The course will involve a series of discussions among students following specified formats intended to maximize participants’ ability to learn and apply the following: -Skills for pragmatic, practical, intersectional approaches and multilateral solutions to global issues and challenges, especially in devising and evaluating policy proposals and alternatives. -Ability to assess, discuss, and debate global issues by leveraging multidisciplinary perspectives across public policy, economics, politics, ethics, security, international governance, and law. In addition to discussions, students will also develop skills in policy analysis, discussion, consensus building, effective presentation, and policy brief writing. The following is a list of themes: -Decarbonization, energy security and geopolitics, and the role of nuclear -The role of leading institutions and fair competition in global education in the era of digitalization -Challenges in progressing gender equality against the context of varying social vulnerabilities and inequalities across the globe -International leadership and the future role of international organizations

This course explores the visions and historical processes that shaped the political, economic, and legal principles, policies, and practices of a transnational order in East Asia from the mid-nineteenth century to the mid-twentieth. Its focus will be on the trans-Pacific interactions between the United States, Japan, the Philippines, and China, but always with the rest of East Asia in mind. The discussions will delve into the interplay of law, politics, and economics during the period covered. Through these discussions, this class will explore new ways of understanding the historical developments whereby a coherent transnational order was formed in East Asia. The aim will be to overcome the limitations of the two prevalent narratives regarding East Asian history. The first, known as the “Western Impact” model, looks at modern East Asian history in the context of how each society reacted to Western powers attempting to dominate the area through trade and colonization. The second approach has traditionally been presented as an antithesis to the first, focusing on the internal logic of East Asian societies, and modernization in these societies is explained by referring primarily to domestic political dynamics, avoiding overemphasis on influence from the West. By grounding our analyses on the development of a transnational order among East Asian societies on one hand, but focusing on trans-Pacific interactions on the other, our objective will be to re-assess not just the history of East Asian societies, but the history of the US, and its role in the shaping of a global order that remains crucially important to this day.

This course explores the visions and historical processes that shaped the political, economic, and legal principles, policies, and practices of a transnational order in East Asia from the mid-nineteenth century to the mid-twentieth. Its focus will be on the trans-Pacific interactions between the United States, Japan, the Philippines, and China, but always with the rest of East Asia in mind. The discussions will delve into the interplay of law, politics, and economics during the period covered. Through these discussions, this class will explore new ways of understanding the historical developments whereby a coherent transnational order was formed in East Asia. The aim will be to overcome the limitations of the two prevalent narratives regarding East Asian history. The first, known as the “Western Impact” model, looks at modern East Asian history in the context of how each society reacted to Western powers attempting to dominate the area through trade and colonization. The second approach has traditionally been presented as an antithesis to the first, focusing on the internal logic of East Asian societies, and modernization in these societies is explained by referring primarily to domestic political dynamics, avoiding overemphasis on influence from the West. By grounding our analyses on the development of a transnational order among East Asian societies on one hand, but focusing on trans-Pacific interactions on the other, our objective will be to re-assess not just the history of East Asian societies, but the history of the US, and its role in the shaping of a global order that remains crucially important to this day.

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。

最終的には、日本近代史の博士論文を書き上げるために必要な問題意識や分析視角を身につけられるような演習をめざす。①史料を精緻に読んで、独創的な論点を構成する力と、②先行研究を説得力ある論法と論拠で批判しうる力を育み、③書評・論文のかたちに具体的に表現してゆくように共に学びたい。

　自然環境問題、災害（人災を含む）、感染症、戦争・紛争などの大きな危機に直面しながら、現代社会はそのあり方を常に問われている。サステイナビリティは、第一には自然環境を不可逆的に破壊せずに維持できるかどうか（維持可能性）、第二にその範囲で経済活動を持続できるかどうか（持続可能性）を意味する。自然破壊は、自然環境なしで生きていくことができない人間自身の自己破壊につながる。そのため、自然環境の維持可能性と経済開発の持続可能性は不可分の関係にある。だが、両者は両立できるのか。これまでの人間の生き方そのものを根底から変えなければ、これからの危機を乗り越えることはできないのではないか。もし経済開発の持続可能性にこだわるなら、結局は自然破壊を止められないのではないか。こうした難問は、科学技術と政治経済の問題だから人文知は関係ないと思われがちである。だが、人間の生き方が問われているのに、人間の知的反省の営みに関わる人文知が全く無関係でいられるはずがない。 　この多分野交流演習では、普段は専門的な研究を進めている学生・院生が、文理を超えた様々な分野に属する教員とともに、人類の巨大な難問と学問的な知識とをどのように関係づけるかをともに探求することを目標とする。この多分野交流演習への参加を通して、自分の専門的な研究を他の分野の研究者にどう伝えるか、また共同で生産的な議論をおこなうためには何が必要なのかを、実践的に身につけることが期待される。 　今年度では特に、気候変動問題を取り上げ、その現状を学ぶと同時に、人文社会系からのアプローチを模索する。

　昭和戦前期の政治に関する一次史料を読み解くにあたって、過去の研究成果・先行研究に学びつつ、独創性に富んだ論点を研究史上に残せるような力を育む。 　Sセメスターでは、ポツダム宣言受諾から、主として米軍による日本占領の開始、日本国憲法草案の策定、帝国議会・枢密院による憲法草案の審議、憲法関連法律案の審議、日本国憲法発布までの過程を、「帝国議会会議録検索システム」を用いての議員らによる発言内容、金森徳次郎・芦田均など関係閣僚の諸史料、佐藤達夫・入江俊郎などの法制官僚の諸史料、連合国最高司令官総司令部関係者の諸史料から検討を加える。 　学期の前半では、上記の問題意識に従った先行研究や関係文献を会読し、現在の研究史の到達点を把握する。学期の後半では、新たに論点となしうる問題、新たな分析視角などを意識して、数人のチームで発表を行う。

　昭和戦前期の政治に関する一次史料を読み解くにあたって、過去の研究成果・先行研究に学びつつ、独創性に富んだ論点を研究史上に残せるような力を育む。 　Aセメスターでは、2025年Sセメスターに引き続き、ポツダム宣言受諾から、主として米軍による日本占領の開始、日本国憲法草案の策定、帝国議会・枢密院による憲法草案の審議、憲法関連法律案の審議、日本国憲法発布までの過程を、「帝国議会会議録検索システム」を用いての議員らによる発言内容、金森徳次郎・芦田均など関係閣僚の諸史料、佐藤達夫・入江俊郎などの法制官僚の諸史料、連合国最高司令官総司令部関係者の諸史料から検討を加える。 　学期の前半では、上記の問題意識に従った先行研究や関係文献を会読し、現在の研究史の到達点を把握する。学期の後半では、新たに論点となしうる問題、新たな分析視角などを意識して、数人のチームで発表を行う。

変動帯で形成される地形は，内的営力と外的営力が相互に作用して形成されている。この講義ではそれらの概観と一つ一つの要素について説明する．特に内的営力を担う活断層や沈み込み帯の地殻変動などについて，変動帯の地形形成を論じる変動地形学，現在の変動を測る測地学, 数値モデリングの視点から解説し，実際の研究例を紹介する。 Geomorphology in large-scale orogenic belts at plate boundaries has been developed by the interaction between endogenetic and exogenetic processes. Its overview and each component will be explained in this lecture. We especially discuss the roles of active faults and crustal deformation in subduction zones from the point of views in geodetic measurements, tectonic geomorphology and numerical modeling.

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