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.

　講義では充分に論ずることのできない基礎的ないし原理的な論点を、掘り下げて考察することを目標とする。その際、演習が散漫なものになるのを防ぐための工夫として、参加者には、「書評」という文章ジャンルに挑戦されるよう、強く希望したい。

　19世紀ドイツ憲法学の集大成者でありゲオルク・イェリネックが、ウィーン大学時代の末期に公刊したモノグラフである『法律と命令』。実証主義公法学のチャンピオン、パウル・ラーバントの出世作になった『予算法論』が提起した主題を、縦軸（歴史）と横軸（比較）を視野に入れながら、国法学的思惟の確立をめざした作品。この著作に取り組むことを通じて、憲法解釈論に、国法学的思惟がどのようにして介入してくるのかを、参加者とともに考えたい。

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.

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?

Understand the nature of traffic flow including traffic congestion, traffic accident risk, and influence on general social activities including economy. Traffic engineering measures to alleviate negative impacts to the society should be systematically understood, including highway & street geometric design, traffic flow management and control, and utilization of emerging technologies including Intelligent Transport Systems. In this course, first, traffic flow fundamentals and queing theory will be provided following the General introduction. Highway capacity & road geometric design and safety, intersection design & control, and Intelligent Transport Systems and its applications are the contents to be studied in this course.

-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.