【注意】この授業は開講日程の都合上、成績が所定の確認日より後に公開される見込みが高いので留意すること。特に2年生は本科目の成績が進学選択が可能となる条件に含まれない見込が高いので、履修にあたっては十分に注意すること。 【注意】開講日程の都合上、この授業を履修する場合は、Sセメスター/ S2ターム開講の他授業を履修することができないので、注意してください（開講日程の異なる集中講義等を除く）。 　Students attending this course cannot take credits for other courses in S semester or S2 term, except for intensive courses whose schedule does not overlap with this course. 　UTSIP Kashiwa is an international internship program provided by the Graduate School of Frontier Sciences （GSFS:新領域創成科学研究科）where Junior Division students can study together with undergraduate students from abroad in laboratories as well as in lectures. The program will be conducted in English.

This course aims at helping students better understand current situations of education in Asia, particularly under the influence of globalization. We will discuss theoretical, institutional and practical dimensions of education, with particular interests of how education could contribute to the promotion and realization of more sustainable society.

The purpose of this course is to examine how Japan’s transformation into a modern nation was shaped and represented through visual culture. Great emphasis is placed on group work, as students are expected to actively collaborate with peers to analyze visual materials, share perspectives, and co-construct knowledge. Through these interactive and cooperative activities, students will also have the opportunity to enhance their English communication skills and connect with a community of internationally minded peers. この授業では、日本が近代国家へと変化していく過程を、当時の絵画や写真、広告などの「視覚資料」を通して学びます。授業では、オンライン教材やビデオ講義、歴史資料を用いながら、ディスカッションや課題に取り組みます。特にグループワークを重視しており、視覚資料の分析やプレゼンテーションなどを通して、学生同士が協力しながら学びを深めていきます。これらの活動を通して、視覚的リテラシー、歴史的思考力、異文化理解力を養うとともに、英語によるコミュニケーション能力の向上も目指します。国際的な視野を広げたい方や、英語を実践的に使って学びたい方に適した内容となっています。

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.

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

海外調査・研究で必要となる、英語によるコミュニケーション入門。 English communication, which is necessary for overseas research and study.

This course is an opportunity for students to learn about photography and landscape along with the modern metropolis of Tokyo in which they find themselves. In this age inundated with Instagram, it aims to encourage students to slow down to think on photography both as an artistic medium and a tool for contemplation. And it hopes students will learn about Tokyo and improve photographic skills.

This course is an opportunity for students to learn about photography and landscape along with the modern metropolis of Tokyo in which they find themselves. In this age inundated with Instagram, it aims to encourage students to slow down to think on photography both as an artistic medium and a tool for contemplation. And it hopes students will learn about Tokyo and improve photographic skills.

　東京大学は、1983年に臨時遺跡調査室（現在の埋蔵文化財調査室）を開設して以来、本郷キャンパスの発掘を営々と続けてきた。東京でこれほど徹底的に掘られ続けている場所はほかにない。かつての加賀藩邸跡に東京大学がほぼそのまま存在しているがゆえに、発掘成果は近世考古学という学問領域の成立に大きく貢献し、発掘対象は古いほどよいとされてきた考古学の在り方を根底から変えた。 　本講義では、発掘の成果に加えて、地上に「埋蔵」されているもの（見えているのに気づかないもの）にも目を向け、東京大学本郷キャンパスがどのように形成され、今日の姿に至ったかをたどる。東京大学の「文化資源」を発掘しようとする試みでもある。 　文化資源学研究室と埋蔵文化財調査室が組み、さらに総合研究博物館、文書館の教員が参加し、リレー形式で東京大学の姿を明らかにする。キャンパスツアーもある。東京大学に入学しても、大半の学生は東京大学を知らずに卒業していく。それはもったいない。

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills