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A Study on Actual Situations of ‘The Late Generalization’ in Japanese Universities－Focused on Cases of the University of Tokyo

In the midst of the tremendous social changes brought about by the era of the 4th Industrial Revolution as well as that of A.I. (Artifical Intelligence), a crisis in theory is now emerging within universities. As seen by the changes and reforms undertaken in education by universities to prepare their students for the future society, there have been attempts to reorganize the education system, especially within the liberal arts. Moreover, the importance of the general education at universities is receiving new attention. In this study, I will analyze and contemplate the liberal arts oriented curriculum found at the University of Tokyo. The background of the introduction of ‘The Late Generalizaton’ curriculum and its completion course will be investigated and reported on. The University of Tokyo made the liberal arts oriented education take a lead role in its reforms based on the liberal arts ideology and has been reinforcing its general education faculty to meet its goal of raising talented people to solve global issues in a rapidly changing world. In particular, by practicing ‘The Late Generalization’ not just for entry level students, but also for second, third and fourth year students, (and in fact even for graduate course students), the needs for liberal arts education to develop an inter-disciplinary way of thinking is being emphasized more and more. Also, by implementing an organic integration of liberal arts and major subjects, a new model of liberal arts education is being suggested. With such emphases being placed on liberal arts education in Japanese universities, even in the case of higher level students, liberal education has considerable implications for Korean university education. Referring to organic fusion education, which crosses the liberal arts with the natural sciences, I will attempt to identify issues on liberal arts education in Korean universities, and will also try to suggest the possibility of The Late Generalization (high level liberal arts education) for qualitative improvements of our liberal arts education.