By the end of the course, students will be able to: 1.　Identify how language ideologies shape social interactions. 2.　Analyze identity construction through discourse using sociolinguistic tools. 3.　Critically examine everyday, media, and institutional discourse for power dynamics. 4.　Reflect on their own linguistic positioning in multilingual, transnational contexts.

By the end of the course, students will be able to: 1.　Identify how language ideologies shape social interactions. 2.　Analyze identity construction through discourse using sociolinguistic tools. 3.　Critically examine everyday, media, and institutional discourse for power dynamics. 4.　Reflect on their own linguistic positioning in multilingual, transnational contexts.

This course explores the culture, industry, and politics of the piano through interdisciplinary approaches and active learning. The piano is a musical instrument that originated in Europe and developed into its modern form through the technological innovations in the Industrial Revolution. The instrument has not only occupied a central place in the history of Western music but also played a critical role in the shaping of class, gender, racial/ethnic/national consciousness, identities, and practices around the world. In the second half of the twentieth century, East Asian nations of Japan, South Korea, and China have become major producers and consumers of the piano, and many of the world’s most acclaimed pianists in genres ranging from classical to jazz and electronic are Asian. In this course, we will examine the diverse meanings of the piano and its music for peoples and societies around the world, especially in Europe, the United States, and Asia. The topics include: technology, industry, and business of piano manufacturing and sales; evolution of piano performance and pedagogy; notions of pianistic virtuosity and (dis)ability; class, gender, and family formation through piano lessons; piano and its music as a tool of nationalism and imperialism; globalization and cultural hybridity of the piano; representations of the piano across cultural genres; piano and its music in the digital age. Through the course, students will: - learn to think of piano not only as a musical but also a social instrument - understand historical, political, and economic factors that shape the music industry and musical practice - understand various forms of empowerment and mobilization as well as exclusion, marginalization, and exploitation through musical practice - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, disability studies, ethnography, ethnomusicology, history, law, musicology, and sociology The course will address the following themes of Sustainable Development Goals (SDGs): Goal 4: Quality education Goal 5: Gender equality Goal 8: Decent work and economic growth Goal 9: Industry, innovation and infrastructure Goal 10: Reduced inequalities Goal 12: Responsible consumption and production

This course explores the culture, industry, and politics of the piano through interdisciplinary approaches and active learning. The piano is a musical instrument that originated in Europe and developed into its modern form through the technological innovations in the Industrial Revolution. The instrument has not only occupied a central place in the history of Western music but also played a critical role in the shaping of class, gender, racial/ethnic/national consciousness, identities, and practices around the world. In the second half of the twentieth century, East Asian nations of Japan, South Korea, and China have become major producers and consumers of the piano, and many of the world’s most acclaimed pianists in genres ranging from classical to jazz and electronic are Asian. In this course, we will examine the diverse meanings of the piano and its music for peoples and societies around the world, especially in Europe, the United States, and Asia. The topics include: technology, industry, and business of piano manufacturing and sales; evolution of piano performance and pedagogy; notions of pianistic virtuosity and (dis)ability; class, gender, and family formation through piano lessons; piano and its music as a tool of nationalism and imperialism; globalization and cultural hybridity of the piano; representations of the piano across cultural genres; piano and its music in the digital age. Through the course, students will: - learn to think of piano not only as a musical but also a social instrument - understand historical, political, and economic factors that shape the music industry and musical practice - understand various forms of empowerment and mobilization as well as exclusion, marginalization, and exploitation through musical practice - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, disability studies, ethnography, ethnomusicology, history, law, musicology, and sociology The course will address the following themes of Sustainable Development Goals (SDGs): Goal 4: Quality education Goal 5: Gender equality Goal 8: Decent work and economic growth Goal 9: Industry, innovation and infrastructure Goal 10: Reduced inequalities Goal 12: Responsible consumption and production

Please check the grading scale that applies to this course. If the Course Code ends without “- P/F”, this is a course with a letter grade (A+, A, B, C, F). If the Course Code ends with “-P/F”, this is a Pass/Fail Course The later Wittgenstein’s views about language and meaning, especially as presented in Philosophical Investigations, are among the most important arguments in twentieth century philosophy, exerting great influence not only over traditional philosophy, but also a diverse and widespread range of fields in the humanities, social sciences, and cognitive science. This course will focus on Wittgenstein’s transition from the theory of language as a logical picture of reality outlined in the Tractatus, still in essence a dominant view of language, to his later understanding of language and meaning in terms of language’s use in social “language games”. The three most significant arguments for the development of this general view in Philosophical Investigations will be studied: meaning as use; considerations about rule following and the consequences for intentionality and representation; the impossibility of a private language. A general understanding of the later Wittgenstein’s anti-theoretical philosophical method will emerge along with an understanding of the relevance of the later Wittgenstein for current philosophical questions about language.

Please check the grading scale that applies to this course. If the Course Code ends without “-P/F”, this is a course with a letter grade (A+, A, B, C, F). If the Course Code ends with “-P/F”, this is a Pass/Fail Course The later Wittgenstein’s views about language and meaning, especially as presented in Philosophical Investigations, are among the most important arguments in twentieth century philosophy, exerting great influence not only over traditional philosophy, but also a diverse and widespread range of fields in the humanities, social sciences, and cognitive science. This course will focus on Wittgenstein’s transition from the theory of language as a logical picture of reality outlined in the Tractatus, still in essence a dominant view of language, to his later understanding of language and meaning in terms of language’s use in social “language games”. The three most significant arguments for the development of this general view in Philosophical Investigations will be studied: meaning as use; considerations about rule following and the consequences for intentionality and representation; the impossibility of a private language. A general understanding of the later Wittgenstein’s anti-theoretical philosophical method will emerge along with an understanding of the relevance of the later Wittgenstein for current philosophical questions about language.

•The seminar experience: Students will develop critical approaches to reading a set of shared texts, while communicating their ideas, asking questions, and actively listening to peers in a free and honest exchange of multiple viewpoints. •Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes. •Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs. •Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives. •Connecting texts to the world: Students will make connections between historical texts about human existence and current moral, social, and political issues.

•The seminar experience: Students will develop critical approaches to reading a set of shared texts, while communicating their ideas, asking questions, and actively listening to peers in a free and honest exchange of multiple viewpoints. •Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes. •Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs. •Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives. •Connecting texts to the world: Students will make connections between historical texts about human existence and current moral, social, and political issues.

Since Goethe’s romantic ballad “The Bride of Corinth,” the vampire has occupied one of the most prominent places in the gallery of aesthetic horror. Even before Goethe, the vampire was closely tied to the German-speaking world through numerous medical and philosophical treatises of the early Enlightenment. This is why Bram Stoker’s landmark novel “Dracula” starts with Jonathan Harker quoting a German ghost ballad and the Count speaking his first words in German. The vampire seems to reflect certain features of German thought and literature, as well as international perceptions of German culture. The seminar aims to explore these connections through texts by Johann Flückinger (“Official Report on the Vampires,” 1732), Michael Ranft (“Treatise on the Chewing and Smacking of the Dead in Graves,” 1734), Goethe (“The Bride of Corinth,” 1797), Novalis (“Hymns to the Night,” 1799/1800), Lord Byron (“Fragment of a Novel,” 1816), E. T. A. Hoffmann (“Vampyrism,” 1821), Le Fanu (“Carmilla,” 1872), and Stoker (“Dracula,” 1897). Films to be examined include F. W. Murnau’s “Nosferatu” (1922), Roman Polanski’s “Dance of the Vampires” (1967) and Werner Herzog’s “Nosferatu the Vampyre.”

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.