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Gary H. Tsuchimochi

Gary H. Tsuchimochi


  • Bachelor of Arts, Master of Education, California State University, Master of Education (Ed.M.), Doctor of Education (Ed.D.), Columbia University Doctor of Education, University of Tokyo
  • Guest Professor, Department of Education, University of Victoria (Canada); Guest Research Fellow, Mark T. Orr Center for Japanese Studies, University of South Florida(USA); Guest Professor, Center for the Studies of Higher Educaton, Nagoya University; Examining Professor, Ministry of Educaton, Culture, Sports, Science and Technology (MEXT) University Establishment Council; former Professor, 21st Century Educaton Center, Hirosaki University; former Professor; former Director, Center for Teaching and Learning, Teikyo University
  • Vice President, The Kyoto College of Graduate School for Informatics


Find a way to be free from preconceptions

My philosophy of education (Teaching Philosophy) is to "create" the classes with graduate students. In our classes, we cultivate the spirit of liberal arts, which is free from prejudice, in order to create new things. To this end, I believe that it is the duty of teachers to prepare a learning environment. I believe that teachers learn and grow in the same way. Many promising and outstanding students with diverse backgrounds are entering The Kyoto College of Graduate Studies for Informatics. This is a treasure trove of potential. Until now, problem-solving learning has been required in universities. What is required of graduate students is the task of discovery learning. This is because graduate students will have to lead society as new leaders after completing their studies.Not only do you have to do the task, but you have to acquire the ability to discover new tasks by yourself. The students of The Kyoto College of Graduate Studies for Informatics are in a better environment than anyone else. This is because it is easy to acquire specialized knowledge in IT, and by making full use of it, we can boldly challenge the unknown world. I have been promoting the "Dai-sha cooperation". That is, cooperation between Daigaku (universities) and Shakai (society). In the future, we will aim for collaboration between graduate schools and society (enterprise).

My dream is to form a learning community that values communication with the students of The Kyoto College of Graduate Studies for Informatics and to "create" learner-centered classes together.Please help me realize my dream.

Responsible Subject

  • Global Human Resource Development Theory
  • International Comparative Study on Education in Schools and Companies
  • Honors Master Thesis

Field of Specialization

  • Comparative International Education (comparison of education between Japan and the United States)
  • History of Postwar Education Reform
  • Liberal Arts Education
  • Faculty Development
  • Faculty Learning Community
  • Educational Consultant

Business Performance

  • 'Study by the U.S. Educational Mission' (Tamagawa University Press, 1991) (thesis at the University of Tokyo)
  • 'Establishment of New Universities - Development of Post-War Private University Policies' (Tamagawa University Press, 1996) (Portion of the doctoral dissertation at Columbia University Graduate School Teachers College)
  • Education Reform in Postwar Japan: The 1946 U.S. Education Mission, (University of Tokyo Press, 1993)
  • 'Postwar Japan's Higher Education Reform Policy: Building "liberal education"' (Tamagawa University Press, 2006)
  • 'Teaching Portfolio - Lesson Improvement Tips' (Toshindo, 2007)
  • 'Learning Portfolio — Tips for Improving Learning' (Toshindo, 2009)
  • 'Sustainable Active Learning for Society: ICE Model Linking Universities and Society' (Toshindo, 2017)

Supervisor of translation 

  • L.Dee Fink, University Teaching Methods for Creating Learning Experiences (Tamagawa University Press, 2011)
  • Sue Young 'Evaluation and learning methods linked to "subjective learning" - ICE models practiced in Canada -' (Toshindo, 2013)

Series Editing

  • Institute for Independent Study, "Independent Study" series 
    • Special Feature on the First Issue "Paradigm change: ICT utilization from education to learning" (Toshindo, 2014)
    • Special Feature No. 2, "Does the reversal class solve everything?" (Toshindo, 2014)
    • Special Feature No. 3, "Active Learning and Portfolio" (Toshindo, 2015)
    • Special Feature No. 4, "Is this the right way to do active learning?" (Toshindo, 2016)
    • Special Feature No. 5, "Active-learning from universities to society" (Toshindo, 2017)

Interviews with Academic Staff