分野トップの講師陣による講義。異分野の基礎と先端について学び、系統的な幅広い知識を習得する。 Lectures by a diverse group of top researchers in their fields. From the basics to the state-of-the-art research. Develop a broad range of knowledge systematically.

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.

学内の所属部局以外の研究室が主催する１週間から２週間の実習に参加し、異分野への体験的理解と交流を深める。 Practical learning through participating in a one-to-two weeks’ lab course provided by a lab in UTokyo other than one’s own affiliation. Exposure to research in different fields to broaden perspectives and expand network through communication with faculty and students.

この授業では細胞生物学の最先端の研究内容を習得する。特に、細胞内シグナル伝達、細胞運動、細胞分裂、染色体動態、遺伝子発現制御、について最先端の研究内容を学ぶ。 This course focuses on cell biology including intracellular signal transduction, cell motility, cell division, chromosome dynamics and gene regulation by small RNA.

Japan once was regarded as “a model” for the West not only for its economic and industrial power but also for its excellence in education, culture, low crime late, and the perception of an “equal society”. But were these images of Japan true? To answer this question, the class will center on the following questions: How does a society become a particular, in this case a “Japanese society”? How are the changes in the processes of becoming “Japanese” related with changes in Japanese society? How do those interchanges in people and society make Japanese society look “unique” (or at least make people believe it is unique)? To understand these complex issues, in this class we will discuss the key themes from a range of vantage points: education, work, family and gender, welfare system, social stratification, and natural (and partly human-made) disaster and the ‘lost decades’. The main goal of this course is to develop an understanding of the features of contemporary Japanese society from a sociological perspective in 11　important themes. Students are expected to learn contemporary issues in Japanese society as well as how sociology can approach them. Learning outcomes are expected 1) to understand features of contemporary Japanese society and its changes in 11 important themes and 2) to acquire a “sociological imagination” (a way of thinking “sociologically” both with sociological theories and methods) to understand contemporary (post-)industrial societies including Japan and other societies.

Japan once was regarded as “a model” for the West not only for its economic and industrial power but also for its excellence in education, culture, low crime late, and the perception of an “equal society”. But were these images of Japan true? To answer this question, the class will center on the following questions: How does a society become a particular, in this case a “Japanese society”? How are the changes in the processes of becoming “Japanese” related with changes in Japanese society? How do those interchanges in people and society make Japanese society look “unique” (or at least make people believe it is unique)? To understand these complex issues, in this class we will discuss the key themes from a range of vantage points: education, work, family and gender, welfare system, social stratification, and natural (and partly human-made) disaster and the ‘lost decades’. The main goal of this course is to develop an understanding of the features of contemporary Japanese society from a sociological perspective in 11　important themes. Students are expected to learn contemporary issues in Japanese society as well as how sociology can approach them. Learning outcomes are expected 1) to understand features of contemporary Japanese society and its changes in 11 important themes and 2) to acquire a “sociological imagination” (a way of thinking “sociologically” both with sociological theories and methods) to understand contemporary (post-)industrial societies including Japan and other societies.

東京大学工学部では、各学科での倫理教育を補完することを目的に、毎年度Ｓ１Ｓ２に「工学倫理講演会」を開催してきました。本科目では、それらの講演の動画を視聴し、科学・技術倫理について学びます。

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.

Japan once was regarded as “a model” for the West not only for its economic and industrial power but also for its excellence in education, culture, low crime late, and the perception of an “equal society”. But were these images of Japan true? To answer this question, the class will center on the following questions: How does a society become a particular, in this case a “Japanese society”? How are the changes in the processes of becoming “Japanese” related with changes in Japanese society? How do those interchanges in people and society make Japanese society look “unique” (or at least make people believe it is unique)? To understand these complex issues, in this class we will discuss the key themes from a range of vantage points: education, work, family and gender, welfare system, social stratification, and natural (and partly human-made) disaster and the ‘lost decades’. The main goal of this course is to develop an understanding of the features of contemporary Japanese society from a sociological perspective in 11 important themes. Students are expected to learn contemporary issues in Japanese society as well as how sociology can approach them. Learning outcomes are expected 1) to understand features of contemporary Japanese society and its changes in 11 important themes and 2) to acquire a “sociological imagination” (a way of thinking “sociologically” both with sociological theories and methods) to understand contemporary (post-)industrial societies including Japan and other societies.