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。

It has been almost a century since Japan's first trial by jury system (Baishin-seido 1928) was introduced. More than fifteen years have passed since the introduction of Japan's second trial by jury system (Saiban'in-seido 2009). Both of Japan's trial by jury systems were significant but controversial reforms aimed at incorporating citizen participation in criminal trials in order to improve the functioning of the judiciary and overcome its failures to strengthen the rule of law. This seminar will critically examine why these systems were introduced, what functions these systems actually fulfil and how they operate in reality. Adopting a multidisciplinary approach inherent to law and society studies, we will explore the historical, comparative, political and sociological dimensions of Japan’s trial by jury systems, with a particular focus on Japan's unique trajectory. The seminar will begin by tracing the historical development of jury trials in Japan, from early experiments in the late 19th century, through their pre-war implementation (1928-1943), to their post-war revival under US rule in Okinawa (1945-1972). Through this historical lens, we will contextualise Japan's modern Saiban'in system within broader global trends and compare it with jury systems in other jurisdictions. Our discussions will also incorporate contemporary issues, such as political discourses surrounding citizen participation and trends in statistical data, to provide a basis for understanding jury trials both quantitatively and qualitatively. The jury is often hailed as a symbol of democracy and fairness, but it is also criticised for being biased, unpredictable, and unqualified. To assess these claims, we will analyse a range of primary materials - including court decisions, legislative texts, political speeches, and personal accounts - alongside secondary academic readings. Methodological introductions at the beginning of each class will equip students with sociological tools, such as legal consciousness studies and comparative analysis, to critically engage with these materials. In addition, students will conduct interviews with individuals who have participated in jury trials, fostering first-hand insights into the practical realities of citizen participation in legal decision-making. The course will also include guest speakers from a range of legal backgrounds, such as practising lawyers, judges, and NGO representatives, who will provide practical perspectives on the role of the jury in contemporary society. Through our discussions, students will grapple with pressing questions: How do collective social narratives shape perceptions of justice? Why does Japan's criminal justice system resist deeper structural change? How does the interplay between institutional frameworks and cultural values influence jury systems? By the end of the course, students will have developed a nuanced understanding of the jury as a dynamic yet controversial institution. They will be able to analyse the challenges facing the jury in contemporary society, understand the legal rules governing jury trials, and engage with key social science research on jury systems. In addition, students will apply social science theory, research, and methodology to address complex issues surrounding the jury, equipping them with the tools to critically assess its potential and limitations in Japan and beyond.

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.

This course explores modern human rights movements through the lenses of culture, psychology, and law, focusing on non-violent activism. We will examine various case studies to understand how political activists build coalitions, how local groups and individuals resist conflict, and the legal frameworks that support the sustained implementation of human rights. The course is organized around key sociological categories, including political engagement, gender, ethnicity, disability, and nationality. To achieve this, we will analyze historical and contemporary examples from the United States, Japan, Ireland, Uganda, and Israel-Palestine, among others. The course will deal with the following SDGs: 5: Gender Equality 10: Reduced Inequality 16: Peace Justice and Strong Institutions

This course explores modern human rights movements through the lenses of culture, psychology, and law, focusing on non-violent activism. We will examine various case studies to understand how political activists build coalitions, how local groups and individuals resist conflict, and the legal frameworks that support the sustained implementation of human rights. The course is organized around key sociological categories, including political engagement, gender, ethnicity, disability, and nationality. To achieve this, we will analyze historical and contemporary examples from the United States, Japan, Ireland, Uganda, and Israel-Palestine, among others. The course will deal with the following SDGs: 5: Gender Equality 10: Reduced Inequality 16: Peace Justice and Strong Institutions

Students will explore and debate questions about human experience from multiple perspectives as they discover influential works from cultures around the world, both ancient and modern. Students will develop critical approaches and analytical skills as they exchange ideas with peers, ask questions, and respond to works in different genres through a variety of expressive modes. The course will focus on four fundamental themes: love, identity, death, and the meaning of life.

Students will explore and debate questions about human experience from multiple perspectives as they discover influential works from cultures around the world, both ancient and modern. Students will develop critical approaches and analytical skills as they exchange ideas with peers, ask questions, and respond to works in different genres through a variety of expressive modes. The course will focus on four fundamental themes: love, identity, death, and the meaning of life.

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.