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.

AugustinusのDe baptismoを輪読します。

Augustinusの『告白』を輪読します。

•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.

Through this course, you will explore education not simply as schooling, but as a lifelong and socially embedded process through which knowledge is created, shared, challenged, and transformed. Rather than asking only what people should learn, we will ask deeper questions about whose knowledge is valued, how learning occurs, and how education can contribute to more just, inclusive, and sustainable futures. We will examine diverse educational approaches across cultures and contexts through comparative education, educational innovation, Open Education, learning ecologies, artificial intelligence, decolonial perspectives, and international case studies. Through collaborative inquiry and project-based learning, you will design innovative educational responses to real-world global challenges. Ultimately, the course aims to help you become thoughtful global citizens who can critically evaluate knowledge, appreciate multiple ways of learning, and imagine new educational possibilities for a rapidly changing world. By the end of this course, students will be able to: (1) Explain key concepts related to education, knowledge, and global change from diverse cultural and international perspectives. (2) Analyze critically contemporary educational issues, including the roles of technology, artificial intelligence, equity, and social justice in shaping learning. (3) Communicate and collaborate effectively with peers from diverse disciplinary and cultural backgrounds to discuss educational challenges and solutions. (4) Design an evidence-informed educational innovation that addresses a contemporary global challenge by integrating insights from comparative education and multiple knowledge traditions.

Through this course, you will explore education not simply as schooling, but as a lifelong and socially embedded process through which knowledge is created, shared, challenged, and transformed. Rather than asking only what people should learn, we will ask deeper questions about whose knowledge is valued, how learning occurs, and how education can contribute to more just, inclusive, and sustainable futures. We will examine diverse educational approaches across cultures and contexts through comparative education, educational innovation, Open Education, learning ecologies, artificial intelligence, decolonial perspectives, and international case studies. Through collaborative inquiry and project-based learning, you will design innovative educational responses to real-world global challenges. Ultimately, the course aims to help you become thoughtful global citizens who can critically evaluate knowledge, appreciate multiple ways of learning, and imagine new educational possibilities for a rapidly changing world. By the end of this course, students will be able to: (1) Explain key concepts related to education, knowledge, and global change from diverse cultural and international perspectives. (2) Analyze critically contemporary educational issues, including the roles of technology, artificial intelligence, equity, and social justice in shaping learning. (3) Communicate and collaborate effectively with peers from diverse disciplinary and cultural backgrounds to discuss educational challenges and solutions. (4) Design an evidence-informed educational innovation that addresses a contemporary global challenge by integrating insights from comparative education and multiple knowledge traditions.

This module aims to investigate aspects of the history of past pandemics or "plagues" and how they have impacted on society. We will attempt to answer questions such as: Where do plagues come from? How do they spread? What counter measures have been taken in response to plagues throughout history? What have been the attitudes of society to victims of plague, and how have these changed? Finally, we will look at how infectious diseases have been significant factors in some major historical events. Part of the module will include student-led analysis of past pandemics. These may be historical but could also include more recent and emerging diseases such as Ebola and Zika virus. Sustainable Development Goals: Goal 3: Good Health and Well-being

This module aims to investigate aspects of the history of past pandemics or "plagues" and how they have impacted on society. We will attempt to answer questions such as: Where do plagues come from? How do they spread? What counter measures have been taken in response to plagues throughout history? What have been the attitudes of society to victims of plague, and how have these changed? Finally, we will look at how infectious diseases have been significant factors in some major historical events. Part of the module will include student-led analysis of past pandemics. These may be historical but could also include more recent and emerging diseases such as Ebola and Zika virus. Sustainable Development Goals: Goal 3: Good Health and Well-being

This course surveys world-historical phenomena and events across the globe during the modern period. By employing three analytical perspectives—comparative, connected, globalization— it enables students to understand the formation of the present-day world, which is characterized by intricate and interconnected human webs. It covers a diverse range of topics, including wars, food, knowledge, animals, emigrants, disease, the industrial revolution, trade, colonialism, nationalism, and the environment. By engaging with the three perspectives introduced by this course (comparative, connected, globalization), students will deepen and broaden their understanding of significant historical phenomena and events from the thirteenth to twentieth centuries. They will also develop essential skills for academic discussion, which empower them to critically analyze historical topics and effectively articulate their ideas.