宇宙から飛来する宇宙線、ガンマ線、ニュートリノなどを観測し、宇宙における高エネルギー天体現象や、暗黒物質などの素粒子物理を研究する分野を宇宙素粒子物理学（Astroparticle Physics）と呼ぶ。この分野の歴史的な成果として、CP対称性を破るK中間子などの新粒子の発見、最高エネルギー宇宙線の発見、ガンマ線バーストやブレーザーなどのブラックホール起源ガンマ線の検出、ニュートリノ振動の発見などが挙げられる。近年の観測技術の向上により、複数の観測手段を組み合わせて議論するマルチメッセンジャー天文学の時代となり、著しい発展を見せている分野である。この講義では、宇宙における高エネルギー粒子の起源や、それらの物理的性質、観測原理について基礎的なところから学ぶことを目標とする。講義内容については以下の英語版を参照。大きく3つに分かれている。 Astroparticle physics is a research field that studies high-energy astronomical phenomena and particle physics including dark matter via observations of cosmic rays, gamma-rays, neutrinos and so on. Some of representative discoveries done in this field are new particles such as kaon, which shows CP violation, ultra-high-energy cosmic rays, gamma-rays from black holes like gamma-ray bursts and blazars, and neutrino oscillation. Recent progress in the detector technology leads us to the era of multi-messenger astronomy, which is astronomy via collaborative observations of different species of particles. So this research field has been greatly developed in this decade. The purpose of this lecture is learning basics of origins of high-energy particles, physical properties of particles, and detection technique. The contents are divided into three parts as follows. １．Origin of High-energy Particles High-energy particles are accelerated somewhere in the universe, and produce secondary particles via interacting with other particles. Sources and the production mechanisms of such particles are not yet revealed, so numerous models have been proposed. In this lecture, we learn Fermi acceleration at shock waves as a promising particle acceleration mechanism, cosmic ray propagation in the interstellar medium, and emission mechanisms of gamma-rays and neutrinos. We also learn high-energy astrophysical phenomena as particle production sites. ２．Neutrino Physics Neutrinos have long been assumed to be massless, and the Standard Model of particle physics, based on this assumption, has been established as the paradigm that explains the results of many experiments to a high degree of accuracy. In 1998, however, it was discovered that neutrinos have finite mass and come in different flavors. The assumptions of the Standard Model turned out to be wrong, and this had a major impact on our understanding of particle physics and the nature. In this lecture, we will discuss the fundamental properties of neutrinos, their experimental verification mainly by neutrino oscillations, and the remaining unknowns and future experiments. ３．Dark Matter 　The mystery of dark matter is one of the most critical issues in cosmology and particle physics because it plays a leading role in shaping the universe and its potential to interrelate with various problems in particle physics. There are three main approaches to the experimental verification of dark matter: accelerator generation, indirect detection by observing signals from the decay and the annihilation of dark matter in space, and direct detection by capturing events in which dark matter around us collides with detectors. Research to elucidate the nature of dark matter is being actively pursued using all of these approaches. In this lecture, we will discuss various dark matter candidates and the principles and current status of direct and indirect search experiments for them.

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。

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

This course aims to raise awareness on the critical role of space technology in our daily lives and the important implications it has on domestic policymaking and international relations. The first part of the course, titled “Space and Society”, provides an overview of major space technologies and their applications. It then demonstrates how space assets have become a critical infrastructure on which advanced societies are over-reliant, and the hazards and threats that they are facing. The second part of course delves into political science and international relations. It addresses the various approaches to space policymaking, the structure of international relations in outer space and the major challenges ahead for the space sector. This course will be a part of the global effort to map threats and consequences for space sustainability conducted by the United Nations Institute of Disarmament Research.

地球外物質に注目し，太陽系の起源と進化に関する物質科学の基礎と最先端を理解する． Lectures on the origin and early evolution of the Solar System through analysis of pristine extraterrestrial materials, laboratory experiments, and Solar System exploration and on basic physical chemistry and material science.

"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。」

1. 授業内容 国外の機関で留学・研究・技術開発の経験を積んだ研究者や企業の方々、そして言語習得・国際交渉を極めた達人(以下ゲストスピーカー)の体験談を英語で聞き、それについて英語でディスカッションする授業です。ゲストスピーカーには、スウェーデン王立大学で博士号を取得した東大工学系研究科の教授、留学をせずともプロの通訳となった言語習得の達人、海外の技術を日本に輸入するために幾度となく国際交渉を行ってきた東大卒の企業マンの方などをお招きする予定です。 「留学や海外での就職に興味はあるけど、実際どのような準備が必要なのか分からない・・・」 「工学者はどんな場面でどのような英語を使うのか分からない・・・」 このような疑問を抱いた学生に最適な授業となっています。 2. 目的 世界への扉を拓くのに不可欠な英語力、異文化間能力(intercultural competence)を習得し、工学の分野での世界展開に興味を持ってもらうこと、リンガ・フランカ(Lingua Franca; 共通語)としての英語に触れることを目的としています。 3. 授業の特徴 教員も講演者も日英バイリンガルですが、授業の使用言語は英語とします。教員との連絡もすべて英語で行います。 -------------------------------- ※1.このゼミは4月7日（月）6限（18：45～）Zoomで行われる工学部合同説明会への参加を予定しています。ZoomのURLは後日UTAS掲示板のお知らせにて周知いたします。 ※2. 履修者の上限は25人です。履修希望者が25人の上限を超えた場合、授業初日に行うアンケートの内容を考慮し、２週目の授業までに教員が選抜し、その結果をメールします。 --------------------------------

This course focuses upon Australia’s historical relationships between settlers and Indigenous people in comparative perspective. In the first part of the course, students will consider how key terms like ‘settler colonialism’, ‘race’, ‘the civilising process’, and ‘treaty’ can be conceptualised in historical context. We will trace how colonial ideas about settlement, land tenure and law sat within a pre-existing European tradition of thought, and how these ideas might be rethought through an Indigenous worldview. We will investigate different practices of cross-cultural brokerage and co-existence on frontiers of British colonial settlement, and consider some of the triggers that gave rise to colonial violence. Through the latter part of the course, we will turn to twentieth-century policies of assimilation and consider how they were shared or divergent in different geographical settings of the British Commonwealth. Finally, students will engage with some of the ongoing legacies of the colonial past in the present, and investigate how debates about truth telling have evolved in Australia, as well as in connected settler nations of the former British Empire.