The weekly format combines on-demand Thursday videos with Monday small-group classes that discuss the video content; this is the .

Context: Tests understanding of the core weekly structure term.

Homework called a is a written reflection that summarizes the video, records observations, and states what you thought while watching.

Context: Tests the meaning of the look-back note concept.

While watching the Thursday video, students record short terms to structure their summary and discussion points; these are for reflection.

Context: Tests the meaning of keywords for reflection.

In the learning cycle, the look-back note preparation is meant to students for Monday conversation.

Context: Tests a cause→effect relationship word linking preparation to readiness.

The talk distinguishes studying from learning: studying is acquiring taught knowledge and skills, while learning starts from exploring your own .

Context: Tests the key contrast term for the learning starting point.

Learning cycle conversion means shifting from automatically accumulating knowledge to creating learning through dialogue with people of different specialties; this is described as people with different specialties creating learning through .

Context: Tests the core concept of dialogue-based creation.

Curiosity is not treated as automatic; instead, it is an activated posture of finding what seems interesting to you, turning learning into a joy. This is as the entry to learning.

Context: Tests understanding of curiosity as the entry to learning.

Discomfort arises when students notice gaps in understanding; this triggers questions and starts awareness.

Context: Tests a cause→effect relationship word linking discomfort to awareness.

Awareness begins when discomfort triggers questions, and it is strengthened through observation and varied experiences; this means awareness is built by .

Context: Tests the meaning of awareness strengthening via observation.

Conversational ability for dialogue-based learning uses conversation skills and empathy to generate creativity and new value through .

Context: Tests the core concept of dialogue in conversational ability.

The talk says it is enough to start by listening and being interested in the other person’s story; this challenges the confusion that dialogue requires speaking well from the start. The correct idea is about .

Context: Tests understanding of the dialogue misconception correction (listening as starting point).

Modern society is unstable/complex and AI can handle routine accuracy and speed; therefore, students must develop creativity and adaptability rather than only memorizing correct answers. This shifts the need toward .

Context: Tests a cause→effect relationship concept word (adaptive capabilities).

A routine expert performs predictable tasks quickly and accurately based on copied knowledge structures; an expert can apply existing expertise to new situations or generate new ideas through team input.

Context: Tests the term adaptive expert.

Students practice dialogue with empathy and listen carefully; this practice can help them become experts who recombine ideas and create new values.

Context: Tests a cause→effect relationship word linking dialogue practice to adaptive expertise.

Science Tokyo Visionary Initiatives are described as an international research university environment where researchers and educators collaborate across society and the Earth, emphasizing learning through dialogue; this is as a dialogue-based research environment.

Context: Tests the core concept name for Visionary Initiatives.