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- INSTRUCTOR’S PROFILE Tatsuhiko SHIRAIWA
- 5. CONTEMPORARY PHILOSOPHY IN JAPAN LECTURER Daisuke KAIDA
- INSTRUCTOR’S PROFILE Daisuke KAIDA
- 6. JAPAN IN WORLD HISTORY LECTURER Niels VAN STEENPAAL
- INSTRUCTOR’S PROFILE Niels VAN STEENPAAL
- 7. Understanding Education, Human Lives and Cultures from Philosophical and Sociological Perspectives LECTURERS Hachiro Iwai
- Requirements
- 8. GLOBAL BUSINESS STORAGETY I LECTURER Hiroaki NAGAYAMA
- INSTRUCTORSPROFILE Hiroaki NAGAYAMA
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3. Lecturer Kaoru KITAJIMA (Professor, Graduate School of Agriculture) Satoyama landscape in Japan as a type of traditional and sustainable agroforestry ecosystems in Asia 1 Before rice cultivation: tropical and subtropical forests within the rice cropping region in Asia a. Biogeographical history of the primary forests of East Asia b. Biodiversity and ecosystem processes of natural forests 2 Historical development of agroforestry systems involving rice cropping in Asia a. Spread of agriculture and secondary forests b. Emergence of Satoyama landscape and natural resource management 3 Challenges to the future of Satoyama landscape in Japan a. Energy revolution, urbanization and globalization INSTRUCTOR’S PROFILE Tatsuhiko SHIRAIWA (Professor, Graduate School of Agriculture) Dr Shiraiwa had worked for Shiga Prefectural Junior College and for Kyoto University in total for 30 years in the field of agronomy. He holds a B.A. and a Ph.D. in Agriculture from Kyoto University. He has been working on crop physiological mechanisms of yield variation of soybean and rice. The recent publication includes, “The response of soybean seed growth characteristics to increased temperature under near-field conditions in a temperature gradient chamber”, Field Crops Research 131, 26-31 (2012), “Field studies on factors causing the widening gaps in soybean yield between Japan and USA. - Field and crop management in USA –“, Journal of Crop Research 56, 93-98 (2011) (in Japanese), and “Estimation of crop radiation use efficiency”, Japanese Journal of Crop Science 80, 360-364 (2011) (in Japanese). Yasuki MATSUMURA (Professor, Graduate School of Agriculture) Ph.D. (Agricultural Science, Kyoto University, 1985) He has been working for Kyoto University since 1985 except staying at Leeds University in UK from 1989 to 1990 as a research fellow. He has been doing research to estimate the quality of foods and food materials using various techniques from multiple viewpoints.
His recent publications are as follows: “Destabilization of protein-based emulsions by diglycerol esters of fatty acids – The importance of chain length similarity between dispersed oil molecules and fatty acid residues of the emulsifier”, Food
“Effects of amino acids and peptide on lipid oxidation in emulsion systems”, Journal of American Oil Chemists’ Society, 89, 477-484 (2012). “Transdermal administration of lactoferrin with sophorolipid”, Biochemistry and Cell Biology, 90, 504-512 (2012).
(Professor, Graduate School of Agriculture) B.S. from University of Tokyo (Botany); M.S. and Ph.D from University of Illinois (Botany). Dr. Kitajima worked as Assistant, Associate, and Full Professor of Botany and Biology, University of Florida (1997-2013) before moving to Kyoto University. Dr. Kitajima’s research interests span from natural and socio-ecological forest ecosystems in tropical to warm temperate zones. She is known for her comparative work of functional traits of seedlings and adult trees in tropical forests, in particular, the first demonstration of the functional basis for growth-survival in tropical tree seedlings. Her recent publications as lead or coauthors include, “Thermal acclimation of leaf respiration of tropical trees and lianas: response to experimental canopy warming, and consequences for tropical forest carbon balance”, Global Change Biology 9: 2915-2926 (2014), “Leaf lifespan spectrum of tropical woody seedlings: effects of light and ontogeny and consequences for survival”, Annals of Botany 112: 685-699 (2013), “Transpiration-dependent passive silica accumulation in cucumber (Cucumis sativus) under varying soil silicon availability.” Botany 90: 1058-1064 (2012). 15 5. CONTEMPORARY PHILOSOPHY IN JAPAN LECTURER Daisuke KAIDA (Senior Lecturer, Graduate School of Letters) OBJECTIVES You probably know of J-POP, Japanese popular music. Musicians in this genre are more or less influenced by western music, they sing in Japanese, and their works are popular among ordinary people. I say that there is a parallel genre (school) in contemporary philosophy in Japan. It started with Shozo OMORI (1921-97) and has been developed by some of his students. Philosophers in this school are more or less influenced by (analytic) western philosophy, they think and write in Japanese, and their works are accessible to and widely read by people outside academic circles. I call this genre “J-PHIL”. In the lectures, I will introduce you to some of the notable achievements in J-PHIL, focusing on the works by Shozo OMORI, Shigeki NOYA (1954-), Hitoshi NAGAI (1951-), and others. No previous knowledge is required. TOPICS Lecture 1: Introduction —What is “J-PHIL”? Lecture 2: A Brief History of Analytic Philosophy in English-speaking Countries and in Japan Lectures 3-6: The Philosophy of Shozo OMORI (1921-97) Four Problems –Perception, Theoretical Entities, Other Minds, and Past Manifest Monism and Perception Manifest Monism and Other Minds Manifest Monism and Past Lectures 7-9: The Philosophy of Shigeki NOYA (1954-) Can we imagine other people’s pain?: Perspectivism (1) Can we imagine other people’s pain?: Perspectivism (2) The Non-existence of the Future Lectures 10-12: The Philosophy of Hitoshi NAGAI (1951-) Why do I exist?: The Uniqueness of “ I ” (1) Why do I exist?: The Uniqueness of “ I ” (2) Why must we not do bad things? Lecture 13: OMORI’s Students with More Academic Bents Lecture 14: What is the uniqueness of J-PHIL, and where is it going? Feedback
Grading Policy: You are required to submit 1 paper at the end of the semester. Evaluation will be based on the term paper (75%) and total attendance record (25%). INSTRUCTOR’S PROFILE Daisuke KAIDA PhD in Philosophy, University of Durham Research Field: Metaphysics, Philosophy of Mind, Philosophy of Science I first studied physics at university, then completed my Masters in the philosophy of quantum mechanics, and then completed my PhD in metaphysics. I have long been concerned about how our minds are placed in the physical world.
6. JAPAN IN WORLD HISTORY LECTURER Niels VAN STEENPAAL (Assistant Professor, Hakubi Center, Graduate School of Letters) COURSE OUTLINE This course will offer an introduction to Japanese history from a global perspective. That is, we will approach the Japanese archipelago not as an isolated territory that seamlessly transformed into the nation state as we now know it, but as a geographical hub that has been shaped by centuries of “foreign” encounters through the centuries. We will look at how trade, war, diplomacy and ideas fostered international connections that have played crucial roles in deciding the trajectory of Japan’s development. COURSE OVERVIEW The tentative weekly topic schedule is as follows: 1. Why Global History? 2. Early State and Society 3. Heian Japan 4. Kamakura Japan 5. Japan’s Middle Ages 6. Edo Japan I (1603-1800) 7. Edo Japan II (1603-1800) 8. Japan in Turmoil I (1800-1867) 9. Japan in Turmoil II (1800-1867) 10. Meiji Transformation I (1868-1900) 11. Meiji Transformation II (1868-1900) 12. Rise of Modern Japan (1900-1931) 13. War and Aftermath (1931-1964) 14. Contemporary Japan (1965 to the Present) 15. Final Exam
This course will take Anne Walthall’s Japan: A Cultural, Social, and Political History (Boston and New York: Houghton Mifflin Company, 2006) as its guide. Relevant chapters and supplemental readings will be handed out in class. ASSESMENT Grading will be based on attendance, participation, short tests, and a final exam as follows: Attendance and Participation: 20%
Short Tests: 40%
Final Exam: 40%
During the semester there will be two short tests on the material covered in the required readings up to that week. The course will conclude with a final exam. Both the short tests and the final exam will consist 17 of a combination of multiple-choice and essay questions. INSTRUCTOR’S PROFILE Niels VAN STEENPAAL (Assistant Professor, Hakubi Center, Graduate School of Letters) Dr. Van Steenpaal received his master’s degree from Leiden University (2007) and his Ph.D. from Kyoto University (2012). After spending two years as a JSPS research fellow at The University of Tokyo he joined the faculty of Kyoto University in 2014. Trained as an intellectual historian, his primary research interest is “moral culture”, a term that he uses to describe the pathways, processes and media through which morality and material culture mutually influence each other. Besides his research activities he also works as an editor for two web-projects; Dissertation Reviews, and The New Japanese-Dutch Dictionary Project. 18 7. Understanding Education, Human Lives and Cultures from Philosophical and Sociological Perspectives LECTURERS Hachiro Iwai (Professor, Sociology of Education, Graduate School of Education) Naoko Saito (Associate Professor, Philosophy of Education, Graduate School of Education) THEMES AND PURPOSE OF THE COURSE This course is designed to improve your understanding of education, human lives and cultures from philosophical and sociological perspectives. There are two parts to the course. The first explores implications of American philosophy for education and the understanding of other cultures. The second examines the meaning of changing Japanese lives for contemporary education using sociological research results. Taken together, you are expected to deepen your thinking of how education contributes to developing a global citizen.
Philosophy of Education, Globalization, and the Understanding of Other Cultures Lecturer Naoko SAITO This is a course on American philosophy and its implications for education. In the age of globalization, education from the primary level to higher education has been absorbed into the culture of accountability. A global network of communication affects the way that teaching and learning are conceived, and this has a critical effect on the understanding of other cultures. In the context of this trend there is a need to reconsider what it could mean to be a global citizen and, further, what the implications of this for cross-cultural understanding might be. The central figures whose texts we shall read are Emerson, Thoreau, Dewey, and Cavell. They share the ideas of “philosophy as education” and of education as the perfection of the self and culture – what Cavell calls Emersonian moral perfectionism, the idea of perfection without final perfectibility. In reading the primary of, and secondary texts on, Emerson, Thoreau, and Dewey, as well as Cavell, we shall focus on this running thread of perfectionism in education in the fabric of American philosophy.[ONE SPACE]These are thinkers who criticize American democracy from within and address the problems of American’s encounter with other cultures. Discussion will include the following themes: (1) The idea of democracy as a way of life in an age of globalization; (2) Alterity, the understanding of other cultures, and the exoticization of the other (with reference especially to America’s encounter with East Asia; (3) Global citizenship and cosmopolitanism; (4) Patriotism and moral education (the relationship with the native language and culture); and (5) The problems and possibilities of translation as a mode of cross cultural dialogue. In the course of addressing these themes, we shall endeavor to find the educational implications of “perfectionist education,” 19 especially for moral and citizenship education. Requirements This is a course about education in its broadest terms. It does not set out to provide practical competence in teaching. It offers a challenging program of study for those who wish critically to engage with underlying questions concerning education and the understanding of other cultures. While no previous study of philosophy is required, those taking the course must be ready to work with complex ideas and demanding texts and to engage in discussion. A good command of English is required.
Changing Japanese Lives and the Implications for Contemporary Education. Lecturer Hachiro IWAI This part focuses on the ways in which Japanese individual lives are shaped by the society and also examine s
and are affected by, social changes. Special attention will be paid to the two periods and two generations; the transition period from rapid economic growth in 1960s to stable development in 1970s; after the late 1990s, which is known as “the lost decade” in Japan; the first baby boom generation born in 1947-49; the second baby boom generation born in 1971-74. After introducing basic ideas about the Japanese family as a moral base, the course will clarify the impacts of family and life course changes on individualization in contemporary Japan using empirical findings from my own sociological research. Further discussion will focus on the roles of education in developing a global citizen under the current conditions. Requirements No requirement. It is better to have introductory knowledge about the post-war Japanese history. GRADING POLICY Classroom participation and two final essays. INSTRUCTOR’S PROFILE Hachiro IWAI (Professor, Sociology of Education, Graduate School of Education) Hachiro Iwai is Professor at the Graduate School of Education, Kyoto University. His areas of research are sociology of education, social stratification, life course studies, and quantitative research method. He is currently initiating the panel survey of occupational and family careers for Japanese young adults born from 1966 to 1980. The part of his lecture will be based on the article, “Changing patterns of the course of women’s lives in Japan’s lost decade: An analysis of the work history of the second generation baby boomers.” Journal of Intimate and Public Spheres. Pilot Issue (2010). 20 Naoko SAITO (Associate Professor, Philosophy of Education, Graduate School of Education) Naoko Saito is Associate Professor at the Graduate School of Education, Kyoto University. Her area of research is American philosophy and pragmatism and its implications for education. She is the author of The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson (Fordham University Press, 2005) and Uchinaru Hikari to Kyoiku: Pragmatism no Sai-Kochiku (Hosei University Press, 2009). In collaboration with Paul Standish, she has co-authored Democracy and Education from Dewey to Cavell (Blackwell, forthcoming) and has co-edited the collections, Education and the Kyoto School of Philosophy (Springer, 2012) and Stanley Cavell and the Education of Grownups (Fordham University Press, 2012). She is the translator of The Senses of Walden (2005), the first book of Cavell’s to be published in Japanese, and of Paul Standish’s Beyond the Self: Wittgenstein, Heidegger, Levinas and the
8. GLOBAL BUSINESS STORAGETY I LECTURER Hiroaki NAGAYAMA (Professor, The Organization for the Promotion of International Relations) OBJECTIVES The business strategy should be the guidelines which the company sets up for its long-term goals- to employ/utilize management resources and construct/establish a competitive domain in a changing environment. The aim of this course is for students to acquire basic knowledge and skills in corporate management, especially for global marketing and become capable of originating consistent strategic options.
The lectures of this course provide students with basic concepts and skills in developing business strategies, and global marketing strategies. Special emphasis will be placed on case studies of Japanese and international companies provided by Harvard Business School, IMD, and Keio Business School, looking into their management issues to help us understand the theoretical frameworks. We will use these cases as teaching materials. Every case study is an actual situation. We will then explore the linkages between concepts and practices. The course consists of lecture-based instruction followed by guided discussion, readings as homework, student presentations, and a final examination. During this course, students are expected to acquire an ability to create strategies and make decisions according to various situations which they may face in a real business environment. EVALUATION Grades are determined based on the following: (a)Individual Test (b)Group homework: case studies for each class (c)Group case analysis reports and presentations for two cases during the term
There are no prerequisites for this course. Prior knowledge of management or business is unnecessary to take this course. However, Power Point (PPT) presentation will be required.
REFERENCES If you want to study further -- deepen your understanding of a case discussion and lecture, or comprehend an overview of analysis -- reviewing the following textbooks is recommended; Kotler, and Keller (2006). Marketing Management, 12e, Pearson International Edition Michael E. Porter (1980). Competitive Strategy. The Free Press. Michael E. Porter (1985). Competitive Advantage. The Free Press. INSTRUCTOR'SPROFILE Hiroaki NAGAYAMA (Professor, The Organization for the Promotion of International Relations) Dr Nagayama has gained over 20 years of working experience as a management consultant and energy economist at Mitsubishi Research Institute, Inc. Dr Nagayama holds a B.A. in Economics from Keio University, an MBA from Yale University, and a Ph.D.(Energy Science) from Kyoto University. His academic publications include: ''Japanese Electricity Industry: Recommendations for Restructuring," Vol 24, Issue 10. 2011, The Electricity Journal " ''Electric Power Sector Reform Liberalization Models and Electric Power Prices in Developing Countries, An Empirical Analysis Using International Panel Data" vol.31, pp. 463-472, 2009, Energy Economics. 'Political Economics of the Unbundling of Electricity Generation and Transmission', Toyokeizaishinposya, 2012. (in Japanese)
9. SELF-FORMATION IN ADOLESCENCE LECTURER Shinichi MIZOKAMI (Professor, Center for the Promotion of Excellence in Higher Education) COURSE OVERVIEW How do people know, understand, and form the self? What is the difference between self and identity? This course explores them focusing mainly on adolescence. Self and identity are rather abstract concepts, so in this course, I will ask you about your experiences (ex. your own experience, what you have about others and the world, etc) and connect them to the concepts. I have to teach some technical terms regarding self/identity in the course, but this is a general education course. The main purpose of the course is to know what happened/is happening/will happen to you regarding self/identity formation through understanding self/identity concepts. Students of any majors are welcome.
Part 1. THE DEVELOPMENTAL BASES OF SELF/IDENTITY AND MORAL REASONING 1. Symbolic Interactionism and Self Psychology 2. Ego Psychology 3. Definitions in Comparative Terms 4. Synthesis of Approaches Part 2. DEVELOPMENTAL TRAJECTORIES 1. The Development of Self-Concepts in Childhood and Adolescence 2. The Transformation of Self-Concepts into Identities in Adolescence and Early Adulthood. 3. The Synthesis of Identities in Adolescence and Early Adulthood 4. The Dialogical Self and Integrating Different Selves Part 3. PRESENTATIONS & REFLECTIVE SUMMARY 1. Selected Students Presentations 2. Making a Concept Map for Writing a Reflective Essay ASSESSMENT Assessment for this course will consist of three parts: 1. Active participation in the class (no late attendance, submitted worksheet, answering clicker questions, and group discussion) (50%) 2. Submission of PPT slides for presentation & peer ratings/selected speeches (20%) 3. Submission of concept map & a reflective essay (30%) REFERENCE BOOK 24 Reference books and articles will be announced in the class according to each topic. Download 0.69 Mb. Do'stlaringiz bilan baham: 
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