"The Art of Attention" explores attention as a social, cultural, and personal phenomenon, with a special focus on the concept of Radical Human Attention. Drawing on philosophical, psychological, and sociocultural perspectives, the course examines various attentional practices and their applications in everyday life, art, and social change. 「注意の技法」は、注意を社会的、文化的、個人的な現象として探求し、特にラディカル・ヒューマン・アテンションの概念に焦点を当てます。哲学的、心理学的、社会文化的な観点を取り入れ、日常生活、芸術、社会変革におけるさまざまな注意の実践とその応用を検討します。」

"The Art of Attention" explores attention as a social, cultural, and personal phenomenon, with a special focus on the concept of Radical Human Attention. Drawing on philosophical, psychological, and sociocultural perspectives, the course examines various attentional practices and their applications in everyday life, art, and social change. 「注意の技法」は、注意を社会的、文化的、個人的な現象として探求し、特にラディカル・ヒューマン・アテンションの概念に焦点を当てます。哲学的、心理学的、社会文化的な観点を取り入れ、日常生活、芸術、社会変革におけるさまざまな注意の実践とその応用を検討します。」

Is there such a thing called Japanese philosophy? While there is a tendency to think of philosophy as uniquely Western, with some developments having sprouts and branches in Indian and Chinese history, what is not as well-known is that there was an original philosophy that emerged out of 20th Century Japan. What we will look at in this course is one strand of Japanese philosophy: the Kyoto School philosophy (京都学派). The Kyoto School is a name given to a philosophical movement that took place around Kyoto University that both assimilated and challenged the foundational claims within Western philosophy by drawing on its own intellectual heritages and ideas and used them to reformulate religious, political, and moral viewpoints that are unique to the East Asian cultural tradition, and perhaps to the rest of the world, while maintaining a dialogue with its Western counterpart. What makes this school important and relevant to contemporary philosophy is the fact they took a bipedal stance between the East and West. The goal for many of these philosophers was not to advance a particular Eastern philosophical standpoint as such, but to put forth a vision of dialogue among a multiplicity of worlds. In this sense, the Kyoto School appears rather cosmopolitan when compared with other European or American schools of thought at that time. Given the increasingly global context we currently live in, it is becoming certain that we need other philosophical discourses that are not Western grounded to further understand the pressures, diversity, and problems of contemporary life. This course will discuss the major figures, principles, and historical controversies of the Kyoto School philosophy and bring these thinkers into conversation within Western philosophy in order to engage the problems of today’s global world. These thinkers shared cosmopolitan visions of the future, seeking to address issues related to colonialism, social conflict, and self/cultural identity; and if we read these thinkers more hermeneutically, we can find that their work touches on issues that afflict us today as well: issues, such as environmental degradation, military escalation, and excess capitalism. Finally, note that this is part I of a sequence of courses I call “The History of Japanese Philosophy” (with part II focusing on the social philosophy of Japanese history and part III on the Marxist tradition within the history of Japanese thought). Ultimately, what this course aims to do is to have students exercise their analytical and critical thinking skills in English by deploying these authors or texts in the service of demonstrating their relevance to the sustainable development goals that is the center of Global Liberal Arts classes (or students can do the opposite, as an option—to disprove their relevance!). In this course, the students will: a) know who the major figures of the Kyoto School are; b) learn the fundamental arguments proposed by leading Kyoto School thinkers; c) understand and discuss the controversies around the Kyoto School; d) explore the personal, social, and political issues raised by the Kyoto School; e) and theorize the possible connections or relevance the Kyoto School has to contemporary problems or issues related to the sustainable development goals

Is there such a thing called Japanese philosophy? While there is a tendency to think of philosophy as uniquely Western, with some developments having sprouts and branches in Indian and Chinese history, what is not as well-known is that there was an original philosophy that emerged out of 20th Century Japan. What we will look at in this course is one strand of Japanese philosophy: the Kyoto School philosophy (京都学派). The Kyoto School is a name given to a philosophical movement that took place around Kyoto University that both assimilated and challenged the foundational claims within Western philosophy by drawing on its own intellectual heritages and ideas and used them to reformulate religious, political, and moral viewpoints that are unique to the East Asian cultural tradition, and perhaps to the rest of the world, while maintaining a dialogue with its Western counterpart. What makes this school important and relevant to contemporary philosophy is the fact they took a bipedal stance between the East and West. The goal for many of these philosophers was not to advance a particular Eastern philosophical standpoint as such, but to put forth a vision of dialogue among a multiplicity of worlds. In this sense, the Kyoto School appears rather cosmopolitan when compared with other European or American schools of thought at that time. Given the increasingly global context we currently live in, it is becoming certain that we need other philosophical discourses that are not Western grounded to further understand the pressures, diversity, and problems of contemporary life. This course will discuss the major figures, principles, and historical controversies of the Kyoto School philosophy and bring these thinkers into conversation within Western philosophy in order to engage the problems of today’s global world. These thinkers shared cosmopolitan visions of the future, seeking to address issues related to colonialism, social conflict, and self/cultural identity; and if we read these thinkers more hermeneutically, we can find that their work touches on issues that afflict us today as well: issues, such as environmental degradation, military escalation, and excess capitalism. Finally, note that this is part I of a sequence of courses I call “The History of Japanese Philosophy” (with part II focusing on the social philosophy of Japanese history and part III on the Marxist tradition within the history of Japanese thought). Ultimately, what this course aims to do is to have students exercise their analytical and critical thinking skills in English by deploying these authors or texts in the service of demonstrating their relevance to the sustainable development goals that is the center of Global Liberal Arts classes (or students can do the opposite, as an option—to disprove their relevance!). In this course, the students will: a) know who the major figures of the Kyoto School are; b) learn the fundamental arguments proposed by leading Kyoto School thinkers; c) understand and discuss the controversies around the Kyoto School; d) explore the personal, social, and political issues raised by the Kyoto School; e) and theorize the possible connections or relevance the Kyoto School has to contemporary problems or issues related to the sustainable development goals

"War is hell," said General William Tecumseh Sherman. He knew exactly what he meant. After all, he was the man who led the “March to the Sea" during the American Civil War, mercilessly burning and destroying every Southern town he came across. The 20th century, sometimes called the "century of war," made his words far more prophetic than he could have ever imagined. At least 108 million people have in died in wars during the 20th century. This is a staggering number, in comparison to those who died from all wars through the entirety of preceding human history, between 150 million and one billion people. And even now, more than 20 years into the 21st century, wars show no sign of ceasing. Why have modernization and science, which supposedly contributed to human progress, not yet abolished this barbaric practice of "war"? In 1947, three years after the term "genocide" was coined to describe the systematic destruction of particular race or ethnic group, comedian Charlie Chaplin remarked in his film Monsieur Verdoux: "One murder makes a villain; millions, a hero. Numbers sanctify, my good fellow.” What history and power make this absurdity possible? And what should be done to resolve it? In this class, we will explore the answers to these questions through various documentaries, texts, and vigorous discussion.

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.

In this course, students learn about STS (Science, Technology and Society) through case studies. What is this called science? How can we manage the conflicts between S&T and Society? Who are the experts? These questions appear in various issues around us, such as the pandemic of COVID-19, environmental problems, disasters, and governance of emerging technologies. In this course, we learn about, and discuss cases from STS perspectives. Students are required to do their own case analysis in their final report.

In this course, students learn about STS (Science, Technology and Society) through case studies. What is this called science? How can we manage the conflicts between S&T and Society? Who are the experts? These questions appear in various issues around us, such as the pandemic of COVID-19, environmental problems, disasters, and governance of emerging technologies. In this course, we learn about, and discuss cases from STS perspectives. Students are required to do their own case analysis in their final report.

Statistics and biometrics have emerged as crucial disciplines not only in agricultural sciences but also in various other fields. This significance is primarily attributed to three factors: Firstly, advancements in data measurement techniques have facilitated the collection of extensive and diverse biological and agronomic data that were previously unattainable. Secondly, the evolution of data science methodologies has enabled the integration and modeling of such collected data. Thirdly, the enhancement of computational capabilities has empowered the utilization of these methodologies. These advancements have rendered statistical and biometric methods indispensable for extracting insights from the vast and varied biological and agronomic datasets. Throughout this lecture series, a diverse array of biological and agronomic datasets will serve as illustrative examples to demonstrate various analytical methods. Delivered in a hands-on format, utilizing R, Python, and Matlab, the aim is to equip students with practical analysis skills. The initial portion of the course, spanning the first one-third, will focus primarily on techniques for summarizing, visualizing, and modeling relationships within multivariate datasets. In the subsequent one-third, students will delve into linear models, linear mixed models, local regression, and nonlinear models. Finally, in the last segment, students will explore image analysis, machine learning, and deep learning methods. While the course will cover a broad spectrum of methods, ranging from introductory to advanced levels, the emphasis will be on developing the capability to independently conduct analyses rather than on elaborating on the theoretical underpinnings of the methods.