In this course, you'll learn how to develop a strong research proposal, including identifying research gaps, formulating hypotheses, and choosing the best experimental approaches. We'll also discuss strategies for structuring your proposal, critically engaging with the literature, and managing a research project effectively. Along the way, you'll strengthen your scientific writing, critical thinking, and communication skills―essential for becoming an independent researcher. Additionally, you'll develop valuable professional skills such as collaboration, mentoring, and time management. By the end of the course, you'll be able to articulate your research ideas, justify your methods, and connect your project with your long-term academic and career goals.

What does it mean to write creatively? Do we write to express ourselves, to tell our stories, or to make stories for others to escape into? Yes. But there exists a huge diversity of other reasons to write, and ways to explore them. This exploratory kind of writing has been called by many names: experimental, avant-garde, conceptual, meta, marginal, minor. “Writing Games” is a creative writing course where we will learn by making. Rather than investigate the history and practice of experimental and avant-garde writing mainly by listening to lectures, analyzing readings, and organizing discussions – although these things will occur – we will “make” our way into knowledge, understanding what past and present writers have done by recreating their work. We will encounter familiar (but often misunderstood) phenomena like Dada and Surrealism, but also follow seldom traveled branches of the verbal arts, from magical incantations to performance art, and from metafiction to interactive fiction. In the process we will ask: why be experimental? Where is the line between “groundbreaking” and “pretentious”? What is experimental art’s relationship to everyday life and everyday problems? How can it reflect, enact, or accelerate cultural and social change? How can writing experimentally help us see what we can’t yet see? If the limits of what we can say in words are the historical, social, and personal limits of our imagination, then we will explore the many ways that “experimental literature” attempts to defy these limits.

What does it mean to write creatively? Do we write to express ourselves, to tell our stories, or to make stories for others to escape into? Yes. But there exists a huge diversity of other reasons to write, and ways to explore them. This exploratory kind of writing has been called by many names: experimental, avant-garde, conceptual, meta, marginal, minor. “Writing Games” is a creative writing course where we will learn by making. Rather than investigate the history and practice of experimental and avant-garde writing mainly by listening to lectures, analyzing readings, and organizing discussions – although these things will occur – we will “make” our way into knowledge, understanding what past and present writers have done by recreating their work. We will encounter familiar (but often misunderstood) phenomena like Dada and Surrealism, but also follow seldom traveled branches of the verbal arts, from magical incantations to performance art, and from metafiction to interactive fiction. In the process we will ask: why be experimental? Where is the line between “groundbreaking” and “pretentious”? What is experimental art’s relationship to everyday life and everyday problems? How can it reflect, enact, or accelerate cultural and social change? How can writing experimentally help us see what we can’t yet see? If the limits of what we can say in words are the historical, social, and personal limits of our imagination, then we will explore the many ways that “experimental literature” attempts to defy these limits.

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.

工学の一つの側面は、何かを作ることによって人の生活、社会の営みを豊かにする方法を生み出してゆくための科学的方法を構成してゆく学問である。例えば、エジソンが白熱電球を改良した時代には、他にも白熱電球を改良することに心血を注ぐ技術者はいた。しかし、その中でのエジソンの独自性の一つとして着目されるのは、電球だけではなく様々な電気製品と、そしてこれらの基盤となる電力の供給システムを構築したことであった。即ち、様々な製品とともに、これらの繋がりを構成し、その繋がりによって発揮される機能、その機能が社会と人々の要求 – 潜在的な要求も含めて – を満たす効果を予測した点は、エジソンの卓越した独自性の一つであった。 このように、①新たな要素技術の創造、②要素技術間の結合による要求の実現、という二つの営みを包含する一般的な視点を持ち、そのための基盤的役割を果たす学理について説明するのが「知識と知能」というテーマである。どのような工学分野とも、社会設計あるいは組織経営の手法とも結合することができ、それによって多様な人々からの要求を満たす有益なコンテンツを含んでいる。従って、広く各学部の学生に参照して欲しい。

“Writing About Gaming” begins with the assumption that video games, like works of art, literature, and film, are worth writing about. Rather than debate whether games are “art” – whether they can be more than entertaining distractions from more worthwhile activities – we will consider what we as players and writers can say about them, do with them, and learn from them. Art can and does change the way people think, act, experience, and form communities. The perspectives that we will take together will be critical, exploratory, socially aware, humanist, inclusive, and creative. Games will be played in class. Collective and independent research, study, making, reading, interneting, focused recreation, unexpected detours, concept-mapping, and guided discussion will all take place.

“Writing About Gaming” begins with the assumption that video games, like works of art, literature, and film, are worth writing about. Rather than debate whether games are “art” – whether they can be more than entertaining distractions from more worthwhile activities – we will consider what we as players and writers can say about them, do with them, and learn from them. Art can and does change the way people think, act, experience, and form communities. The perspectives that we will take together will be critical, exploratory, socially aware, humanist, inclusive, and creative. Games will be played in class. Collective and independent research, study, making, reading, interneting, focused recreation, unexpected detours, concept-mapping, and guided discussion will all take place.

Research communication with the scientific community in English is essential for a scientific career, especially as research continues to become more global and team oriented. In this course, students will learn the major forms of scientific communication used by professional scientists, develop their abilities as confident, capable communicators, and understand how to publish in academic journals.

人間が行う知識や情報の処理をコンピュータで再現しようとする試みは、古くから続けられてきました。その成果として、線形分離に優れたサポートベクトルマシンや、現在さまざまな分野で活用されている深層学習が挙げられます。これらのアルゴリズムでは、たとえば0と1のような単純な出力しか持たないモデルを複数組み合わせることで、より複雑な情報の記憶や処理が可能になります。この講義では、コンピュータが知識や情報をどのように処理しているかを可視化しながら学び、機械学習の本質を理解することを目指します。