本演習では、ベトナム人宗教人類学者のTâm Ngô(タム・ノー)氏と、彼女と関連するベトナム戦争の記憶・慰霊と宗教に関わる文献を読み、さまざまな論点について参加者同士で議論をすることを狙いとする。担当教員は、これまで日本における第二次大戦に関する慰霊・追悼を中心に研究してきたが、近年、ベトナム戦争や旧ユーゴ内戦など他地域の別の戦争の記憶や記念との比較の視点を視野に入れ、研究ネットワークを広げてきた。Ngô氏は現在、オランダ国立戦争資料研究所（Institute for war, holocaust and genocide Studies, NIOD)の上級研究員であり、さまざまな戦争の記憶や遺骨収集などの地域的展開の比較研究の国際ネットワークを積極的に組織している気鋭の研究者である。2026年夏には、東京大学ヒューマニティーズセンターにおいて担当教員が進めている起点研究「戦争記念／平和祈念をめぐる比較動態論的研究ネットワークの構築と展開」の招聘研究者として来日予定である。この機会に、Ngô氏の研究をまとめて読み進めことで、氏の研究のねらいについて体系的に理解し、参加者それぞれの研究を進める上での参考となるよう、演習を運営したいと考えている。議論にあたっては、AIの活用可能性についても参加者同士の意見・情報を踏まえながら考慮に入れてみたい。また、授業の後半では参加者それぞれが進めている研究（必ずしも演習のテーマに関連したものである必要はない）を報告する機会も設けたい。

　本演習では、ベトナム人宗教人類学者のTâm Ngô(タム・ノー)氏と、彼女と関連するベトナム戦争の記憶・慰霊と宗教に関わる文献を読み、さまざまな論点について参加者同士で議論をすることを狙いとする。担当教員は、これまで日本における第二次大戦に関する慰霊・追悼を中心に研究してきたが、近年、ベトナム戦争や旧ユーゴ内戦など他地域の別の戦争の記憶や記念との比較の視点を視野に入れ、研究ネットワークを広げてきた。Ngô氏は現在、オランダ国立戦争資料研究所（Institute for war, holocaust and genocide Studies, NIOD)の上級研究員であり、さまざまな戦争の記憶や遺骨収集などの地域的展開の比較研究の国際ネットワークを積極的に組織している気鋭の研究者である。2026年夏には、東京大学ヒューマニティーズセンターにおいて担当教員が進めている起点研究「戦争記念／平和祈念をめぐる比較動態論的研究ネットワークの構築と展開」の招聘研究者として来日予定である。この機会に、Ngô氏の研究をまとめて読み進めことで、氏の研究のねらいについて体系的に理解し、参加者それぞれの研究を進める上での参考となるよう、演習を運営したいと考えている。議論にあたっては、AIの活用可能性についても参加者同士の意見・情報を踏まえながら考慮に入れてみたい。また、授業の後半では参加者それぞれが進めている研究（必ずしも演習のテーマに関連したものである必要はない）を報告する機会も設けたい。　　　

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.

Big Tech companies such as Google, Amazon, Meta, Apple and Microsoft play an important role in the digital economy and in our daily lives. You are probably reading this text through a product or service offered by one of these companies. How convenient! Yet the rapid growth and enormous power of these companies have also raised serious concerns. Have these companies become digital monopolies? Have they abused their market power to exclude smaller competitors? Have they become so large that they can no longer be regulated? Do they pose risks to democracy and other public values? This course examines these questions primarily through the lens of competition law, while also paying close attention to other key areas of digital regulation. The main focus is on the EU, Japan and the U.S. but developments in other jurisdictions may be discussed where relevant. By the end of the course, students should be able to: •Understand the main legal problems raised by Big Tech •Explain the legal tools used to address these problems, •Describe and compare how the EU, Japan and the U.S. regulate Big Tech.

Big Tech companies such as Google, Amazon, Meta, Apple and Microsoft play an important role in the digital economy and in our daily lives. You are probably reading this text through a product or service offered by one of these companies. How convenient! Yet the rapid growth and enormous power of these companies have also raised serious concerns. Have these companies become digital monopolies? Have they abused their market power to exclude smaller competitors? Have they become so large that they can no longer be regulated? Do they pose risks to democracy and other public values? This course examines these questions primarily through the lens of competition law, while also paying close attention to other key areas of digital regulation. The main focus is on the EU, Japan and the U.S. but developments in other jurisdictions may be discussed where relevant. By the end of the course, students should be able to: •Understand the main legal problems raised by Big Tech •Explain the legal tools used to address these problems, •Describe and compare how the EU, Japan and the U.S. regulate Big Tech.

In this course, we will study contemporary Japanese cinema and anime (roughly, from the year 2000 to the present) through the lens of relevant works of film theory and analysis. Through screenings, readings, and discussion of exemplary works by directors working during this period, we will explore how Japanese film and anime have represented society, class, gender, the family, love, the nation, and socio-political conflict. We will take an interdisciplinary and comparative approach to consider recent debates concerning the dynamics of national specificity. Beyond considering these works as a means for understanding society, politics, and culture, we will explore the nature of cinematic and animetic texts themselves, not so much as expressions or reflections of cultural identity, but as reflexive constructions which themselves create meaning. This course invites you to productively engage with a variety of analytical concepts such as: criticism; interpretation; stardom; mass culture; allegory; form; ideology; narrative; and more. This course provides an opportunity for you to both expand your critical understanding of cinema and anime, and to hone the skills necessary to write effective, personal responses to films and film-critical texts. In addition to exploring contemporary screen culture, you will be introduced to a series of texts that exemplify different styles of analysis and forms of persuasive argument. For the final writing assignment, you will learn strategies for effective use of both primary and secondary sources though summary, paraphrase, quotation, and proper citation. In this fashion, this course will familiarize you with the kinds of writing that are specific to the discipline of film studies.

Big Tech companies such as Google, Amazon, Meta, Apple and Microsoft play an important role in the digital economy and in our daily lives. You are probably reading this text through a product or service offered by one of these companies. How convenient! Yet the rapid growth and enormous power of these companies have also raised serious concerns. Have these companies become digital monopolies? Have they abused their market power to exclude smaller competitors? Have they become so large that they can no longer be regulated? Do they pose risks to democracy and other public values? This course examines these questions primarily through the lens of competition law, while also paying close attention to other key areas of digital regulation. The main focus is on the EU, Japan and the U.S. but developments in other jurisdictions may be discussed where relevant. By the end of the course, students should be able to: •Understand the main legal problems raised by Big Tech •Explain the legal tools used to address these problems, •Describe and compare how the EU, Japan and the U.S. regulate Big Tech.

This course aims to help students understand International Criminal Law (ICL) and International Criminal Court (ICC) through cases in front of the ICC. First, the instructor will explain the foundation of ICL and characteristics of the ICC. Next, each class will review a specific case. The course will conclude with a recap of how the ICC has contributed to the development of ICL. この授業では、実際の判例を通じて国際刑法と国際刑事裁判所についての理解を深めることを目的とする。まず国際刑法の基礎と国際刑事裁判所について説明をし、次に１授業に１つの判例を扱って理解を深める。最後に国際刑事裁判所が国際刑法の発展にどのように寄与したかについて評価をする。

This course aims to help students understand International Criminal Law (ICL) and International Criminal Court (ICC) through cases in front of the ICC. First, the instructor will explain the foundation of ICL and characteristics of the ICC. Next, each class will review a specific case. The course will conclude with a recap of how the ICC has contributed to the development of ICL. この授業では、実際の判例を通じて国際刑法と国際刑事裁判所についての理解を深めることを目的とする。まず国際刑法の基礎と国際刑事裁判所について説明をし、次に１授業に１つの判例を扱って理解を深める。最後に国際刑事裁判所が国際刑法の発展にどのように寄与したかについて評価をする。

This course examines the Western cosmopolitan tradition through Martha Nussbaum's critical study, The Cosmopolitan Tradition: A Noble but Flawed Ideal. We will trace the historical development of cosmopolitan thought from ancient Stoicism through Cicero, Grotius, and Adam Smith to contemporary debates about global justice and human rights. Nussbaum presents cosmopolitanism as both a valuable ethical framework centered on universal human dignity and a tradition requiring substantial revision to address problems of pluralism, national sovereignty, and material inequality. Students will engage critically with key tensions in cosmopolitan thought: between universal moral duties and respect for difference, between individual dignity and collective autonomy, and between abstract principles and practical implementation.