-The first objective of the course if for students to acquire conceptual, theoretical, and empirical knowledge of autocratization in current global politics. The concept of autocratization will be discussed and contrasted to that of democratization. Students will learn and discuss how autocratization is measured by leading independent assessing institutions (e.g. V-Dem, EUI, Freedom House). The second objective of the course is for students to acquire conceptual, theoretical, and empirical knowledge of the meanings, causes, and effects of populism as well as its historical and current character in various contexts. Thereby, students will be able to understand the role of populism, if any, in countries undergoing a reversal in the quality of democracy. The students will also develop the ability to assess different academic perspectives on populism and to independently and critically analyze populist rhetoric, as well as the social, economic and political conditions that promotes the growth of populism. The course includes and analyzes prominent recent examples of populist leaders and regimes, including tools they have used to come to power and keep it.

The first objective of the course if for students to acquire conceptual, theoretical, and empirical knowledge of autocratization in current global politics. The concept of autocratization will be discussed and contrasted to that of democratization. Students will learn and discuss how autocratization is measured by leading independent assessing institutions (e.g. V-Dem, EUI, Freedom House). The second objective of the course is for students to acquire conceptual, theoretical, and empirical knowledge of the meanings, causes, and effects of populism as well as its historical and current character in various contexts. Thereby, students will be able to understand the role of populism, if any, in countries undergoing a reversal in the quality of democracy. The students will also develop the ability to assess different academic perspectives on populism and to independently and critically analyze populist rhetoric, as well as the social, economic and political conditions that promotes the growth of populism. The course includes and analyzes prominent recent examples of populist leaders and regimes, including tools they have used to come to power and keep it.

目標： 実世界情報処理（IoT, CPS, AR, VR）に関する理解を深め、発展の方向性についての認識を持つ 目的： 1) IoT, CPS, AR, VRの特徴・意義を説明できる 2) それぞれの技術の要素技術の長所短所を説明できる 3) 日々のIoT, CPS, AR, VRに関するニュースを理解でき、自分の意見を構築できる Goal: To deepen understanding of real-world information processing (IoT, CPS, AR, VR) and awareness of development directions Objectives: 1) To be able to explain the characteristics and significance of IoT, CPS, AR, and VR 2) To be able to explain the advantages and disadvantages of the elemental technologies of each technology 3) To be able to understand the daily news about IoT, CPS, AR, VR and to be able to construct one's own opinion

広く産学官にわたってグローバルに活躍するために必要な「俯瞰力」を養成することを目指す。物質科学の各分野について最先端の知識を修得し、自分の専門分野と周辺分野がどのように関連するか、あるいはし得るか、について深く考察するために、第一線で活躍する講師の方々にその分野の最前線を概観していただく。さらに、それらの講義を通して異分野間のコミュニケーションを円滑に進めるための具体的方法論を学ぶ。 This survey course is designed to enable students to develop the broad perspective that is required of global leaders working in and across industry, academia, and government. Students will gain knowledge and insight on advancements in each field of materials science research, given by leading researchers working on the frontline in those fields. This will allow students to consider how peripheral fields are related to their own area of expertise, and to consider the potential for forging bridges between related fields in the future. In addition, students will learn specific methodologies designed to facilitate smooth communication among different disciplines.

18世紀末のイエズス会解散以後、近現代の東アジア・東南アジアの諸地域においてカトリック布教を主導したのはパリ外国宣教会である。日本も例外ではなく、幕末維新期に潜伏キリシタンを「発見」し、カトリックの再興に努めた。しかし、日本国内における同会の認知度は、前近代のイエズス会ほどには高くない。 本講義では、パリ外国宣教会の布教活動の実態を解明すべく、同会が布教対象とした東アジア・東南アジアの諸国家・諸地域ごとに比較考察を行う。外来宗教であるキリスト教（カトリック）に対して、国家と地域を超えて見られた「受容」あるいは「弾圧」という事象を通じ、各地域の政治・社会・文化の諸面における構造的特性を明らかにしていく。 本講義の具体的な到達目標は以下の3点である： １．近現代東・東南アジア史の多元的理解： 各国史の枠組みにとどまらず、宣教会のネットワークという広域的な視座から、近現代アジアの変容を動的に捉え直す視点を修得する。 ２．史料批判の基礎力の獲得： 宣教師側の言説（書簡・報告書等）と現地社会側の史料双方を複眼的に読み解き、そこに内包されるバイアスや政治的意図を主体的に批判検証する能力を身につける。 ３．比較史的アプローチによる論述力の確立： 単なる歴史的事実の暗記ではなく、異なる地域における「受容と拒絶」のメカニズムを比較分析し、自らの歴史解釈を論理的かつ説得力のある文章で記述・論弁できるようになる。

This course examines Japan's foreign policy and its relationship with the world since 1945. The class will be held as a seminar, and active participation is expected. There are three underlying perspectives/themes throughout the class, which we will refer to during each session. -Realist/Strategic perspective: The US-Japan alliance is supported by the public as the best way to keep Japan safe and secure, the “Plan A” for Japan. What does Japan need to do to keep “Plan A” viable? Or, should Japan need to consider a “Plan B” or some revisions to the “Plan A”? -Norms/Values perspective: I will discuss the four “values” inherent in Japanese foreign policy: pacifism, universal values, developmentalism, and Asianism. How do they change and intersect across time? To what extent do values matter? Are they shared by the public and reflected in policy? -Domestic Politics/Civil-Military Relations perspective: How do Japan’s foreign policy decision-making process and institutions differ from other countries? What are its historical origins, and how has it evolved?

This course examines Japan's foreign policy and its relationship with the world since 1945. The class will be held as a seminar, and active participation is expected. There are three underlying perspectives/themes throughout the class, which we will refer to during each session. -Realist/Strategic perspective: The US-Japan alliance is supported by the public as the best way to keep Japan safe and secure, the “Plan A” for Japan. What does Japan need to do to keep “Plan A” viable? Or, should Japan need to consider a “Plan B” or some revisions to the “Plan A”? -Norms/Values perspective: I will discuss the four “values” inherent in Japanese foreign policy: pacifism, universal values, developmentalism, and Asianism. How do they change and intersect across time? To what extent do values matter? Are they shared by the public and reflected in policy? -Domestic Politics/Civil-Military Relations perspective: How do Japan’s foreign policy decision-making process and institutions differ from other countries? What are its historical origins, and how has it evolved?

この授業では、個別言語の記述研究を志す、あるいは関心を持つ学生が言語記述に関する多角的な視点を養うことを目標とする。そのために，チベット・ビルマ（TB）系言語の様々な文法現象やその文法記述上の問題点について，講師が研究対象とするビルマ語群の言語からの事例，および他のTB言語の文法参考書から引いた事例を観察・検討する。 / This course aims to enable students who intend to pursue or are interested in descriptive studies of individual languages to develop multifaceted perspectives on language description. This is achieved by observing and examining various phenomena and issues in the grammatical description of Tibeto-Burman (TB) languages. Examples are drawn from the lecturer's research on the languages of the Burmish branch and from reference grammars on other TB languages.

Through this course, you will explore education not simply as schooling, but as a lifelong and socially embedded process through which knowledge is created, shared, challenged, and transformed. Rather than asking only what people should learn, we will ask deeper questions about whose knowledge is valued, how learning occurs, and how education can contribute to more just, inclusive, and sustainable futures. We will examine diverse educational approaches across cultures and contexts through comparative education, educational innovation, Open Education, learning ecologies, artificial intelligence, decolonial perspectives, and international case studies. Through collaborative inquiry and project-based learning, you will design innovative educational responses to real-world global challenges. Ultimately, the course aims to help you become thoughtful global citizens who can critically evaluate knowledge, appreciate multiple ways of learning, and imagine new educational possibilities for a rapidly changing world. By the end of this course, students will be able to: (1) Explain key concepts related to education, knowledge, and global change from diverse cultural and international perspectives. (2) Analyze critically contemporary educational issues, including the roles of technology, artificial intelligence, equity, and social justice in shaping learning. (3) Communicate and collaborate effectively with peers from diverse disciplinary and cultural backgrounds to discuss educational challenges and solutions. (4) Design an evidence-informed educational innovation that addresses a contemporary global challenge by integrating insights from comparative education and multiple knowledge traditions.

Through this course, you will explore education not simply as schooling, but as a lifelong and socially embedded process through which knowledge is created, shared, challenged, and transformed. Rather than asking only what people should learn, we will ask deeper questions about whose knowledge is valued, how learning occurs, and how education can contribute to more just, inclusive, and sustainable futures. We will examine diverse educational approaches across cultures and contexts through comparative education, educational innovation, Open Education, learning ecologies, artificial intelligence, decolonial perspectives, and international case studies. Through collaborative inquiry and project-based learning, you will design innovative educational responses to real-world global challenges. Ultimately, the course aims to help you become thoughtful global citizens who can critically evaluate knowledge, appreciate multiple ways of learning, and imagine new educational possibilities for a rapidly changing world. By the end of this course, students will be able to: (1) Explain key concepts related to education, knowledge, and global change from diverse cultural and international perspectives. (2) Analyze critically contemporary educational issues, including the roles of technology, artificial intelligence, equity, and social justice in shaping learning. (3) Communicate and collaborate effectively with peers from diverse disciplinary and cultural backgrounds to discuss educational challenges and solutions. (4) Design an evidence-informed educational innovation that addresses a contemporary global challenge by integrating insights from comparative education and multiple knowledge traditions.