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.

Course Objectives 目的 ・Widening to recognize agricultural diversity including students' experiences ・Defining "sustainability" and articulating using their own words ① To be able to list 10 or more examples of agriculture; ② To be able to explain the historical development of agricultural sciences; ③ To be able to explain sustainability, sustainable development, and SDGs with references to world situations from 1980's; ④ To be able to explain the outline of the systems of agricultural sciences; ⑤ To be able to explain the relationship between social justice and sustainability; ⑥ To be able to evaluate and analyze traditional technologies such as irrigation development and participatory cultivar selection from the perspective of sustainability and stakeholders and propose the improvement plans; ⑦ To be able to explain the overriding influences of conflicts on agricultural sustainability, interrelationship between agricultural and military technologies, and possible path from conflict, to reconciliation and pea

日本国憲法について，その歴史的意義とグローバル化時代における課題に留意しつつ，その概要について講義を行う。

主にアフリカにおける紛争ヘの対応における平和活動の経緯や課題について考える

主にアフリカにおける紛争ヘの対応における平和活動の経緯や課題について考える

第二次世界大戦後、世界の人口は著しく増加し続け、そのための食糧供給策が絶えず模索されてきた。食糧生産の飛躍的な増加に貢献した近代農業は、一方で、エネルギーや資源を大量に投入し、耕作地を拡大し続けた結果、深刻な問題を引き起こしている。地球温暖化、砂漠化、資源枯渇、環境破壊、食糧安全保障など、その影響は局地的なものにとどまらず、地球規模に及んでいる。人類の持続的発展のために、環境と調和した多様な代替農業技術による食糧生産が検討されている。本講義では、農業が環境に与える影響についてあつかい、環境が農業に与える影響についてはA2に開講される「ストレス生物学」であつかう。

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.

★履修希望者を抽選で決定しました。受講を許可された者のみ受講できます★ ★★許可されていない者の受講はいかなる事情であっても認めませんのでご注意ください★★ 現代社会では、利害や価値観の多様化が進み、交渉と合意形成の能力が重要性を増しています。公共政策の立案、地域社会の意思決定、企業経営、国際関係など、あらゆる場面で交渉による合意形成は欠かせません。対立を回避せず、正統性と実効性を備え、大きな付加価値をもたらす交渉と合意を探究する学問が「交渉学」です。現在では、公共政策大学院、法科大学院、ビジネススクール、都市計画大学院など、欧米の主な専門職大学院で体系的に教えられ、専門職教育の基盤の一つとなっています。 本講義は、公共政策大学院で20年間、継続して開講し、長年の授業実践と研究の蓄積を踏まえ、講義と演習を有機的に組み合わせたカリキュラムとして発展してきました。担当教員は、Ph.D.および修士課程においてマサチューセッツ工科大学（MIT）およびハーバード大学の交渉学の講義を多数履修し、合意形成の理論と実践を専門的に体得しており、本講義の理論枠組みと教育方法は、こうした国際的に確立された成果を基盤としつつ、日本の公共政策の実践的文脈に合わせて再構成されたものです。 交渉の上手・下手は生まれつきの資質に左右されると思われがちです。しかし、交渉の理論を習得し、練習を繰り返すことで、交渉能力は改善できます。問題の構造を整理し、お互いの利害を明確にし、選択肢を広げ、効率的かつ正統性のある合意を見出す。こうした一連の思考過程は、体系的な理解と演習を通じて体得できます。本講義では、経験や勘に頼るのではなく、構造的に考えながら交渉を分析・準備・実行できる力を養います。 交渉学の核心は、相手を打ち負かすことではなく、持続可能な合意を構築することにあります。双方が将来にわたり受け入れ可能な解決策を見いだすこと、すなわち正統性と実効性を兼ね備えた合意を実現することが目標です。いわゆる「Win-Win型交渉」と呼ばれる考え方も、この理論的基盤の上に位置づけられます。 本講義では、とりわけ公共政策領域における交渉と合意形成に焦点を当てます。公共政策の交渉は、個人間や企業間の交渉とは異なる性質もあります。多者間交渉となり、ステークホルダーの多様性、配分の公正さへの強い社会的要請、さらには科学的不確実性への対応など、より複雑な条件のもとで合意を形成しなければなりません。また、交渉による合意が成立しえない排他的な価値観の対立への対応として、熟議の場や合意形成を目指さない判断も必要です。講義では、都市・環境分野の事例を通じて理論と実践を往復しながら、公共の場で合意を設計・構築する専門能力を培います。

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?