This course is designed to learn theories of qualitative research method and how it is used in social science. Each student will also be expected to be able to evaluate the qualitative research method used in academic works and to be able to write a qualitative research proposal including interview or fieldwork with an understanding of research ethics and discuss its strength and limitations. From Week 1 to 5, we will focus on learning how to design qualitative research and on evaluating it. Then, from Week 6, we will move on to planning a qualitative research project, including writing a research proposal, considering the validity, positionality, reliability, generalizability and feasibility of the method. Students will be able to –Understand the concepts and theories of qualitative research method, –Plan qualitative research with attention to research ethics, –Discuss the strength and limitations of the applied research method, and –Evaluate the validity, positionality, reliability, generalizability and feasibility of the planned method.

This course is designed to learn theories of qualitative research method and how it is used in social science. Each student will also be expected to be able to evaluate the qualitative research method used in academic works and to be able to write a qualitative research proposal including interview or fieldwork with an understanding of research ethics and discuss its strength and limitations. From Week 1 to 5, we will focus on learning how to design qualitative research and on evaluating it. Then, from Week 6, we will move on to planning a qualitative research project, including writing a research proposal, considering the validity, positionality, reliability, generalizability and feasibility of the method. Students will be able to –Understand the concepts and theories of qualitative research method, –Plan qualitative research with attention to research ethics, –Discuss the strength and limitations of the applied research method, and –Evaluate the validity, positionality, reliability, generalizability and feasibility of the planned method.

This course will cover the very recent literature on the question of whether it is possible, or likely, that artificial minds could be created in the foreseeable future. The material will be tackled from a philosophical perspective, though relevant scientific papers will also be read. The purpose is not to fully understand the recent scientific literature, but rather to understand it enough to grasp their significance to the philosophical/conceptual questions raised by topic of artificial minds, and of minds in general.

This course will cover the very recent literature on the question of whether it is possible, or likely, that artificial minds could be created in the foreseeable future. The material will be tackled from a philosophical perspective, though relevant scientific papers will also be read. The purpose is not to fully understand the recent scientific literature, but rather to understand it enough to grasp their significance to the philosophical/conceptual questions raised by topic of artificial minds, and of minds in general.

This seminar-style course will explore issues related to language and society. The specific topics will be decided based on the interests of the students and the instructor. As part of the class, you will learn to conduct empirical investigations of language and society using tools such as corpus analysis and surveys.

This seminar-style course will explore issues related to language and society. The specific topics will be decided based on the interests of the students and the instructor. As part of the class, you will learn to conduct empirical investigations of language and society using tools such as corpus analysis and surveys.

Focusing on American modernist literature, this course examines narratives of mental difference and disability. Students will consider how mental difference presented authors opportunities to pursue a wide variety of formal innovations related to point of view, narrative vision, narrative time and other storytelling elements. The course will also introduce students to specific historical occasions that informed literary representations of mental difference: the American eugenics movement, the early twentieth-century immigration boom, and the rise of modern psychology. Students will engage a range of critical approaches to literature, including narratology, disability studies, and new historicism among others. Over the course of the term, students will complete two close reading essays, a group project on literary and cultural intersections between Japan and the United States, and a final research essay. Learning Objectives Upon completion of the course, students will be able to do the following: •Discuss the relationship between disability, difference, narrative structure, and aesthetics. •Explain how literary and artistic texts respond to and are informed by specific cultural moments. •Apply close reading skills to advance original arguments about literary and cultural texts. •Engage relevant theoretical and critical approaches when analyzing literary works. •Discuss the artistic and social history of American modernism.

Focusing on American modernist literature, this course examines narratives of mental difference and disability. Students will consider how mental difference presented authors opportunities to pursue a wide variety of formal innovations related to point of view, narrative vision, narrative time and other storytelling elements. The course will also introduce students to specific historical occasions that informed literary representations of mental difference: the American eugenics movement, the early twentieth-century immigration boom, and the rise of modern psychology. Students will engage a range of critical approaches to literature, including narratology, disability studies, and new historicism among others. Over the course of the term, students will complete two close reading essays, a group project on literary and cultural intersections between Japan and the United States, and a final research essay. Learning Objectives Upon completion of the course, students will be able to do the following: •Discuss the relationship between disability, difference, narrative structure, and aesthetics. •Explain how literary and artistic texts respond to and are informed by specific cultural moments. •Apply close reading skills to advance original arguments about literary and cultural texts. •Engage relevant theoretical and critical approaches when analyzing literary works. •Discuss the artistic and social history of American modernism.

1-Explore debates around Japan’s war heritage, nuclear heritage, and disaster heritage–particularly in relation to social and environmental justice movements, both nationally and internationally 2-Examine Japan’s tangible cultural heritage sites and artifacts–particularly monuments, memorials, and museums–to understand authors’ perspectives, intended messages, rhetorical features, and audience reception 3-Familiarize yourself with current definitions and discussions of cultural heritage 4-Practice ethnographic research methods through direct observation and analysis of local tangible heritage sites and artifacts 5-Practice academic writing and presentation in English 6-Collaborate with other students through group discussion and reflection in English

1-Explore debates around Japan’s war heritage, nuclear heritage, and disaster heritage–particularly in relation to social and environmental justice movements, both nationally and internationally. 2-Examine Japan’s tangible cultural heritage sites and artifacts–particularly monuments, memorials, and museums–to understand authors’ perspectives, intended messages, rhetorical features, and audience reception 3-Familiarize yourself with current definitions and discussions of cultural heritage 4-Practice ethnographic research methods through direct observation and analysis of local tangible heritage sites and artifacts 5-Practice academic writing and presentation in English 6-Collaborate with other students through group discussion and reflection in English