2011年3月の東日本大震災から、そろそろ15年が経とうとしている。この間、震災をテーマにした様々な文学（芸術）作品が発表され、その研究書籍も数多く表されるなど、「震災後文学」が一つのジャンルとして確立した感がある。 いま、コロナ禍という「緊急事態」を経た（そして早くもあの時期を忘却しつつある）私たちにとって、津波・地震・原発事故というカタストロフィーに文学的想像力を通して対峙した「震災後文学」を改めて考察することには、大きな意義があるのではないか。 そこでこの授業では、社会、環境、あるいは「魂」をめぐる問題系に着目しつつ、それらの作品群を精読することで、「震災後文学」の可能性を模索していきたい。

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。

“Everything we have by way of modern convenience and technology was enabled directly or indirectly by an entrepreneurial process and endeavor.” The main objective of this course is to explore a series of questions in the world of entrepreneurship. What is entrepreneurship? Who is an entrepreneur? Are you? How do you generate ideas? How do you evaluate an opportunity and assess its feasibility? How do you effectively pitch and deliver your initiative to stakeholders? What does it take to create a movement or momentum? What if you fail? Ultimately, we will take a deep dive into the entrepreneurial mindset to address the questions above. We will examine these inquiries through a combination of theory and practice. Learning goals will be met through: (a) Lectures on classic and emerging concepts in the field of entrepreneurship, (b) Activity-based sessions and discussions, supported by (c) Guided readings and self-study materials, including homework assignments.

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

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 is an opportunity for students to learn about photography and landscape along with the modern metropolis of Tokyo in which they find themselves. In this age inundated with Instagram, it aims to encourage students to slow down to think on photography both as an artistic medium and a tool for contemplation. And it hopes students will learn about Tokyo and improve photographic skills.