現代社会では「共同的・土着的コミュニティ」（世代を超え、死者まで含めて祭祀を通じて受け継がれる関係）、「協働的・媒介的コミュニティ」（近隣に暮らす人たちが共通の課題を解決するために協力し合う仕組み）、「仮設的・流動的コミュニティ」（多様な背景を持った人が一時的に形成するつながり）が併存している。伝統的な祭礼には、イエやムラとも呼ばれる共同的・土着的コミュニティが顕在化する。政策や社会運動において重視されてきたのは、地域の共通の課題（ケア、防災、景観など）を協力し合いながら解決する協働的・媒介的コミュニティである。他方で、地理的に離れていても共通の問題意識や趣味を持った人々による、無数の仮設的・流動的コミュニティが生まれては消えている。異質なコミュニティの交錯はしばしばコンフリクトを招く一方で、創発的な変化をもたらすこともある。こうしたダイナミズムを適切にとらえる社会学理論の構築を目指して、文献講読と研究報告を行う。

現代社会では「共同的・土着的コミュニティ」（世代を超え、死者まで含めて祭祀を通じて受け継がれる関係）、「協働的・媒介的コミュニティ」（近隣に暮らす人たちが共通の課題を解決するために協力し合う仕組み）、「仮設的・流動的コミュニティ」（多様な背景を持った人が一時的に形成するつながり）が併存している。伝統的な祭礼には、イエやムラとも呼ばれる共同的・土着的コミュニティが顕在化する。政策や社会運動において重視されてきたのは、地域の共通の課題（ケア、防災、景観など）を協力し合いながら解決する協働的・媒介的コミュニティである。他方で、地理的に離れていても共通の問題意識や趣味を持った人々による、無数の仮設的・流動的コミュニティが生まれては消えている。異質なコミュニティの交錯はしばしばコンフリクトを招く一方で、創発的な変化をもたらすこともある。こうしたダイナミズムを適切にとらえる社会学理論の構築を目指して、文献講読と研究報告を行う。

社会学を基本軸として、健康を社会的文脈で考察する知的基盤を提供する。社会疫学や健康の社会的決定要因などを社会・経済学理論と整合的に理解することを助ける。具体的には社会学理論を鳥瞰したうえで、健康科学との接点として医療・社会的健康決定要因などを題材として取り扱う。 This lecture course will provide sociological theory basis to consider health in social context rather than in bio-medical frame, support to theoretically understand the basis of social epidemiology, or the concept such as social determinants of health. Specific focus will be put on themes such as social stratification and health, health impacts of built environment and social environment, medicalization, and sociology of body/embodiment.

Japan once was regarded as “a model” for the West not only for its economic and industrial power but also for its excellence in education, culture, low crime late, and the perception of an “equal society”. But were these images of Japan true? To answer this question, the class will center on the following questions: How does a society become a particular, in this case a “Japanese society”? How are the changes in the processes of becoming “Japanese” related with changes in Japanese society? How do those interchanges in people and society make Japanese society look “unique” (or at least make people believe it is unique)? To understand these complex issues, in this class we will discuss the key themes from a range of vantage points: education, work, family and gender, welfare system, social stratification, and natural (and partly human-made) disaster and the ‘lost decades’. The main goal of this course is to develop an understanding of the features of contemporary Japanese society from a sociological perspective in 11　important themes. Students are expected to learn contemporary issues in Japanese society as well as how sociology can approach them. Learning outcomes are expected 1) to understand features of contemporary Japanese society and its changes in 11 important themes and 2) to acquire a “sociological imagination” (a way of thinking “sociologically” both with sociological theories and methods) to understand contemporary (post-)industrial societies including Japan and other societies.

Japan once was regarded as “a model” for the West not only for its economic and industrial power but also for its excellence in education, culture, low crime late, and the perception of an “equal society”. But were these images of Japan true? To answer this question, the class will center on the following questions: How does a society become a particular, in this case a “Japanese society”? How are the changes in the processes of becoming “Japanese” related with changes in Japanese society? How do those interchanges in people and society make Japanese society look “unique” (or at least make people believe it is unique)? To understand these complex issues, in this class we will discuss the key themes from a range of vantage points: education, work, family and gender, welfare system, social stratification, and natural (and partly human-made) disaster and the ‘lost decades’. The main goal of this course is to develop an understanding of the features of contemporary Japanese society from a sociological perspective in 11 important themes. Students are expected to learn contemporary issues in Japanese society as well as how sociology can approach them. Learning outcomes are expected 1) to understand features of contemporary Japanese society and its changes in 11 important themes and 2) to acquire a “sociological imagination” (a way of thinking “sociologically” both with sociological theories and methods) to understand contemporary (post-)industrial societies including Japan and other societies.

This course aims to introduce graduate students to classic and recent sociological studies relevant to ethnicity, nationalism, and education, and to critically examine their contributions and limitations. The topics covered in this course include: •theories of ethnicity and nationalism, •identity, culture, and migrants’ sense of belonging, •migrants’ educational and social trajectories and social integration, •critical race theory, and •whiteness in education. In Week 1, the course structure and learning goals will be explained online. The reading list and course schedule will be shared, and presenters will be assigned. From Week 2 onward, students are expected to complete the assigned readings before each class and come prepared for discussion. Each week, one or two students will serve as presenters. Presenters are expected to cover the following: •a summary of the assigned articles (research questions, literature review, methods and data, findings, and conclusions); •a critical evaluation of the articles (strengths, limitations, and implications for the academic field and society); and •discussion questions and ideas. The reading list for this year is currently being updated and will be released shortly. At the end of the course, a student will be required to pick up one question from a list of questions and write an essay of approx. 2,000 words. Students will be able to ・discuss the significance, contributions, and limitations of each paper, and ・discuss the essay question, based on the assigned literature.

This course aims to introduce graduate students to classic and recent sociological studies relevant to ethnicity, nationalism, and education, and to critically examine their contributions and limitations. The topics covered in this course include: •theories of ethnicity and nationalism, •identity, culture, and migrants’ sense of belonging, •migrants’ educational and social trajectories and social integration, •critical race theory, and •whiteness in education. In Week 1, the course structure and learning goals will be explained online. The reading list and course schedule will be shared, and presenters will be assigned. From Week 2 onward, students are expected to complete the assigned readings before each class and come prepared for discussion. Each week, one or two students will serve as presenters. Presenters are expected to cover the following: •a summary of the assigned articles (research questions, literature review, methods and data, findings, and conclusions); •a critical evaluation of the articles (strengths, limitations, and implications for the academic field and society); and •discussion questions and ideas. The reading list for this year is currently being updated and will be released shortly. At the end of the course, a student will be required to pick up one question from a list of questions and write an essay of approx. 2,000 words. Students will be able to ・discuss the significance, contributions, and limitations of each paper, and ・discuss the essay question, based on the assigned literature.

【目標】 　本授業の目標は、「教育の歴史社会学」すなわち教育社会学の歴史研究について学び、その研究系譜・方法論・特徴について考察することにより、「教育の歴史社会学」の意義や課題、今後の可能性について理解できるようになることです。 Objectives: This course aims to teach the historical study of the sociology of education, also known as "Historical Sociology of Education." Students will learn about its research genealogy, methodologies, and characteristics, as well as its significance, problems, and future possibilities. 【概要】 「歴史社会学」とは、何らかの形で過去を扱っている社会学的研究のことを指します。 「教育の歴史社会学」はこれまで、「移動・選抜研究」と「言説・社会史研究」という二つの研究系譜を形成しながら、様々なタイプの歴史研究を蓄積してきました。 　本授業では、概ねこの二つの研究系譜の発展過程を追尾しながら、文献講読を通じて「教育の歴史社会学」の特徴や方法論について学び、その意義や課題、今後の可能性について探究します。 Overview: "Historical sociology" refers to sociological research that deals with the past in some way. “Historical sociology of education” has accumulated diverse historical research while forming two distinct research lineages: “mobility and selection studies” and “discourse and social history studies.” This course will broadly trace the development of these two lineages. Through close reading of key texts, students will learn about the characteristics and methodologies of “historical sociology of education,” explore its significance and challenges, and investigate its future potential.

Diversity in the judiciary plays a vital role in ensuring fairness, enriching judicial decision-making, and fostering public trust in the legal system. This seminar will explore the evolution of diversity within the legal profession, both in Japan and internationally, examine its significance, and discuss the achievements and ongoing challenges in promoting diversity. We will also consider future developments and their potential impacts on the legal field. This seminar will be conducted in English, but students are not expected to have highly advanced English skills. When needed, Japanese may be used in discussions to clarify and include all participants. （必要によって日本語による議論が行われる可能性がある。本トピックに関して英語でのディスカッション形式に参加する意欲のある者であれば、どなたでも歓迎する。）

Diversity in the judiciary plays a vital role in ensuring fairness, enriching judicial decision-making, and fostering public trust in the legal system. This seminar will explore the evolution of diversity within the legal profession, both in Japan and internationally, examine its significance, and discuss the achievements and ongoing challenges in promoting diversity. We will also consider future developments and their potential impacts on the legal field. This seminar will be conducted in English, but students are not expected to have highly advanced English skills. When needed, Japanese may be used in discussions to clarify and include all participants. （必要によって日本語による議論が行われる可能性がある。本トピックに関して英語でのディスカッション形式に参加する意欲のある者であれば、どなたでも歓迎する。）