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.

This class is designed to examine a wide range of basic topics in comtemporary non-ideal epistemology. In the analytic tradtiton, episteomlogy tended to focus exclusively on the nature of justification and knowledge, but in recent years, various branches of epistemology, such as social, virtue, and feminist epistemology, are exploring epistemological issues about testimony, epistemic injustice and oppression, the ethics of belief, propositional ignorance, and liberatory intellectual virtue and vice. This class offers students many opportunities to deepen the understandingof the contemporary non-ideal epistemology so that they will be able to considermany classical and contemporary questions, including a way to rectify epistemic disfunctions in the present social world. Learning goals: First, students will acquire historical and contemporary perspectives about non-ideal epistemology, such as dispute over the nature of ignorance. Second, students will acquire questioning competences through active participation in group discussion so that they will clearly express their views.

This class is designed to examine a wide range of basic topics in comtemporary non-ideal epistemology. In the analytic tradtiton, episteomlogy tended to focus exclusively on the nature of justification and knowledge, but in recent years, various branches of epistemology, such as social, virtue, and feminist epistemology, are exploring epistemological issues about testimony, epistemic injustice and oppression, the ethics of belief, propositional ignorance, and liberatory intellectual virtue and vice. This class offers students many opportunities to deepen the understandingof the contemporary non-ideal epistemology so that they will be able to considermany classical and contemporary questions, including a way to rectify epistemic disfunctions in the present social world. Learning goals: First, students will acquire historical and contemporary perspectives about non-ideal epistemology, such as dispute over the nature of ignorance. Second, students will acquire questioning competences through active participation in group discussion so that they will clearly express their views.

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 tourism. Let’s board a plane! Many destinations await you! Your travel emits a lot of carbon dioxide and contributes to global warming, which results in the sea level rise. Islanders of a sinking small island may drown as a consequence of your travel, but do not care. You just exercised your right… You actually think and act more ethically, don’t you? This course is designed to discuss the meaning of justice in a variety of tourism-related contexts, with particular focus on people vulnerable to negative impacts of (mass) tourism, such as women, kids, people with disability, indigenous people and black people. We also extend our scope of analysis to consider non-human others, such as animals exploited behind tourism scenes. Classes are fora for active discussion and debate, and students are encouraged to exchange opinions. By the end of this course, students should be able to define ‘just tourism’ in their own manners. 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 tourism. Let’s board a plane! Many destinations await you! Your travel emits a lot of carbon dioxide and contributes to global warming, which results in the sea level rise. Islanders of a sinking small island may drown as a consequence of your travel, but do not care. You just exercised your right… You actually think and act more ethically, don’t you? This course is designed to discuss the meaning of justice in a variety of tourism-related contexts, with particular focus on people vulnerable to negative impacts of (mass) tourism, such as women, kids, people with disability, indigenous people and black people. We also extend our scope of analysis to consider non-human others, such as animals exploited behind tourism scenes. Classes are fora for active discussion and debate, and students are encouraged to exchange opinions. By the end of this course, students should be able to define ‘just tourism’ in their own manners. 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).

This course has two objectives: a) to provide students with a comprehensive introduction to environmental and climate justice, and b) to equip students with a well-rounded perspective on the critical and evolving field of the subject.

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the legal and consequent governance challenges presented by the emergence of the Anthropocene as a possible new geological epoch. While the epoch has yet to be formally confirmed, the trope and discourse of the Anthropocene already confront law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the legal and consequent governance challenges presented by the emergence of the Anthropocene as a possible new geological epoch. While the epoch has yet to be formally confirmed, the trope and discourse of the Anthropocene already confront law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course is an academic introduction to philosophy, inviting students to engage with core philosophical questions. It examines themes such as the search for objective moral principles, the philosophical justifications for government, the nature and limits of human knowledge, the problem of consciousness, the debate between determinism and free will, and the epistemological status of science.

「道徳と教育」をテーマに、道徳教育に関する近年の動向及び理論・歴史・実践についての知識・理解や、人間の道徳性についての近年の研究への知識・理解を得るとともに、アクティブ・ラーニング（主体的・対話的で深い学び）の視点から多様な道徳教育の授業を実践し、批評する能力を身につけ、現代の道徳と教育に関わる問題について（他の人々とコミュニケーションをとりながら）批判的に考える力を身につけることを目的とする。