主に医療社会学（健康と病いの社会学）、障害学、福祉社会学、ケアの社会学などの分野を主に念頭において、具体的なフィールドを調査研究していく上での方法論や理論について文献講読等を行いながら考えていく。また、これらの分野の到達点や現代的課題について、特に国際的な研究潮流を意識しながら、ジャーナルに掲載された経験的研究や日本語・英語のモノグラフを読みながら考えていく。さらに、参加者それぞれの研究の報告を通じて、これらの議論の流れの中にそれぞれの経験的研究を位置付けることを試みる。

主に医療社会学（健康と病いの社会学）、障害学、福祉社会学、ケアの社会学などの分野を主に念頭において、具体的なフィールドを調査研究していく上での方法論や理論について文献講読等を行いながら考えていく。また、これらの分野の到達点や現代的課題について、特に国際的な研究潮流を意識しながら、ジャーナルに掲載された経験的研究や日本語・英語のモノグラフを読みながら考えていく。さらに、参加者それぞれの研究の報告を通じて、これらの議論の流れの中にそれぞれの経験的研究を位置付けることを試みる。

近年、SDGs（持続可能な開発目標）等の取組によりさまざまなユーザーを考慮した製品及び社会づくりが進められている。豊かな社会の創造には障害者や高齢者のみならず、すべての支援を必要とする人々の心身特性や生活特性を考慮した設計・計画が必要不可欠である。本講義では障害者・高齢者等の心身特性のと、それに関連する工学技術の現状、デザイン手法およびそれらの応用について理解することを目的とする。また、福祉工学の変遷や社会背景・制度などを踏まえたうえで、本質的に人を支援する機器がどうあるべきか、将来あるべき姿などについても講義をする。講義は学内外の専門家の講義を交えて行う。

＜目的・目標＞ 「障害(disability)」という現象は、「できなさ(disability)」を生み出し、意味づけ、価値づける社会の営みの合わせ鏡である。このように考えるとき、「障害」を解消しようとする試みは、社会変革を志向する企てとなり、その社会の中で既得権を持つ人々からの抵抗を呼び起こすものとなる。この授業では、ここに生じるコンフリクトを解きほぐすための手がかりを探究したい。 ＜授業概要＞ 1980年代に英米で学問分野として成立したディスアビリティ・スタディーズ（障害学）において、従来障害者個人への介入を志向する、医学を中核とした実践科学によって担われてきた障害研究は、ディスアビリティの構築に関与している現行の社会のありようを問うという、すぐれて社会学的なテーマと接続することになった。本授業ではこのパラダイムシフトの持つ意味を確認した上で、障害平等に向けた実践の基礎理論についての検討を行う。

臨床心理学コースの学位論文（修士論文及び博士論文）の完成を目標に、各人の問題関心を学術研究としてテーマ化することからはじめ、資料選択の適否、方法論の検討、論述方法等について、適宜指導を行う。なお、修士学位論文は400字詰め原稿用紙に換算して200枚以内にまとめること。

臨床心理学コースの学位論文（修士論文及び博士論文）の完成を目標に、各人の問題関心を学術研究としてテーマ化することからはじめ、資料選択の適否、方法論の検討、論述方法等について、適宜指導を行う。なお、修士学位論文は400字詰め原稿用紙に換算して200枚以内にまとめること。

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

【授業の概要】「障害」とは何でしょうか．考えたことはありますか？この授業はALSなどの難病により重度の障害がある当事者や彼らを支える人々との講義や体験を通して，障害について考え，自分ができることを考える授業です． 【授業の到達目標】重度障害当事者の地域生活や，障害のモデル(考え方)について学び，障害について自分事として考えることにより，地域の医療，福祉，教育の充実に貢献できる人材としての態度を形成することである．

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills