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3rd Workshop of JSPS Global Initiatives

3rd Workshop of JSPS Global Initiatives: International Comparative Research on How to Adapt Nation-State Oriented University History Education to the Era of Globalization

 After the first two workshops, in which Scholars from China, Korea, and US participated, we would like to continue our discussion toward a new model of history education (in both contents and methods) in universities, inviting Southeast Asian scholars from Singapore and Vietnam, and a scholar from a local university in Japan as well. Scholars from two Southeast Asian countries appear to have “symmetrical” positions, not only in the nature of their universities, but also in the influence of nation-state ideology. In japan, local universities have quite different conditions form big universities such as Osaka. We would like to focus on such contrasts and differences to diversify our approach to history education.

Workshop program

10:0017:00, Dec.10 (Sun) , 2017.

Conference Room, Graduate School of Letters, Toyonaka Campus, Osaka University

(Bldg. no. 2


10:0010:20  Keynote Speech

Kazuaki TsutsumiGraduate School of Letters, Osaka Univ.

10:2012:30  History @ NTU: Context, Curriculum, and Development,


   Liu Hong, Els van Dongen and Hallam Stevens (History Programme, Nanyang Technological University)

12:3014:00 Lunch

14:0014:30   Teaching History in Vietnam: Reality and Prospect 

Pham Quang Minh (University of Social and Human Sciences, Vietnam National University)

14:3015:00   Beyond the Divisions between History and History Education: The Case of Shizuoka University

  Iwai JunShizuoka University

15:30-17:00  Discussion


Presentations will be made in English

Contact person: Momoki Shiro ( )


History @ NTU: Context, Curriculum, and Development

Liu Hong, Els van Dongen and Hallam Stevens

(History Programme, Nanyang Technological University)


In our presentation, we will describe the development of the history programme at Nanyang Technological University (NTU) in relation to the broader theme of history and world history education in Asia. Although NTU remains primarily an engineering and science university, NTU’s School of Humanities and Social Sciences was inaugurated in 2003, with programmes in economics, psychology, linguistics, and sociology. History was added to the curriculum as a minor in 2007 and as a full programme of study in 2012. Since then, the history programme has enrolled over four hundred undergraduates and now has twelve full time tenured or tenure-track faculty.


There are several features that make the development of NTU’s history programme an interesting case study for examining the development of history teaching in Asia. For instance, Singapore’s growing ambition to be an intellectual hub within Asia has important consequences for the development of disciplines such as history. Nevertheless, Singapore itself is a young nation where history plays particular critical social and political roles. Moreover, NTU’s heritage as a “Chinese” university within a multi-ethnic society also contributes to its symbolic and political significance. In this context, what does it mean to talk about world/global history?


We will describe how these issues have contributed to the shaping of the history curriculum at NTU. In our discussion of how this case study relates to the teaching of history and world history in Asia, we will also consider the historical impact of British and American “models” of education in Singapore. What questions does this raise for history education in Japan?



Prof. Pham Quang Minh

VNU University of Social Sciences and Humanities, Hanoi


The main objective of the paper is to propose some suggestions for improvement of teaching/learning history subject in Vietnam based on the idea of Global history. In order to do so the paper first tries to describe the reality of teaching the history subject  in Vietnam in both level of school and university as well, and to show some its limitations. Then the paper analyzes the importance of using approach of three C in teaching/learning history, namely Comparison, Change and Connection and its implications to teach and learn Vietnamese history. The paper concludes that a national history such as Vietnamese should be taught and learned as an integral part of global history. 


Beyond the Divisions between History and History Education:

The Case of Shizuoka University

Jun IWAI (Shizuoka University)


In Shizuoka University, academic staffs of history have decreased rapidly. In 1990s 11 staffs stayed at work at my Faculty. But now we have only 7 staffs. In these hard conditions, we looked for the efficient way of history education in our university. At first we tried to reform the Faculty education. Secondly we tried to found new society of history education which was aided and supported by other Faculty staffs and high school teachers. That society named the Society of History Education in Shizuoka was established in 2010. My paper will focus on this society. I will examine firstly the ways and purposes of our society, secondly the coexistence between history  and history education, thirdly the cooperation between high school and university, fourth the integration of Japanese History and World History.



Report on activities of FY2017 is updated | History Education Symposium 2 in Tokyo