduate students and researchers from other universities, and will be instructed to join a wide range of major academic societies and research groups in their field of expertise and to actively present and report on their research.

Admissions Policy

Based on the admissions policy of Soka University and in accordance with the diploma and curriculum policies of this department, Sociology Major selects students who possess the qualities to grow into the individuals outlined in the educational goals of this graduate school as follows:

Master's Program

1. To acquire the academic foundation to become a professional with a global perspective.
   Candidates' knowledge, skills, thinking ability, judgment, and expression are evaluated through written examinations administered at the university's major examination and general entrance examination.


2. Possess an academic foundation suited to the development of creative researchers.
   All entrance exams require an interview to evaluate applicants' motivation to learn, diversity, and ability to express themselves.

Doctoral Program

1. To have the comprehensive skills necessary to become a professional with a global perspective.
   Candidates' knowledge, skills, thinking ability, judgment, and expression are evaluated through written examinations administered at the university's major examination and general entrance examination.
    
2. Possess comprehensive capabilities suited to the development of creative researchers.
   All entrance exams require an interview to evaluate applicants' motivation to learn, diversity, and ability to express themselves.

*Please note that entrance examinations for foreign students will be conducted in the same manner as for Japanese students.
We welcome students who agree with our university's Founding Spirit and the above-mentioned objectives and who have the desire to creatively address the issues of the modern world.

Assessment Plan

Humanities Major

Humanities Major consists of three specializations: "Philosophy and History," "Studies of Japanese Literature and Language" and "Buddhist Studies," and offers master's and doctoral programs (excluding Buddhist Studies).

Diploma Policy

Based on the educational goals of the university and this graduate school, Humanities Major aims to produce students who demonstrate advanced knowledge, thinking skills, and expressive abilities in each specialized field, who proactively address fundamental issues that question the very nature of human beings, who respect diversity in a global civil society, and who create new value.Specifically, a Master's (Humanities) or Doctoral (Humanities) degree will be awarded to students who have acquired the following academic knowledge and fulfill the requirements for the degree award:
 

1. Students will acquire in-depth knowledge of research in their respective fields of specialization, as well as the basic stance and compliance required in each research field.
2. When conducting research activities in their respective fields, students are expected to have acquired the ability to formulate creative hypotheses based on knowledge, demonstrate precise thinking skills, and accurately express original academic content.
3. In conducting research activities in each field of specialization, we aim to respect diverse opinions and take into consideration the perspectives of socially disadvantaged people, while also contributing to society through collaboration with people from different research fields and positions.

4. In each field of specialization, students are required to have acquired the following academic knowledge:

• In the "Studies of Philosophy and History," students are able to grasp and consider human beings and their actions, which can be said to be the foundation of culture, from a holistic perspective and pursue them both conceptually and empirically.
• In the "Studies of Japanese Literature and Language, students are expected to organically study the interrelated academic fields of literature and language and to be able to study human culture.
• In the "Buddhist Studies, students are expected to be able to conduct empirical research on Buddhism, which has had a major impact on the culture and thought of various Asian regions, from a broad perspective and based on philological studies.

In particular, in the doctoral program, students strive to improve their advanced research skills as researchers, actively contribute to the development of their field of specialization, engage in interdisciplinary collaboration with researchers in other fields, and actively present the results of their research.

Curriculum Policy

Humanities Major will develop its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

Master's Program

The aim is to acquire broad and deep knowledge in each specialization field. Education is provided through small group instruction in order to acquire academic methods in each specialization field. The aim is to build advanced specialized knowledge in each specialization field. For each subject, students will create and fill out a "reflection sheet," which will be used to evaluate the achievement of the subject's educational goals and to enrich and develop the subject content.

Doctoral Program

Special research guidance is provided to enable students to acquire cutting-edge specialized knowledge in each major field. Coursework and guidance from multiple faculty members is provided to enable students to play an active role as independent, creative researchers in each major field. Guidance and support is provided for the presentation and submission of papers both on and off campus to enable students to write papers in each major field that can be used globally. A "reflection sheet" is created and completed for each course, and this is used to evaluate the achievement of the course's educational goals and to enrich and develop the course content.

Admissions Policy

Based on the philosophy, purpose, and educational goals of the Graduate Graduate School of Letters at Soka University, this department selects students who have basic undergraduate level learning ability in the "three important elements of academic ability." To this end, entrance examinations are conducted based on the following policy.
 

1. We select students who have the basic academic skills for each major. To that end, in all exams, we select students who have specialized knowledge, including foreign language skills.
2. We select students who can utilize their knowledge in each major and have the necessary thinking and expression skills in each field. To that end, we select students who have the ability to express themselves in writing in all exams.
3. We select students who have the ability to proactively study in each field of study. To that end, in all exams, we select students based on whether they have the appropriate attitude for studying and researching.
4. For the entrance examination for foreign students, we will select students who have the ability to study in each of the majors based on the "three important elements of academic ability."
5. In the doctoral program, students who have the ability to carry out more advanced research are selected.

Assessment Plan

International Language Education Major

In this age of international cultural exchange, there is a need to promote second language acquisition as well as intercultural understanding. In order to meet the demands of this era, International Language Education Major was established in 2009 as a two-year master's program with two majors: "Studies of Japanese Language Education" and "TESOL." Below are the policies for both majors.

Studies of Japanese Language Education

In today's international society, while economic and academic exchanges are becoming increasingly globalized through English, cultural and educational exchanges are becoming increasingly internationalized through Japanese language and culture, and coupled with growing interest in Japanese culture, the number of Japanese language learners is steadily increasing. In response to this era, International Language Education Major Studies of Japanese Language Education aims to foster human resources who can promote mutual understanding of language and culture through Japanese language education and contribute to building an international society of coexistence.

Diploma Policy

Education Major, Studies of Japanese Language Education will award a Master's Degree in Education to those who have fulfilled the following requirements by acquiring the required credits and writing a master's thesis (or research paper) based on the educational goals of the university and the graduate school.
 

1. To acquire a balanced combination of advanced specialized knowledge (theory) in Japanese language education, Japanese language education, and Japanese language studies, as well as specialized skills (application) that can contribute appropriately to the development of language learners in the field of education.
2. Students are recognized as having acquired the qualities to contribute to the international community as language educators of global citizens, and who have rationally resolved unresolved issues in their field of expertise through their own study and creative achievements through the writing of their master's thesis (research paper).

Curriculum Policy

International Language Education Major Studies of Japanese Language Education, will develop its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

We offer specialized subjects related to the theoretical fields of Japanese language education, Japanese language education, Japanese linguistics, and language communication, with the aim of helping students acquire specialized academic knowledge.
The program offers Japanese language education, participant observation in Japanese language education settings, practical training including practical instruction, and practical subjects, with the aim of acquiring practical skills.
We offer courses in interdisciplinary research fields such as second language acquisition theory, intercultural communication, language policy, and contemporary Japanese literary studies, all of which are related to issues in Japanese language education and national language education, and aim to develop the ability to explore topics from a wide range of perspectives.
Based on cutting-edge academic research in Japanese linguistics, Japanese language education, and national language education, students are offered seminar courses that allow them to conduct research on topics they set for themselves, leading to the writing of a master's thesis (or research paper), with the aim of cultivating academic research capabilities.

Admissions Policy

Studies of Japanese Language Education seeks candidates who meet the following three conditions and have the necessary basic abilities:
 

1. Those who aim to acquire the specialized knowledge and practical skills necessary to take on the role of Japanese language instructor in a responsible position in an increasingly globalized international society.
2. Those who aim to become language education professionals who can provide specialized instruction in Japanese and national languages at educational institutions.
3. Those who wish to explore issues that arise in the practice of Japanese language and national language education from an academic perspective and seek to further deepen their research.

Entrance examinations are conducted from the above three perspectives. In the general entrance examination, the written examination in specialized subjects evaluates basic knowledge and skills in Japanese language studies and Japanese language education, while the foreign language subjects evaluate the Japanese language proficiency of international students at a level enabling them to teach Japanese, and the foreign language proficiency of Japanese students at a level enabling them to pursue academic subjects. In the interview, students' sense of purpose, research plans, and qualities for academic pursuit are evaluated. For the foreign student entrance examination, applicants must pass the N1 level of the Japanese Language Proficiency Test as a qualification for application, and an oral examination of the same content and level as the general entrance examination written examination and interview is administered and evaluated.

Assessment Plan

TESOL

As a result of the increasing use of English as the language of communication, commerce and diplomacy worldwide, English language learning and teaching continues to occupy an important position in educational institutions and national and local governments. The English language education community is under greater pressure than ever to produce highly qualified English teachers. International Language Education Major 's TESOL aims to produce talented individuals who can demonstrate excellent teaching skills in the classroom and who can also demonstrate leadership skills in educational institutions.

Diploma Policy

By the time of completion, students in International Language Education Major TESOL will have acquired the foundation and confidence in the knowledge and skills to become a language educator who can thrive in a variety of situations or to advance to a doctoral program. Based on the educational goals of our university and graduate school, International Language Education Major TESOL share the philosophy of education that respects the dignity of life, treats each person equally, and regards each person as a global citizen. The educational goal is to develop competent individuals who can take appropriate action to contribute to society in their own way. Specifically, a Master's degree in Education will be awarded to those who have acquired the following knowledge and skills related to international language education through the acquisition of the required credits and the writing of a master's thesis (or research paper):
 

1. Expertise in the field of second language acquisition
2. Recognizing the importance of language learning in a variety of cultural settings that fosters diversity
3. Communication skills to effectively convey thoughts and ideas in a multicultural environment
4. Acquire research skills to further develop, express and share your knowledge in the field of second language acquisition.
5. Utilizing critical thinking skills to produce greater cultural awareness and greater educational effectiveness
6. Respect for Cultural Diversity
7. Gaining self-control to increase self-understanding and self-worth and live a more fulfilling life
8. Demonstrating leadership and teamwork to contribute to a better society

Curriculum Policy

International Language Education Major TESOL, has developed its curriculum based on the following guidelines, in accordance with the university-wide and graduate school diploma policies.

For any teacher, learning theory provides a foundation for thinking about how to teach, how to understand what happens in the classroom, and how to help learners achieve their goals. To address these issues, the program offers courses on second language acquisition theory, pragmatics, pedagogy, understanding and teaching grammar, the place of language in society, and the influence of culture on language education and use. By taking these courses, students will gain a broad and deep understanding of pedagogy and theory that will serve as a foundation for developing into teachers who can be effective in a variety of teaching environments.

In addition, while the major emphasizes practical teaching skills, the ability to evaluate, understand, apply, and implement research is essential to being productive in the field of language education. To this end, students learn research methodologies in second language education. In all courses in TESOL, students compile bibliographical references and complete presentations, reports, and/or projects on current research in English language education.

Since many of the students in this major will work in educational institutions in the future, the practical courses prepare students to teach in the field. Practical training is conducted through practical training, and through this process, students reflect on their own teaching philosophy and the relationship between the role of the learner and the curriculum. In addition, over one semester (15 weeks), students will have the opportunity to teach a university English communication course in collaboration with a professor, and later teach almost the entirety of one class. Students will receive weekly feedback from their professor, and will be required to design content-based and level-appropriate activities and write lesson plans.

Students who wish to focus on research may conduct a thesis study in their second year. Students completing TESOL will have the skills and confidence to evaluate, use, and sometimes implement research for their future professional activities. Students who choose a more practical rather than research-oriented track in their second year will write a research paper with a curriculum development project. In each project, students are expected to fully understand and be able to explain the theoretical, pedagogical, cultural, and linguistic aspects of the problem in English language teaching.

While all TESOL graduate students are required to build a strong foundation in theory, pedagogy, research, and practical experience, they are also encouraged to pursue their individual interests within the program. To this end, we offer a wide range of elective courses that match students' interests and future goals as language educators.

Admissions Policy

As a result of the increasing use of English as the language of communication, commerce and diplomacy worldwide, English language learning and teaching continues to occupy an important position in educational institutions and national and local governments. The need for highly qualified English teachers is greater than ever before in the English education community. International Language Education Major 's TESOL aims to produce talented individuals who can demonstrate excellent teaching skills in the classroom and who can also demonstrate leadership skills in educational institutions.

This is a challenging, all-English graduate program that aims to prepare English teachers who can effectively teach learners of different abilities in a variety of contexts. While teaching experience and knowledge of education are preferred, the TESOL welcomes applicants from different backgrounds and considers all applicants holistically.

We welcome applicants who have a combination of the following characteristics:

1. Enthusiasm and passion for teaching
   Applicants will be evaluated based on their application letter and interview.
    
2. Have a bachelor's degree with a certain level of academic achievement (GPA of 3.0 or so [out of 5], does not have to be in English literature or education. Other fields will be considered.)
   Evaluation will be based on transcripts.
    
3. English proficiency sufficient to keep up with classes taught in English (Applicants must have an iBT score of 71 or an IELTS score of 6.0 or above. iBT scores of 80 or IELTS scores of 6.0 or above are preferred.)
   Assessment is based on iBT or IELTS scores and an interview.
    
4. Understand how studying in TESOL will help you achieve your career goals.
   Applicants will be evaluated based on their application letter and interview.

The selection process does not judge applicants based on a single criterion, but rather comprehensively evaluates them based on their characteristics and whether their educational goals match the academic content of TESOL. TESOL also opens its doors to foreigners. Therefore, foreign applicants are required to apply for the general entrance exam in the same way as Japanese applicants. Therefore, there is no foreign entrance exam exclusively for foreigners.

Assessment Plan

Philosophy and Purpose

Soka University will establish a master's degree program in International Peace Studies with the aim of promoting advanced research into "building a peaceful and sustainable global society" and implementing educational programs based on the results of that research in order to cultivate creative "Graduate School of International Peace Studies" who will lead the international community, which is undergoing unprecedented changes due to the accelerating pace of globalization.

Educational Objectives

Graduate School of International Peace Studies has the following educational goals:
 

1. To produce talented people who can creatively solve the various policy issues facing an increasingly globalized society from the perspective of global citizens who seek the happiness and prosperity of themselves and others.
2. To produce talented individuals with advanced academic knowledge and skills in both the research fields of "International Relations" and "Peace Studies."

Diploma Policy

Graduate School of International Peace Studies will award a Master's degree in International Peace Studies to students who have achieved the following learning outcomes and fulfilled the requirements for the degree, based on the educational goals of the university and the graduate school.
 

1. Students must have specialized knowledge in the fields of international relations and peace studies.
2. The ability to utilize one's skills and experience to contribute to a peaceful, diverse and creative society.

Curriculum Policy

Graduate School of International Peace Studies has developed its curriculum based on the following policy, in accordance with the university-wide and graduate school diploma policies.
 

1. We conduct research and education on various forms of conflict and social disputes between states and non-state actors, which have traditionally been the subject of international relations and peace studies research.
2. English will be used as the language of instruction.
3. We practice small class sizes, placing emphasis on cultivating policy-making and proposal capabilities at the individual student level.
4. We aim to cultivate a perspective of global citizenship that balances a tolerant attitude toward diverse values with the establishment of one's own values.

Admissions Policy

Graduate School of International Peace Studies selects students who possess the following qualities:
 

1. Students who understand the objectives of this graduate school, have a clear goal for further study, and have a strong desire to study in this graduate school's program.
2. Applicants must have the knowledge and research capabilities necessary to complete a bachelor's degree in the field of humanities or social sciences.
3. Applicants must have the English language skills necessary to carry out education and research at this graduate school.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Desired teacher image>

1. Those who fully understand Founding Spirit our university and adhere to the "Soka University Faculty Ethics Code."
2. Those who understand the Graduate School's goal of nurturing creative global citizenship, and who strive to conduct research and education that will realize this goal.
3. Those who hold a PhD in the field of international relations or peace studies and have the educational and research achievements required for a master's degree at graduate school.
4. Those who will proactively and cooperatively participate in the management of the graduate school

<Faculty organization organization policy>

1. In accordance with the "Soka University Faculty Selection and Appointment Procedures Regulations" and the "Soka University Graduate School Faculty Selection Criteria," the university will assign the necessary faculty members to conduct advanced research and education regarding "building a peaceful and sustainable global society."
2. In order to promote research and education effectively and efficiently, appropriate roles will be assigned among faculty members.
3. Strive to ensure diversity among faculty members.

Philosophy and Purpose

The Graduate School of Education's philosophy is based on the three Founding Spirit of Soka University. In particular, it is anchored in the guideline "Be the highest seat of learning for humanistic education." When we take this Founding Spirit seriously, the following questions cannot help but arise: What does human education mean? What is its purpose? What values are needed to realize this? How can we make this accessible to the young people who will lead the next generation? The Graduate School of Education focuses on the practice of human growth and the work that supports and encourages this endeavor, and has set the following educational goals based on the ongoing promotion of research in this field.

Educational Objectives

Based on the educational goals of the university as a whole and Faculty of Education, the Graduate School of Education aims to cultivate individuals who, through deepening specialized learning in education and psychology, can grasp educational and psychological problems in various phenomena occurring in various regions, societies, organizations, and groups, utilize appropriate research methods to identify the causes of these problems, and work independently, collaboratively, and creatively to resolve these problems.

Diploma Policy

[Master's Program]
In the Master's Program in Education Major, we aim to cultivate basic abilities and broad insight, and to equip students with the practical skills required for highly specialized professionals, based on the ideal human resources we are cultivating. In addition to the completion requirements set by this program, we also require students to acquire the following abilities and knowledge, and will award a Master's degree (in Education) to those who meet the requirements for the degree award.

1) Possess specialized knowledge, skills, and thinking ability in education and psychology.
2) Understand research methods in education and psychology and be able to implement them appropriately according to the purpose.
3) Ability to understand global issues from educational and psychological perspectives and to solve problems independently and cooperatively from a variety of perspectives.

[Doctoral Program]
In the Doctoral Program Education Major, we aim to develop students with the skills required to become advanced researchers, based on the ideal human resource we are cultivating. In addition to the completion requirements set by this program, we also require students to acquire the following skills and knowledge, and will award a Doctor of Education to those who meet the requirements for the degree.

1) Possess advanced professional knowledge and skills in education and psychology, as well as deep thinking abilities.
2) Gain a deep understanding of research methods in education and psychology and be able to implement them appropriately according to purpose.
3) Ability to analyze world problems from educational and psychological perspectives and to solve problems independently and cooperatively from an original perspective.

Curriculum Policy

[Master's Program]
Based on the diploma policy of the Graduate School of Education's Master's Program, in order to cultivate talented individuals with high professional qualities, the educational curriculum is organized and implemented based on the following curriculum policy.

1) We offer a wide range of courses related to pedagogy, subject teaching, psychology, and clinical psychology so that students can acquire the academic knowledge necessary in a knowledge-based society.
2) To train highly specialized professionals who put educational theory into practice, such as clinical psychologists and licensed psychologists, and to provide students with a wide range of knowledge, skills, and practical abilities in the fields of education and clinical psychology.
3) As a result of their master's degree studies, students will prepare a master's thesis or research paper.

[Doctoral Program]
Based on the diploma policy of the Graduate School of Education Doctoral Program, in order to train researchers with the advanced abilities to develop and create new knowledge and wisdom, we will establish and implement a systematic educational curriculum and an organized education and research guidance system based on the following curriculum policy.

1) Develop the ability to view things from a bird's-eye view regarding education and psychology in general, rather than being limited to a narrow research field.
2) Cultivate the ability to set one's own theme, think deeply about it, and pursue it.
3) As a result of their doctoral studies, students will write a doctoral thesis.

Admissions Policy

[Master's Program]
In accordance with the diploma policy and curriculum policy of the Graduate School of Education's Master's Program, in order to select students who understand the educational philosophy and objectives of the Graduate School and who have the basic learning ability at the undergraduate level in education and clinical psychology, we will conduct an entrance examination that can comprehensively evaluate students' academic ability and human abilities.
Specifically, entrance examinations will be conducted based on the following basic policy.

1) Evaluate the applicants' knowledge, initiative, planning ability, and expressiveness based on the reasons for applying as stated in their application.
2) Recommendation letters are used to assess the applicants' humanity, initiative, and cooperativeness.
3) The candidate's specialized knowledge and skills, as well as their ability to think, express themselves, and solve problems will be assessed through a written examination (foreign language and specialized subjects (Studies of Education: Education, Studies of Clinical Psychology: Psychology [Clinical Psychology, Developmental Psychology, Educational Psychology])).
4) Through interviews, candidates' knowledge, expressiveness, creativity, and teamwork skills are measured.

[Doctoral Program]
In accordance with the diploma policy and curriculum policy of the Graduate School of Education Doctoral Program, in order to select students who have the academic knowledge and the qualities to conduct research at the master's level in education and clinical psychology, we will conduct an entrance examination that allows for a comprehensive evaluation of students' academic ability and human qualities.
Specifically, entrance examinations will be conducted based on the following basic policy.

1) To measure the applicants' initiative, expressiveness, and creativity based on their application for admission to higher education.
2) The recommendation letters will be used to evaluate the applicants' research ability, creativity, and teamwork skills.
3) Test takers' thinking and expressive abilities will be measured through a written test (in English).
4) Through an oral examination, the examinees' specialized knowledge, research ability, creativity, and expressiveness will be evaluated.

Philosophy and Purpose

Engineering and science are essential for the sustainable development of humanity, and for resource-poor Japan, they are the lifeblood that supports the country. Graduate School of Science and Engineering at Soka University was established with an eye on the new frontiers of science and technology in the 21st century, namely, "information," "life," and "environment." We believe that these fields are closely linked to each other, and that they will be integrated with other fields as key technologies that will perpetuate the creation of human culture, and promote the progress of a world in harmony with nature. The Graduate Graduate School of Science and Engineering aims to develop creative and internationally minded individuals who are familiar with the fundamentals of science and engineering, have advanced specialized skills and flexible application skills, and value the "humanism" that is Founding Spirit.

Educational Objectives

Graduate School of Science and Engineering has the following educational goals:

1. Through systematic science and engineering education consisting of general and specialized subjects in each major, we aim to develop highly skilled engineers, specialists, and researchers with logical thinking and creative abilities.
2. We foster communication skills necessary in a global society and develop human resources with flexible human abilities.
3. We aim to foster engineers, specialists, and researchers who can contribute to the creation of a truly prosperous society by conducting research and development in science and technology that aims to enable people to coexist and live in symbiosis with society and nature.

Diploma Policy

Graduate School of Science and Engineering　Information Systems Science Major

<Master's Program>
Information Systems Science Major awards a Master's degree (Engineering) to students who, in accordance with the educational goals of the university and the graduate school, have acquired the following knowledge and abilities in addition to the completion requirements set by the department.

1. In addition to basic knowledge of information systems engineering in general, applicants must have sufficient knowledge in one of the following fields: "Mathematical Information Systems", "Information Processing Systems", or "Information Transmission and Control Systems"
2. Possess the qualities required of a professional (logical thinking ability, problem-solving ability, communication ability)
3. Possess a sense of ethics and responsibility as a professional

<Doctoral Program>
Information Systems Science Major awards a Doctoral Degree in Engineering to students who, in accordance with the educational goals of the university and the graduate school, in addition to meeting the completion requirements set by the department, have acquired the following knowledge and abilities.

1. In addition to specialized knowledge in information systems engineering in general, students must have world-leading cutting-edge knowledge in one of the following fields: "Mathematical Information Systems," "Information Processing Systems," or "Information Transmission and Control Systems."
2. Equipped with the inquisitiveness and creativity necessary for a researcher, and the ability to set one's own research theme and find ways to advance that research

Graduate School of Science and Engineering　Biosciences Major

<Master's Program>
Biosciences Major awards a Master's degree (in Science) to students who, in accordance with the educational goals of the university and the graduate school, have acquired the following knowledge and abilities in addition to the completion requirements set by the department:

1. In addition to basic knowledge of life science in general, applicants must have sufficient knowledge in one of the following fields: "Bio-molecular chemistry", "Cellular life science", "Bio-information science", or "Bio-functional science".
2. Possess the qualities required for a teacher or professional (logical thinking ability, problem-solving ability, communication ability)
3. Possess a sense of ethics and responsibility as a teacher or professional

<Doctoral Program>
Biosciences Major will award a Doctor of Science degree to students who, in accordance with the educational goals of the university and the graduate school, in addition to meeting the completion requirements set by the department, have acquired the following knowledge and abilities:

1. In addition to specialized knowledge in life science in general, applicants must have world-leading cutting-edge knowledge in one of the following fields: biomolecular chemistry, cellular life science, bioinformatics, or biofunctional science.
2. Equipped with the inquisitiveness and creativity necessary for a researcher, and the ability to set one's own research theme and find ways to advance that research
3. Possess a level of English communication ability that allows them to interact with researchers overseas.
4. Possess a sense of ethics and responsibility as a researcher

Graduate School of Science and Engineering　Environmental Engineering for Symbiosis Major

<Master's Program>
Environmental Engineering for Symbiosis Major awards a Master's degree (Engineering) to students who, in accordance with the educational goals of the university and the graduate school, have acquired the following knowledge and abilities in addition to the completion requirements set by the department.

1. In addition to basic knowledge of environmental science in general, students must have sufficient knowledge in one of the following fields: Earth Environmental Science, Biosphere Science, Environmental Response Engineering, or Sustainable Environmental Engineering.
2. Possess the qualities necessary for a professional or teacher (logical thinking ability, problem-solving ability, and communication ability)
3. Possess a sense of ethics and responsibility as a professional or teacher

<Doctoral Program>
Environmental Engineering for Symbiosis Major awards a Doctoral Degree in Engineering to students who, in accordance with the educational goals of the university and the graduate school, have acquired the following knowledge and abilities in addition to the completion requirements set by the department:

1. In addition to specialized knowledge in life sciences in general, students must have world-leading cutting-edge knowledge in one of the following fields: Earth Environmental Science, Biosphere Science, Environmental Response Engineering, or Sustainable Environmental Engineering.
2. Equipped with the inquisitiveness and creativity necessary for a researcher, and the ability to set one's own research theme and find ways to advance that research
3. Possess a level of English communication ability that allows them to interact with researchers overseas.
4. Possess a sense of ethics and responsibility as a researcher

Curriculum Policy

Soka University's Graduate School of Science and Engineering has set its sights on the new frontiers of science and technology in the 21st century, namely "information," "life," and "environment." Its philosophy and purpose is to develop talented individuals who are familiar with the fundamentals of science and engineering, have advanced specialized skills and flexible application skills, and who value the Founding Spirit of "humanism," as well as creative and international talent. To this end, the Graduate School offers a master's degree program and a doctoral degree program, as well as a grant program to support student research activities. The educational programs are divided into three majors: Information Systems Science Major, Biosciences Major, and Environmental Engineering for Symbiosis Major.

Information Systems Science Major and Environmental Engineering for Symbiosis Major

<Master's Program> [Master's (Engineering)]

1. Based on the foundations of the bachelor's degree curriculum, we offer a wide range of subjects to further deepen basic knowledge and to advance specialization, so that students can acquire application and development skills.
2. In the course of master's thesis guidance, students will be involved in practical research activities, and will develop independent abilities to discover research topics and solve problems. Students will also be able to position and structure their research based on logical thinking, and will be trained to become engineers and researchers with the ability to advance their research.
3. We encourage the widespread dissemination of research results both domestically and internationally, and foster high-level logical explanation skills while cultivating engineers, researchers, and educators who are always keenly aware of the international competitiveness of their research.

<Doctoral Program> [Doctoral (Engineering)]

1. While students acquire peripheral knowledge related to advanced specialist knowledge in their research fields, they also receive practical education through concrete research in their major fields, and develop the planning, proposal and implementation skills necessary for research and development.
2. In the course of doctoral dissertation guidance, students will acquire the ability to lead research by identifying problems to be solved, examining methods for solving them, and examining their feasibility. We also foster leading researchers who can organize the planning and execution of internationally competitive research.
3. Through research planning and explanation of results, students will develop the comprehensive ability to consider the social significance of the research, its contribution and effect on society, and the assurance of ethical conduct.

Biosciences Major

<Master's Program> [Master's (Science)]

1. Based on the foundations of the bachelor's degree program, students will acquire cutting-edge specialist knowledge, aiming to further deepen their basic skills and advance their expertise in the fields of "bio-molecular science," "cell-bioscience," "bio-information science," or "biofunctional science."
2. During the master's thesis guidance process, students will carry out practical research activities and develop logical thinking skills and the ability to develop research strategies in order to solve problems independently.
3. Through presentations and discussions, students will develop logical explanation skills and communication skills. Many courses are also offered in English, helping to develop internationally minded individuals.

<Doctoral Program> [Doctor of Science]

1. By acquiring knowledge of the life sciences in general, rather than being limited to a narrow research field, and cultivating a bird's-eye view of life phenomena, we aim to develop researchers who have the ability to discover and solve original research questions.
2. In order to foster creativity, students will learn methods and ways of thinking in the field of life sciences that are different from their own research field.
3. It develops the ability to think deeply and pursue the truth.
4. We aim to develop students' ability to write papers and give presentations in English, and to become researchers who can play an active role on the international stage.
5. We foster researchers who have a strong sense of ethics and responsibility. 

Curriculum policy for each major

Information Systems Science Major

Information systems supported by computer hardware and software such as the Internet, mobile devices, and e-books are cutting-edge technologies that are essential for solving various problems on a global scale, from everyday human life such as communications, medicine, finance, environmental conservation, performing arts, etc. Our goal is to develop talented people who are familiar with this diverse information technology and can create infinite value for the society of the future.

[Master's program (Master's degree)]
The program offers three specialized subjects: Mathematical Information Systems, Information Processing Systems, and Information Transmission and Control Systems. The program provides students with knowledge and skills in a wide range of information engineering fields, including mathematical models of information, computer networks, artificial intelligence, robotics, and photonics, and is structured to enable integrated learning without being limited to a narrow field.

[Doctoral Program (Doctoral)]
Based on the three fields of mathematical information systems, information processing systems, and information transmission and control systems, we aim to foster researchers who will take on the challenge of original research with free-thinking, diverse fusions, and who will be oriented toward the development of new information technologies of the future and be able to give back to society the results of their research.

Environmental Engineering for Symbiosis Major

With the theme of "coexistence of humans with nature and the Earth," the program aims to cultivate human resources who can contribute to solving various environmental problems and developing science and technology that aims for a sustainable society.

[Master's program (Master's degree)]
The program offers four specialized subjects: geoenvironmental chemistry, biosphere science, environmental response engineering, and sustainable environmental engineering. The curriculum is designed to allow students to acquire a wide range of specialized knowledge in their research fields while also allowing them to study across disciplines without being limited to a single specialty.

[Doctoral Program (Doctoral)]
The research subjects for the senior course are divided into two fields: Environmental Chemical Systems Engineering and Environmental Ecosystem Engineering.
In order to nurture researchers who have the ability to position their research from a broad perspective without falling into the trap of over-specialization in academic fields, and who have the basic skills to constantly venture into unexplored fields, multiple research guidance subjects are available in each field.

Biosciences Major

In order to position the pursuit of truth as a culture in itself, the program aims to train talented people with advanced intellectual literacy in the fields of life science who understand cutting-edge life science and the impact that its progress has on modern society, and who will support a knowledge-based society.

[Master's program (Master's degree)]
The Master's Program consists of the following four areas:
"Bio-Molecular Science" field: Students will gain a molecular understanding of biomolecular construction and the principles of their operation, and will also learn methods for researching new structures and mechanisms of operation.
"Cell Life Science": Students will learn how to understand and study the processes that occur within cells, from gene expression to cell fate determination, at the molecular level.
"Bioinformatics": Students will acquire the ability to collect and formalize the information necessary to solve problems, generate solutions, and develop methods to obtain new biological information.
"Field of Biofunctional Science": Students will learn methods to understand and study the functions of living organisms, such as how they recognize external information and respond to it, at the molecular level.

[Doctoral Program (Doctoral)]
The second half of the course is made up of ability-building courses and research guidance courses. Through these courses, students will develop the following abilities:

1. Students will develop the ability to see things from a broader perspective, not just in a narrow research field, but in life science as a whole.
2. In order to foster creativity, students will acquire methods and ideas in the field of life sciences that are different from their own research fields.
3. Cultivate the ability to think deeply and pursue ideas.
4. We aim to train individuals who can thrive on the international stage by focusing not only on advanced, specialized knowledge, such as the ability to write papers and give presentations in English, but also on the development of communication skills in English.

Admissions Policy

In the Master's program, we aim to develop students into engineers, researchers, and educators who have acquired the independent abilities to discover research topics and solve problems, as well as an international outlook, by deepening their fundamental abilities and developing their expertise.

In addition, in the doctoral program, practical education is provided through concrete research, and students are trained to become leader-level researchers who can organize competitive research by developing the planning, proposal, and implementation skills necessary for research and development.

To achieve this goal, Graduate School of Science and Engineering offers a wide variety of subjects and educational programs, as well as various grant programs to support student research activities. To this end, we require that those wishing to enroll meet the following criteria:

The ideal student for Graduate School of Science and Engineering

For the Master's degree program, the following conditions are required for enrollment:
 

1. Those who have the basic skills and motivation to realize the philosophy and goals of Graduate School of Science and Engineering.
2. A person who respects Founding Spirit, gives back the fruits of their learning to others, and aims to contribute to society.
3. A person who takes on the challenge of creating new value with an enterprising spirit and makes tireless efforts to improve himself.

The following conditions are required for those entering the doctoral program:
 

1. Those who have the professional ability and motivation to realize the philosophy and objectives of Graduate School of Science and Engineering.
2. A person who respects Founding Spirit, gives back the fruits of their learning to others, and aims to contribute to society.
3. A person who takes on the challenge of creating new value with an enterprising spirit and makes efforts in self-improvement to cultivate the planning, proposal, and implementation capabilities necessary for research and development.

"Desired teacher image" and "Faculty organization organization policy"

Graduate School of Science and Engineering "Desired Faculty Profile" and "Faculty Organization Reorganization Policy"

In order to realize Founding Spirit our university, Graduate School of Science and Engineering has established the following "ideal profile of a faculty member" and "policy for organizing the faculty organization."

<Desired teacher image>
In addition to the profile of faculty members defined by the university, the following items will also be established:

1. Those who wish to contribute to the advancement of humanity through education and research in science and technology
2. Those who have the educational ability to take charge of teaching in the Graduate Graduate School of Science and Engineering and strive to improve that ability
3. Professors, associate professors, Lecturer, and Assistant Lecturer must have the educational and research achievements required by each department, and practitioner teachers must have the ability and experience in their field of specialization and the will to continue to build on this experience.
4. Those who can proactively and cooperatively participate in the operation of the Graduate Graduate School of Science and Engineering

<Faculty organization organization policy>

1. Graduate School of Science and Engineering aims to develop talent who can build on the academic foundations acquired in the undergraduate program to further build up specialized knowledge and skills, and who can enhance their expertise to create new science and technology that contributes to the sustainable development of humanity, as well as talent with flexible problem-solving capabilities that can deal with the various issues facing our global society. In order to achieve this educational and research goal, while taking into consideration the balance of areas of expertise in education and research, the necessary faculty members will be assigned to Information Systems Science Major, Biosciences Major, and Environmental Engineering for Symbiosis Major.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, we will appropriately divide up roles among faculty members in the educational curriculum of each department and in the administration of departments and graduate schools.
3. We will seek talent from both within Japan and overseas, taking into consideration age and gender composition, and whether or not the candidate has work experience in a research institute or company.

Philosophy and Purpose

The founder stated that the original mission of Soka University is to create value and give back to humanity, and called on students to "be creative people." When opening the Soka University Law School, he indicated that three elements are required of legal professionals: "a cool-headed intellect to correct evil, a warm compassion for humanity, and a strong spirit to determine victory."
In light of these guidelines set forth by our founder, the Soka Law School Law aims to not only equip students with the specialized knowledge and skills required of legal professionals, but also to train "creative legal professionals" who can utilize their acquired specialized knowledge and skills to freely apply their wisdom to solve problems in response to the ever-changing reality, thereby realizing universal values such as human rights, the happiness of the people, social justice, and peace.

Educational Objectives

In order to realize the ideals of this Law School, our educational goal is to train legal professionals who have "human skills, international skills, and legal skills," and we aim to produce excellent human resources for the legal profession.

Diploma Policy

The Graduate School of Law will award a Juris Doctor (Professional) degree to those who have acquired the following qualities and abilities and fulfilled the requirements for the degree, based on the educational goals of the university and the graduate school.
 

1. Legal professionals who are considerate of others and have rich humanity (human power)
   
   We aim to train legal professionals who understand the dignity of life and the importance of human rights, who have a deep understanding and compassion for all others, and who, in particular, place the happiness of the people first. Each and every person lives an irreplaceable life, and we aim to train legal professionals who have a rich humanity and can deeply empathize with the joys and sorrows of the people.
    
2. A legal profession with an international perspective that contributes to peace (international competence)
   
   Soka University's Founding Spirit is "to be a fortress that protects the peace of mankind." To realize this Founding Spirit, it is essential to produce legal professionals who contribute to peace. The founder stated that nurturing lawyers who combine the three spirits is nothing less than "a sacred work of 'preparing for peace' for the future of mankind and the earth." We will train legal professionals who have an international perspective and can contribute to peace in Japan and the world in the legal world.


3. Legal professionals with a solid foundation of ability (legal skills)
   
   In order to jump into the real world and overcome difficulties to create value, it is essential to have a solid foundation of ability, in other words, a foundational ability backed by thorough academic effort.By studying statutes that bring together the wisdom of humanity, and case law that encapsulates the legal thinking of judges, we aim to train legal professionals with strong thinking skills.

Curriculum Policy

Based on the diploma policies of the university and the graduate school, the Graduate School of Law will systematically organize an educational program that embodies the following curriculum policy and establish and implement an educational instruction system in order to train legal professionals who are equipped with human skills, international abilities, and legal skills.

First year: Acquire basic knowledge and gain a systematic understanding of the Six Basic Laws
 

Of the "Basic Law Subjects," students are required to take 6 credits on public law, 21 credits on civil law, and 9 credits on criminal law, aiming to acquire basic knowledge and a systematic understanding of the six basic laws of the Constitution, Civil Law, Criminal Law, Commercial Law, Civil Procedure Law, and Criminal Procedure Law, and through this study, they will develop legal thinking skills.In addition, students will take "Legal Information Survey" and "Introduction to Practical Law," which are essential for legal practitioners, as well as "Legal Philosophy" as part of their human education.
In addition, a promotion system will be applied to determine whether students have sufficient basic learning ability in basic law subjects.
In order to advance to the second year, students must meet certain requirements for the basic law subjects allocated to them in the first year.

Second year: Deepening basic knowledge and systematic understanding and acquiring practical problem-solving skills
 

Based on the basic knowledge and systematic understanding of the Six Basic Laws acquired in the first year, students will acquire practical problem-solving skills through exercises using specific cases and precedents, and will further deepen their basic knowledge and systematic understanding. In particular, each exercise course aims to provide learning that is conscious of bridging theory and practice.
Students can also complete internships at law firms during their second or third year.

Third year: Improve practical problem-solving skills and acquire and understand a wide range of legal practice knowledge
 

By analysing and examining issues from a comprehensive perspective in each of the civics, civil and criminal law subjects, students will improve their practical problem-solving abilities. At the same time, by taking advanced and cutting-edge subjects, students will deepen their knowledge and understanding of a wide range of legal practices, develop the skills necessary to pass the bar exam, and acquire a wide range of knowledge as a legal professional.
In addition, students will learn civil and criminal litigation and public law practices with a view to linking them with legal training after passing the bar exam.

Admissions Policy

Soka Law School has the following five basic admissions policies in order to train legal professionals who have human skills, international ability, and legal competence.

1. Have sufficient basic academic ability, such as reading comprehension, understanding, analytical ability, logical thinking, and expression, to cope with legal education at Law School.
2. Have a strong desire to pursue a legal career
3. Have the tenacity to humbly approach legal studies and continue to make efforts
4. Understand the importance of life and human rights, and have a rich humanity that shows consideration for others.
5. Those who have the desire to contribute to world peace, an international perspective and creativity, and the language skills necessary to achieve this.

Based on these five admission policies, we conduct entrance examinations to select students who possess the following qualities and characteristics:

• Those who have studied law must have a thorough understanding of the basics of law, such as constitutional law, civil law, and criminal law, or have equivalent knowledge and ability.
• Those who have graduated early from their undergraduate programs with excellent grades, have acquired a thorough understanding of the basics of law, such as constitutional law, civil law, and criminal law, and are motivated to continue their studies at Law School
• For those without a law degree, those who have excellent knowledge and ability, or who are conducting distinctive research in fields other than law, such as natural sciences or humanities.
• Those who have a wealth of social and activity experience that can be utilized after studying at Law School and obtaining legal qualifications
• Those who have a regional base that contributes to resolving the uneven distribution of lawyers in certain regions and who have the ability, qualities, and motivation to contribute to regional revitalization as legal professionals.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of areas of expertise in education and research, the School of Law will assign the necessary faculty members to achieve its educational and research objectives.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Educational Objectives

The Graduate School of Teacher Education aims to train teachers who have advanced expertise, rich humanity and sociability, and practical skills to play a leadership role in schools and other institutions.

Diploma Policy

Based on the educational goals of the university and this graduate school, Graduate School of Teacher Education of Education will certify completion and award a Master's of Education (Professional) degree to those who have been enrolled for a specified period of time or more, acquired the required credits, and acquired the following qualities and abilities.

1. Educational philosophy and knowledge based on the idea of human education
   Students review their own views on education from the perspective of human education, acquire a view of education based on the principles of human education, and acquire the knowledge necessary to promote human education.
2. Practical skills to actively engage in educational issues
   Based on an educational philosophy and knowledge based on the principles of human education, students have acquired the ability to proactively solve educational issues in schools as school leaders or future school leaders.
3. A broad perspective and flexibility to accommodate the diversity and international nature of education
   They reflect on their own educational practices and the education of their schools by comparing them with various educational systems and practice examples both in Japan and abroad, and acquire the broad perspective and flexibility to improve and develop educational content and methods from new perspectives.
4. A self-renewing attitude
   In order to be teachers who continue to grow together with the students, they have acquired the motivation and attitude to continually reflect on their practice and renew themselves with a strong sense of ethics and a deep sense of mission.

Curriculum Policy

Based on the diploma policies of the university and this graduate school, the Graduate Graduate School of Teacher Education of Education has established two courses in line with the type of teacher it aims to train, and has organized its curriculum according to the following policies.

Human Education Practice Leader Course

The Human Education Practice Leader Course has developed and implemented a distinctive curriculum to develop school leaders who have abundant practical leadership skills rooted in the philosophy of human education and the ability to apply and develop ideas based on a high level of expertise, so that they can play a leading role in educational practice such as classes in schools, as well as in school management.

Human Education Professional Course

In the Professional Course in Human Education, we have created and implemented a distinctive curriculum to train teachers who have rich practical teaching skills rooted in the idea of human education and solid teaching skills backed by high level expertise, and who can become effective members of each school. (*The three-year program lasts for three years, and students take the educational courses of Graduate School of Teacher Education of Education and the undergraduate courses required to obtain a first-class elementary school teacher's license, a first-class junior high school teacher's license, or a first-class high school teacher's license in parallel.)

Characteristics of the curriculum

All common subjects are required electives for both courses. Additionally, subjects from the five areas that are required to be included in the curriculum of Graduate School of Teacher Education Graduate School of Teacher Education, and also form the foundation for building practical learning in field-specific subjects. (*Both courses require students to take at least one subject from each of the five areas to earn a total of at least 20 credits.)

As for the field-specific subjects, compulsory subjects are set for each course, taking into consideration the uniqueness of each course. This allows for two purposes and functions to be achieved: the core of the education is comprised of compulsory subjects for both courses, and the core of each course is comprised of subjects required for that course. (*For both courses, students must earn at least 15 credits, including compulsory subjects for each course.)

For the Human Education Professional Course, practical research is basically carried out in Tokyo Metropolitan public schools. "Practical Research I" lasts for 40 days, while "Practical Research II" lasts for about 20 days, and students gain experience in subject instruction, student guidance, classroom management, etc., to develop the qualities and abilities to independently tackle various issues at school. "Practical Research III" of the Human Education Practice Leader Course allows students to do on-demand practical research, such as practical training at the school where they work, participating in research groups at advanced schools, and being involved as a mentor in the practical research of the Human Education Professional Course.

Through subjects that expose students to a variety of systems and practical examples both in Japan and overseas, and through collaboration with boards of education, students will be able to reflect on their own educational practices and the education of their own schools, and by bridging theory and practice, they will develop broad-minded and flexible thinking skills that allow them to improve and develop educational content and methods from new perspectives.
Among the general and field-specific subjects, there are subjects that allow current teaching students in the Human Education Practice Leader course to interact with undergraduate students in the Human Education Professional course, aiming to improve their qualities and abilities as teachers through mutual inspiration.

Admissions Policy

Based on the Graduate School of Teacher Education admissions policy, the Graduate School of Education selects students according to the characteristics of Graduate School of Teacher Education as follows:
 

1. Possess the basic academic ability required to become an excellent teacher, as well as a strong interest in education and a desire to learn.
2. To be a person who can truly take joy in seeing others happy and grow and develop.
3. Be able to perceive things flexibly and have a learning attitude that seeks to constantly update oneself.

In addition to the basic qualities and personality listed above in 1, 2 and 3, we expect students to possess the following qualities:
 

• Students who have more than 10 years of teaching experience, have a clear understanding of their own practical educational issues and problems to be solved based on sincere performance of their duties (Human Education Practice Leader Course)
• Students who have acquired teaching qualifications for kindergarten, elementary school, junior high school, high school, etc. in Faculty of Education or in a teacher training course, and have acquired the passion and basic academic skills required for teaching (Human Education Professional Course)
• Students who have acquired the knowledge and skills required by teachers in the humanities, social sciences, natural sciences, etc.
• Students with a strong sense of human rights and an international outlook who can provide fair and equal instruction to all students.
• Students who have the humanity to see things in a positive way and give hope to students.
• Students who are cooperative and able to cooperate with colleagues at school and in the workplace, and who are also socially well-rounded and able to communicate and interact with parents and local people.

Based on the above admissions policy of Graduate School of Teacher Education, students will be selected based on a comprehensive and multifaceted evaluation of written exams (Human Education Professional Education Course only), oral exams, and application essays.

Assessment Plan

"Desired teacher image" and "Faculty organization organization policy"

<Faculty organization organization policy>

1. Based on the standards for establishing universities, graduate schools, and Professional Graduate School, and taking into consideration the balance of educational and research specializations, the necessary faculty members will be assigned to achieve the educational and research objectives of the Graduate School of Teacher Education.
2. In order to ensure collaboration among faculty members and conduct systematic education and research, appropriate division of roles will be established among faculty members in the curriculum and university administration.
3. We will seek talent from both within Japan and overseas, and will take into consideration age, gender, and practical work experience.

Soka University's Mission and Objectives (Founding Spirit)

Soka University was founded in 1971 by Daisaku Ikeda to realize the ideals of Soka education. The founder stated that Founding Spirit is as follows:

• Be the highest seat of learning for humanistic education
• Be the cradle of a new culture
• Be a fortress that protects peace for humanity.

I have shown three of them.

Soka University Educational Goals (Human Resource Development Policy)

Based on this Founding Spirit, Soka University aims to develop "creative people" who will sincerely tackle the individual problems that humanity faces and demonstrate their wisdom.To achieve this, we work on human education that will hone "intellect" and "human power," and discover and bring out "self-power" (the potential that each student possesses).

Diploma Policy

In order to achieve the above educational goals, Soka University will:

• Knowledge base: wide range of knowledge and high level of expertise
• Practical ability: Ability to apply knowledge to society and communication skills
• Diversity: Ability to accept diversity and work collaboratively with others
• Creativity: The ability to integrate and think creatively

We are committed to nurturing talented people who will become global citizens equipped with these skills.
Soka University's Distance Learning Division will award degrees to students who are enrolled for the specified period, have acquired the above knowledge, skills and attitudes through the bachelor's degree program, and have earned the required number of credits.

Curriculum Policy

Soka University aims to develop creative individuals, and in order to enable students to acquire the knowledge, skills, and attitudes set forth in the above diploma policy, we systematically organize the general subjects offered by Distance Learning Division as a whole and the specialized subjects offered by each faculty, and provide education that appropriately combines lectures, seminars, practical training, etc. All subjects offered by Distance Learning Division are assigned course numbers to clearly indicate their sequentiality and systematicity.

Soka University's Distance Learning Division has students take basic and introductory courses such as Introduction to Independent Learning, Human Education Theory, General Comprehensive Seminars, and Foreign Languages in their first year so that they can become independent learners.

Soka University's Distance Learning Division inspects and evaluates the appropriateness of course numbers and subject placement for general and specialized subjects through the University-wide Self-Inspection and Evaluation Committee, and works to ensure that internal quality assurance is functioning by linking the results to educational improvements at the program and class levels, as well as curriculum reviews.

Admissions Policy

Soka University aims to develop "creative individuals" in accordance with its diploma policy and curriculum policy. Therefore, the Soka University Distance Learning Division actively accepts individuals who understand Founding Spirit and have a strong desire to learn as described below.
in particular,

(1) Understand the educational philosophy of Soka University and wish to study at the university in light of your own goals.
(2) Possess the basic academic ability and comprehension skills set forth as the goal of the high school curriculum.
(3) Have the willingness to take the initiative and work collaboratively with a diverse range of people to solve various problems.

The above will be evaluated through a document review.