本授業の目標は、環境正義と気候正義に関する重要な論点を批判的に理解することである。授業はセミナー方式で進められ、事前に配布された資料を基に討論を行う。講読資料は実例から哲学・倫理学の理論にまで多岐に亘るが、討論では主に規範的なアプローチを採る。

　2010年代以降、英語圏の認識論で盛んに論じられるようになった「認識をめぐる不正義」（epistemic injustice）の問題と、その不正義を是正する「認識をめぐる責任」（epistemic responsibility）の問題を考察する。そのことを通じて、「認知する」や「認識する」といった営みに否応なく孕まれている倫理的な次元を、その社会的な含意も踏まえつつ、明らかにする。 　哲学の分野においては、認識論と倫理学は別々の領域に属するものとしばしば――「常に」ではないが――見なされてきた。しかしながら、私たちの具体的な生活の場面を考えてみると、多くの場合、倫理の問題は同時に認識の問題でもある。例えば、疾病・障がい・性別・性的指向等による差別、またレイシズム等においては、認識自体が、力関係によって媒介され、相対的に弱い立場に置かれた者は発言権を奪われ、沈黙を余儀なくされることがある。また勇気をもって窮状を訴えたとしても、それは正当な証言としては見なされず軽視されるかもしれない（「証言をめぐる不正義」）。さらに言えば、そもそも、当事者の苦境にたいして、周囲の人々の関心が低いため、その苦境を表現する言葉が開発されず、その結果、本人はその苦境を訴える言葉自体を奪われているかもしれない（「解釈をめぐる不正義」）。 本講義では、まず主にフェミニスト認識論（ないし社会的認識論）による「認識をめぐる不正義」論の基本的な発想・概念を概観・検討する。その際、臨床の文脈において、その基本的発想・概念が、どう発展的に捉えられるのかにも触れたい。そのうえで、.そういった不正義に対して私たちはどのような責任を負っているのかも批判的に考察する。また私自身の認識的不正議論の展開として、「証言をめぐるタイミング」（testimonial timing）という概念を導入することで、共感知、認識的徳／悪徳また認識的不正義をタイミングの観点から考察したい。

　2010年代以降、英語圏の認識論で盛んに論じられるようになった「認識をめぐる不正義」（epistemic injustice）の問題と、その不正義を是正する「認識をめぐる責任」（epistemic responsibility）の問題を考察する。そのことを通じて、「認知する」や「認識する」といった営みに否応なく孕まれている倫理的な次元を、その社会的な含意も踏まえつつ、明らかにする。 　哲学の分野においては、認識論と倫理学は別々の領域に属するものとしばしば――「常に」ではないが――見なされてきた。しかしながら、私たちの具体的な生活の場面を考えてみると、多くの場合、倫理の問題は同時に認識の問題でもある。例えば、疾病・障がい・性別・性的指向等による差別、またレイシズム等においては、認識自体が、力関係によって媒介され、相対的に弱い立場に置かれた者は発言権を奪われ、沈黙を余儀なくされることがある。また勇気をもって窮状を訴えたとしても、それは正当な証言としては見なされず軽視されるかもしれない（「証言をめぐる不正義」）。さらに言えば、そもそも、当事者の苦境にたいして、周囲の人々の関心が低いため、その苦境を表現する言葉が開発されず、その結果、本人はその苦境を訴える言葉自体を奪われているかもしれない（「解釈をめぐる不正義」）。 本講義では、まず主にフェミニスト認識論（ないし社会的認識論）による「認識をめぐる不正義」論の基本的な発想・概念を概観・検討する。その際、臨床の文脈において、その基本的発想・概念が、どう発展的に捉えられるのかにも触れたい。そのうえで、.そういった不正義に対して私たちはどのような責任を負っているのかも批判的に考察する。また私自身の認識的不正議論の展開として、「証言をめぐるタイミング」（testimonial timing）という概念を導入することで、共感知、認識的徳／悪徳また認識的不正義をタイミングの観点から考察したい。

Tourism is just a leisure pursuit, but defining ‘just tourism’ is more difficult than it seems. If justice is inextricably linked with human rights, it is fair that you exercise your right to sightseeing. However, the act of traveling, particularly by air, emits significant carbon dioxide, contributing to global warming and rising sea levels. This can have devastating consequences for vulnerable populations, such as islanders facing the loss of their homes. Therefore, this course encourages students to think and act more ethically in their approach to tourism, with particular focus on populations vulnerable to negative impacts of tourism, such as women, children, people with disabilities, indigenous peoples, black communities, and people in the Global South. Additionally, we will extend our scope of analysis to consider non-human others, such as animals exploited within tourism industries. Classes will serve as fora for active discussion and debate, and students are encouraged to exchange diverse opinions. By the end of this course, students should be able to formulate a strategy to achieve ‘just tourism’. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. ・Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. ・Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. ・Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

Tourism is just a leisure pursuit, but defining ‘just tourism’ is more difficult than it seems. If justice is inextricably linked with human rights, it is fair that you exercise your right to sightseeing. However, the act of traveling, particularly by air, emits significant carbon dioxide, contributing to global warming and rising sea levels. This can have devastating consequences for vulnerable populations, such as islanders facing the loss of their homes. Therefore, this course encourages students to think and act more ethically in their approach to tourism, with particular focus on populations vulnerable to negative impacts of tourism, such as women, children, people with disabilities, indigenous peoples, black communities, and people in the Global South. Additionally, we will extend our scope of analysis to consider non-human others, such as animals exploited within tourism industries. Classes will serve as fora for active discussion and debate, and students are encouraged to exchange diverse opinions. By the end of this course, students should be able to formulate a strategy to achieve ‘just tourism’. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. ・Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. ・Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. ・Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

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.

Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

今日なおその輝きを失わない西洋哲学史上の古典『純粋理性批判』を精読しながら、われわれの世界経験と自我の存立構造についての基礎的な問いと考察を重ねていきたい。今学期は、超越論的分析論「概念の分析論」の「経験の可能性のアプリオリな諸根拠について（第１版版の演繹論）」の「（３）概念における再認の総合について」から読みはじめる。

今日なおその輝きを失わない西洋哲学史上の古典『純粋理性批判』を精読しながら、われわれの世界経験と自我の存立構造についての基礎的な問いと考察を重ねていきたい。今学期は、第1版（A版）の「純粋悟性概念の演繹　第３節　対象一般に対する悟性の関係と、対象をアプリオリに認識する可能性について」（A115）から読み進める。