複雑化し動的に変化する現代の社会では、科学的・論理的な手段、最適な解を求める手段だけでは解決できない課題が次々に生まれている。多様な人からなる複雑な社会では、より柔軟な多様性ある解を求めることが重要である。本学の先端アートデザイン分野では、自然環境やそこで培われる感性に立ち戻り、人本来の視座から感性を介して科学技術を見直し、持続的なインクルーシブ社会の創造のための日本オリジナルな科学技術・アート・デザインを世界に発信して行くことを目指している。本講義では、世界の第一線で活躍するプロフェッショナルである、先端アートデザイン分野の教員陣が、これからの未来について学生と共に議論する。

During this course you will: - Apply the design thinking process to real-world challenges - Conduct user research and identify meaningful opportunities - Generate, communicate, and prototype ideas effectively - Test and iterate solutions based on feedback - Collaborate in interdisciplinary teams - Reflect on your process and develop a creative, proactive mindset --- 本授業を通じて、学生は以下のことを学びます： > デザイン思考プロセスを実社会の課題に適用する > ユーザーリサーチを行い、有意義な機会を見出す > アイデアを創出し、効果的に伝え、プロトタイプとして具現化する > フィードバックに基づき、解決策を検証し反復的に改善する > 学際的なチームで協働する > プロセスを振り返り、創造的かつ主体的な姿勢を身につける ---

During this course you will: - Apply the design thinking process to real-world challenges - Conduct user research and identify meaningful opportunities - Generate, communicate, and prototype ideas effectively - Test and iterate solutions based on feedback - Collaborate in interdisciplinary teams - Reflect on your process and develop a creative, proactive mindset --- 本授業を通じて、学生は以下のことを学びます： > デザイン思考プロセスを実社会の課題に適用する > ユーザーリサーチを行い、有意義な機会を見出す > アイデアを創出し、効果的に伝え、プロトタイプとして具現化する > フィードバックに基づき、解決策を検証し反復的に改善する > 学際的なチームで協働する > プロセスを振り返り、創造的かつ主体的な姿勢を身につける ---

“There exists a designerly way of thinking and communicating that is both different from scientific and scholarly ways of thinking and communicating, and as powerful as scientific and scholarly methods of enquiry when applied to its own kinds of problems” Professor Bruce Archer, Royal College of Art Do you notice everyday things and wonder how they could improve? Are you curious about how things work and are eager to explore new possibilities? What if you could turn your ideas into meaningful action? Design is about making things better, turning intent into impact. (This course invites you to explore design thinking through hands-on learning, starting with observing people and uncovering needs, then moving into a team project tackling a real challenge.) Everyday problems are opportunities for you to bring fresh perspectives. You’ll experience the design process and learn by researching, experimenting, prototyping, and iterating, while developing creative thinking, collaboration, and communication skills. --- 「デザインには、科学的・学術的な思考やコミュニケーションとは異なる独自の思考と表現の方法が存在し、それはデザイン特有の問題に適用されたとき、科学的・学術的な探究方法と同様に強力な効果を発揮する。」 Bruce Archer（ロイヤル・カレッジ・オブ・アート教授） 日常の中で「もっと良くできるのではないか」と感じたことはありませんか。物事がどのように機能しているのかに興味を持ち、新しい可能性を探ってみたいと思いませんか。そして、自分のアイデアを意味のある行動へとつなげることができたらどうでしょうか。デザインとは、意図をインパクトへと変え、物事をより良くしていく営みです。 本授業では、実践的な学びを通じてデザイン思考を探究します。人々の観察やニーズの発見から始め、チームで実社会の課題に取り組むプロジェクトへと展開していきます。日常の問題は、新たな視点を生み出す機会です。リサーチ、実験、プロトタイピング、反復を通じてデザインプロセスを体験しながら、創造的思考力、協働力、コミュニケーション力を養います。 ---

In this seminar, students are expected to examine research in various fields such as resources, environment and energy, health and medicine, space and ocean, security, global economy, food and life, AI and digitalization, and learning and communication in relation to various social issues, and attempt to design solutions (technical and institutional solutions) to social issues in concrete ways. In doing so, students will consciously consider what other fields of knowledge are necessary in addition to the knowledge in their own field of expertise, and students will attempt to compare various solution options. Students will also examine the challenges of implementing such solutions in society.

Science, technology, and innovation (STI) shape the foundation of the contemporary society and thus make a major arena of public policy. The complex nature of the STI system poses various challenges, and effective policymaking approaches have been explored and developed. Evidence-based policy making (EBPM) is one such approach that is expected to address the challenges and has been implemented in STI policy design, although it has its own challenges and limitations. In this course, students are expected to learn the context of STI and the basis of EBPM as well as to learn how EBPM can be applied to STI policy design.

If laws are rules that guide our society, then constitutions are the “rules about the rules”: they establish the basic framework of governance and normative principles that other legislation must follow. This class examines the determinants of constitutional content and survival, spanning a wide range of regions and historical periods. We will focus in particular on three institutional arrangements: the powers of the executive vs. the legislature, the electoral system, and federalism. When countries democratize, how much do constitution writers anticipate the effects of different institutional forms? How much does self-interest matter, as opposed to cultural beliefs or international precedence? Does the inclusiveness of the constitution-writing process influence their long-term viability? When countries fail, how much is the constitution at fault?

In this seminar, students are expected to examine research in various fields such as resources, environment and energy, health and medicine, space and ocean, security, global economy, food and life, AI and digitalization, and learning and communication in relation to various social issues, and attempt to design solutions (technical and institutional solutions) to social issues in concrete ways. In doing so, students will consciously consider what other fields of knowledge are necessary in addition to the knowledge in their own field of expertise, and students will attempt to compare various solution options. Students will also examine the challenges of implementing such solutions in society.

Science, technology, and innovation (STI) shape the foundation of the contemporary society and thus make a major arena of public policy. The complex nature of the STI system poses various challenges, and effective policymaking approaches have been explored and developed. Evidence-based policy making (EBPM) is one such approach that is expected to address the challenges and has been implemented in STI policy design, although it has its own challenges and limitations. In this course, students are expected to learn the context of STI and the basis of EBPM as well as to learn how EBPM can be applied to STI policy design.

In this seminar, students are expected to examine research in various fields such as resources, environment and energy, health and medicine, space and ocean, security, global economy, food and life, AI and digitalization, and learning and communication in relation to various social issues, and attempt to design solutions (technical and institutional solutions) to social issues in concrete ways. In doing so, students will consciously consider what other fields of knowledge are necessary in addition to the knowledge in their own field of expertise, and students will attempt to compare various solution options. Students will also examine the challenges of implementing such solutions in society.