2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

10 Term paper guidance; Sentence structure: suspended clauses –kara, –kedo, etc. 11 Writing system: Kanji and Kana evolution; Kokuji contest 12 Language acquisition/socialization 13 Final presentations on individual term paper and peer feedback (1) 14 Final presentations on individual term paper and peer feedback (2) Other Final presentations on individual term paper; Review and summary of the course Lecturer's Comments to Students： DEVELOPMENT OF THE JAPANESE LANGUAGE 2credits No prior knowledge of linguistics is required. However, students are （Spring） required to do the assigned readings and to participate actively in class 日本語の発展 2 単位（春学期） discussions. Method of Evaluation： Development of the Japanese Language - Attendance and Participation: 20% Professor,Faculty of Economics SUZUKI, RYOKO - Presentations: 40% ("Discover Japanese" "Final presentation on 経済学部教授 鈴木 亮子 individual term paper") Course Description： - Term paper: 40% (1500+ words) Students in this course focus on a specific aspect of Japanese language in each session. We view language as an emergent, ever-changing entity *"Discover Japanese": Each student makes a short presentation of 5-10 with some degree of fixedness. After understanding the status quo of each minutes referring to one instance of the Japanese language and introduces aspect of the language, including the sound system, writing system, what s/he has found interesting, or what s/he has wondered about. vocabulary, clause structure, and so on, we trace how the language has Questions/Comments： become the way it is. Through the reading of the assigned materials, we Contact Ryoko Suzuki (instructor) at [email protected] will familiarize ourselves with the historical, socio-cognitive, structural, and functional development of the Japanese language. We will also SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND discuss how language develops in the minds of individual speakers. GRAMMAR 2credits（Spring） Textbooks： 日本語における話しことばと言外の意味 2 単位（春学期） There is no textbook for the class. In each session, the instructor will assign the reading(s) for the following week. SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND Reference Books： GRAMMAR 2credits（Fall） Backhouse, A. E. 1994. The Japanese Language: an introduction. 日本語における話しことばと言外の意味 2 単位（秋学期） Melbourne: Oxford University Press. Expressing ‘something else’ beyond information— markers and Frellesvig, Bjarke. 2010. A History of the Japanese Language. functions in spoken Japanese Cambridge: Cambridge University Press. Assistant Professor,Center for Japanese Studies Habein, Y. S. 1994. The history of the Japanese written language. Tokyo: KIM, ANGELA A. University of Tokyo Press. 日本語・日本文化教育センター専任講師 キム， アンジェラ Iwasaki, Shoichi. 2013. Japanese: the revised edition. Amsterdam: John Course Description： Benjamins. Mastering the grammar of a particular language does not guarantee Kawashima, Sue A. 1999. A dictionary of Japanese particles. Tokyo: successful communication with a native speaker of that language. This is Kodansha. because language does not only function as a conveyance of information, Makino, Seiichi and Tsutsui, Michio. 1986. A dictionary of basic but also has other functions such as expressing the language user’s Japanese grammar. Tokyo: The Japan Times. attitude/emotions. The objective of this course is to encourage a more Makino, Seiichi and Tsutsui, Michio. 1995. A dictionary of intermediate profound understanding of the functions of language that exist beyond Japanese grammar. Tokyo: The Japan Times. referential meaning, with particular attention given to markers and their Makino, Seiichi and Tsutsui, Michio. 2008. A dictionary of advanced uses in conversations. An understanding of this aspect of language, and Japanese grammar. Tokyo:The Japan Times. the function of particular markers, will lead to a deeper understanding of Shibatani, Masayoshi. 1990. The Languages of Japan. Cambridge: communication in general. Cambridge University Press. This course comprises three main parts: (i) a general introduction to the Vance, Timothy J. 2008. The Sounds of Japanese. Cambridge: non-referential function of language; (ii) the case of English briefly Cambridge University Press. Course Plan： reviewing markers such as you know & I mean, like, and just; and (iii) the 1 Introduction of the field and concepts: Linguistics, language change, case of Japanese including an overview of sentence-final particles, and emergent grammar markers such as ne, yo, janai, kedo, datte, maa, yappari etc. Textbooks： 2 Overview of Japanese; There is no prescribed textbook. Appropriate readings for every class Genetic origins and structural basics will be provided the week prior in class. 3 "Discover Japanese" presentations; Reference Books： Sound system Jucker, A. H. and Y. Ziv (eds.) 1998. Discourse Markers: Descriptions 4 "Discover Japanese" presentations; and Theory. Amsterdam/ Philadelphia: John Benjamins. Vocabulary (1): Loanwords Maynard, S. K. 1997. Japanese Communication: Language and 5 "Discover Japanese" presentations; Thought in Context. Honolulu: University of Hawaii Press. Vocabulary (2): Pronouns Maynard, S. K. 2005. Expressive Japanese: A Reference Giude to 6 "Discover Japanese" presentations; Sharing Emotion and Empathy. Honolulu: University of Hawaii Press. Vocabulary (3) Trendy words and word-formation processes Schiffrin, D. 1987. Discourse Markers. Cambridge: Cambridge 7 "Discover Japanese" presentations; University Press. Vocabulary and social/regional dialects Schourup, L. C. 1985. Common Discourse Particles in English 8 "Discover Japanese" presentations; Conversation. New York: Garland Publishing. Sentence structure: so-called 'zero anaphora', word order variability Tannen, D. 1992. That’s Not What I Meant!: How Conversational Style 9 Term paper guidance; Makes or Breaks Your Relations with Others. London: Virago. Sentence structure: grammaticalization of auxiliaries, discourse markers

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Tannen, D. 2001. You Just Don’t Understand: Women and Men in associations between the language and other cultural factors, and the Conversation. New York: Quill. relationship the language has to cultural and ethnic identity will be Östman, J-O. 1981. You know: A Discourse Functional Approach. examined. Amsterdam: John Benjamins B.V. Textbooks： Course Plan： Materials will be provided in class. 1 Orientation Reference Books： (Part I-1) General review of the non-referential function of language: Kirkpatrick, Andy and Sussex, Rolanda. (Eds.). (2012). English as an Expressing more than it says (Conversation styles, signals, and International Language in Asia: Implications for Language Education. devices) Springer.ISBN 978-94-007-4577-3 2 (Part I-2) Talking: A very risky business (Conversation styles, signals, and devices) Seargeant, Philip. (Ed.). (2011).English in Japan in the Era of 3 (Part I-3) Continuing from Part I-1 and 2; summing up of Part I, and Globalization. Palgrave Macmillan.ISBN 978-0-230-23766-7 discussions Course Plan： 4 (Part II-1) The case of English: you know & I mean 1 Introduction 5 (Part II-2) The case of English: like 2 Elite Discourse of Globalization 6 (Part III-1) The case of Japanese: Various forms of address/reference 3 Students' and Teachers' Beliefs about English Teaching 7 (Part III-2) The case of Japanese: The use of sentence-final particles 4 Globalization and Identity and gender 5 The Native Speaker English Teacher 8 (Part III-3) The case of Japanese: ne 6 Immigration, Diversity and Language Education in Japan 9 (Part III-4) The case of Japanese: yo 7 Japanese English 10 (Part III-5) The case of Japanese: nanka 8 The Position of English for a New Sector of Japanese Youths 11 (Part III-6) The case of Japanese: janai 9 The Ideal Speaker of Japanese English 12 (Part III-7) The case of Japanese: kedo 10 The Symbolic Meaning of Visual English 13 (Part III-8) The case of Japanese: datte 11 The Use of CEFR and Can Do Statements in Second Language 14 (Part III-9) The case of Japanese: maa Courses in Japan Other Summary of the course, discussion 12 Designing English Curricula and Courses in Japanese Higher Lecturer's Comments to Students： Education To be eligible to pass the course you must a) submit two pieces of 13 Negotiating Indigenous Values with Anglo-American Cultures in written work (a summary report on your presentation topic, and an essay) ELT in Japan and b) do a class presentation on an article that will be discussed in class. 14 The 150-year history of English language assessment in Japanese Method of Evaluation： education Attendance: throughout semester (30%); Class performance, discussion Other Exam and Review participation: throughout semester (10%); Presentation: TBA*1 (15%); Method of Evaluation： Summary Report on your presentation: The week following your Students’ grades will be determined by their in-class presentations and presentation*2 (15%); Essay: TBA*3 (30%) the results of their final exam (oral presentation and submitted paper). 1. The arrangement of the presentations will be decided in Lecture 3. 2. Submit your report in class to me in person. Late submission rule ENGLISH AND ENGLISH LANGUAGE EDUCATION IN EAST applies. ASIA 2credits（Fall） 3. Essay topics will be handed out in Lecture 10. 東アジア地域の英語と英語教育 2 単位（秋学期） English and ELT in East Asia ENGLISH AND ENGLISH EDUCATION IN JAPAN IN THE AGE Professor,Faculty of Letters NAKAMURA, YUJI OF GLOBALIZATION 2credits（Spring） 文学部教授 中村 優治 グローバル化時代の日本の英語と英語教育 2 単位 Course Description： （春学期） East Asia consists of a vast array of societies which are each at different The role played by the English language in contemporary Japan historical and economic conjunctures in their developmental trajectories. Professor,Faculty of Letters NAKAMURA, YUJI However, in all their encounters with the West, English has become an 文学部教授 中村 優治 indispensable resource which they seek for themselves and their younger Course Description： generations; often infused with a desire for development, modernity, and This course examines the role played by the English language in human resource capital for successful participation in the global economy. contemporary Japan. Each class will examine this role from various The teaching of the English Language in schools and perspectives and in various domains, and, taken together, they represent a universities in East Asia today adds value to the education of students. wide-range survey of the linguistic, social and cultural issues that arise While some languages may atrophy, others grow and dominate. With the from the use of English in Japan. A major focus for many of the classes is advent of the Internet, English has enjoyed unprecedented growth. the educational system, wherein the teaching and learning of English, as As East Asia as a region, develops closer political and business well as policies and planning regarding English, operate as a primary relationships, there is a need for a better command of a language of wider means of mediation between the language and society. communication, which is undoubtedly English. At the school level, the The course has two main sections consisting of sub-classes. The bilingual education policy in the Philippines is one model of bi-literacy. In first main section, which focuses on the relationship between the English Japan, a modified model of ELT is emerging in its school system with language and educational policy and practice, is categorized as English in young primary school children being exposed to English under the rubric the Educational System. Sub-classes will look at the positioning of of “international understanding.” English within the curriculum, as well as debates over language pedagogy This course aims to show the many facets of the English and different educational strategies. Also covered in this sub-class are the Language Teaching (ELT) phenomenon in East Asia and to highlight attitudes and expectations of students and educational professionals who current trends and developments in ELT. Much has already said about the have an investment in the language. impact of globalization on the spread of English worldwide and there are The second main section investigates English in Society and very interesting educational initiatives being implemented within each Culture. This section primarily examines the uses and meanings English country and in the region. The tension arising from the conflict between has in popular culture and the public sphere (the linguistic landscape). traditional values and new knowledge is one example. The way culture constructs particular concepts of English and draws

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This course offers a wider discussion about educational developments in Other Review the region. Lecturer's Comments to Students： Textbooks： It is assumed that the student has a working knowledge of English. Materials will be provided in class. Prior knowledge of Japanese literature is not required, though it is Reference Books： desirable. Naturally some familiarity with the Japanese language, spoken Kirkpatrick, Andy and Sussex, Rolanda. (Eds.). (2012). English as an and written, is an advantage. International Language in Asia: Implications for Language Education. Method of Evaluation： Springer.ISBN 978-94-007-4577-3 Grading is primarily based on the student’s research project, presented Course Plan： to the class (using PowerPoint) according to a published schedule; a Q&A 1 Introduction session will follow each presentation and a student’s responses are taken 2 World Englishes and Asian Englishes into consideration in the grading process. Overseas students who want 3 English as an International Language in Asia their credits to be transferred to their home university are advised to 4 The Complexities of Re-reversal of Language -in-Education Policy in present their research results in the form of an academic paper, complete Malaysia with notes and bibliography. Naturally, regular attendance is important in 5 English in Multicultural and Multilingual Indonesian Education order to receive a passing grade. 6 Teaching English as an International Language in Mainland China 7 English as a Medium for Russian to Communicate in Asia JAPANESE LITERATURE 2credits（Fall） 8 Global vs. Glocal English: Attitudes and Conceptions among 日本の文学 2 単位（秋学期） Teachers in Eight Asian Countries Japanese Literature 9 Lingua Franca as Language Ideologies Professor,Faculty of Letters ARMOUR, ANDREW J. 10 Negotiating Indigenous Values with Anglo-American Cultures in 文学部教授 アーマー， アンドルー Ｊ. ELT in Japan 11 Switching in International English Course Description： 12 English in South Asia This course is intended to cover the history of Japanese literature from 13 Authenticity of English in Asian Popular Music earliest times up to the modern era. Starting with the writing system, we 14 Course Summary will trace the conspicuous developments in poetry, prose and drama Other Exam and Review through the Nara, Heian, Kamakura, Muromachi and Edo periods. Method of Evaluation： Included are such works as the Manyôshû, Genji monogatari, Heike Students’ grades will be determined by their in-class presentations and monogatari, Hôjôki and Shinjû ten no amijima. the results of their final exam (oral presentation and submitted paper). Textbooks： Students will be presented with materials in class or via the class THE AWAKENING 2credits（Spring） website (www.armour.cc/jlit.htm). 目覚め 2 単位（春学期） Reference Books： A list of references and useful links is available on the class website. Modern Japanese Literature Course Plan： Professor,Faculty of Letters ARMOUR, ANDREW J. 1 Introduction 文学部教授 アーマー， アンドルー Ｊ. 2 Early Japanese literature (1) Course Description： 3 Early Japanese literature (2) Japanese prose literature of the modern period will be discussed in this 4 Heian literature (1) lecture course. In “Journey Through the Floating World” last summer, we 5 Heian literature (2) covered the pre-modern literature of the Tokugawa period, an era that 6 Heian literature (3) came to an abrupt end with the Meiji Restoration of 1868. The resulting 7 Medieval Japanese literature (1) political and social upheaval had a traumatic effect on many aspects of 8 Medieval Japanese literature (2) Japanese life, and literature was no exception. Some savored the sharp 9 Tokugawa literature (1) break with the past, while others looked back on their own cultural 10 Research presentations heritage for inspiration and continuity. We will focus on the development 11 Research presentations of the modern novel though the works of such writers as Mori Ôgai, 12 Research presentations Natsume Sôseki, Akutagawa Ryûnosuke, Kawabata Yasunari, Tanizaki 13 Tokugawa literature (2) Jun'ichirô and Mishima Yukio. Modern film adaptations will also be 14 Tokugawa literature (3) introduced. Other Review Textbooks： Lecturer's Comments to Students： Students will be presented with materials in class or via the class It is assumed that the student has a working knowledge of English. website (www.armour.cc/mezame.htm). Prior knowledge of Japanese literature is not required, though it is Reference Books： desirable. Naturally some familiarity with the Japanese language, spoken A list of references and useful links is available on the class website. and written, is an advantage. Course Plan： Method of Evaluation： 1 Introduction Grading is primarily based on the student’s research project, presented 2 Tokugawa literature to the class (using PowerPoint) according to a published schedule; a Q&A 3 Late Edo prose session will follow each presentation and the student’s responses are taken 4 Tsubouchi Shôyô, Futabatei Shimei into consideration in the grading process. Overseas students who want 5 Mori Ôgai their credits to be transferred to their home university are advised to 6 Natsume Sôseki present their research results in the form of an academic paper, complete 7 Higuchi Ichiyô, Shimazaki Tôson with notes and bibliography. Naturally, regular attendance is important in 8 Izumi Kyôka, Akutagawa Ryûnosuke order to receive a passing grade. 9 Kawabata Yasunari 10 Research presentations 11 Research presentations 12 Research presentations 13 Tanizaki Jun'ichirô, Dazai Osamu 14 Mishima Yukio, Abe Kôbô

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INTRODUCTION TO MODERN JAPANESE ART AND VISUAL CULTURE 2credits（Fall） 日本の近現代美術 2 単位（秋学期） Lecturer MURAI, NORIKO 講師 村井 則子 INTRODUCTION TO JAPANESE ART HISTORY 2credits （Spring） Course Description： This course explores the history of Japanese art from the mid-nineteenth 日本美術史入門 2 単位（春学期） century to the present. Visual culture has played a central role in Lecturer SHIRAHARA, YUKIKO providing modern Japan with a cultural, social, and psychological 講師 白原 由起子 identity. We will study the significance of modernity, modernism, and Course Description： postmodernism in various media including painting, sculpture, This course explores the history of Japanese art from the sixth to photography, performance and architecture. We will also consider issues seventeenth centuries, taking up the topics how imagery and symbolism, related to gender, imperialism, and commodity consumption in the context materials and techniques, introduced from the continent, have been of visual representation. transformed to become the Japanese original. Textbooks： Each class will focus on one or a few artworks; their function, A course reader will be available as pdf files. iconology, technique and historical meaning will be discussed. A field trip Course Plan： 1 of viewing a Japanese art exhibition related to the lectures will be Introduction: Overview of the Course 2 included in the course work. Constructing “Japanese Art” Textbooks： 3 From Edo to Meiji No text book for the course. 4 Okakura Kakuzō and the Aesthetic Ideology of the East Course Plan： 5 Body and the Nude 1 Introduction: History and culture of Japan in East Asia. 6 Urban Spectacle and Modernist Vision Early Buddhist art: Visual icon and dogma introduced from India to 7 The Imperial Gaze and the Visual Culture of War Japan. 8 Action and Expression: the Gutai Association 2 Buddhist temples and sculpture: Art of the Asuaka and Nara periods 9 Radicalism in the 60s from the 6th to 8th centuries. 10 The Postwar Unconscious: Photography and Performance 3 Paintings and decorative art: 7th-8th century treasures preserved in 11 Architecture and the Public Space Shōsōin of Tōdaiji temple, Nara. 12 Image in the Age of Digital Manipulation 4 Mandala: Esoteric Buddhist art introduced to Japan in the early 9th 13 Art Today century. 14 There will be two fieldtrips to nearby museums to take place on the 5 "Narrative Picture Scroll of The Tale of Genji": An example of weekend. yamatoe-style painting. Other There will be two fieldtrips to nearby museums to take place on 6 "Narrative Picture Scroll of Miraculous Deeds of the Priest Myōren the weekend. who Founded a Temple at Mount Shigi": An example of karae-style Method of Evaluation： painting. 1. Two short papers based on museum visits (3-4 double-spaced pages): 7 Benefit in daily life and desire to be reborn in the Pure Land: 75% Religious art and life of the 11-13th centuries. 2. Two fieldtrips to nearby museums to take place on Sundays: 3% 8 "Jigoku zōshi" and "Gaki zōshi" picture scrolls: Image of the hell and 3. Regular class attendance and discussion participation: 22% ghost of the 12th-13th centuries. 9 "Kami" representation: Imagery based on the Kami-Buddha ARTS/ART WORKSHOP:DISCOVERING ARTS AND combination concept. CULTURE IN JAPAN 2credits（Fall） 10 Zen ink painting: A new concept and visual art introduced from the 日本における芸術と文化／アートワークショップ 2 単位 13th century. （秋学期） 11 Noh costume and masks: Japanese theatrical art formulated in the "ARTS/ART WORKSHOP:DISCOVERING ARTS AND CULTURE 14th century. IN JAPAN" 12 Art of tea: Concept and utensils for “a once-in-a-life time chance” Lecturer HISHIYAMA, YUKO gatherings from the 16th-17th centuries. 講師 菱山 裕子 13 Rinpa painting and lacquer ware: A Japanese decorative style established in the 17th century. Course Description： 14 A field trip to a Japanese art exhibition (date and details are to be This course is designed to provide both international and Japanese fixed at a class). students who are interested in art. The goal of this workshop is to give Other Reviewing of the course. students a firm grounding in cultural, social, historical, and practical Lecturer's Comments to Students： aspects of art in contemporary Japan. Students in this course will engage 1. A report assignment is requested in diverse activities both in and outside of class within this multicultural (details are to be announced at a class). student body. The activities include workshops, field trips, and research. It 2. Class will have one field trip to a museum in Tokyo is from comparative culture or intercultural communication perspectives (date and details are to be fixed at a class). with student-centered learning experience of Japanese art. 3. Regular attendance and positive remarks or presentations at Textbooks： discussions are expected. There will be no textbook for this class. Method of Evaluation： Reading assignments will be given as handouts. 1. Exam（none） Reference Books： 2. Writing assignment（60%） Recommended readings will be provided by the lecture. 3. Presentation at class and field trip participation（40%） Course Plan： 1 Orientation to this course 2 The Self-portrait Students will express themselves, using any materials either in 2D, 3D, or even as an installation. After accumulating various experiences

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in Japan, in their own countries and others. Deconstruct each item Exhibition. Critique. Discussion. thoroughly, using all their items, that is, construct it in their own way. Method of Evaluation： Students are encouraged to emphasize originality in their work. 平常点：出席状況および授業態度による評価 Attendance & Class Studio work. Then, presentation. Participation 3 The Self-portrait レポートによる評価 Writing Assignments Students will express themselves, using any materials either in 2D, その他 Other : art projects 3D, or even as an installation. After accumulating various experiences in Japan, in their own countries and others. Deconstruct each item THE ART OF JAPANESE GARDEN IN CULTURAL AND thoroughly, using all their items, that is, construct it in their own way. HISTORICAL CONTEXTS 2credits（Fall） Students are encouraged to emphasize originality in their work. 日本の庭園芸術：文化的・歴史的観点から 2 単位（秋学期） Studio work. Then, presentation. Professor,Faculty of Letters NAKORCHEVSKI, ANDRIY 4 Commercials, advertisements, shop sign/designs, etc. in Japan. 文学部教授 ナコルチェフスキー， アンドリイ Small trip to Shitamachi area. Research and sketch/photo shooting. Visiting artists' studio or exhibition. Discussion with artists. Course Description： Study of commercials, advertisements, shop sign/designs, etc. in The course will investigate three main aspects of Japanese gardens: Japan. Research trip outside of class time. Date to be announced. 1) basic elements of design; Making a book with the recorded photo images, sketches, 2) major styles; illustration, and drawings. Studio work. 3) historical, cultural and political background that influenced the garden 5 Commercials, advertisements, shop sign/designs, etc. in Japan. designs. Small trip to Shitamachi area. Research and sketch/photo shooting. Visiting artists' studio or exhibition. Discussion with artists. We will discuss different types of Japanese gardens in chronological Study of commercials, advertisements, shop sign/designs, etc. in order and exemplary gardens will be shown in slides and analysed from Japan. Research trip outside of class time. Date to be announced. different perspectives. We will investigate not only the history of Making a book with the recorded photo images, sketches, Japanese gardens but also aesthetic values related to the art of gardening. illustration, and drawings. Studio work. The focus of the course is to ensure awareness of the subtleties of 6 Food in Japan Japanese culture and the sophisticated sensibilities intrinsic to the art of Students will take photos of edible things in and around campus. Japanese garden. The course will include field trips to some gardens in Finally, on one sheet, make photo-collage with the recorded photo Tokyo and the locations of other prominent gardens will be also images. discussed to encourage students to actually visit them. 7 Food in Japan Students will take photos of edible things in and around campus. Students will be required to make a 15-20 minutes slide presentation of a Finally, on one sheet, make photo-collage with the recorded photo specific garden of their choice and share with the class their analysis and images. impressions. 8 Japanese artists. photographers, designers and/or architects. Textbooks： Research at museums/galleries. None, but the following books are recommended: Students will choose a Japanese creator, then research about him/her Gunter Nitschke. Japanese gardens, 2007. works. Using reference as well as personal experiences, write a report. Wybe Kuitert. Themes in the history of Japanese Garden art, 2002. 9 Japanese handicrafts For those who can read in Russian Experience at traditional crafts workshop. Making artwork with Андрей Накорчевский. Японские сады, 2008. traditional crafts technique. To study traditional technique, Course Plan： understanding of craftsmanship. 1 Gardens of the world: main types and basic principles. Visiting workshop outside of class time, making Japanese 2 Chinese gardens: brief history and main features. traditional crafts. Date to be announced. 3 Basic vocabulary of Japanese gardens : the garden manual `Sakuteiki` 10 Japanese handicrafts and Heian period gardens. Experience at traditional crafts workshop. Making artwork with 4 Change of paradigm in the Muromachi period: early Zen gardens and traditional crafts technique. To study traditional technique, villas of Ashikaga shoguns. understanding of craftsmanship. 5 Gardens of "dry mountains and waters”. Visiting workshop outside of class time, making Japanese 6 Field trip to a garden. traditional crafts. Date to be announced. 7 Gardens of the military elite and imperial villas of the Momoyama - 11 Japanese fashion and fashion in Japan Tokugawa period. Students choose s Japanese fashion designer or a Japanese fashion 8 Field trip to a garden. style genre, and research on it. Write a report. Design your own 9 Tea gardens and private small gardens of the Tokugawa period. original wearable item, and make it out of cardboard/recycled 10 Field trip to a garden. materials. 11 The Meiji period gardens of new elite: East meets West. 12 Japanese fashion and fashion in Japan 12 Field trip to a garden. Students choose s Japanese fashion designer or a Japanese fashion 13 Final presentations style genre, and research on it. Write a report. Design your own 14 Final presentations original wearable item, and make it out of cardboard/recycled Other Review of the course materials. Lecturer's Comments to Students： 13 Japanese fashion and fashion in Japan No preliminary knowledge is required, but participants are expected to Students choose s Japanese fashion designer or a Japanese fashion have basic understanding of Japanese history and culture. style genre, and research on it. Write a report. Design your own Method of Evaluation： original wearable item, and make it out of cardboard/recycled 50% - regular attendance and active participation materials. 50% - final presentation Questions/Comments： 14 Illustrations, Manga, Character Design, and Animation, and The Please feel free to contact me if you have any questions by email Otaku. [email protected] Flier/poster design for student show. Studio work. Research at a Museum. Write an impression paper. Other Presentation of students’ art works and Wrap-up.

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INTRODUCTION TO JAPANESE CINEMA 1 2credits course will provide students with an overview of the last half-century of （Spring） Japanese film, including the major directors and film genres of those decades. Additionally, students will learn the basic critical and technical 日本映画入門１ 2 単位（春学期） concepts necessary to discuss film intelligently. They will learn to Introduction to Japanese Cinema I: Until the 1960s progress beyond declarations of personal taste (“I liked/hated this film,” Professor,Faculty of Economics AINGE, MICHAEL W. “It was boring.”) and perform critical evaluations based on description, 経済学部教授 エインジ， マイケル Ｗ. interpretation and analyses. Japanese cinema has been a forum for Course Description： presenting and representing social problems such as the relation of the This course will examine Japanese cinema from the 1930s until the individual to society, the changing meaning of ‘Japanese identity’, and the 1960s, from the perspectives of cultural history, authorship, and film art. relation of tradition and the past to the present, and globalization. How Though by no means comprehensive due to time restrictions, this course have Japanese film artists perceived and expressed the problems of will provide students with an overview of the first three decades of identity, and how can these be interpreted? Japanese talkies, including exposure to the major directors and film genres of the period. Additionally, students will learn the basic critical and Completion of the spring semester course "Intro to Japanese Film I: technical concepts necessary to discuss film intelligently. They will learn until the to progress beyond declarations of personal taste (“I liked/hated this film,” 1960s", while highly desirable, is not a prerequisite for registration. or“It was boring.”), and form critical evaluations based on description, Textbooks： interpretation and careful analysis. Needless to say, issues related to Excerpts from various texts Japanese culture and history will inform our study: as themes relating to Reference Books： the modernity vs. tradition--especially the challenge to traditional ideals 1. Bordwell, David and Thompson, Kristin. Film Art: An Introduction, of femininity, the family, and individualism--are treated in the films, these 7th edition (NY, McGraw-Hill, 2004) Course Plan： will no doubt constitute an important part of class discussions. Textbooks： 1 Introduction Excerpts from various sources--to be available online. 2 Discussion of THE FACE OF ANOTHER (他人の顔)(1966) by Reference Books： TESHIGAHARA Hiroshi 1. Bordwell, David and Thompson, Kristin. Film Art: An Introduction, 3 Discussion of DOUBLE SUICIDE (心中天網島)(1969) by 7th edition (NY, McGraw-Hill, 2004) SHINODA Masahiro Course Plan： 4 Discussion of A MAN VANISHES (人間蒸発)(1967) by 1 Introduction IMAMURA Shohei 2 Discussion of I WAS BORN BUT... (生まれてはみたけれど)(1931) 5 Review of technical film vocabulary and other readings by OZU Yasujiro 6 Discussion of FIRE FESTIVAL (火まつり)(1985) by 3 Discussion of OSAKA ELEGY(浪華悲歌)(1936) by MIZOGUCHI YANAGIMACHI Mitsuo Kenji 7 Discussion of THE FUNERAL (お葬式)(1984) by ITAMI Juzo 4 Discussion of HUMANITY AND PAPER BALLOONS (人情紙風 8 Discussion of GHOST IN THE SHELL (攻殻機動隊)(1995) by 船)(1937) by YAMANAKA Sadao OSHII Mamoru 5 Review of key technical vocabulary for film analysis 9 Discussion of MILLENNIUM ACTRESS (千年女優)(2001) by KON 6 Discussion of STRAY DOG (野良犬)(1949) by KUROSAWA Akira Satoshi 7 Discussion of TOKYO STORY (東京物語)(1953) by OZU 10 Discussion of AFTER LIFE (ワンダフルライフ)(1998) by KORE- 8 Discussion of UGETSU (雨月物語)(1953) by MIZOGUCHI EDA Hirokazu 9 Discussion of GIANTS AND TOYS (巨人と玩具)(1958) by 11 Discussion of SHARA (沙羅双樹)(2003) by KAWASE Naomi MASUMURA Yasuzo 12 Discussion of DOLLS (ドールズ)(2002) by KITANO Takeshi 10 Discussion of THE BALLAD OF NARAYAMA (楢山節孝)(1958) 13 Discussion of ALL AROUND US (ぐるりのこと。)(2008) by by KINOSHITA Keisuke HASHIGUCHI Ryosuke 11 Discussion of THE HUMAN CONDITION, part 1 (人間の条件１) 14 Discussion of DREAMS FOR SALE (夢売るふたり)(2012) by (1959) by KOBAYASHI Masaki NISHIKAWA Miwa 12 Review of assigned readings Other Review 13 Discussion of HARA-KIRI (切腹)(1962) by KOBAYASHI Lecturer's Comments to Students： 14 Discussion of THE INSECT WOMAN (にっぽん昆虫記)(1963) by This course will provide introductions both to film studies and to IMAMURA Shohei Japanese film. Readings will be in English, by critics and scholars from Other Review Japan, North America, and Europe. Class time will be devoted mostly to Lecturer's Comments to Students： seminar-style discussions, centered on close technical and thematic This course will provide introductions both to film studies and to analysis of the films. The films themselves, available with English Japanese film. Readings will be in English, by critics and scholars from subtitles, must be viewed outside of class time. Film-viewing journals Japan, North America, and Europe. Class time will be devoted mostly to with notes, and two written essays must be submitted at the end of the seminar-style discussions. The films themselves must be viewed outside term. of class, beforehand. Films will be available with English subtitles. Method of Evaluation： Method of Evaluation： 1. Written work (film-viewing journal, analytic essays)(60%) 1. Written work (film-viewing journal, final analytic essays)(60%) 2. Attendance/participation (40%) 2. Attendance/participation/presentation (40%) Questions/Comments： Through this course, students should gain the ability to discuss major INTRODUCTION TO JAPANESE CINEMA 2 2credits（Fall） directors, trends and themes of the period under study. They will be 日本映画入門２ 2 単位（秋学期） expected to demonstrate basic cinema literacy: the ability to recognize and interpret basic film techniques, and to incorporate technical analysis into a Introduction to Japanese Cinema II: since the 1960s discussion of the film's themes and ideas. Professor,Faculty of Economics AINGE, MICHAEL W. 経済学部教授 エインジ， マイケル Ｗ. Course Description： This course will examine Japanese cinema from the 1960s to the present. Though by no means comprehensive due to time restrictions, this

6 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

SYSTEMATICS THROUGH MUSIC AND POETRY OF JAPAN JAPANESE SOUND CULTURE IN THE GLOBAL CONTEXT AND INDIA 2credits（Spring） 2credits（Fall） 音楽と詩における体系性：日印比較 2 単位（春学期） 日本と世界の音文化 2 単位（秋学期） Applied studies in creative thinking, expression and problem solving Music and language in Japan and other cultures Lecturer HOFFMAN, T.M. Lecturer HOFFMAN, T.M. 講師 ホッフマン， ティ エム 講師 ホッフマン， ティ エム Course Description： Course Description： Expressive ideas in music are given form through organizational We will become familiar with the aural worlds of Japan and other principles resembling phonetics, grammar and syntax in language. cultures, comparing various natural environments, language and music Western musicians use a shared written notation to perform together, with a view to discovering both distinctions and universalities that help Japanese use various unique notations designed for the respective us understand other disciplines and regions. We will identify influences instruments, and Indians improvise based on methodology of melody from classical China, India and Greece, and trace their evolution into and rhythm. These distinctions illustrate varying degrees of dependence realms of health, religion, society, politics, and material worlds of on visual vs. aural, and specific vs. universal. Research proves that skill traditional and contemporary culture. Examining principles and in language (spoken & written) and overall creative problem solving examples of instruments, rhythm, melody, improvisation and can be enhanced through experiencing the creative process in music. We composition, we will approach music and language as both art and will examine structural features of Japanese and Indian language and science, and discuss interface with mathematics, economics and social music and apply them in the process of improvisation and sciences. We will try to be aware of cultural and economic development, composition in prose, poetry, music and in other contexts. Exercises regional identity and globalization, and gender and other factors facing in rhythm and melody will illustrate sophisticated concepts of time and the makers and consumers of sound culture in Japan and abroad, and space, and participants will be assisted in composing and improvising examine the role of sound culture in intercultural communication and upon their own creations in music+poetry. We will also apply our international relations. systematics to examine contemporary issues in society and sciences Our adventure begins with a survey of the nature of sound and its use covered in contemporary media, using interdisciplinary techniques such as a means of communication and expression, then we travel through as PMA (picture map analysis) and our evolving theories and the sound cultures of Asia and beyond with the aid of audio-visual techniques. materials, live music demonstrations, and whatever other resources are No prior training in music or linguistics required. available. Students will be encouraged to actively participate and to share Textbooks： their perceptions and experiences. Every week we will see/hear/enjoy Printed materials will be provided by the lecturer. lots of special music! (optional CD) Khyal and more: Vocal art of Hindustan JVC VICG 60322 Textbooks： (music in Indian languages, notes in English & Japanese) Printed materials will be distributed by the lecturer. Reference Books： (CD, optional) JVC World Sounds Best 100 地球のうた. Japan Victor Japanese Music / Thinking Musically / Talking with Asian Friends: 23 Co., 2000 Asian Languages / other Reference Books： Publications, A/V and other materials (in English and Japanese) will be Japanese Music / Thinking Musically / Talking with Asian Friends: 23 introduced in class. Asian Languages / other Course Plan： Publications, A/V and other materials (in English and Japanese) will be 1 Course introduction, overview of music systems in the world and our introduced in class. interdisciplinary adventure Course Plan： 2 Features of language and poetry in Japan, China, India and Europe 1 Natural sound culture – soundscapes of Japan, Asia & the world 3 Principles of organization in Japanese and Indian music and linguistics Structure – solo/group performance, traditional/contemporary 4 Forms of Japanese classical music – coordination with literature and 2 Time - rhythm in nature, language and music of Japan and the world drama Pitch – hearing and seeing sound through scripts and notation 5 Forms of Indian classical music – coherent improvisation in melody 3 Japan and rhythm 4 Korea 6 Principles of mathematics in rhythm – the Indian tala system and its 5 China relation to Japan 6 India 7 Workshop in rhythm - combining sound and time in language and 7 South Asia music 8 Southeast Asia 8 Principles of organization in melody of Japan and India 9 Southeast Asia & Middle East 9 Workshop in melody – working with varieties of scales 10 Middle East & northern Africa 10 Combining rhythm and melody in composition and improvisation 11 Africa 11 Workshop in simple composition combining melody, rhythm and 12 Europe poetry 13 The Americas 12 Producing our own compositions (melody and rhythm with poetic 14 Review & discussion text) and improvisations Other Pick-up topics - around the world in 90 minutes 13 Producing our own compositions (continue) Lecturer's Comments to Students： 14 Polishing our compositions, review and discussion Look for questions, answers will follow. / Music is (not?) a universal Other Discussing our interdisciplinary projects language. / Think ⇔ Travel : let the music guide you! Lecturer's Comments to Students： Method of Evaluation： Participants not required to memorize any language or complex notation. Attendance, Participation, Exam & Report Correlations between music & language will help us to link various disciplines. Materials available in Japanese. Method of Evaluation： Attendance, Participation, Report, Composition exercise, Quiz (perhaps!)

7 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

12 A case study of intercultural conflict experienced by a Japanese student studying abroad 13 Universally effective conflict management skill vs. culturally specific one: What kind of features do Japanese friendly conflict management skills have? JAPANESE PSYCHOLOGY IN CONTEMPORARY JAPAN 14 A wrap-up session: how to deal with anger and conflict creatively to 2credits（Spring） empower us and to communicate effectively with person in conflict 日本人の心理学 2 単位（春学期） Other A clinical psychologist guest speaker will join us for session 13 to How Japanese people deal with anger: from cross cultural psychology deepen our discussion. perspectives Lecturer's Comments to Students： Lecturer TEZUKA, CHIZUKO Students who are willing to participate actively in class are most 講師 手塚 千鶴子 welcome. Students are strongly encouraged to engage actively in pair Course Description： work, a small group discussion and class discussion. Students are This course is designed to explore how Japanese manage interpersonal expected to complete reading assignment before coming to class. Method of Evaluation： conflict both among themselves and in interaction with foreigners, and its Grading to be based on essays (30 %), attendance and participation (25 %) implications for Japanese society which is becoming more multicultural in and a final term paper (45 %.) this accelerated globalization age. Though a Western notion of conflict Questions/Comments： claims that conflict is inevitable yet not necessarily bad, the Japanese You are welcome to ask questions or to consult with the instructor society has been described to believe in its self-image as a conflict-free through email ([email protected]). society and to abhor and avoid interpersonal conflicts at any cost. With this apparent contrast in mind, students will learn characteristics of Japanese conflict management strategies, how they deal with anger, and JAPANESE PERCEPTION OF THE ATOMIC BOMBING reasons for them from cross cultural and social psychological 2credits（Spring） perspectives. Students are also encouraged to reexamine their own beliefs/ 日本人は原爆をどううけとめてきたか 2 単位（春学期） attitudes towards anger/conflict by engaging in lots of discussion/ in pursuit of a constructive dialogue argument and getting challenged by different viewpoints and thinking Lecturer TEZUKA, CHIZUKO within a hopefully culturally diverse class environment. This diversity also 講師 手塚 千鶴子 brings challenges for both Japanese and international students in trying to Course Description： creatively deal with intercultural conflicts in their own life, which can This course has two objectives. The first one is to give students an lead to personal growth if tackled properly. In this course, students will be overview of the distinctive features of Japanese perception/memories of asked to participate in various learning activities including psychological the atomic bombing embedded within a larger context of Japanese tests, drawing/collage, and possibly role play besides discussion and memories of the World War II through such diverse resources as reflection papers. hibakusha cinemas, the atomic bombing literature, testimonies of ordinary Textbooks： hibakusha and the debate over the central cenotaph of Peace Memorial No designated textbook and handouts will be distributed. Reference Books： Park. The American counterpart will be presented to highlight the starkly Conflict in Japan edited by Ellis Krauss, Thomas Rohren, and Patricia different perception of U.S.A. on the atomic bombing. The second G.Steinhoff, University of Hawaii Press, 1990. objective is to encourage students to explore ways to develop a Japanese Culture and Society: model of interpretation edited by Kreiner constructive dialogue among Japan, U.S.A. and Asian countries on one of and Olscheleger, Monographien 12, Deutschen Institute fur Japanstudien the intellectually stimulating but emotionally heavy topics in this nuclear der Philipp-Franz-von-Siebold-Stiftung, 1996. age by providing extensive reading and case studies of the unique efforts Das Wesen von Naikan: the essence of NAIKAN 内観の本質edited by made by the concerned Japanese and American citizens around the time of Prof. Akira Ishii/Shaku Yoko Joseh Hartl (Hrsg.), altes Wissen, neue the Enola Gay controversy to engage more people across national borders Wege, 2000. (a book in German, English and Japanese) in active discussion of this topic. Hopefully the students will expand and Course Plan： deepen their understanding of this important topic by learning about 1 Orientation and self exploration of our style of dealing with anger multiple perspectives in an integrating way at the end of this course. Textbooks： through drawing work 2 Sharing drawings of the first week, followed by discussion and self No designated textbook and handouts will be distributed. Reference Books： explorations of our interpersonal conflict style through test-taking Cultures of war: PEARL HARBOR, HIROSIMA, 9-11, IRAQ, by John W. 3 Cross cultural comparison of how people deal with anger through Dower, W.E. Norton & The New Press, 2010. fairy tales I: the Japanese case of "Twilight Crane" Living with the bomb: American and Japanese cultural conflicts in the 4 Cross cultural comparison of how people deal with anger through the nuclear age, edited by Laura Hein and Mark Seldan, M.E. Sharp, 1997. fairy tales II : Grimm brothers’ “Frog King” Embracing defeat: Japan in the wake of the World War II, by John W. 5 Reflecting on the above comparison through drawing/collage and Dower, M.E.Sharp, 1999. discussion Japan in war and peace: selected essays by John Dower, The New York 6 Japanese cultural values underlying non-confrontational strategies in Press, 1993. dealing with interpersonal conflict Course Plan： 7 Mini-Naikan experience in class as one Japanese culture-bound self- 1 Orientation to the course and relative lack of anger and silence about reflection method the atomic bombing in Japan 8 How “urami” can be overcome internally or through internal 2 The Enola Gay Exhibit controversy in the United States confrontation in Naikan 3 A Japanese tragic narrative of the atomic bombing 9 Internal silent confrontation with oneself vs. verbal face to face 4 An American triumphal narrative of the atomic bombing confrontation 5 Japanese perception of the atomic bombing seen through hibakusha 10 Cross cultural comparison of conflict management between college drawings, and war and peace memorials in Hiroshima and Nagasaki students from U.S.A. and Japan 6 Japanese perception of the atomic bombing seen through Japanese 11 A case study of intercultural conflict experienced by an international atomic bombing literature student in Japan 7 Japanese perception of the atomic bombing seen through Japanese hibakusya cinemas

8 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

8 Japanese perception of the atomic bombing seen through Barefoot 3 Present state of art of Western psychotherapy/counseling in Japan Gen, cartoon series 4 Popularity of Buddhist psychology and meditation in Europe and 9 How ordinary hibakusha of Hiroshima and Nagasaki remember and U.S.A. narrate their experiences 5 Brief overview of Naikan , experiencing Mini Naikan as a tool for 10 Visiting the debate over the central cenotaph in the Peace Memorial self-reflection in class, followed by drawing exercise in silence Park in Hiroshima 6 Sharing of Mini Naikan experience and Exploring how Naikan works 11 Voices of Japanese student soldiers who perished in suicidal attack, and criticism against it anti-war Japanese soldiers, and a Chinese resistance movement solder 7 Opportunities and challenges for Naikan therapy in contemporary who showed empathy to a mother of a fallen Japanese solider China and Korea 12 Censorships in Japan both during the war time and the postwar 8 Experiencing Morita therapy-based approach as self-reflection tool in period, and their impact on Japanese perception of the atomic bombing class 13 A multinational recitation play: the Day the Dragon Fly Disappeared 9 Why Morita therapy works and how it is received in the world today performed by multicultural participants in Japan to mark the 50th 10 Experiencing collage work as self-reflection tool in class, why it anniversary of the end of the World War II. works and why so popular for Japanese people 14 Wrap-up session: Revisiting the Enola Gay Exhibit controversy and 11 Haiku and Renku therapy as a unique style of poetry therapy in Japan discussing what we can do to create a constructive dialogue in the 12 Ajase Complex and Japanese form of guilt contemporary world after 9-11 and 3-11. 13 Korean concept of ‘Han’ and Japanese concept of ‘urami’ Other Either a field trip to one of war/peace related museums in Tokyo 14 Wrap-up session: cultural universality and cultural specificity issues Metropolitan area outside of class or a joint class session in of Japanese psychotherapies and how you can apply them to thrive in cooperation with a professor at Keio who teaches related topics of campus life at Keio war and peace will be planned. Other Either a field trip to Naikan training center near Keio or a visit to Lecturer's Comments to Students： our class by a guest speaker who is practicing Naikan or Morita You are strongly encouraged to do risk-taking by sharing your opinions will be planned. and feelings in discussion and writing about the emotionally engaging Lecturer's Comments to Students： topics. Your contribution will lead to rich learning of all the participants Students who are willing to participate actively in self-reflection and in this class. group/class discussion are most welcome. Method of Evaluation： Method of Evaluation： Grading to be based on essays (30 %), attendance & participation (30 %), Grading to be based on self-reflective essays (30 %), attendance and and a final term paper (40 %.) participation (30 %), and a final term paper (40 %). Questions/Comments： Questions/Comments： You are welcome to ask questions or to consult with the instructor You are welcome to ask questions or to consult with the instructor through email ([email protected]). through email ([email protected]).

JAPANESE PSYCHOTHERAPIES IN THE GLOBALIZING CROSSING BORDERS:ADAPTING TO JAPAN AND WORLD 2credits（Fall） ADAPTING TO THE WORLD 2credits（Spring） グローバル社会における日本の心理療法 2 単位（秋学期） 日本文化への適応、世界への適応 2 単位（春学期） from transcultural psychology perspectives Learning from Life Abroad: Adapting to Japan and Adapting to the Lecturer TEZUKA, CHIZUKO World 講師 手塚 千鶴子 Lecturer SHAULES, JOSEPH 講師 ショールズ， ジョセフ Course Description： This course has three interrelated purposes. The first purpose is to assist Course Description： students to learn about fundamental features of indigenous Japanese This class is designed for anyone who is interested in living abroad. It psychotherapies/counseling, and the Japanese versions of expressive art focuses on the process of adapting to life in another country. We learn therapies which has become all the more popular in the contemporary about the experiences of foreigners getting used to life in Japan and of Japan not only in clinical but also in education fields as an important way Japanese adapting to life in other countries. We will learn that there are to explore how Japanese culture and psychology is reflected in them. The stages of cultural adaptation: resistance, acceptance and adaptation. We second purpose is to give students opportunity to experience a few of will see that experiences abroad can be either deep or shallow. We will them briefly in class both as an experiential learning and as a meaningful learn about the impact of living abroad on our values and identity. We tool for self-reflection to assist them to deepen their self-understanding will see that simply living abroad does not guarantee a positive and to thrive in campus life here at Keio. The third purpose is for students experience. The ultimate goal of this course is for students to better to explore intellectually the transcultural issues and challenges facing understand their own cultural learning process, so that they can get the indigenous Japanese psychotherapies/counseling like Naikan and Morita most out of their experiences in Japan or any other country. Class will be as they have increasingly but yet on a small scale getting exported to other discussion-based and students will compare their experiences to those of countries in the globalizing world. What kind of changes need to be made other students. to make it more acceptable and effective for people from other cultures? Textbooks： What are universal elements which make it effective across cultural The Beginner’s Guide to Deep Culture: Beneath the Surface, (2010), borders? Those are important questions to be discussed. Shaules, Intercultural Press, Boston and London Textbooks： Reference Books： No designated textbook and handouts will be distributed, taken from Deep Culture: The Hidden Challenges of Global Living, by Joseph books, academic journals, conference papers and essays of those who Shaules, Multi-lingual Matters, 2007 experienced Japanese psychotherapies. Course Plan： Reference Books： 1 Introduction – defining the intercultural experience Das Wesen von Naikan: the essence of NAIKAN 内観の本質edited by 2 Surface and deep experiences Prof. Akira Ishii/Shaku Yoko Joseh Hartl (Hrsg.), altes Wissen, neue 3 Success and failure abroad Wege, 2000. (a book in German, English and Japanese) 4 Adaptation and the brain Course Plan： 5 Culture stress, culture surprise and culture shock 1 Orientation to this course and mini self-exploration of who I am 6 Student presentations through drawing 7 Developmental Model of Intercultural Sensitivity 2 Introduction of Western psychotherapy/counseling in modern Japan 8 Resistance - Acceptance - Adaptation

9 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

9 Intercultural learning profiles 2. Two oral presentations （20% X 2 = 40%） 10 Adaptation and identity 3. Attendance, Participation（30%） 11 Marginality and life issues abroad 12 Sojourners and social justice issues SOCIOLOGY OF FAMILY LIFE IN AUSTRALIA AND JAPAN 13 Personal growth and deep culture learning 2credits（Spring） 14 Student presentations 家族生活の比較社会学：オーストラリアと日本 2 単位 Other Final exam Lecturer's Comments to Students： （春学期） This class is suitable for Japanese and non-Japanese students. There will Lecturer ELDER, CATRIONA be a lot of opportunity to talk about your cultural experiences and discuss 講師 エルダー， カトリオーナ with other students about theirs. Course Description： Method of Evaluation： The study of family life is a key to understanding contemporary society. （ ） 1. Written final exam 30% Families are a central unit in most states and they receive considerable （ ） 2. Student presentations 20% X 2 = 40% attention from governments. This course will explore the way in which （ ） 3. Attendance, Participation 30% families in Japan and Australia function. There are many similarities between Australia and Japan as modern states DEEP CULTURE DIFFERENCE : UNDERSTANDING JAPAN with well-developed welfare support systems. However by comparing THROUGH CROSS-CULTURAL COMPARISON 2credits issues around family life, work and the state we can explore the different （Fall） ways in which families are coping and not coping in the twenty-first 異文化比較を通じての日本理解 2 単位（秋学期） century. Understanding Japan through Cross-Cultural Comparison The sessions will involve lectures as well as class discussion. Lecturer SHAULES, JOSEPH Textbooks： 講師 ショールズ， ジョセフ No textbook - readings will be provided in class when required. Reference Books： Course Description： Frank Bongiorno 2012, The Sex Lives of Australians; A history, Black Inc. Culture has a visible side – food, clothing, architecture – and a hidden side Kereen Reiger 1985 The Disenchantment of the Home: modernizing the of unconscious beliefs, values and assumptions. In this class we will Australian family, 1880-1940, Oxford University Press. explore this "cognitive programming" by comparing deep culture patterns Patrick Parkinson with Antoine Kazzi, 2013, For kids' sake: repairing the in Japan with those of other places. We will focus on how intercultural social environment for Australian children and young people, University experiences affect us at the level of the "cognitive unconscious", and do of Sydney. cultural comparison in key areas of deep culture. The ultimate goals of Mark A. Jones, 2010 Children as treasures: Childhood and the Middle this course are for students to 1) learn about deep culture patterns in Japan Class in Early Twentieth Century Japan, Harvard University. and other countries, 2) gain a deeper understanding of culture’s Course Plan： unconscious influence over us, 3) learn how get more out of our 1 Introduction intercultural experiences, and 4) reflect on our own cultural values and The first session will introduce students to the study of family and assumptions. The focus is on how cultural difference is experienced, not relationships. This will include the introduction of key theoretical simply how to describe it from a historical or social perspective. This concepts used across the course class is suitable for Japanese and non-Japanese students. 2 Concepts and Ideas Textbooks： This session will continue introducing key ideas and concepts. A reading packet will be provided for download by the teacher. 3 Young people and the family Reference Books： This session will examine teenagers and young people and the issues - Deep Culture: The Hidden Challenges of Global Living, by Joseph that arise for them in their families. It will also consider what happens Shaules, Multi-lingual Matters, 2007 as they move out of home. - The Beginner’s Guide to Deep Culture: Beneath the Surface, (2010), 4 Romance and Marriage Shaules, Intercultural Press, Boston and London This session considers some of the central issues in contemporary Course Plan： Australia and Japan around the production of new families. It will 1 First class – The deep culture of Japan consider falling in love, gay and straight marriage. It will consider the 2 The "Oz Moment" and the "international brain". role of the state in controlling 'love'. 3 The autopilot - System one versus system two 5 Children and their care 4 Configuration - The hidden impact of culture This session examines young children in families. It will explore 5 Systematic Intuitions - Learning to read cultural patterns issues such as divorce and children. Following a theme of the course 6 Dilemma theory and deep cultural difference it will ask questions about the role of the government in organising 7 Student presentations children's upbringing. 8 The cognition of in-group and out-group 6 Declining fertility rates 9 Deep Culture and Status Both Australia and Japan are experiencing declines in women's 10 Deep culture and our moral compass fertility rates. This session will examine what this means for 11 Deep culture and issues of control individual women but also for ideas about the ideal family and 12 Deep culture and time couples without children 13 Life spaces, privacy and identity 7 Changes in women’s and men’s work lives 14 Student presentations The traditional family composition of a male breadwinner and stay at Other Final exam home mother has been challenged across the last 30 years. In this Lecturer's Comments to Students： class we will explore the changes in the paid work lives of men and This class is suitable for Japanese and non-Japanese students. In this women in this period. class, students will not simply learn theory. They will be expected to 8 Social Science Methods reflect on and discuss their intercultural experiences. Cultural In this class we will do some practical work about how to find and understanding requires lived experience. Deep understanding of cultural use data about families, children, and workers in Japan and Australia difference involves personal growth and self-understanding. The 9 State intervention in families instructor is passionate about the material. Method of Evaluation： 1. Final Written Exam (30%）

10 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

The family was traditionally understood as a private space. This Gregory Pflugfelder and Brett Walker, eds. Japanimals: History and session considers the changes that have emerged as a result of Culture in Japan's Animal Life, Ann Arbor: University of Michian Press, feminist interventions. In particular we will explore the issue of 2005. family or domestic violence. 10 Work/life balance Keith Thomas, Man and the natural world: changing attitudes in England There has been much discussion about the intensification of work in 1500-1800, Harmondsworth: Penguin, 1983. the twenty-first century (especially as a result of new technologies). This session will consider what the idea of work/life balance means Brett L. Walker, The lost wolves of Japan, Seattle/London: University of and how people are deploying it. Washington Press, 2005. 11 Families and racial minorities Course Plan： In our increasingly multicultural societies it is necessary to consider 1 Orientation (guidance; discussion groups; brainstorming ) the different modes of family across cultures. This session explores 2 Contemporary overview of the situation of animals I the way that minority ethnic groups manage being 'different' in a 3 Contemporary overview of the situation with animals II society. 4 Theories on the place of animals in society I 12 Domestic Workers in the Family 5 Theories on the place of animals in society II This session brings to the fore the issue of ethnicity and inequality. 6 Animal histories I: medieval and early modern periods Many families depend on labour provided by women from poorer 7 Animal histories II: early modern and modern periods countries. This session explores the politics domestic servants in the 8 Animal histories III: modernization and westernization home. 9 Thematic comparisons I: Religion and animals 13 New roles for grandparents 10 Thematic comparisons II: Food and animals A little explored issue in the sociology of the family is the role of 11 Thematic comparisons III: Education and animals grandparents. This session will examine the new work many older 12 Thematic comparisons IV: Nationalism and animals people are doing with grandchildren as their children take up paid 13 Future of animals I: animals in the post-modern age work. It will also examine the issue of care for older parents. 14 Future of animals II: the disappearance of animals? 14 Conclusion Other Summary This session will be devoted to thinking about what some of the Method of Evaluation： emerging issues will be for families in Australia and Japan across the Mid-term paper x1 (20 percent) next decade. Final paper x1 (30 percent) Other This session will be used as a make-up class if required. Group presentation (25 percent) Method of Evaluation： Contribution to discussion (25 percent) The assessment tasks for this course will include an academic essay and an annotated bibliography

APPROACHES TOWARDS ANIMALS IN EAST ASIA - A CULTURAL AND HISTORICAL COMPARISON WITH THE WEST 2credits（Spring） 東アジアにおける動物との接し方―西洋との歴史的、文化的 SCIENCE AND TECHNOLOGY IN JAPANESE CULTURE 比較を通して 2 単位（春学期） 2credits（Fall） Assistant Professor,Faculty of Economics 日本の文化と科学技術 2 単位（秋学期） MITSUDA, TATSUYA Science and Technology in Space and Time 経済学部専任講師 光田 達矢 Professor,Faculty of Science and Technology INOUE, KYOKO 理工学部教授 井上 京子 Course Description： Compassion towards animals, or the lack of it, is a hotly-emotive issue of Course Description： international scope, especially between Western and East Asian countries. This course is intended for students from various backgrounds. The Recent spats over Japanese whaling, Korean dog-eating or Chinese main purpose of the course is to introduce students to the cultural bases disregard for animal welfare in food production have all focused minds on that the development of science and technology stands on. the need to understand why views of animals seemingly differ in East and In the first half of each class hour, a topic from the latest Japanese news West. in science or technology fields will be selected for discussion. Here, the instructor will provide some materials to refer to, but students are To do so, this course takes a cultural, historical, and comparative encouraged to throw in their ideas, insights, and interpretations of the approach in finding out how our relationship with the non-human other Japanese cultural context to which the topic is related. has evolved over the past. Factors such as industrialization, urbanization, In the second half of each class hour, students will take turns and give modernization and secularization will be covered, as well as themes such presentations on the place science and technology hold in the past, as pet-keeping, food customs, hunting, animal rituals, and protection present, and future of their own home countries. movements. To keep things manageable, the course will concentrate mainly on comparing and contrasting Japanese and European experiences The topics will depend on students’ fields of interest as well as current with animals. topics, but will include issues such as: - "Kawaii" culture Please note that the course will be taught not as a series of lectures but in - School Festival as Initiation Ceremony? seminar-type format in which the students will actively engage in - Rites of Passage in Japan collaborative reading, presentation, fieldwork, and discussion. - Food & Drinks Textbooks： - Music TBA - Sports Reference Books： - University Systems Richard W. Bulliet, Hunters herders, and hamburgers: the past and future - Individualism vs. Collectivism in Japan of human-animal relationships, New York: Columbia University Press, - Manga & Anime 2005. Textbooks： Database and E-journals on Keio Media Center

11 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Reference Books： 4 Design Process - User centered design To be announced 5 Anthropometry: Measuring the Human Body Course Plan： 6 Cognitive Engineering 1 Introduction 7 Interface Design 2 Japanese cultural factors embedded in science and technology (1): 8 Universal Design, Accessibility "kawaii"-ness 9 Emotional Design / Kansei Engineering 3 Japanese cultural factors embedded in science and technology (2): 10 Robotics group-oriented-ness 11 Field trip: Panasonic Center 4 Students’ special fields and current topics (1) 12 Energy 5 Students’ special fields and current topics (2) 13 Future trends 6 Students’ special fields and current topics (3) 14 Exam and Review 7 Students’ special fields and current topics (4) Other Students' Project: Interface Design 8 Students’ special fields and current topics (5) Method of Evaluation： 9 Students’ special fields and current topics (6) 1. Exam（30%） 10 Students’ special fields and current topics (7) 2. Project（20%） 11 Students’ special fields and current topics (8) 3. Attendance, Participation（20%） （ 12 Students’ special fields and current topics (9) 4. Assignments 30%) 13 Students’ special fields and current topics (10) 14 Students’ special fields and current topics (11) INNOVATIVE TECHNOLOGIES FOR JAPAN'S AGING Other Summary SOCIETY 2credits（Fall） Lecturer's Comments to Students： 高齢化社会日本のための革新的技術 2 単位（秋学期） Be there! Feel free to throw in your ideas and questions. Lecturer URAKAMI, JACQUELINE Method of Evaluation： 講師 浦上 ヤクリーン 50% by Active Class Participation 50% by Final Paper Course Description： Questions/Comments： This course introduces innovative ways to use technology in developing Please contact the instructor via e-mail. products and services for aging users. Japans' society is rapidly aging making it a necessity to address the special needs and requirements of HUMAN ENGINEERING WITH FOCUS ON JAPAN 2credits older people in many areas of everyday life such as Transportation, Communication, Housing or at Work. The course focuses on the （Spring） challenges of population aging for the Japanese society and how 日本の人間工学 2 単位（春学期） technology can be used to promote health and well-being in older age. Human Factors Using practical examples and discussions students will look into Lecturer URAKAMI, JACQUELINE innovative ways to address the challenges of an aging population. 講師 浦上 ヤクリーン Textbooks： Course Description： Fisk, A. D., Rogers, W. A., Neil Charness, N., Czaja, Sharit, J. (2009), Human Engineering is concerned with the application of what we know Designing for Older Adults: Principles and Creative Human Factors about people, their abilities, characteristics, and limitations to the design Approaches, 2nd edition, CRC Press Reference Books： of equipment they use, environments in which they function, and jobs they perform. Lesnoff-Caravaglia, G. (2007). Gerontechnology: Growing old in a Goal of the course is to provide an overview of the interdisciplinary field technological society. Charles C. Thomas Publisher: Springfield. human engineering and to introduce leading edge technology made in Minichiello V. & Coulson, . (2006). Contemporary issues in Japan. The course introduces various aspects of human engineering gerontechnology: Promoting positive ageing. Routledge: London. Course Plan： thereby focusing on Japanese Design, and on advanced Japanese 1 Introduction: Innovative Technologies for Japan's Aging Society engineering technologies. By means of practical examples students will 2 Population Trends in Japan experience the importance of human engineering design criteria such as 3 Effects of Population Aging Universal design, Cognitive Engineering and Emotional Design. 4 Age related changes of the human body Discussions will help participants to clarify the goals of human 5 Improving perception of information for older users engineering, and to understand its potential and its feasibility. 6 Textbooks： Design of Input and Output Devices 7 Wickens, C.D., Hollands, J.G., Parasuraman, R., & Banbury, S.,(2012). Communication and Information Technology 8 Engineering Psychology and Human performance. London: Prentice Hall. Robotics and Independence 9 Salvendy, G. (2012). Handbook of Human Factors and Ergonomics. Mobility and Transportation 10 Hoboken, NJ: Wiley. Field trip: TOTO Showroom 11 Healthcare technologies Reference Books： 12 Accommodations for Aging-in-Place Kroemer, K.H.E., Kroemer, H.B., & Kroemer-Ebert, K.E. (2001). 13 Project Presenation Ergonomics: How to design for ease and efficiency. New Jersey: Prentice- 14 Exam and Review Hall Other Students' Project Method of Evaluation： Pollock (N.) Made in Japan: 100 New products. (2012). New York: （ ） Merrell Publishers 1. Exam 30% （ ） Norman, D.A. (2005). Emotional Design: Why we love (or hate) everyday 2. Project 20% （ ） things. New York: Basic Books. 3. Attendance, Participation 20% （ Norman, D.A. (2002). The design of everyday things. New York: Basic 4. Assignments 30%) Books. Course Plan： 1 Introduction: A short introduction to Human Engineering 2 Design Made in Japan 3 Human Engineering: Principles, Guidelines and Standards

12 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

[email protected]

JAPANESE BUDDHISM AND SOCIAL SUFFERING 2credits （Spring） 日本仏教と現代社会 2 単位（春学期） RELIGIONS IN JAPAN 2credits（Spring） Priests and Temples Reviving Human Relationship and Civil Society 日本における宗教 2 単位（春学期） Lecturer WATTS, JONATHAN S. Professor,Faculty of Letters NAKORCHEVSKI, ANDRIY 講師 ワッツ， ジョナサン Ｓ. 文学部教授 ナコルチェフスキー， アンドリイ Course Description： Course Description： This course will look at Buddhism in Japan in a very different way – This course is designed to introduce students to the history, teachings and through the actions of Buddhist priests and followers to confront the real practice of Japanese religions, mainly Shinto, Buddhism in its various life problems and suffering of people in Japan today. We will look at such forms and so called folk believes. First we will try to get a better issues as: understanding of religion as a universal phenomenon and then examine its 1) human relationships in terms of: a) dying and grieving, and b) local representations in Japan in historical perspective through discussing alienation and suicide; their basic theoretical and practical aspects. We will also examine 2) economic development in terms of: a) social and economic gaps, aging representative samples of primary texts in translation, watch society, community breakdown and depopulation of the countryside, b) documentaries and do some field research by visiting shrines and temples alternatives to globalization and Buddhist economics, and c) alternative in central Tokyo. energy and the environment; Students will be required to make a short presentation on an assigned 3) politics in terms of: a) nuclear power and peace, and b) Buddhist topic at least once during the semester and submit a final paper. complicity with war and work for peace. Textbooks： The creative solutions some individual Buddhists are developing in We will use the book of Ellwood, Robert. Introducing Japanese Religion. response to these problems mark an attempt to revive Japanese Buddhism, Routledge. 2007 (can be downloaded for a fee here http:// which has been primarily associated with funerals and tourism. These www.jbeonlinebooks.org/eBooks/japanese/) as a basic textbook and some efforts are trying to remake the temple as a center of community in an additional reading will be assigned for each week and tested in the class. increasingly alienated society. Reference Books： Davis, Hadland. Myths and Legends of Japan. Cosimo Classics, 2007. There will be a variety of teaching methods from homework, readings, Reader, Ian eds. Japanese Religions: Past & Present. University of Hawaii group processes, in-class videos, guest speakers, and field trips. This Press, 1993. course will attempt to be as interactive as possible, so students should be Breen John and Teeuwen, Mark. A New History of Shinto. Wiley- ready to reflect on the issues personally as they experience them as Blackwell, 2010. residents of Japan, and to express these reflections not only intellectually Bowring, Richard. The Religious Traditions of Japan. Cambridge but emotionally as well. University Press, 2008. Textbooks： None; all readings, homework assignments, and other class details will be For those, who can read in Russian: available on the class homepage: http://www17.ocn.ne.jp/~ogigaya/keio/ Накорчевский, Андрей. Синто. Петербургское востоковедение. 2000, main.html 2003. Reference Books： Накорчевский, Андрей. Японский буддизм. Петербургское Covell, Japanese Temple Buddhism: Worldliness in a Religion of востоковедение. 2004. Renunciation (University of Hawaii Press, 2006). Course Plan： 1 What is religion or what does religion do? The preliminary basics. Nakamura, Hajime. Ways of Thinking of Eastern Peoples (University of 2 India and China: basic notions and concepts of traditional worldviews. Hawaii Press, 1964) 3 Shinto: the foundation of Japanese religiosity. 4 Field trip to a Shinto shrine. Watts. Lotus in the Nuclear Sea: Fukushima and the Promise of Buddhism 5 Buddhism in India and China: Theravada(Hinayana), Mahayana, in the Nuclear Age (Yokohama: International Buddhist Exchange Center, Vajrayana. 2013). 6 Introduction of Buddhism to Japan: State and Popular Buddhism. 7 Domination of Esoteric Buddhism: Tendai and Shingon Schools. Watts. This Precious Life: Buddhist Tsunami Relief and Anti-Nuclear 8 Field trip to a Buddhist temple. Activism in Post 3/11 Japan (Yokohama: International Buddhist 9 Amalgamation of buddhas and kami: honji suijaku theory, pilgrimage Exchange Center, 2012). and shugendo. 10 Pure Land and Zen Buddhism: lands of bliss and gardens of calm. Watts & Tomatsu, Buddhist Care for the Dying and Bereaved: Global 11 Shinto response: 13-16 centuries. Perspectives (Boston: Wisdom Publications, 2012) 12 Teachings of Confucius and Christ on Japanese soil. Course Plan： 13 Rational elite, superstitious subjects: the Tokugawa period 1 Introduction to class, classmates, and lecture on A Brief History of 14 Field trip to a temple Japanese Buddhism Other Review of the course 2 Cultures in Dialogue : The civilizational culture of Buddhism meets Lecturer's Comments to Students： Japan's particular cultural identity No preliminary knowledge is required, but participants are expected to 3 The Present Crisis in Japanese Buddhism have basic understanding of Japanese history and culture. Introduction: Approaching Buddhism as relationship and process Method of Evaluation： Main Topic: The Matrix of Problems in the Japanese Buddhist World Grading is based on (1) final paper (50%), (2) in-class presentation 4 The Present Crisis in Japanese Society: The Disconnected Society 無 (30%), (3) attendance and participation in the class discussions (20%). 縁社会 The total length of a final paper must be at least 5 pages but should not Group work: Doing a Buddhist Social Analysis of Japan exceed 10 pages in A4 size. 5 Buddhist Chaplaincy: Responding to Suffering and Trauma in Society Questions/Comments： 6 Human Relationships I: Dying and Grieving in an Aging Society Please feel free to contact me if you have any questions by email (Guest Speaker)

13 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

7 Human Relationships II: suicide prevention priests in Mita, Chiba, Tohoku and Kansai Video: NHK Special on Suicide and the Association of Priests Grappling with the Suicide Problem 8 Development I: Economics, Poverty & Suicide Video: "The Economics of Happiness" AN INTRODUCTION TO JAPANESE HISTORY: SURVEYING 9 Development I: Poverty and Economic Development Policy Video: The Nuclear Ginza JAPAN'S PRE-MODERN PAST 2credits（Spring） 10 Development II: Gross National Happiness and Buddhist 日本史入門：前近代日本史概観 2 単位（春学期） development (開発 kaihotsu) AN INTRODUCTION TO JAPANESE HISTORY: SURVEYING Group work: Envisioning a Post Industrial Society JAPAN'S PRE-MODERN PAST 2credits（Fall） 11 Politics I: Nuclear Power and Peace 日本史入門：前近代日本史概観 2 単位（秋学期） Complete Profile of Rev. Hidehito Okochi's Work An Introduction to Japanese Pre-Modern History: Surveying Japan’s 12 Politics II: War & Peace - Japanese Buddhist background in war and Pre-Modern Past (Proto-Historic Japan to Sekigahara) armed conflict Assistant Professor,Faculty of Business and Commerce Video: Zen and War KURASHIGE, JEFFREY Y. 13 Politics II: War & Peace - Civil Protest and Buddhism 商学部専任講師 クラシゲ， ジェフリー The peace marchers of Nipponzam Myohoji 14 Review of course themes Course Description： Preparation for final report This course will examine the “pre-modern period” of Japan from its Other Conclusion and Reflection origins in the Jomon Period through to the end of the 16th century by Lecturer's Comments to Students： focusing upon the emergence of the imperial state, court rulership, and the この授業は英語で行われますが、日本語の教材やビデオを使用する rise of the warrior class. Though dominated by the rulership, religions, ことがあります。また、フィールド・トリップでは日本語で会話を and lifestyles of courtiers and warriors, the course also explores the する機会もあります。しかし最後のレポートは必ず英語で書かなけ cultural context within which elites, commoners, and those in between ればなりません。日本語・英語、その他の言語でこの授業を楽しみ lived and prospered. The approach is thus primarily socio-cultural, ましょう！While this class is conducted in English, there will be a broad aiming to enhance the student’ understanding not only of the Japan of the use of Japanese language source texts and videos, and Japanese may be past, but also of the present. By the end of the course, students will be used at times in class and on field trips. However, all main texts are in familiar with the most important aspects of the classical Heian age, the English. Translation will be provided during field trips, and the final dual (or tripartite) polity of Kamakura, the warrior rule of the Muromachi written report must be done in English. Whether it be Japanese, English or era, and the subsequent era of civil warfare. one of the many languages of our international students, let's enjoy Textbooks： communicating together! All reading materials will be provided by the instructor in PDF format. Method of Evaluation： Reference Books： There will two important aspects to evaluation: Reference books will be provided by the instructor in PDF format. 1) regular participation: attendance, homework reading, discussion, and Course Plan： participation in class. 1 Introduction and Proto-historic Japan: Jomon and Yayoi Japan 2) group project: 2 The "Yamato" Era: Japan’s First “Empire” choose one of the main themes in the class → 3 The World of the Shining Prince: Aristocratic Rules and Lifestyles in attend a field trip related to that theme → the Heian Period together in a group help facilitate class discussion during one class → 4 Late Heian Society: The Insei Period submit a final written and/or multi-media report at the end of the semester 5 The Making of the Samurai: The Gempei War by each individual student 6 The First Shogunate: Yoritomo’s Kamakura Bakufu Questions/Comments： 7 Review and Midterm Exam Teacher Profile: Jonathan Watts has lived in Indonesia, Thailand and 8 "Popular" Religions: New Faiths and New Systems Japan for the past 20 years involved in NGO/NPO work with Buddhist 9 The Mongol Invasions and the 14th Century “Divide” based organizations. He is also conducting research on Japanese 10 Zen and the Rise of the Ashikaga Buddhism and has recently finished writing three books: Lotus in the 11 Life in the Muromachi Age and the Death of Cooperative Rulership Nuclear Sea: Fukushima and the Promise of Buddhism in the Nuclear Age 12 The Onin War (2013) and This Precious Life: Buddhist Tsunami Relief and Anti-Nuclear 13 New Peripheries: the Creation of “Traditional” Japanese Culture Activism in Post 3/11 Japan (2012) Yokohama: International Buddhist 14 Sengoku and the Unification Exchange Center; and Buddhist Care for the Dying and Bereaved: Global Other Week 15: Student presentations and final test Perspectives (Boston: Wisdom Publications, 2012). Students will have the Lecturer's Comments to Students： opportunity to learn from and meet the many Buddhist priests and social Note: Class size will be limited to 25 students PER SEMESTER. The activists in Japan and elsewhere whom he has come to know over the class will be “built” around discussion of the required readings, so a years. limited class size will enable all students to participate. In order that all interested students will be able to take the course, this class will be repeated in the same form during the Fall semester for those students who are unable to enroll during the Spring.

General Expectations: This course is very demanding, but I believe that it will help push each of the participants to grow both as scholars and as citizens of the international community. Students are expected to be attentive and contribute to in-class discussions, and express their ideas and opinions in a respectful manner. Classroom discussion of the provided reading materials is a central part of the class. Thus, students must be ready to read, write, and express their opinions each week.

14 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Required Resources: Please make sure to have a working email account MODERN HISTORY OF DIPLOMATIC AND CULTURAL (not just an account associated with a keitai cell phone). You will also RELATIONS BETWEEN JAPAN AND THE WORLD 2credits need access at home to a computer with word processing capabilities. （Spring） Individual Request: I hope to get to know each of you on an individual 近代日本の対外交流史 2 単位（春学期） basis over the course of the term. Thus, beginning during the first week of Modern History of Diplomatic and Cultural Relations between Japan the semester, I plan to schedule meetings with the class participants. and the World Although it will not be mandatory that everyone participates, I hope to Professor,Faculty of Law OHTA, AKIKO meet and get to know everyone by the end of the term. 法学部教授 太田 昭子 Method of Evaluation： Course Description： Mid-term exam: 20% of the course grade The course aims to provide an introductory and comprehensive view of Final exam: 30% the history of diplomatic and cultural relations between Japan and the Discussion attendance/participation: 30% World in the latter half of the nineteenth century and the beginning of the Bi-Weekly SHORT 1 page response papers (250-300 words): 20% twentieth century. A basic knowledge of Japanese history is desirable, but Questions/Comments： no previous knowledge of this particular subject will be assumed. A small Please feel free to contact me by email ([email protected]), but also amount of reading will be expected each week. do not hesitate to approach me before or after class. If I am in my office Students are expected to make a short report on a research project of and the light is on, please feel free to knock as I am always happy to speak their own choosing and hand in a term paper of about 3,000 words (at with students if time is available. least five pages, A4, double space) in July, and take the final examination. Reference Books： EUROPE'S ENCOUNTER WITH JAPAN 1543-1859 2credits A book list will be provided in class. （Fall） Course Plan： ヨーロッパと日本の邂逅 １５４３－１８５９ 2 単位（秋学期） 1 Introduction Lecturer MASSARELLA, DEREK P. 2 Japan and the World before the Opening of Japan 3 講師 マサレラ， デレク Ｐ. The Opening of Japan and the international society in the mid- nineteenth century Course Description： 4 The First Treaty with the West: Lecture This class will examine Europe's encounter with Japan from 1543, when 5 The Analysis of the First Treaty with the West(the US-Japan Treaty the Portuguese arrived, until the 1850s when Japan was forced to 'open up' of Peace and Amity): Presentation and Discussion and sign unequal treaties with the United States and various European 6 Subsequent treaties with West / Japanese visits abroad and their powers. The class will study the encounter from economic, diplomatic and influence on Japan in the 1860s cultural perspectives both in relation to developments within Japan and to 7 The changing attitudes (domestic & diplomatic) of Japan in the those in the increasingly globalising world of East Asia. Bakumatsu and early Meiji Era Textbooks： 8 Western perception of Japan in the mid-nineteenth century There is no set text. 9 The Iwakura Mission (1): Lecture Reference Books： 10 The Iwakura Mission (2): Presentation & Discussion Conrad Totman, Early Modern Japan, Berkeley, 1993. 11 Japan and the World <1870s～1900> (1): Lecture The Cambridge History of Japan Volume 4: Early Modern Japan, 12 Japan and the World <1870s～1900> (2): Presentation & Discussion Cambridge, 1991. 13 Round-up, including Japan and the World <1900～1930s>: Lecture, Marius B. Jansen, The Making of Modern Japan, Cambridge MA, 2000. Presentation & Discussion Course Plan： 14 In-class Essay 1 Introduction. Term-paper to be handed in by the end of this class. 2 Background to European expansion in Asia. Other Review and Summing up / Visit to Museums 3 The Portuguese in Japan: trade. Method of Evaluation： 4 The Portuguese in Japan: religion and culture. Grading Methods： 5 The shuinsen voyages, the arrival of the Dutch and English East India 1. Exam(End of the term examination: details to be announced during companies in Japan, relations with Spain. class.) 6 The English East India Company in Japan 1613-1623. 2. Reports（Term paper: details to be announced during class.） 7 The Dutch East India Company in Japan 1609-1641, the expulsion of 3. Attendance & Class Participation (Attendance and participation in the Spanish in 1624 and the expulsion of the Portuguese in 1639. discussion are both essential. A mini-presentation is desirable yet not 8 Review of the above. Progress report on term papers. compulsory.) 9 The Dutch in Japan after 1641: trade. 10 The Dutch in Japan: Engelbert Kaempfer; Rangaku. GENDER, CULTURE AND MODERNITY IN INTERWAR JAPAN 11 Russian and British presure on Japan in the early-nineteenth century. 12 The arrival of Commodore Matthew Perry in 1853. 2credits（Spring） 13 The 'opening up' of Japan and the imposition of unequal treaties. 大正文化と日本の近代 2 単位（春学期） 14 Review and conclusions. Gender, Culture and Modernity in Interwar Japan Other Presentation and discussion of term papers. Professor,Faculty of Economics NOTTER, DAVID M. Lecturer's Comments to Students： 経済学部教授 ノッター， デビッド Ｍ. The purpose of the class is to stimulate discussion and debate. Students Course Description： should be prepared to ask questions and to engage in discussion. All Much of Japanese 'modern life' as we know it -- including the 'salaryman', questions are welcome. the housewife, the middle-class family and its home in the suburbs, not to Students must attend all classes unless they have a valid excuse. In case of mention department stores and the nature of modern-day consumerism -- absence, please send me an e-mail. took shape in the prewar period within a span of time that stretches from E-mail address: [email protected] the early years of the Taisho era to the beginning of the Showa era, an age Method of Evaluation： known as the 'interwar period'. In this class we will examine the new Active participation in class. One term paper, which will be presented in 'modern' forms of social life that define this period; we will focus class. especially on the new ideals of family, gender roles and culture that emerged among the new middle class in urban areas.

15 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Course Plan： Other Take home examination or report as selected by the student. 1 Session 1: The 'katei' ideal: The emergence of the modern family in Lecturer's Comments to Students： Japan The lectures will often contain material not in the readings; attendance 2 Session 2: The origin of the housewife is important. Students are encouraged to present for possible discussion 3 Session 3: The emergence of the 'salaryman' newspaper or magazine articles on social issues in Japan. 4 Session 4: 'Good-wife-wise-mother' ideology and the expansion of Method of Evaluation： education for women Essay examination at the end of the term（100%）based on topics specified 5 Session 5: Student culture at the Taisho-era higher schools for girls by the instructor OR a report on subjects chosen by the student(100%). In 6 Session 6: Taisho-era student culture at the elite higher schools for either case the written work is prepared outside of class. There is no in- boys class examination. 7 Session 7: Mass consumerism Questions/Comments： 8 Session 8: Sexuality and deviance: the Cafe and 'moga' Attendance may be checked on a random basis. Readings, exam 9 Session 9: Mass Media, part One: the mass periodical 'King' questions, and suggested report topics from the most recent offering of 10 Session 10: Mass Media Part Two: 'Shufu no Tomo' and the new this course are archived on line at http://www2.gol.com/users/ehk/keio/ mass periodicals for women postwar. 11 Session 11: New ideals of marriage and romance 12 Session 12: the 'New Woman': Yosano Akiko and Hiratsuka Raicho JAPAN'S POSTWAR RESURGENCE 2credits（Fall） 13 Session 13: The idealization of Motherhood and the new literature on 戦後日本の再生 2 単位（秋学期） child rearing The U.S. Occupation and its Legacy 14 Session 14: The age of the child: new literature for children Lecturer HOLLEY, DAVID R. Other The Taisho-era ideal of cultivation 講師 ホーリー， デイヴィッド Ｒ. Method of Evaluation： Grades will be based on attendance, short quizzes on the lecture material, Course Description： and a final paper. This course will examine the foundations of today’s Japan that were established during the U.S. occupation, with its early left-leaning idealism A SOCIAL HISTORY OF POST-WAR JAPAN 2credits（Fall） and subsequent shift to conservatism. The class will examine what life 戦後日本の社会史 2 単位（秋学期） was like for Japanese in the early post-war years, the nature of the U.S. occupation, the relationship between Gen. Douglas MacArthur and Lecturer KINMONTH, EARL H. Emperor Hirohito, the creation of Japan’s constitution and other issues 講師 キンモンス， アール Ｈ. that still affect Japan today. We will use as a textbook the Pulitzer Prize- Course Description： winning book, “Embracing Defeat: Japan in the Wake of World War II,” More than a half-century has elapsed since the end of the Pacific War. which is a solid work of scholarship that is also highly readable and even For most university students, this war is part of a distant past and entertaining in the drama of its story. references to prewar and postwar carry no special significance. In Textbooks： contrast, for those old enough to have experienced the Pacific War or its John W. Dower, “Embracing Defeat: Japan in the Wake of World War immediate aftermath, the terms prewar and postwar are very evocative II.” New York: W. W. Norton & Company Inc. 1999. and are part of the historical consciousness of many Japanese. This course Reference Books： attempts to answer three basic questions: 1) why is a distinction made John W. Dower, “War without Mercy: Race and Power in the Pacific between prewar and postwar Japan; 2) how was Japan changed by the War.” New York: Pantheon Books, 1993. Pacific War; 3) what has changed in the fifty-plus years the end of the war. Course Plan： The course also deals with the issue of inaccurate, distorted, and 1 Overview of course. sometimes completely unfounded reporting on social issues and patterns 2 Japanese life immediately after surrender. Economic misery. in both foreign and domestic news media. Displaced persons. Treatment of veterans. Reading: textbook chapter Textbooks： 1, “Shattered Lives.” There is no text book as such. Appropriate readings will be introduced 3 Democratization and the American imposition of reforms as in the lectures and made available through the web site maintained by the "revolution from above.” Demilitarization. Reading: textbook chapter instructor. 2, “Gifts from Heaven.” Reference Books： 4 Suffering in the immediate post-war period. Hunger and SUGIMOTO Yoshio, An Introduction to Japanese Society psychological pain. The difficulties of life reflected in children’s (Cambridge University Press, 2002). Other items will be introduced in games. Inflation. Reading: textbook chapter 3, “Kyodatsu: Exhaustion lecture. ISBN: 9780521529259 and Despair.” Course Plan： 5 The occupiers: Gen. Douglas MacArthur and the new American 1 Introduction to the course – themes and issues rulers. Competing analyses of Japan and the Japanese among the 2 Reading about the uniquely unique Japanese (1) – from the outside Americans. Reading: textbook chapter 6, “Neocolonial Revolution.” (We looking in 3 Reading about the uniquely unique Japanese (2) – from the inside will cover all chapters in the textbook but some of them will be out of looking out order.) 6 4 Postwar recovery – Japan during the reign of Douglas MacArthur The Japanese response to American initiatives. Japanese leftist 5 Income doubling and then some – social change on the road to activism and the American shift to conservative policies. Attitudes becoming an economic super power toward MacArthur. Remorseful intellectuals. Impact of the Cold War.

6 The 1980s bubble and its bust – one lost decade going on two Reading: textbook chapters 7 and 8, “Embracing Revolution” and 7 Japan's no longer bulging middle class – inequality and ideology in “Making Revolution.” postwar Japan 7 The role of Emperor Hirohito in the early post-war period and 8 Labor pains – where have all the babies gone? MacArthur’s use of him to achieve American goals. Reading: 9 Feminine Japan – three steps behind or stepping out? textbook chapter 9, “Imperial Democracy: Driving the Wedge.” 10 The examination hell frozen over – college entrance in postwar Japan 8 The remaking of Emperor Hirohito’s image. Reading: textbook 11 Still more labor pains – where have all the good jobs gone? chapters 10 and 11, "Imperial Democracy: Descending Partway from 12 Farming Japan – where have all the farmers gone? Heaven” and “Imperial Democracy: Evading Responsibility.” 13 Foreign Japan – immigrant labor and international marriage 9 The creation of Japan’s new constitution. Diverging attitudes of the 14 Sick Japan - Social pathologies in postwar Japan Japanese public and the country’s political elite. American drafting of

16 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

the constitution. Reading: textbook chapter 12, “Constitutional 3 From Xavier to Hideyoshi (1549-1598): (1) The background and the Democracy: GHQ Writes a New National Charter.” initial encounter 10 The new constitution’s adoption by the Japanese parliament. Reading: 4 From Xavier to Hideyoshi (1549-1598): (2) Missionary approaches to textbook chapter 13, "Constitutional Democracy: Japanizing the the Japanese American Draft.” 5 From Xavier to Hideyoshi (1549-1598): (3) Japanese approaches to 11 The Tokyo war-crimes trial. Japanese efforts to come to terms with Christianity the war. Reading: textbook chapters 15 and 16, “Victor’s Justice, 6 Tokugawa Japan (1600-1868): (1) Government policies towards Loser’s Justice” and “What Do You Tell the Dead When You Lose?” Christianity 7 12 Social problems early in the U.S. occupation. Black markets, Tokugawa Japan (1600-1868): (2) Christianity underground 8 prostitution and “kasutori” culture. Reading: textbook chapter 4, Early Meiji Japan (1868-1888): Christianity and Western civilization 9 From mid-Meiji to the end of World War II (1889-1945): (1) “Cultures of Defeat.” Christianity and the dilemma of patriotism 13 Media, literature and language as Japan adjusts to post-war change. 10 From mid-Meiji to the end of World War II (1889-1945): (2) Reading: chapter 5, “Bridges of Language.” Christianity in a Japanese context 14 The limits of American-dominated democracy. Impermissible 11 The second half of the twentieth century: (1) Christianity and discourse. Curbing the political left. Reading: chapter 14, “Censored Japanese democracy Democracy: Policing the New Taboos.” 12 The second half of the twentieth century: (2) Christianity in a Other Economic recovery, the foundations of a prosperous Japan and the Japanese context end of occupation. Planning a cutting-edge economy. Reading: Ch. 13 Student presentations

17 and Epilogue, “Engineering Growth” and “Legacies/Fantasies/ 14 Concluding remarks and class discussion: Religion and history Dreams.” revisited Lecturer's Comments to Students： Other Weekly reading assignments + term paper Today’s Japan cannot be understood without some knowledge of the Lecturer's Comments to Students： interplay between U.S. occupation forces, the Japanese government, and I hope to attract students from a variety of backgrounds. This is because the Japanese people in the early post-war years. The history of this period the course will gain from the combined viewpoints of people from areas makes an extraordinary story. Students will be encouraged to speak out in which have sent Christianity missionaries to Japan, such as Portugal and class and express their opinions about these exceptional events. the United States, and of people from areas which have played host to Method of Evaluation： Christian missionaries, both in Asia (including Japan itself) and elsewhere. Two essays: 35% each I will expect students to attend all classes, on time, to do the assigned Attendance and participation: 30% readings, and to participate in class discussions. However, if the end-of- term paper and presentation are of a poor quality (for example if they are CHRISTIANITY IN JAPANESE HISTORY 2credits（Fall） plagiarised or depend on non-academic sources), students will fail the 日本キリスト教史 2 単位（秋学期） course even if they have fulfilled these minimum requirements. A case study of cross-cultural contact Sessions will be organized into a combination of formal lectures and Professor,Faculty of Economics BALLHATCHET, HELEN J. interactive seminars. 経済学部教授 ボールハチェット， ヘレン Ｊ. Method of Evaluation： 1. Oral presentation (20%) Course Description： 2. Reports (At least one long paper)(65%)

Christianity in Japan presents us with a number of paradoxes. For 3. Attendance and Participation (15%) example, although the majority of Japanese today choose Christian-style Questions/Comments： weddings, the actual number of Christians amounts to less than one or two Students wishing to ask a question or arrange an appointment should per cent of the total population (as opposed to 25 per cent in its close talk to me before or after classes, or send an e-mail. My e-mail address is cultural neighbour, South Korea). This ‘failure’ contrasts with the given on my web site (http://web.hc.keio.ac.jp/~hjb/). relatively greater growth of Christianity in the late sixteenth and early seventeenth centuries, even though the total number of missionaries was READING COLONIALISM IN (SOUTH) EAST ASIA 2credits much smaller and the linguistic and logistical barriers greater. Perhaps the （Fall） greatest paradox occurred after Christianity was virtually eliminated through an increasingly severe campaign of persecution from 1614 東・東南アジアにおける植民地主義を読む 2 単位（秋学期） onwards. Small groups in isolated communities succeeded in preserving Reading Colonialism in (South) East Asia recognisably Christian beliefs and practices. However, many of these Lecturer CHANDRA, ELIZABETH groups refused to accept the authority of Roman Catholic missionaries 講師 チャンドラ， エリザベス when they returned to Japan in the second half of the nineteenth century. Course Description： In the course we will consider these and other issues, using a This course considers the knotty issues of race and gender in the history of combination of primary and secondary materials. By studying the colonialism in East and Southeast Asia. Unlike conventional activities and ideas of missionaries, Japanese Christians, and Japanese investigations of colonial history, this course will rely on fiction as the who did not become Christian, students will gain general understanding of primary source. Literary works such as novels and short stories have the dynamics of cross-cultural contact. They will also learn about the proven capable of conveying sketches and moments of life, which state nature of history through interpreting primary materials and studying archives, church records, civil registry, and other official records failed to different approaches to the history of Christianity in Japan. capture. This is because fiction has the capacity to re-present the Textbooks： complexity of human emotion, the nuances of culture, the textures of There will be a selection of assigned readings for each class. They will power, and the fine curves of a political landscape. be available for downloading from keio.jp, with notes on each reading available on my web site (http://web.hc.keio.ac.jp/~hjb/). Students will The colonial experience is a context that calls for such “sensitive” find it useful to start the course with a basic knowledge of Japanese historical inquiries. The gap between our Western intellectual tradition history, Japanese religion, and Christianity. and the colonized people’s particular scheme of culture underscores the Course Plan： necessity of “alternative” sources to get a better view of the colonial 1 Orientation and overview: Religion and history history. The fact that most records from the colonial period were 2 The view from the present: Religion in Japan and images of produced by, and speak from the point of view of, those in “power” Christianity

17 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12 further complicates the historical reconstruction of experiences under as models for student writing and as subjects for critiques. Students will colonial rules. not be required to read Japanese-language articles but the course will include discussion of how Japanese-language journalism is conducted. In this course we will examine novels, short stories, and films written by Class lectures will include such topics as Japan’s “kisha club” (reporters’ or told from the point of view of colonized persons and various colonial club) system; the differences and similarities among major Japanese- agents. We will attempt to look at a variety of colonial experiences – language dailies and how they compare to weekly magazines; the English- from Burma, the Philippines, Thailand, Indonesia, Indochina, to Korea language press in Japan; major English-language wire services in Japan; and Taiwan – as diverse and intimate as the domestic order, racial the role of the Internet in Japanese and global journalism, and the negotiation, sexual taboo, cross-cultural humor, displacement, paranoia, changing economics of Japanese and global media. Class activities will and nostalgia. Course requirements include weekly commentaries on the probably include visits to one or two of the major English-language wire assigned reading. services in Tokyo. The course will also examine journalism job Reference Books： possibilities in Japan or overseas and discuss why non-journalists can 1. George Orwell, “Shooting an Elephant,” Collection of Essays benefit from understanding of how journalists work. As a key part of the (Hartcourt, 1981) course, students will do homework assignments that require interviewing 2. Jose Rizal, Noli Me Tangere (Longman, 1986) people (either in English or in Japanese is OK) and using that material to 3. Anna Leonowens, An English Governess at the Siamese Court (Oxford, write feature articles about Japan. The homework articles not only will be 1988; 1946 film version) graded but also edited by the instructor as a key part of the learning 4. Yuasa Katsue, Kannani and Document of Flames: Two Japanese process. In-class exercises will not be graded, but are intended purely as Colonial Novels (Duke, 2005) study activities. 5. Hou Hsiao-hsien, A City of Sadness (1989, film) Textbooks： 6. Marguerite Duras, The Lover (Random House, 1997) Reading materials will be distributed in class. Course Plan： Course Plan： 1 Introduction 1 Overview of the course. Introduction of journalistic basics: the 2 The Leviathan in Burma difference between feature and hard-news stories; accuracy; 3 The colonial agents attribution; quotes; leads and kickers. In-class exercise of students 4 Master and servant interviewing other students and writing an article based on the 5 The Catholic church in the Philippines interview. 6 On the civilizing mission 2 Analysis of a foreign newspaper’s feature article about Japanese 7 Anna and the King of Siam society. In-class exercise of organizing and writing a feature story 8 On modernity using material presented by the instructor that is taken out of order 9 Maintaining “whiteness” in the Netherlands Indies from another English-language feature about Japanese society. 10 Assimilation and hierarchy Discussion of story ideas for students’ first homework assignment. 11 Internal colonization 3 Discussion of the advantages and disadvantages of Japan’s “kisha 12 Fratricide or colonization? club” system. Analysis of a foreign newspaper’s hard-news article 13 The poor whites of Indochina concerning Japanese society. In-class exercise of organizing and 14 The colonial nostalgia writing a hard-news story using material presented by the instructor. Other Conclusions 4 Discussion of Japanese print media: the major daily newspapers, Lecturer's Comments to Students： weekly magazines, other publications. Discussion of journalistic Students will be required to write short (1 page) reflections on the ethics. In-class exercise of copyediting. assigned reading every week and participate in class discussion. The 5 In-class exercise of organizing and writing a feature story using weekly readings will be distributed either in class in the form of material presented by the instructor that is taken out of order from an photocopies, or by email in the form of PDF. English-language feature about Japanese society. 6 Discussion of Japanese television journalism. Analysis of a foreign Students interested in taking the class must attend the first meeting where newspaper’s feature article about Japanese politics. In-class exercise a more detailed syllabus and the assigned reading for the following week of organizing and writing a feature story on politics using material will be distributed. Those unable to attend the first class should contact presented by the instructor. Discussion of story ideas for students’ the instuctor beforehand. Email second homework assignment. Method of Evaluation： 7 Discussion of the English-language press in Japan, including The final grade will be based on the weekly written commentaries (50%), newspapers such as “The Japan Times”and “Yomiuri Daily,” and the attendance (30%) and participation in class discussion (20%). There will work of English-language wire services or foreign newspaper and be no final exam. magazine bureaus in Tokyo. Analysis of a foreign newspaper’s hard- news article about Japanese politics. In-class exercise of organizing and writing a hard-news story about politics using material presented by the instructor. 8 Discussion of Internet journalism. In-class exercise writing an article about Internet journalism based on material presented by the instructor. JOURNALISM IN JAPAN 2credits（Spring） 9 In-class exercise writing a feature news story based on a mock news 日本のジャーナリズム 2 単位（春学期） conference presented either by students or by the instructor. Reporting, Writing and Analysis of the Media 10 Discussion of how the move of news reporting and advertising to the Lecturer HOLLEY, DAVID R. Internet affects the economics of traditional media companies. 講師 ホーリー， デイヴィッド Ｒ. Discussion of journalistic ethics and how Internet journalism impacts ethical questions such as the degree of certainty journalists should Course Description： have about the accuracy of material before it is presented to the This course will examine the nature of journalism in Japan and provide public. In-class exercise writing a feature article concerning Japan’s a hands-on introduction to reporting and writing about Japan in English. economy. Discussion of story ideas for students' third homework Students will learn to write both feature and hard-news stories about assignment. Japanese society, culture, politics and economics. The course will 11 Discussion of job opportunities in journalism. In-class exercise examine various types of English-language journalism about Japan, both writing a hard-news article about Japanese business.

18 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

12 Discussion of why understanding journalism and the pressures that 12 Japan Leading - Japan as Number One reporters face is valuable for non-journalists. In-class exercise of 13 Japan Cramming – The Best and the Brightest Rule? copyediting. 14 Japan Unique - Japan in the Japanese Imagination 13 In-class exercise writing a hard-news article based on a mock news Other Take home examination or report as selected by the student. conference presented by the instructor. Lecturer's Comments to Students： 14 Analysis of a foreign newspaper’s feature article about Japanese fine Students are encouraged to collect and present examples of mistaken, arts or traditional culture. In-class exercise of organizing and writing perverse, or distorted images of Japan found in foreign media as well as a feature story about Japanese culture using material presented by the similar images of Japan or foreign countries found in the Japanese media. instructor. Method of Evaluation： Other General review and discussion of themes covered in the course. Students may write a report on a subject of their own selection OR write Presentations by students about their future academic, personal or two shorter papers chosen from a selection of topics given by the professional plans and goals. instructor. All written work is done outside of class. In either case this Lecturer's Comments to Students： written work is one hundred percent of the course grade. Being in this class will be a bit like being a new employee of “The Questions/Comments： Japan Times” or some other English-language newspaper in Japan. The Attendance may be checked on a random basis. Readings and the class and the homework should be fun and you should try to enjoy it. This specifications for required written work as used in the most recent is a good course for students who enjoy meeting new people or who offering of this course are archived on line at http://www2.gol.com/users/ would like to become more confident approaching and talking to strangers. ehk/keio/images. Method of Evaluation： Three articles written as homework: 25% each Attendance and participation: 25%

JAPAN IN THE FOREIGN IMAGINATION 2credits（Spring） 英国と米国のマスコミに描かれた日本 2 単位（春学期） FOREIGN RELATIONS OF JAPAN 2credits（Spring） Lecturer KINMONTH, EARL H. 日本の対外関係 2 単位（春学期） 講師 キンモンス， アール Ｈ. Japanese Diplomacy toward International Community Lecturer ABE, TADAHIRO Course Description： 講師 安部 忠宏 This course examines foreign (primarily Anglo-American) views of Japan, both contemporary and historical. Knowing the common and often Course Description： highly distorted images of Japan and the Japanese, both positive and At the beginning of the 21st century, it was expected that we could negative, presented in foreign mass media and popular culture is finally materialize real peace and prosperity in the international important to both Japanese and foreign students. These images have been community where the global security structure under the cold-war regime and continue to be significant in Japan's diplomatic and economic had been turned into the post-Cold-War regime. The reality, however, relations with other countries. Moreover, the mechanisms that distort the proved to be to the contrary so far: The international community is foreign view of Japan also work to distort the Japanese view of foreign exposed to various types of newly emerged threats and problems countries. Teaching students how to recognize distorted images of foreign impeding the achievement of global/regional peace and prosperity, such countries and peoples is a major goal of this course. as international terrorism, illegal development of nuclear arms, nuclear Lectures are supplemented by video and audio materials in addition to proliferation, regional conflicts, regional territorial disputes, human examples drawn from relevant foreign journalism about Japan. atrocity, infringement of human rights, environmental degradation and Textbooks： financial/budgetary crisis, in addition to the traditional type of economic No textbook is used. Examples of foreign writing and foreign broadcasts and security problems. Because of these evolvements, each countries of pertaining to Japan will be made available via the web site for the course the international community is more required to work together, because of maintained by the instructor. Significant writing pertaining to each topic the complexity of the problems, in order to tackle such issues in an will be introduced and discussed in the lectures. appropriate and effective manner. Reference Books： The international relations(IR) are floating still within the age of Buruma, Ian Inventing Japan: 1853-1964 (Random House, 2004) uncertainty. Under these circumstances, it is indispensable for us to Hammond, Phil Cultural Difference, Media Memories: Anglo-Japanese understand the IR by taking endogenous factors into consideration so that Images of Japan (Cassell, 1997) we can work out better solutions: We need to think about our future in a Johnson, Sheila K. The Japanese Through American Eyes (Stanford comprehensive manner, based on an accurate knowledge on the reality University Press, 1988) with some historical implications of the multi-dimensional, multi-faceted Schodt, Frederk L. America and the Four Japans (Stone Bridge Press, international relations, built upon various sorts of causalities among 1994) various players and factors evolving economies, politics and security Wilkinson, Endymion Japan Versus the West: Image and Reality considerations. Japan, an unique player as a pacifist nation in the Asia- (Penguin, 1981) Pacific region, has been sincerely trying to be a part of the international Zipangu Japan Made in U.S.A. (Zipangu, 1998) efforts, made in line with these understanding, aiming at realizing peace Course Plan： and prosperity in the global community. However, it gradually recognized 1 Japan Cool vs Cool Japan - Introduction to the Course during the process that its national interests has been exposed to various 2 Japan Cool in Europe and America infringements from exogenous players because of the lack of adequate 3 Japan Cool vs Cool Japan responsiveness, partly deriving from its unilateral pacifism, to the 4 Japan Robotic - Astro Boy, Asimo, and Fukushima Dai-Ichi problems in the international/regional community where power plays vital 5 Japan Cruel - The Pacific War Legacy roles in seeking solution. 6 Japan Sick - Japanese Social Problems Seen from Afar So, in this course, we may study the current international relations from 7 Japan Aging - The Baby Bust and Population Change wider perspectives, including the Japanese foreign policy; its historical 8 Japan Bizarre - The Extraordinary Made Ordinary experiences, concrete policies and measures taken with regard to the 9 Japan Kink - Sex Obsessed or Sexless respective international/regional issues and problems. 10 Japan Xenophobic - The Hard Lot of Gaijin in Japan 11 Japan Concrete - The Japanese Unnatural Environment

19 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Textbooks： Textbooks： ・ Nye, Joseph ; " Understanding International Conflicts ---- An Reading materials and a list of reference books will be assigned before Introduction to Theory and History " (Pearson Education Inc). each class. ・Lincoln, Edward ; " Japan's New Global Role " (The Brooking Reference Books： Institute) Reading materials and a list of reference books will be assigned before ・ McWilliams, Wayne ; " The World since 1945 - A History of each class. International Relations " (Lynne Rienner Publishers) Course Plan： ・Mingst, Karen ; " Essentials of International Relations " (W.W.Norton ) 1 Introduction 2 Japan in the eyes of the world Reference Books： 3 The legacy of defeat and Occupation (Atomic bombings, Tokyo ・Smith,Steve ; " Foreign Policy " (Oxford University Press) Tribunals, Emperor Hirohito) ・Kissinger,Henry ; " Diplomacy " (Harper & Brothers) 4 The Cold War and Japan’s return to the international society (Peace ・Pyle,Kenneth ; " Asia Policy " (The National Bureau of Asian Research) Constitution, Japan-US Security Treaty, the “1955 system”) ・Ministry of Defense ; " Defense of Japan 2012/2013 " (Urban 5 Japan’s reconciliation with Asia (reparations to Southeast Asia, Connection Pub.) normalization with South Korea, relations with China) Course Plan： 6 Japan as an economic power and the “Yoshida line” (Income 1 Session 1: Description of the Class Outline Doubling Plan, Nixon shocks, reversion of Okinawa, normalization 2 Session 2: Multi-layered Structure of the International Relations with China, oil-shocks) 3 Session 3: International Security System 7 The “Japan problem” and the search for an international role (Trade 4 Session 4: International System of Economy/Trade/Finance frictions, the deepening of the Japan-US alliance, ODA) 5 Session 5: Disarmament and Non-Proliferation 8 New Challenges in the Post-Cold War Period – Re-examining Japan’s 6 Session 6: Foreign Policy --- the Decision Making Process post-Cold War international role (Gulf War, UN peacekeeping 7 Session 7: A Guest Speaker from Actual Diplomatic Circles operations, Japan in the Cambodian peace process) 8 Session 8: The Official Development Assistance 9 Historical baggage (Yasukuni shrine issue, ”Comfort women” 9 Session 9: Japanese Diplomacy in Historical Perspectives problem) 10 Session 10: Japan-Asia & Pacific Relations 10 Japan-US relations (Bilateral defense cooperation guidelines, issue of 11 Session 11: Japan-US Relations US bases in Okinawa, bilateral military cooperation during the Great 12 Session 12: Japnese Diplomacy to the Central Asia and the Caucasus East Japan Earthquake) 13 Session 13: Japanese Relations with the Middle-Eastern Countries 11 Japan’s Asia policy in the post-Cold War era (Multilateral 14 Session 14: Japan-Europe Relations frameworks in the Asia-Pacific region, Japan’s relations with China, Other Session 15: Review and Summary of the Lectures South Korean, and ASEAN) (* This course plan is subject to change ) 12 Lecturer's Comments to Students： Japan and the security environment in Northeast Asia (The rise of China and power balance in East Asia, territorial disputes, the North Since this course occasionary touches on "case studies" of international Korean issue) relations, students are required to take interest in daily evolvemant of 13 Toward a redefinition of Japan’s security role? (National Security various international issues and problems. Method of Evaluation： Strategy, Revision of Constitution, Collective Self Defense) ・Writing Assignment: Submission of Reports is to be required. 14 Debate ・Attendance and Class Participation: Participation to the class and Other Debate attitude for discussion to be taken into account. Lecturer's Comments to Students： This seminar is designed for those who are interested in Japan, Asia, JAPANESE FOREIGN POLICY 2credits（Fall） history issues, security affairs, and international relations. No background knowledge is required. This seminar will be conducted in English. 日本の対外政策 2 単位（秋学期） Students with limited English ability are also welcome. Students are ’ Issues and challenges in post-World War II Japan s international expected to participate actively in class discussions. More than two relations unexcused absences will lower a student’s grade. Lecturer NOBORI, AMIKO Method of Evaluation： 講師 昇 亜美子 Class attendance/participation: 30% Lecturer PRESSELLO, ANDREA Presentation: 30% 講師 プレセロ， アンドレア Final essay: 40% Course Description： Questions/Comments： This course is a general introduction to postwar Japanese history, focusing Students can contact the lecturers through email: on foreign policy, but also addressing important domestic politics and [email protected] cultural issues, as well as security affairs. It deals with Japan’s role in the [email protected] international relations of the Asia-Pacific region and with Japanese evolving relations with actors such as the United States, China, South GLOBAL ISSUES, ROLE OF UNITED NATIONS AND Korea, and ASEAN countries. JAPAN'S INTERNATIONAL CONTRIBUTIONS 2credits（Fall） In addition to Japanese foreign policy during the Cold War period, the 国際問題における国連の役割と日本の貢献 2 単位 course also analyses with an historical perspective contemporary issues in （秋学期） the post-Cold War era such as the revision of Japan’s constitution, Multi-disciplinary approach to study of Contemporary Global Issues historical issues, territorial disputes, and the Japan-US alliance. and Role of United Nations and International Organizations in The class will combine lectures, academic reading, videos, presentations addressing these issues; also Japan's role as a member of Global by the students, and discussions. Community. Visits to thematic historical museums or sites might be organized Lecturer MALIK, RABINDER N. depending on students’ interest and feasibility. Further notice on this will 講師 マリク， ラビンダー Ｎ. be given during the course. Course Description： Students will be given reading assignments in preparation for each class. A critical review and assessment will be undertaken of the origin and On a rotating basis, students will make a presentation on the reading present condition of major global issues and problems and how these are material. being addressed by national governments and the international

20 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12 community, with focus on the international role of Japan in promoting discussion. I would like students to make comments, ask questions and human welfare and security as an important member of the global speak freely in class. community. Special attention will be paid to the role of United Nations Method of Evaluation： and other International Organizations as a tool of global governance in Grading Method addressing these issues. We shall also explore ideas and concepts of peace (1) Regular class attendance and active participation in group and security, human rights, coexistence among peoples of different discussions in class will be an important part of consideration for grading. cultures and other critical global issues such as poverty eradication, (2) There will be no examination but each student is reqired to write a environmental degradation, climate change, aging society and gender mid-term report (3-5 pages) during the mid-term, and a Final Report (7-10 issues. pages) based on readings, lectures and discussions covered during the The objective of the course is to enable the students to gain a better class. understanding of the world around them and about the role of the United Questions/Comments： Nations so that they are able to evaluate current and future international If students have any questions or problems in the course, they should trends and formulate their own well thought-out opinions based on facts. feel free to talk to me before, during or after the class or send me an email The course will help enhance their trans-cultural literacy and competence at: [email protected] and enable them to interact with confidence with peoples of different cultural backgrounds and orientations in an interdependent and interlinked JAPAN AS THE FIRST DEVELOPING COUNTRY 2credits world. （Spring） Given the multi-discriplinary nature of the course, it is open to students 最初の開発途上地域としての日本 2 単位（春学期） from all faculties. The language of the course will be English, and group Professor (Non-tenured),Faculty of Policy Management discussions will be an important part of the course. UMEGAKI, MICHIO Textbooks： 総合政策学部教授（有期） 梅垣 理郎 No specific text books are assigned for the course. Reading material will be recommended and periodically photocopied handouts will be Course Description： distributed as appropriate and relevant to the subject under review. We examine Japan's modernization since mid-19th century. However, Students are encouraged to acquaint themselves about contemporary unlike the orthodox history of Japan's modern nation-state building, the global issues by reading a daily newspaper, a weekly magazine and focus is on the key characteristics of the process which makes Japan as the catching news on radio and television so that they can participate actively first of "developing countries," a post-World War II brand for the former and meaningfully in discussions in the class. Group discussions and colonies in Asia and Africa. assignments will rely heavily on material obtained from such sources. Therefore, we consciously adopt some of the development theories -- an Reference Books： intellectual enterprise since mid-1950s especially in the United States -- in The students are requested to read the following basic reference examining the path of Japan's modernization. material about the United Nations System. Some or most of these Textbooks： documents can be accessed through the website http://www.un.org. I will provide the links to key lietrature on both Japan's modernization and (1) Charter of the United Nations postwar developing countries' developmental paths at the beginning of the (2) UN Millennium Declaration, Resolution 55/2, UN General semester. Assembly Reference Books： (3) A More Secure World: Our Shared Responsibility; Report of the See above High-Level Panel on Threats, Challenges and Change, UN,December 2004 Course Plan： (4) In Larger Freedom: Towards Development, Security and Human 1 Introduction to the basic requirements, the outline of the course. Rights for All, UN Secretary-General, April 2005 2 Japan's modernization in an orthodx light (1) (5) Investing in the United Nations: for a Stronger Organization 3 Japan's modernization in an orthodx light (2): A latercomer thesis Worldwide – Report of the Secretary-General, March 2006 4 Japan's post-Meiji Restoration changes: An Outline (6) Reports and Documents issued by United Nations and United 5 East Asia from the mid-19th Century through prewar period (1) Nations University on themes covered by the course 6 East Asia from the mid-19th Century through prewar period (2) (7) Cuttings from newspaper and journals relevant to the topics 7 Developing Countries as told in modernization thesis (1) covered by the course will be distributed in the class 8 Developing Countries as told in modernization thesis (2) Course Plan： 9 Postwar Development Regime (1) 1 Introduction of Course Syllabus; getting to know each other 10 Postwar Development Regime (2) 2 Overview of Global Scenario - Global Interconnectedness 11 Japan examined against Postwar Development Regime (1) 3 Evolution of the United Nations System 12 Japan examined against Postwar Development Regime (2) 4 Regional and other International Organizations 13 Student Debate (1): Revolution from Above 5 Reform of United Nations as a tool of global governance 14 Student Debate (2): A Middle-Class thesis 6 Japan's international contributions as a member of Global Community Other Student Debate (3): Development as Culture 7 Global Environmental Sustainability Method of Evaluation： 8 International Peace and Security Class participation, debate performance and a final short paper 9 Human Rights including Empowerment of Women and Rights of Children JAPAN'S DEVELOPMENT POLICY IN EAST ASIA 2credits 10 Poverty and Development (Aid and Trade, Millennium Development （Spring） Goals) 東アジアにおける日本の開発政策 2 単位（春学期） 11 Group Discussions on Selected Topics Japan and Development Policy in East Asia 12 Presentations by Groups and Discussion Professor (Non-tenured),Faculty of Policy Management 13 Refugees, Migration, Ageing Society UMEGAKI, MICHIO 14 Course Summary Review; Challenges of Global Governance 総合政策学部教授（有期） 梅垣 理郎 Other Final Reports and Evaluation Lecturer's Comments to Students： Course Description： This course is good for those students who wish to improve their ability The purpose of this course is to develop a critical perspective on the to discuss international issues in English. Regular attendance and active relationship between Japan’s postwar development and its changing participation in class discussions will be important. Students will be interaction with East Asia. The focus of the examination is changing expected to do internet search and examine more in depth topics under policy agenda of Japan and East Asian nations. In addition, the course

21 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12 surveys the fundamentals of development processes as conceived by Other Student Debate: Bation-State and Borderless Policy Coordination development economists, planners and sociologists. (Regimes) Textbooks： Lecturer's Comments to Students： I will provide a reading package, compiled from journals and books in the My hope is that the students will try to connect his/her research interest to relevant field. the issue of human security, or try to "translate" his/her research interest Reference Books： into human security language Internet offers acess to key journals such as Asian Survey, Pacific Affairs Method of Evaluation： among others, and statistical data. It is best if you check these from time Class participation and a short (4-page) essay. to time. Course Plan： JAPAN'S ROLE IN MODERNIZATION AND ECONOMIC 1 Orientation: Introduce you to the overall purpose of the course, topics DEVELOPMENT OF SOUTHEAST ASIA 2credits（Spring） to be covered and the assignments 東南アジアの近代化と経済発展における日本の役割 2 単位 2 Problemtization of Japan's Postwar Aid Policy 3 Cold War and Development Policy: A two-wheel circus? （春学期） 4 Cold War and East Asia: Conflicting Agenda Japan's role in Modernization and Economic Development of Southeast Asia: 5 Containment and Development

6 Development as a Universal Problem Professor Emeritus KURASAWA, AIKO 7 Development as Conceived FOR Developing Areas 名誉教授 倉沢 愛子 8 Free Trade: A Wheel of Fortune or Misfortune 9 Free Trade: A Hegemonic Device Course Description： 10 Free Trade and Development: East Asian customization This course aims to review the relation between Japan and Southeast Asia 11 Development: Competing Authorities by both reviewing historical aspect and analyzing various contemporary 12 Japan-Developing Countries Interface (1) issues related to economic development of Southeast Asia. Historical 13 Japan-Developing Countries Interface (2) review start from Meiji period focusing on Japan’s expansion to Asia 14 Student Debate (1): We'll all be better off left alone which came to peak with World War II. Strong emphasis will be put on Other Student Debate (2): Come and Mingle with US the study of Japanese military occupation of Southeast Asia and what kind Method of Evaluation： of impacts Japan casted on the postwar destiny of Southeast Asian nations. Class participation and a short (4~8 pages) paper. A later half of the course will look at postwar period up to present, more analysis would be given on Japan’s role on Economic development of HUMAN SECURITY IN JAPAN AND EAST ASIA 2credits Southeast Asian nations, picking up such topics like investment of （Fall） Japanese capitals, economic cooperation, spread of Japanese pop culture, 日本と東アジアにおける人間の安全保障政策 2 単位 etc. Most of the focus will be on social change caused in those nations as （秋学期） a result of development policy. Such topics as poverty, inequality, Human Security in Japan and East Asia disintegration of traditional society, destruction of environment, etc. Professor (Non-tenured),Faculty of Policy Management In short, this course will look at Japan’s intervention in Southeast Asia UMEGAKI, MICHIO and response from Southeast Asian society. During class each week general study of Southeast Asia as a whole will be followed by detailed 総合政策学部教授（有期） 梅垣 理郎 analysis focusing on Indonesia based on my field research. Course Description： Reference Books： The purpose of this course is to examine the emerging policy agenda, If you understand Japanese: human security, in East Asian context. Human security, though known 倉沢愛子『「大東亜」戦争を知っていますか』講談社新書 2002年 primarily for its famous but ambiguous twin goals of freedom from threat Course Plan： and freedom from want, in fact touches upon many dimensions of human 1 Japan’s prewar relation with SEA (1) (collective and individual) life. As such the seeds for what has developed Historical development in pre-modern period into “Human Security” are in nearly all policies aiming at modernizing 2 Pre-war Japanese community in Indonesia & Japan’s perception on political, economic and even cultural life. Therefore, we explore Asia characteristics of modernization in both developed and developing 3 Way to Asia=Pacific War societies in order to evaluate the significance of human security policy. 4 Japanese military occupation in Southeast Asia 1941-45 (1)Economic Textbooks： Exploitation I am planning to rely on a set of textbooks as such. I rely freely on the 5 Japanese military occupation in Southeast Asia 1941-45 (2)Education material easy to access for the students. & Propaganda Reference Books： 6 Japanese military occupation in Southeast Asia 1941-45 Many key Human Security documents and statistical data related to (3)Ideological and Military Training human security are accessible through Internet. I will make some readings 7 Japanese military occupation in Southeast Asia 1941-45(4) available through PDF. Introduction of Japansese style social institutions (tonarigumi Jawa Course Plan： Hokokai etc) 1 Orientation: Topics, Methods, and Assignments 8 Jap. Capitulation & Indonesian independence 2 Introducing you to "Human Security" Literature 9 End of the war and Repatriation of Japanese (1945-49) 3 From Samples of Human Security Practices 10 payment of war reparation (1950S)and Japan's role in Southeast Asian 4 Human Security Protest: Primacy of Econmic Development (1) in late 1950s and early 1960s) 5 Human Security Protest: Primacy of Econmic Development (2) 11 Japan's role in Economic Developmet in Southeast Asia(1) capital 6 Human Security Protest: Primacy of Modern State (1) investment 7 Human Security Protest: Primacy of Modern State (2) 12 Japan's role in Developmet of Southeast Asia(2) Economic 8 An Orthodox Path to Human Security: Modernization Cooperation and cultural exchange 9 Alternative Path to Human Security: Empowerment of the Individuals 13 Social problems caused by rapid development policy 10 Alternative Path to Human Security: Community Empowerment 14 Influx of Japanese pop-culture and life style 11 Japan and Human Security (1): Disaster Relief, Publixc Health (animation, fashon, food, convienience store etc) 12 Japan and Human Security (2): Whose Reaity Counts Other Review and Summary 13 Student Debate: Small and Big Governemnt 14 Student Debate: Individuals and Community

22 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Method of Evaluation： Course Plan： participation in the class (attendance, discussion presentation etc.) 1 Historical and cultural introduction/Organization/demo/study groups term paper (short essay) 2 Importance of Japan and India in the regional and global context; What is a partnership? Different kinds of international partnerships CONSTRUCTING JAPAN -INDIA PARTNERSHIP 2credits and their changing nature （Spring） 3 EPAs, ODAs and FDIs including tariff reductions, industrial 日本とインドのパートナーシップを構築する 2 単位（春学期） agreements, academic exchanges and demography of the two nations 4 The State Bank of India in Japan Promoting Japanese Investment in Indian-Japanese Perspectives and Policies India by State Bank of India Regional Head and CEO Japan Sandeep Lecturer WILLIAMS, MUKESH K. Tewari 講師 ウィリアムス， ムケーシュ 5 Lecture on Indian Social and Spiritual Connections to Japan relating Course Description： to the concept of ‘unity in diversity’ and social homogeneity by a In recent years there has been a new upsurge in Japan-India partnership representative of the embassy/business community (Mid-May, date to evidenced through university exchange programs in social sciences and be announced later) technology, Economic Partnership Agreements (EPAs) in the areas of 6 Business and Academic Progress—Xavier Labour Relations Institute, industrial manufacture and household electronics, and IT business Jamshedpur (XLRI) and IITs; Tokyo Institute of Technology and connected to software services and e-learning. This has opened the way International University of Japan for both countries to benefit mutually through exchanges of intellectual 7 Successful Indian and Japanese Projects—Maruti-Suzuki, Delhi Metro, capital, innovative skills and manufactured products. Yet much of the TCS and Wipro (speaker and date will be announced later) business and cultural protocols of the two countries remain somewhat 8 Social and Business Protocols of the two countries. Useful Japanese inaccessible to policy makers, business enterprises, and the public at large. and Hindi phrases by Indian/Japanese business leader, date to be Indians see Japan as a rich but linguistically difficult to do business with, announced later while the Japanese see India as intellectually advanced but quite 9 Popular Culture—Representations of Japan and India in cinema and TV bureaucratic and ethnically diverse. There is a need to bridge the gap —NHK serials on India and Indian movies on Japan such as The within the Japanese academic community by translating cultures, social Japanese Bride practices, business protocols, IT-related procedures and academic 10 The ways India views Japan and Japan views India—Japanese WW II standards. Given the above-mentioned urgencies, the course will trace the support for the concept of “India for Indians,” Rash Behari Bose/ cultural similarities and spiritual affinities between the two countries Higuchi Papers, Renkoji Temple, Nakamuraya, Nair Restaurant beginning in the sixth century with the arrival of Indian saint Bodhisena to Ginza; See “Indians in Japan” by Mukesh Williams at http:// Nara, moving to the cotton and silk merchants to Yokohama and Kobe in cms.boloji.com/index.cfm? the early twentieth century, to the coming of freedom fighters like Rash md=Content&sd=Articles&ArticleID=7007 Behari Bose and Subhash Chandra Bose in the early and mid twentieth 11 India’s Nuclear Program: See the following essay by Dr. M. Williams century, and ending with the recent influx of IT professionals in the entitled “Revaluation of India’s Nuclear Program” at http:// twenty-first century. The course will further study the new financial www.boloji.com/analysis2/0436.htm; End-semester project work - in assistance by Japan to India and economic cooperation between the two class preparation countries such as ODA, FDI, EPA, Maruti-Suzuki Automobile 12 Mobile technology, disaster management, civilian nuclear technology Partnership, Delhi Metro Project, Delhi-Mumbai Industrial Corridor and optic fiber networks; Additional points related to India’s Nuclear Project (DMIC), and other projects related to mobile technology, disaster Program will also be discussed: End-semester project work - in class management, civilian nuclear technology and optic fiber networks. The preparation continued course will also introduce students to borrowings between Devanagri and 13 Business practices and the legal system--India and Japan--strength Hiragana syllabary and useful Indian and Japanese phrases for effective and weakness business and social communication. 14 End semester project presentation Other In-Class Test, Summing up, and submission of late assignments This course will use an interdisciplinary approach to explore the shifting Lecturer's Comments to Students： contours of India's and Japan’s past by focusing on the economies, nuclear The course will require two hours of outside class reading per week as policies, hard/soft identities, literatures and languages. It will not provide well as 30 minutes of homework preparation. Please participate in class a simplistic solution by employing a unified “grand” narrative but explore discussions even when you are not confident about your ideas. I want you multiple narratives to reveal the unity and fragmentariness of the Indian to speak and offer your opinions freely. You will be expected to present and Japanese experiences. Beginning with an examination of the histories seminar papers, conduct discussions in the classroom and write reports on of an Indian past, the course will proceed through lectures by related topics. You might like to establish individual email contact with representatives of the Indian and Japanese communities and the academia, undergraduate and graduate students of Delhi University/ Jawaharlal to develop a more comprehensive perspective of India and the historical Nehru University and exchange ideas on youth culture, local and national and cultural connections that inform Japan’s policies to India today. politics and individual aspirations.

The class will be conducted in English and reading and writing will be Lectures 2, 5, and 9 of this course will be based on the book Representing primarily in English. India mentioned above. It is hoped that the preorder of the book will be Grades are also based on attendance and classroom participation. made available to students before the beginning of the semester. However Textbooks： those who wish to procure the book beforehand may place an order Williams, Mukesh and Wanchoo Rohit.(2008) Representing India: directly with the publishers at the following URL of Amazon.co.jp: Literatures, Politics, and Cultures. New Delhi: Oxford University Press. http://www.amazon.co.jp/s/ref=nb_sb_noss?__mk_ja_JP=%E3%82%AB ISBN: 978-0-19-569226-8 %E3%82%BF%E3%82%AB%E3%83%8A&url=search-alias Reference Books： %3Daps&field-keywords=Williams+Representing+india Hasegawa, Yozo. (2010) Rediscovering Japanese Business Leadership: 15 Classes will be supplemented with PowerPoint outlines and web addresses Japanese Managers and Companies They’re Leading to New Growth. of relevant material. Trans Anthony Kimm. Singapore: Wiley & Sons. ISBN: 13: 978-0470824955 This is an exciting new class and will provide you with great information Chellaney, Brahma. (2010). Asian Juggernaut: The Rise of China, India, about the shared histories and new directions in Japan-India relationship and Japan. New York: Harper Paperbacks. ISBN: 13: 978-0061363085 and partnership. We will study new things every week and listen to

23 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12 interesting people about Japan and India. I will appreciate if you could 2 US-Japan Work Ethics—Industry, Education and Politics make notes in class and summarize your responses as we go along. 3 The US-Japan Security Treaty—American bases in Futenma, Iwakuni Method of Evaluation： and Kaneda; Japanese-American Maritime Partnership and Chinese 1. Project Presentation: 40% Credit Muscular Politics--Conflict over natural resources and territory— 2. In-class End-Semester Test: 40% Credit attempts to control maritime and natural resources 3. Lecture Summary Reports: 10% Credit（Short Weekly reports of one 4 A brief discussion of topics for project presentation such as conflict paragraph on all topics discussed in class) over East Asian natural resources, Pearl Harbor-Hiroshima, Yasukuni- 4. Attendance, Participation: 10% Credit Arlington, Corporate Management, Global Technology, Military Questions/Comments： Security, Professional Networking, Postwar Japan and America, Please send all your questions and comments to the class email that we Socio-Economic Systems US-Japan, Economic interventionism and will create on the first day of the class. laizzez faire, venture capitalism in US and Japan, Ecological Sustainability Immigration and multiculturalism, Japanese-American JAPAN-AMERICA SHARED HISTORIES 2credits（Fall） constitutions; Chinese-American-Japanese conflicts in the East China 日米関係史 2 単位（秋学期） sea etc. Japan-America Shared Narratives 5 Japanese and American Immigration policies—strength and weakness Lecturer WILLIAMS, MUKESH K. 6 The Strength and Weakness of Higher Education in the US and Japan 講師 ウィリアムス， ムケーシュ 7 Japanese Keiretsu and American Corporate Governance— capitalism, protectionism, zaibatsu, post-war economic miracle, industrial Course Description： organization ,investment systems, banking and non-financial firms, The US arose as the most powerful nation after World War II while Japan Lehman Brothers Shock and Japanese financial system emerged as one of the most prosperous countries in the 1980s. Japan and 8 Digital and Print Media—NHK, CNN, FOX, ABC News, Japan Times the US share a history that spans centuries, though the relationship has and New York Times (The name of the guest speaker and date of the seen many ups and downs. Both nations now cooperate in the areas of presentation will be announced later military security, information sharing, corporate management, global 9 Social and Professional Networking in Japan and United States— technology, professional networking, digital and print media, socio- Facebook, Twitter, LinkedIn, Mixi etc. Discussion about individual/ economic systems, venture capitalism, ecological sustainability and cross- group presentations. Create a format for presentation cultural awareness. Both nations also possess a strong work ethic which is 10 Constructing National Heroes—Yasukuni Shrine and Arlington responsible for their industrial development and national greatness. Cemetery—Shintoism and enshrining the dead, American heroism and Though over the centuries there have been significant interactions manifest destiny; Japanese Emperor system and American Christian between these two countries, it is only after the defeat of Japan in World identity War II and the signing of the San Francisco Peace Treaty in 1951, that 11 Foreign Policy—Japan and US—Asia and the rest of the world, Foreign Japan-US relationship enters a new phase. Since the late 1950s US policy and economic growth, Democrats and Republicans, LDP presence in the Asia Pacific region increased and Japanese (Jiminto) and DPJ (Minshuto); Henry Kissinger, Margaret Albright industrialization gained a fillip with IMF loans. In the 1980s trade and Hillary Clinton on foreign policy. Read Burton Folsom’s relations between the two countries became rough due to Japanese “Obama’s Vision Through History” at the following website protectionism but gradually it thawed. After the breakup of the Soviet http://spectator.org/articles/40632/obamas-vision-through-history bloc in 1989 the perceived threat from Russia diminished, but in recent 12 The Rise of Islam in the Anglo-American World and Japan years this has been replaced by the growing assertiveness of China. Today 13 End-Semester Presentations both nations are beset with political, economic and demographic problems 14 End-Semester Presentations—4-page report and course evaluation they still provide leadership and direction to the rest of the world. The Other In-class written test attempt in the class will be to combine the strategies and methodologies of Lecturer's Comments to Students： American Studies and Japanese Studies to understand the trajectories both The course will require two hours of outside class reading per week as nations have taken after World War II. We will try to understand key well as 30 minutes of homework preparation. Please participate in class concepts relating to freedom, welfare, civil rights, sovereignty, discussions even when you are not confident about your ideas. I want you representation, democracy and religion in order to create a composite to speak and offer your opinions freely. Students will also be expected to intellectual and political culture based on the methodologies of cultural present seminar papers, conduct discussions in the classroom, write studies and social sciences. reports on related topics and take a short text at the end of the semester. Students will get an opportunity to: The class can be a great learning experience provided you read the 1. acquire presentation and negotiation skills, handouts at home and make effort to speak in class. If all of us work 2. learn new concepts, methods and vocabularies, together we can make the class thoroughly enjoyable. We would like to 3. understand stereotypes of knowledge and reason/develop critical use some of these sites to support our arguments and understanding of the thinking to understand bias, manipulation, prejudice, discrimination and subject: hegemony, 1. On American Foreign Policy read "Foreign Policy of 4. synthesize diverse opinions and perspectives from within and outside Consensus:American Gulliver and Lilliputian World Bodies" by Mukesh Japan and America, Williams at http://www.boloji.com/opinion/0749.htm 5. develop skills to write/think purposefully and strategically, and 2. LDP Domination has Stifled Debate in Japan by Mukesh Williams; See 6. acquire the habit to pursue knowledge independently and scientifically. http://www.boloji.com/index.cfm? Textbooks： md=Content&sd=Articles&ArticleID=6646 None 3. The Travails of Political Sloganeering in Japan by Mukesh Williams; Reference Books： See http://www.boloji.com/index.cfm? Zinn, Howard. (2003).A People’ s History of the United States 1492- md=Content&sd=Articles&ArticleID=6613 Present. Perennial Classics. New York: Harper Perennial, Price 12.89 4. Factional Politics and People's Interest by Mukesh Williams; See http:// USD. ISBN:978-0-06-083862-2 www.boloji.com/index.cfm?md=Content&sd=Articles&ArticleID=6639 Arase, David and Akaha, Tsueno (2011). The US-Japan Alliance: Balancing Soft and Hard Power in East Asia (The Nissan Institute/ This is an exciting new class and will provide you with great information Routledge Japanese Studies Series). London: Routledge; ISBN-10: about the shared histories and new directions in Japan-America 0415679737 relationship and partnership. We will study new things every week and Course Plan： listen to interesting people about Japan and the United States. I will 1 An introduction to Japan-American history, constitution, partnership appreciate if you could summarize your responses as we go along. and issues

24 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

Method of Evaluation： 14 Post-nationalism? 1. End-Semester Class research-based presentation in class (40% credit) Other Conclusions 2. Homework based on the text/supplementary material (10% credit) Lecturer's Comments to Students： 3. Attendance, Participation (10% credit) Students interested in taking the class must attend the first meeting where 4. Final Written Test: (40% credit) a more detailed syllabus and the assigned reading for the following week Questions/Comments： will be distributed. Those unable to attend the first class should contact Please send all your questions and comments to the class email that we the instuctor beforehand. Email will create on the first day of class Method of Evaluation： The final grade will be based on 3 (three) in-class pop quizzes on the NATIONALISM: FROM INCEPTION TO SOUTHEAST ASIA lectures and assigned readings (40%), a final report of 1500-2000 words 2credits（Spring） (20%), attendance and participation in class discussion (40%). ナショナリズム―その起源から東南アジアでの展開 2 単位 （春学期） Nationalism: From Inception to Southeast Asia Lecturer CHANDRA, ELIZABETH 講師 チャンドラ， エリザベス Course Description： JAPANESE ECONOMY 2credits（Fall） This course aims to familiarize students with existing scholarship in the ジャパニーズ・エコノミー 2 単位（秋学期） study of nationalism, with emphasis in the formation of nation-states up Professor,Graduate School of Business and Commerce until the so-called “third wave nations” of Southeast Asia. It traces the KASHIWAGI, SHIGEO development of the concept of nationalism in conjunction with the 商学研究科教授 柏木 茂雄 （フジタ・チェアシップ基金） emergence of nation-states from arguably its inception in the New World to its expansion all over the world, especially in modern Japan and the Course Description： colonized territories of Southeast Asia. The objective of this course is to discuss and understand the recent developments in the Japanese economy and its policies. During the course of the semester, we will address questions related to the The course will provide opportunities for students, especially for those formation and spread of the nation-state form such as: Where do we locate coming from abroad, to review and understand various economic issues its conceptual origins? Is it really, as many scholars say, a modern that have arisen in Japan in the last three decades. It will also provide creation? When and how, for instance, did Japan become a nation-state? opportunities for Japanese students to look at their own economy from a What makes formerly colonized nations different, for instance, from global perspective. The focus of the discussion will be less on theoretical Japan? How do we make sense of the nation from a gendered point of and empirical aspects and more on understanding the economic, political, view? Is the experience of nationhood different in countries with a strong social as well as historical background of the current economic issues that patriarchal culture like Japan? Finally, in the age of globalization and are in the minds of the Japanese people today. world economy, is the nation-state becoming obsolete? Will Asia see Textbooks： supra national communities like the EU, or instead the sharpening of Cargill, Thomas F. and Takayuki Sakamoto, Japan Since 1980, national borders and sentiments (such that we see in exchanges over (Cambridge University Press, New York, 2008) disputed territories in East Asia or in the rise of right-leaning parties in Course Plan： Europe)? 1 Introductory discussions （Course plans are subject to change.) 2 Historical background of the Japanese economy This course is designed to be an interdisciplinary undertaking, as we will 3 The Japanese economy today deal with writings by historians, political scientists, philosophers, and 4 Economic and political institutions in the 1970s anthropologists. To take advantage of the international background of 5 The "high watermark" during 1980-85 participants of this class, students are especially encouraged to bring into 6 The bubble economy from 1985 to 1990 discussions the experience of nationalism in their country. 7 Economic distress from 1990 to 2001 Reference Books： 8 Fiscal policy and the Koizumi reform during 2001-06 1. Tessa Morris-Suzuki, Re-inventing Japan: Time, Space, Nation 9 Japan's corporate governance, labor practices, and citizen's social and (Sharpe, 1998) economic life 2. Benedict Anderson, The Spectre of Comparisons: Nationalism, 10 The Japanese Economy Today: Specific issues (1) Southeast Asia and the World (Verso, 1998) 11 The Japanese Economy Today: Specific issues (2) 3. Benedict Anderson, Imagined Communities (Verso, 2006) 12 The Japanese Economy Today: Specific issues (3) 4. Ernest Gellner, Nations and Nationalism (Cornell UP, 1983) 13 The Japanese Economy Today: Specific issues (4) 5. Anthony Smith, Nationalism: Theory, Ideology, History (Polity, 2002) 14 The Japanese Economy Today: Specific issues (5) 6. Eric Hobsbawm, Nation and Nationalism since 1780 (Cambridge Univ. Other Wrap-up discussions Press, 2000) Lecturer's Comments to Students： Course Plan： The course will be a combination of lectures and seminar-style class 1 Introduction discussions, which will be conducted entirely in English. There will be no 2 Genealogy of nation pre-requisites for this course, but it would be advisable for students to 3 Conceptual roots have strong interest in the Japanese economy and some basic knowledge 4 Conservative reaction of macro-economics. 5 Paradigms Students should take turns to make short presentations on their assigned 6 Types and terminology topics in the textbook or other relevant papers. Students are expected to 7 Time/space in modern Japan participate actively in classroom discussions. This course is expected to 8 Border problems in postcolonial nations provide a rare opportunity to engage in discussions on the Japanese 9 Majority and minority economy in English, among a mixture of Japanese and non-Japanese 10 Mediums and symbols students. 11 Nation and gender Method of Evaluation： 12 Mythologizing the nation Evaluation will be based on attendance, class participation and 13 National memorials preparation of a term paper written in English on a relevant topic to be submitted towards the end of the semester.

25 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

HISTORY OF JAPANESE ECONOMY 1 2credits（Spring） Pomeranz, K., The Great Divergence: Europe, China, and the making of 日本経済史１ 2 単位（春学期） the modern world Economy (Princeton: Princeton University Press, 2000). Saito, O., ‘Proto-industrialization and labour-intensive industrialization: From Meiji to the present reflections on Smithian growth and the role of skill intensity’, in G. Lecturer SAITO, OSAMU Austin and K. Sugihara, eds., Labour-intensive Industrialization in Global 講師 斎藤 修 History (London, Routledge, 2013), pp. 85-106. Course Description： Saito, O., ‘Growth and inequality in the Great and Little Divergence This lecture course traces the development of the Japanese economy from debate: a Japanese perspective’, Economic History Review (forthcoming). the entry of the country into world trade in the mid-nineteenth century to Smith, T.C., The Agrarian Origins of Modern Japan (Stanford: Stanford the present, focusing more the role of the state, growth mechanisms and University Press, 1959). consequences of growth. Smith, T.C., Native Sources of Japanese Industrialization, 1750-1920 Textbooks： (Berkeley: University of California Press, 1989). None Van Zanden, J.L., The Road to the Industrial Revolution: The European Reference Books： economy in a global perspective, 1000-1800 (Amsterdam: Brill, 2009). Allen, R.C, Global Economic History: A very short introduction (Oxford: Course Plan： Oxford UP, 2011) 1 Introduction: concepts and contexts Johnson, C., MITI and the Japanese Miracle: The growth of industrial 2 Approaches to early modern economic history policy, 1925-1975 (Stanford: Stanford University Press, 1982) 3 State growth: territorial consolidation and administrative centralisation Nakamura, Takafusa, Economic Growth in Prewar Japan (New Haven: 4 Population growth Yale University Press, 1983). 5 Markets: early-modern market economy in perspective Nakamura, Takafusa, The Postwar Japanese Economy: Its development 6 Markets: factor markets—labour and structure, 1937-1994 (Tokyo: University of Tokyo Press, 1995) 7 Markets: factor markets—land and capital Nakamura, Takafusa, and Konosuke Odaka, eds., Economic History of 8 Proto-industrialisation: the concept Japan, 1914-1955: A dual structure (Oxford: Oxford University Press) 9 Proto-industrialisation: labour Saito, O., ‘Was modern Japan a developmental state?’, in K. Otsuka and 10 Proto-industrialisation: skills T. Shiraishi, eds., State Building and Development (London: Routledge, 11 Early modern growth: wages and incomes forthcoming) 12 Early modern growth: income and inequality Course Plan： 13 Industrial evolution: towards the classical industrial revolution 1 Introduction: concepts and contexts 14 Industrial evolution: from the nineteenth to the twentieth century 2 Modern Japan in global perspective Other Discussion session 3 The role of the state: early Meiji Method of Evaluation： 4 The role of the state: 1885-1937 Term paper. Note that students are required to submit a synopsis before 5 The role of the state: war-time and high-growth periods writing an essay in English. If not, you are not entitled to submit the term 6 Globalisation: the opening of the country into world trade paper. 7 International dimensions: Japan in the pax Britannica Questions/Comments： 8 International dimensions: between the two wars Via e-mail 9 The period of high growth: chronology 10 The period of high growth: mechanisms MONETARY AND FISCAL POLICY OF JAPAN AND ASIAN 11 The period of high growth and beyond REGION 2credits（Spring） 12 Income inequality: pre-World War II ＭＯＮＥＴＡＲＹ ＡＮＤ ＦＩＳＣＡＬ ＰＯＬＩＣＹ ＯＦ ＪＡＰＡＮ ＡＮ 13 Income inequality: post-World War II 14 Income inequality in the age of service economy Ｄ ＡＳＩＡＮ ＲＥＧＩＯＮ 2 単位（春学期） Other The review of the course Asian Financial Market and Institutions Method of Evaluation： Professor Emeritus YOSHINO, NAOYUKI Term paper. Note that students are required to submit a synopsis before 名誉教授 吉野 直行 writing an essay in English. If not, you are not entitled to submit the term Course Description： paper. Non-PCP students can also register for this class. Questions/Comments： This course covers monetary and fiscal policy of Japan and Asia. Students Via e-mail must attend the course more than 2/3 of entire class. In each class, students are asked to answer one or two short questions at the end of each HISTORY OF JAPANESE ECONOMY 2 2credits（Fall） class. 日本経済史２ 2 単位（秋学期） Outside guest speakers will be invited some time depending on the topic. The early modern period: a comparative history Final examination is based on the lectures given in the class. Lecturer SAITO, OSAMU Textbooks： 講師 斎藤 修 Yoshino, Japanese Economy, Yuhikaku publishing company Hometown Investment Trust Funds, Yoshino and Kaji, Springer Course Description： Reference Books： The Autumn lecture course is more thematic and comparative, but less “Postal Savings and Fiscal Investment in Japan” (Oxford University chronological, than the Spring one. The lectures focus on a time period Press, Cargill and Yoshino) between the medieval and the modern period. The issues discussed are: “Small Savings Mobilization and Asian Economic Development” (M.E. (1) state growth and economic change, (2) the growth of the market for Sharpe, Scher and Yoshino) both commodities and factors of production in early-modern times, (3) “Basket peg, Dollar peg and Floating Exchange Rate System” Journal of changing living standards, and (4) patterns of development in the Japanese and International Economies, 2004 (Yoshino,Kaji and Suzuki) transition period to the industrial development. Textbooks： Japan's Bubble Economy and Its Implications to China. International None Economic Review, Chinese Academy of Social Sciences, No.2, 2009. Reference Books： PP28-30 (In Chinese) Allen, R.C, Global Economic History: A very short introduction (Oxford: “The case for the Private Sector”The Japan Journal, March 2009, PP. Oxford UP, 2011) 13-16.

26 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

“Japanese financial service firms in East and Southeast Asia: Location Textbooks： pattern and strategic response in changing economic conditions”, Asian There will be no textbooks. Handouts and/or copies of background Business and Management, Macmillan, Vol.8, No.1, pp33-58 (2009 with material will be distributed from time to time. Students are expected to Patrik Strom). make presentations on topics assigned to them based on relevant papers “On the economic interdependence between China and Japan: and to engage in active classroom discussions, which are conducted Challenges and possibilities” Asian Pacific Viewpoints, Vol.50. no.2, entirely in English. Course Plan： 2009 (with Claes Alvstam and Patrik Strom). 1 Introductory discussions (Course plans are subject to change) “Policy Financial Crisis and Policy Issues in Japan”, Chapter 8, 2 Globalization and macroeconomic policies MANAGING ECONOMIC CRISIS IN EAST ASIA, Edited by Saw 3 World economic outlook Swee-Hock and John Wong, Singapore, East Asian Institute, 2010. 4 Asia's economic growth “Procyclicality of The Basel Capital Requirement Ratio and Its Impact on 5 Asia's economic growth: Alternative views Banks” Asian Economic Papers, MIT Press, 2011, Vol.10, No.2. 6 Regional integration: Costs and benefits “Euro’s Struggle and Its Lessons to Asian Region” APEC SME Crisis 7 Trade integration and policy challenges Monitor, APEC SME Crisis Management Center SCMS, October, No15, 8 Financial integration in Asia 2011. 9 European economic integration “Macroeconomic Volatility Under High Accumulation of Government 10 The future of the Euro Debt: Lessons from Japan” Advanced in Complex Systems, Vol. 15, No. 11 China and the global economy 2, 2012 (with Paul McNelis) 12 The United States and the global economy “Global imbalances and the development of capital flows among Asian 13 Globalization and global currencies countries”, OECD journal, Financial Market Trend, Vol1, 2012. 14 Global governance issues Yoshino and Kaji, Hometown Investment Trust Funds, Springer, 2013. Other Wrap-up discussions Course Plan： Lecturer's Comments to Students： 1 Fluctuations of Japanese economy since world war II This course will be a combination of lectures and seminar-type class 2 Business cycle of Japan discussions conducted in English. Classroom discussions for this course 3 Monetary policy of Japan are expected to be a continuation of the discussions that take place during 4 Fiscal policy of Japan the class on "International Economy" offered in the spring semester by the 5 Accumulated Debt and Instability of Government bond market -- same lecturer. Both courses will follow a similar approach but there will Greece case be no overlap and the spring semester course should not be regarded as a 6 Exhange rate fluctuations -- Its theoretical analysis prerequisite for the fall semester course. It would be preferable and 7 Dynamic ajustment of exhange rate and monetary policy advisable for students to have strong interest in and basic knowledge of 8 Revenue bond and public-private partnership international economics. 9 Hometown investment trust fund Method of Evaluation： 10 Households' asset allocation of Japan and Asia Evaluation will be based on attendance, class participation and 11 Causis of fluctations of stock price and land price presentation of a term paper to be prepared on a relevant topic towards the 12 Empirical analysis of banking behavior end of the semester. 13 Deposit Insurance system 14 Japanese bond market and corporate bond COMPETING IN EMERGING MARKETS AND THE EAST ASIA Other Ageing population of Japan and Pension management 2credits（Spring） Lecturer's Comments to Students： 新興成長市場における競争と東アジア 2 単位（春学期） In each lecture, one or two questions will be asked to students. Method of Evaluation： Competing in Emerging Markets Final examination and short test at the end of each class Lecturer ROY, ASHOK Questions/Comments： 講師 ロイ， アショック Students are encouraged to ask questions in each class. Course Description： PURPOSE POLICY IMPLICATIONS OF ECONOMIC INTEGRATION IN ======ASIA 2credits（Fall） Examine why Japan might see rapid change over next three to five years. アジアにおける経済統合の政策的含意 2 単位（秋学期） Competitive dynamics of emerging markets - Threats and opportunities アジアにおける地域的経済統合の政策的含意 Impact of social media (Policy Implications of Economic Integration in Asia ) Developing a global approach to business as well as life Professor,Graduate School of Business and Commerce Evaluating business opportunities - from investors' perspective KASHIWAGI, SHIGEO 商学研究科教授 柏木 茂雄 （フジタ・チェアシップ基金） 目的 ======Course Description： 今後3〜5年間で日本でどのような急激な変化が起きるかについて考 The objective of this course is to discuss and deepen the understanding 察する on policy implications of economic integration, especially in Asia. 新興市場の競争ダイナミクス、脅威と機会

The course will provide opportunities for students to examine various ソーシャルメディアの影響 aspects of policy issues that have arisen from the emergence of many ビジネスと人生に対するグローバルなアプローチを開拓する global issues and the increased economic integration. Students will have ビジネス機会を検討 - 投資家の視点から the opportunity to review the challenges imposed on policymakers from Reference Books： globalization and explore ways to enhance international cooperation to Will provide before class meet these challenges, especially in the Asian context. Students will also Course Plan： discuss the emerging economic integration in Asia in comparison with the 1 YEN getting cheaper?? Impact on Japan Inc. developments that took place in Europe. Discussions will be made from - Samurai export machine – adapting to new environment practical and policy perspectives rather than from theoretical viewpoints. - Macro-economic implications Classroom discussions will enable students to familiarize themselves with 2 Japan under RAPID transformation the issues that are being discussed at various international meetings and to - Drivers of change engage in more informed and effective discussions on these issues. - Potential consequences

27 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

3 Emerging Markets - source & scale of demand TV are expected in classes held both in Seoul and Tokyo. --- Written by - Demographic trends in various key markets Fukunari Kimura - Resources and assets of different countries Course Plan： 4 Market Entry - Designing a winning strategy 1 Korean economic development in perspective, historical background - Map products and services to demand of the "miracle", outward-looking development (1) - Focusing on “high probability of success” areas 2 Korean economic development in perspective, historical background 5 Social Media being a integral part of business of the "miracle", outward-looking development (2) - Learning from information-aware consumer 3 Korean economic development in perspective, historical background - Controlling consumer perception of the "miracle", outward-looking development (3) 6 GUEST Lecturers (Will invite 2 or 3 CEO, investors and 4 Industrial policy entrepreneurs) 5 Industrial organization and finance The above sessions may change depending on their schedule 6 Stabilization and the second spurt 7 Politics – Impacts of regulations and geo-politics 7 Liberalization drive - Policy changes can often create opportunities and challenges 8 Transition without building a system - Case studies such as island dispute with China 9 The nature of the crisis 8 Core Assets – What can Japan compete with 10 The post-crisis reform - What exactly are the differentiators 11 The consequences of the crisis - How do companies and individuals leverage it 12 Beyond the miracle and the crisis (1) 9 Valuing a Business – Economic Performance for Investors 13 Beyond the miracle and the crisis (2) - Valuation Methods 14 Wrapping up - Understanding Financial Model Other Exam and review 10 GUEST Lecturers (Will invite 2 or 3 CEO, investors and Method of Evaluation： entrepreneurs) - term exam: 70% The above sessions may change depending on their schedule - Class attendance: 10% - Home assignments: 20% 11 Negotiation - With foreigners and your own people (tentative) - Reading people and culture Questions/Comments： - Emotional competence and closing deals Recommended Pre-requisite 12 Acquisitions – Another way to enter market - What to look for and what are typical mistakes made Principles of Microeconomics & Principles of Macroeconomics - Examples of successes and failures 13 Group 1 - 3: Presentation of Group Projects EU-JAPAN ECONOMIC RELATIONS 2credits（Fall） 14 Group 4 - 6: Presentation of Group Projects ＥＵ－ＪＡＰＡＮ ＥＣＯＮＯＭＩＣ ＲＥＬＡＴＩＯＮＳ 2 単位 Other Group 7 - 9 : Presentation of Group Projects （秋学期） Lecturer's Comments to Students： A Partnership for the Twenty-First Century? ENGLISH is the language of instruction Lecturer HAYASHI, HIDEKI 講師 林 秀毅 Be prepared to participate in the class. Your opinion matters. 積極的に講義に参加する、意見を言うのは大事です、日本語でも Course Description： OK。 This course is offered in English. The goal is to broaden and deepen Method of Evaluation： students’ knowledge in EU-Japan relations, mainly on the economic Class participation, in-class quiz and Group-Project and presentation at aspects, as well as on the political and social aspects. the end. NO final examination Whole lecture is divided into two parts: in part 1, each lecture will be Questions/Comments： based on the text and in part 2, the national economy of EU countries and N/A its relations with Japan will be discussed. Related statistics and case studies are also introduced in both parts. Guest speakers from EU THE KOREAN ECONOMY 2credits（Spring） Commission,Universities in Europe and Asia may also be invited. ＴＨＥ ＫＯＲＥＡＮ ＥＣＯＮＯＭＹ 2 単位（春学期） In each lecture, Powerpoint will be used for exposition. As it is expected to be a small class, composed of Japanese and Professor,Faculty of Economics KIMURA, FUKUNARI International students, active questions and comments by students are 経済学部教授 木村 福成 welcome. Japanese students are also welcome,especially those are Research Associate (Non-tenured),Faculty of Economics intereted in Europe. Skills or command of English is not the problem for YAO, MASAYUKI the time being,if you wish to improve. 経済学部助教（有期） 八尾 政行 Students are supposed to submit a report on one of the questions based Lecturer LEE, JAYMIN on each lecture and submit it at the beginning of the next lecture. 講師 李 濟民 Textbooks： Course Description： Gilson, Julie, Japan and the European Union A partnership for the Non-PCP students can also register for this class. Twenty-First Century?, Palgrave Macmillan, 2000 (Several Copies of the This on-time TV conference course is given by renowned Professor text are on reserve at the old library.) Reference Books： Jaymin Lee, Faculty of Economics, Yonsei University, Korea. He was granted Ph.D. in economics from Harvard University in 1983 and Jörn,Keck,Vanoverbeke,Dimitri and Waldenberger,Franz, EU-Japan recorded extensive research work on economic development, industrial Relations,1970-2012,Routledge,2013 Course Plan： economics, and international relations. He is particularly knowledgable 1 Part 1.Chapter 1 Introduction: Assessing Bilateral Relations about the historical perspective of economic development through the 2 Chapter 2 Developing Cooperation 1950s-80s (1) eyes of orthodox economics. The course is not only learning the Korean 3 Chapter 2 Developing Cooperation 1950s-80s (2) case but also drawing rich implication for economic development in 4 Chapter 3 Japan and its Changing Views of Europe general as well as reviewing various theoretical thoughts and analytical 5 Chapter 4 European Integration and its Changing Views of Japan (5) methods in economics on the way. Active real-time interactions through 6 Chapter 4 European Integration and its Changing Views of Japan (6) 7 Chapter 5 The 1990s and a New Era in Japan-EU Relations

28 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

8 Chapter 6 Cooperation in Regional Forums Lecturer's Comments to Students： 9 Chapter 7 Addressing Global Agendas The majority of meetings will be held in a lecture format. Students are 10 Chapter 8 Conclusions: A Partnership for the Twenty-first Century expected to attend classes and participate actively in class discussion 11 Part 2.Germany, France and Benelux during the lectures. The final exam will be based on the content of the 12 Italy, Spain, Portugal and Greece lectures. Accordingly, attendance and participation in class discussions 13 UK,Ireland, Nordic Countries will be critical to the success of this course and will also determine 14 EU enlargement and Central/Eastern European countries students' grades. Other Review for whole lecture(part 1 and part 2 ) Method of Evaluation： Lecturer's Comments to Students： Exam（50%） Any students who are interested in Europe and Japan are welcome, Student Assignment（40%） regardless of the faculties(economy, business,law and politics, literature, Participation（10%） etc.),the grades(3rd, 4th,etc.)and either international and Japanese. 欧州・EUに関心があれば、学部・学年を問わず歓迎します。最初 CASES IN JAPANESE MANAGEMENT 2credits（Spring） は英語に自信がない場合でも、挑戦してみてください。 ケーススタディ：日本のビジネスマネジメント 2 単位（春学期） Method of Evaluation： Decision Making and Strategic Thinking in the J-Firm ・試験の結果による評価 30 ％ (End-of-term Examination) Lecturer HAGHIRIAN, PARISSA ・レポートによる評価 ％ 60 (Aggregate score of each weekly report) 講師 ハギリアン， パリッサ ・平常点（出席状況および授業態度）による評価 10 ％ (According to the contribution of students by active questions and comments) Course Description： Questions/Comments： This course focuses on elementary strategic aspects of Japanese Anytime during class, also by e-mail. corporations. It aims to develop strategic thinking in a Japanese market context and will provide students with an opportunity to sharpen their MANAGEMENT IN JAPAN 2credits（Spring） written and oral presentation competencies. Utilizing a teaching approach 日本のビジネスマネジメント 2 単位（春学期） that mixes cases, class discussions and group workshops, students will learn key concepts and tools used in solving marketing and management Management in Japan; The Kaisha in the 21st Century Lecturer HAGHIRIAN, PARISSA problems in the Japanese market context. 講師 ハギリアン， パリッサ The course aims to: Course Description： • Teach students on how to deal with complex business situations in an The course introduces the characteristics of the Japan as a place of international setting business and the main aspects of Japanese management. The course starts • Improve students ability to understand the particularities of the Japanese with a theory lecture on culture and its relevance for international market management and business communication. After this an overview of the • Train students analytical skills and their ability to present research modern Japanese business environment is given. Major points of results to a wider audience discussion are the most prominent aspects of Japanese management, such • Train their communication skills in a cross-cultural team as production management, distribution as well as human resource and Textbooks： knowledge management within Japanese corporations. The text book is essential for the class and can be bought in the book shop. The course aims to: Parissa Haghirian and P. Gagnon (Ed.): Cases in Japanese Management. • provide an overview of the modern Japanese business environment World Scientific Management. (approx. 6500 Yen) • explain the most important social concepts in Japanese society and their Course Plan： relevance for Japanese management and Japanese business culture 1 Course Coordination • discuss the most prominent aspects of Japanese management, such as 2 Introduction to Working with Case Studies production management, distribution and management activities within a 3 Differences between Strategies and Operations Japanese corporation 4 Entering the Japanese Market – Wal-Marts Adventures in Japan • present the latest developments in the Japanese management environment 5 Entering the Japanese Market – How eBay got outbid – Initial failure Textbooks： and market re-entry in Japan These text books are essential for the class and can be bought in the book 6 Entering the Japanese Market – Nintendo, the 800 Pound Gorilla shop. returns Parissa Haghirian: Understanding Japanese Management Practices. 7 Entering the Japanese Market – Seven Eleven Japan and the New Business Expert Press. (approx.. 2600 Yen), Parissa Haghirian (Ed.): J- Keiretsu Management; Fresh Perspectives on the Japanese Firms in the 21st 8 Marketing Management in Japan – Rise and Fall of the Japanese Century. iUniverse. (approx.. 2700 Yen) Luxury Market Course Plan： 9 Marketing Management in Japan – Toyota Lexus; Number One 1 Course Coordination Abroad but Struggling at Home 2 Management and Culture (Asian and Western Management Styles) 10 Dealing with Crisis – Schindler Elevators and the Challenges of the 3 Social Concepts in Japan (Collectivism, harmony) Japanese Market 4 Social Concepts in Japan (Hierarchy, achievement orientation) 11 Dealing with Crisis – Lost in Translation: Toyota and the Recall 5 Historical Development of Japanese Management Scandal 6 Industry Structure in Japan and the Japanese market 12 Cross-cultural Encounters – Being Polite in Japan 7 Production management in Japan 13 Cross-cultural Encounters – Cultural Challenges in the Archery Club 8 Human Resource Management in Japan 14 Future Technologies – Japanese Car Wars and the Future Race for 9 Japanese Distribution Systems Technology 10 Marketing in Japan Other Summary and Feedback 11 Knowledge Management in Japan Lecturer's Comments to Students： 12 Strategy Formulation in the Japanese Firm The majority of meetings will be held in a seminar format. Students are 13 Decision Making and Negotiation Styles in Japan expected to attend classes and participate actively in class discussion. 14 The Future of the J-Firm Students will form students' groups and work on a case study on Japanese Other Final Test (Open Book Test) Management. Students are required to prepare a case study report and a supporting presentation on their topic. Accordingly, attendance and

29 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12 participation in class discussions will be critical to the success of this counterparts. The course will be interactive, and emphasis will be put on course and will also determine students' grades. class participation and discussion. Method of Evaluation： Textbooks： Case Study Presentation（40%） Olcott, George. (2009). Conflict and Change: Foreign Ownership and the Case Study Paper（40%） Japanese Firm (Paperback edition first published 2011) Cambridge Participation and Attendance（20%) University Press ISBN: 978-0-521-18988-0 (Hardback edition ISBN: 978-0-521-8787o-8) JAPANESE BUSINESS AND SOCIETY 2credits（Fall） 日本の企業と社会 2 単位（秋学期） or the Japanese edition of the above book オルコット（著）平尾光司、宮本光晴、山内麻理 訳）外資が変え Associate Professor,Faculty of Business and Commerce G. ( る日本的経営：ハイブリッド経営の組織論 日本経済新聞出版社 UMEZU, MITSUHIRO ２０１０年 ISBN: 978-4-532-31637-2 C3034 商学部准教授 梅津 光弘 Course Description： We will be also doing a number of case studies during the term. These are Goal: prepared at leading business schools (e.g. Harvard Business School) and In this course, we will analyse contemporary Japanese society and are designed to help students understand the nature of business challenges business from an ethical perspective. through the analysis of actual cases. A small fee is required for these Through lecture and case discussion, I would like to find a balancing cases, and they will be made available through the Campus store. point of culturally contextualized management and globally acceptable Course Plan： norms for future international business. Also, I would like to discuss the 1 What is an organization? strong points of Japanese Style Management which could be transferable 2 Organisational culture to other cultures, and the weak points which would be universally 3 What is ‘Japanese Management'? unacceptable. 4 Japanese HRM (1): The Community, Entry and Training Method: 5 Japanese HRM (2): Reward Systems First, I will highlight the historical and theoretical aspects fundamental 6 Japanese HRM (3): the Decision Making Process to analyzing Japanese society and business from an ethical perspective. 7 Japanese HRM (4): Leadership Then I will assign you to read short cases which describe recent incidents 8 Japanese HRM (5): Leadership Case Study that have caused public controversy both in Japan and elsewhere. 9 Japanese HRM (6): Diversity Textbooks： 10 Issues in Corporate Governance: Japanese and global perspectives 1) Reischauer, E.O. The Japanese Today: Change and Continuity. 11 Issues of Globalisation (1) Overview The Belknap Press of Harvard University Press, 1988. 12 Issues of Globalisation (2) ‘Japanese’ globalisation 2) Handouts 13 Course review Reference Books： 14 Group presentations TBA Other For the 15th lecture, students should prepare an individual Course Plan： presentation outlining their career plans. Presentation should last 1 Introduction: Geography, Climate and Demography of Japan 10 minutes. Questions to be addressed, as well as the timing of the 2 Historical Orientation of Japan 1 presentations, will be determined at a later date. 3 Historical Orientation of Japan 2 Lecturer's Comments to Students： 4 Interpretation of Contemporary Japan 1 Students wishing to get in touch with the lecturer should use the following 5 Interpretation of Contemporary Japan 2 mail address: 6 Interpretation of Contemporary Japan 3 [email protected] 7 Japanese Industrial Policy Method of Evaluation： 8 Japanese Corporate System 1 20% will be judged on contribution to classroom discussion 9 Japanese Corporate System 2 40% will be judged on the quality of the group presentation 10 Japanese Corporate System 3 40% will be judged on an essay to be submitted by the end of term 11 Ethical Issues in Japanese Management System 1 12 Ethical Issues in Japanese Management System 2 CASE ANALYSIS ON MANAGEMENT AND STRATEGY OF 13 Ethical Issues in Japanese Management System 3 JAPANESE CORPORATIONS 2credits（Fall） 14 Japanese Business in Transition 日本企業の組織・戦略に関するケース分析 2 単位（秋学期） Other Conclusion and Exam. Method of Evaluation： Case Analyses of Organizations and Strategy of Japanese Corporations Examination (TBA) ...... 30% Professor,Faculty of Business and Commerce Final Project (A4 X5-10) ...... 50% MITSUHASHI, HITOSHI Class Participation ...... 20% 商学部教授 三橋 平 Course Description： JAPANESE ORGANISATIONS AND HUMAN RESOURCE This course offers you to learn some fundamental knowledge about MANAGEMENT 2credits（Fall） management, organizations, and business strategies particularly in the 日本の組織と人的資源管理 2 単位（秋学期） Japanese contexts. The topics to be discussed will include the essence of Guest Professor OLCOTT, GEORGE strategy, competitive advantage, competitive interaction, diversification, 特別招聘教授 オルコット， ジョージ organizational renewal, information and management, corporate governance, entrepreneurship, and globalization. We are going to discuss Course Description： theoretical models that account for success and failures of Japanese The course will provide an overview of organisations, how they function, corporations and develop plans on the basis of your analysis to overcome are led and controlled. We will focus in particular on human resource challenges that Japanese corporations face. practices management (HRM) from both theoretical and practical Textbooks： perspectives. Throughout the course we will examine organisational In order to take this course, you have to buy a package of cases (i.e., practices and HR issues and problems from a Japanese perspective, copyrights plus printed copies). The cost will be approximately JPY5,000 comparing Japanese organisational practices with those their ‘western’ – 6,000. I will give you payment information in the first meeting. Course Plan： 1 Introduction

30 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

2 Fundamental knowledge about management in Japan (1) This course is presented in three key segments: the first presents an 3 Fundamental knowledge about management in Japan (2) opportunity to critically engage with the contested concept of 4 Strategy: Honda (A) (B) globalization while the second and third components examine Japan as a 5 Competitive advantage: Power Play (A) Nintendo in 8-bit Video globalizer (through FDI) and the third surveys the impact of globalization Games on Japan. The focus here is on the corporate sector rather than more 6 Competitive interactions: Responding to the Wii? political or social aspects of global engagement. 7 Diversification: Fujifilm – A Second Foundation 8 Organizational renewal: Nissan Motor Co., Ltd., 2002 On completion of this course students will have acquired: Knowledge 9 Management and information: Seven-Eleven Japan and understanding of issues relating to the globalization of Japan and 10 Corporate governance: Olympus and the Whistleblower President Japanese business; A practical understanding of key analytical approaches 11 Entrepreneurship: Fast Retailing Group to international business; Firsthand knowledge of business and 12 Globalization (1): Kikkoman Corporation – Consumer-focused management through interaction with senior corporate executives; Innovation Research, analysis and presentation skills. 13 Globalization (1): Kikkoman Corporation – Consumer-focused Textbooks： Innovation There is no set text for this course but a suggested reading list will be 14 Wrapping-up made available. Up to date content from the media will feature Other Exam prominently and participants are encouraged to engage with both Japanese Lecturer's Comments to Students： and overseas sources of information. Guidance will be provided. This course has two unique features. First, using case-study methods, we Reference Books： discuss issues and challenges that Japanese corporations face in today’s Dicken, P. (2007) Global Shift: Mapping the Changing Contours of the business environments. Second, in this course, which is partially open to World Economy, Sage Publications, London. students of the School of Business and Commerce, you work in small Charles W. L. Hill (2006) Global business today, 6th edition, Boston: team settings throughout the semester. I expect a team to be composed of McGraw-Hill/Irwin. one Japanese junior student, one Japanese senior student, and two Hook, G., et al (2005) Japan’s International Relations, Routledge: London. international students in the exchange program. This course offers you Ralph Paprzycki, R. and Fukao, K. (2005) The Extent and History of great opportunities to interactively learn management and business in Foreign Direct Investment in Japan. Hitotsubashi University Research Japan and to expose yourself to learning environments with great Unit for Statistical Analysis in Social Sciences. Available at: http:// diversity. In order to take this course, you need to agree with the papers.ssrn.com/sol3/papers.cfm?abstract_id=886000&download=yes following five rules: (1) you have to complete all of the assignments Course Plan： before coming to class, (2) because some tasks will be team-assignments, 1 Globalization, global business and Japan 1 you occasionally need to find time to meet your teammates before class, What is globalization, what does it mean for business and what does it (3) I have rights to limit the number of international students in this course mean for Japan? These first two sessions provide the context and to approximately 20 and decide whether you are able to register this class analytical framework for the remainder of the course. Session 1 after the first meeting, (4) you will need to pay for a package of business focuses on the concept of globalization itself and the relevance of this cases that we use in this course if your registration is permitted, and (5) I for business and management. expect you not only to be active in leading discussions but also to be 2 Globalization, global business and Japan 2 respectful for others’ ideas and arguments. Your show-up in the first Continuing our examination of globalization, this session focuses meeting is mandatory, in which if the number of students who consider attention on Japan's experience as a globalizer and highlights the taking this course is over 20, I will give you small assignments to make more recent challenges of becoming globalized. decisions about your eligibility of registration. Some knowledge about 3 Understanding FDI management and strategy is preferable, but not pre-requisite. This class introduces and reviews the significant body of work that Method of Evaluation： has evolved over the years in an attempt to understand the Team assignments 25% phenomenon of FDI and answer the basic question of why firms Homework 50% operate overseas. Particular attention will be given to John Dunning's Class participation 25% ‘eclectic paradigm’ and its application to Japanese FDI. Questions/Comments： 4 Japanese outbound investment - overview and framework,Japanese If you have any question, please email me (mitsuhashi @ fbc.keio.ac.jp). investment in North America. Japanese firms have been major investors overseas, particularly from THE GLOBALIZATION OF JAPAN AND JAPANESE the mid-1980s onwards, and Japan is regularly one of the top 5 BUSINESS 2credits（Fall） overseas investors. This session surveys major trends historical trends 日本のグローバル化と日本企業 2 単位（秋学期） and also looks at Japanese FDI in North America. The following sessions analyze Japan’s outbound FDI from various perspectives The Globalization of Japan and Japanese Business Lecturer STAPLES, ANDREW starting with a macro-level analysis of FDI trends. We will also consider the implications of FDI for Japanese firms and Japan in 講師 ステイプルズ， アンドリュー terms of human resource management, operations and industrial Course Description： upgrading. Japan, through foreign direct investment (FDI), exports and other forms of 5 Japanese investment in Europe cross border activity, has been one if the key drivers of globalization in Continuing our regional examination of Japanese FDI, this session the contemporary era. Over the past forty years, Japanese firms have focuses on the Japanese firm in Europe. invested in every major economic region of the world and Japanese 6 Japanese investment in East Asia brands have become commonplace. At the same time, it is increasingly Continuing our regional examination of Japanese FDI, this session clear that globalization is not a one way process and the challenge for focuses on the Japanese firm in East Asia. Japan and Japanese firms is to both seize the opportunities that 7 Japanese investment in ROW globalization presents while simultaneously dealing with the associated Continuing our regional examination of Japanese FDI, this session risks and difficulties. Accordingly this course surveys Japan's engagement focuses on the Japanese firm outside the three core areas of economic with the global economy through the corporate sector and ask how activity (North America, East Asia and Europe). Japanese firms, and more broadly Japan as an investment destination, is 8 Abenomics and the new wave of Japanese FDI coping with globalization.

31 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

In addition to promoting inward investment to Japan (see below), MNEs global strategy from various aspects such as R&D, production, Abenomics seeks to promote outbound investment by Japanese firms. logistics, HR, CSR, and marketing in both home and host countries. Infrastructure related investment to emerging economies are particularly supported. How successful will this strategy be? By the end of the course students will be able to understand to what extent 9 Japan as an investment destination - overview and framework MNEs’ global strategies are influential to economic growth of host Inward FDI and economic revitalization in Japan. In recent years countries. Japan, along with many other East Asian countries including, notably Textbooks： Korea, has become a keen promoter of inward FDI, which is now Hasegawa H. and Noronha, C. (2014), "Asian Business and Management, seen as having an important role to play in the ‘revitalization’ of the Theory, Practice and Perspectives", 2nd edition, Palgrave Macmillan Japanese economy. But how attractive is Japan as an investment Reference Books： location? Kawakami, M. and Sturgeon, T. J. (2011), “The Dynamics of Local 10 Inward investment promotion and economic revitalization Learning in Global Value Chains, Experiences from East Asia”, IDE- Guest speaker from JETRO(TBC) JETRO series, Palgrave Macmillan 11 The foreign firm in Japan 1 What has been the experiences of foreign firms in Japan and what are UNCTAD (2013), “World Investment Report, Global Value Chains: the broader implications of increasing foreign participation in the Investment and Trade for Development”, United Nations. (full report Japanese economy? This session will utilize a case study to be downloadable from: http://unctad.org/en/pages/PublicationWebflyer.aspx? distributed in advance. publicationid=588) 12 The foreign firm in Japan 2 Course Plan： Guest speaker from foreign affiliated firm (TBC) 1 Introduction, Strategic Issues, The Asian Business Systems 13 Abenomics and inward investment in Japan 2 The Business System of Asia, The Business System of Japan Prime Minister Abe is trying to attract a new wave of investment to 3 Traditional theories MNEs and Foreign Direct Investment Japan, particularly in hi-tech sectors. Will he succeed? 4 Asian Cultures and Business Systems in Asia 14 Final review 5 Asian Cultures and Business Systems in Asia, The Business System What have we learnt and what next? of Malaysia Other Individual work 6 Technology Development in Asia Lecturer's Comments to Students： 7 Technology Development in Asia, he Business System of Singapore This course will be delivered through a combination of formal lectures, 8 Regionalism and Production Networks in Asia group work, tutorials and at least two guest lectures from both Japanese 9 Regionalism and Production Networks in Asia, The Business System and foreign executives at major firms of Thailand Method of Evaluation： 10 National Innovation Systems and Business Ecosystem in Asia This course is assessed through a combination of GROUP and 11 National Innovation Systems and Business Ecosystem in Asia, The INDIVIDUAL work. There are two major components to the assessment Business System of Korea for this course: 12 Sustainable Development and CSR in Asia 13 Sustainable Development and CSR in Asia, The Business System of Group work (40%) the Philippines You will be assigned a group to work with at the beginning of the course. 14 Final Presentation You will work with your group to give a presentation on an assigned topic. Other Coursework and Assignments Lecturer's Comments to Students： Individual work (60%) This is an advanced course for Postgraduate students. If you are In addition to your group work, you will be required to submit a portfolio undergraduate students, you have to have taken business or economic of written work including a response to a review question (1500 words), a related courses prior to take this course and you have to be 3rd or 4th year write up of your group presentation (750 words), a reflective statement students. Please consult the instructor to see if you can take this course or (500 words) and various other materials which may include media not. clippings, handouts, etc. Questions/Comments： Classes are based on lectures, classroom debates and discussion. Students Please refer any questions to the course organizer directly. are strongly encouraged to actively participate in class discussions. This is NOT a course in which students come to class without doing their own BUSINESS AND STRATEGIC MANAGEMENT IN EAST AND preparation. Rather, this course depends largely on students’ input and SOUTH EAST ASIA 2credits（Fall） participation in classroom discussion and reading analysis. As it is 東・東南アジアにおける多国籍企業の経営戦略 2 単位 designed (and desired) to be a student-center class, please feel free to （秋学期） participate both in discussion, and in adjusting class contents, i.e., suggesting articles that they are interested in. Business and Strategic Management in East and South East Asian Method of Evaluation： Countries Associate Professor,Faculty of Business and Commerce Written assignment (individual) 40%, Presentation of your final IGUCHI, CHIE assignment 10%, Presentation of “the Business System of country A”20%, In-class participation and preparation 20%. 商学部准教授 井口 知栄 Questions/Comments： Course Description： Please send an e-mail to make an appointment or for any questions: This lecture provides you wide range of issues related to global strategy iguchi[a]fbc.keio.ac.jp and global production networking with particular references to the East and South East Asian regions offered by Multinational Enterprises (MNEs). East and South East Asian countries have been paid attention for their rapid economic growth, technological catching up, and upgrading their economic structures and technological capabilities since 1980s in East Asia and 1990s in South East Asian countries. In 2000s, these phenomena have been significantly changed by global strategy of MNEs, economic growth of emerging host countries (including India), and government policies of host Asian countries. We are going to focus on

32 2014 年度 冊子分類：国際センター ＞ 日本研究講座（Japanese Studies） 2014 年 03 月 17 日 13：30：12

8 The legal system and the economic, political and social development in China Topic: What are the features of the Chinese legal system and its relation with economic development? 9 The legal system and the economic, political and social development in Korea LAW AND DEVELOPMENT IN EAST ASIAN COUNTRIES Topic: What are the roles of law and politics in economic 2credits（Fall） development in Korea? 東アジアの開発と法 2 単位（秋学期） 10 The legal system and the economic, political and social The Role of Law for Development in Asian Countries development in Vietnam Professor,Graduate School of Law School MATSUO, HIROSHI Topic: How has the legal system developed in relation to the 法務研究科（法科大学院）教授 松尾 弘 economic development in Vietnam? 11 Course Description： The legal system and the economic, political and social This course aims to analyze the role of legal system for development development in Cambodia process in Asian countries. It will analyze the process of legal Topic: What are the features of Cambodian legal development and development (or the rule of law promotion including Access to Justice) in its relation with economic and social development? 12 East and Southeast Asian countries. Then it will investigate the relation The legal system and the economic, political and social between the legal development and the economic, political and social development in Lao PDR development with special attention to the strength of informal and Topic: What are the features of Lao legal development and its indigenous institutions which have originally developed in those countries relation with economic and social development? 13 and the globalization impact which have been influencing Asian countries. The legal system and the economic, political and social Textbooks： development in Nepal There are no specific textbooks. Materials will be distributed as Topic: What are the current movements in the social and legal appropriate and relevant. reform after the dissolution of Constitutional Assembly in Nepal? Reference Books： Are there any other characteristic types of legal development in - Masahiko Aoki, Hyung-Ki Kim and Masahiro Okuno-Fujiwara, The Southeast Asian countries? Role of Government in East Asian Economic Development: Comparative 14 The legal system and the economic, political and social Institutional Analysis, Oxford University Press, 1996. development in other Southeast Asian countries - Katharina Pistor and Philip A. Wellons (eds.), The Role of Law and Topic: Are there any other characteristic types of legal Legal Institutions in Asian Economic Development 1960-1995, Oxford development in Southeast Asian countries? University Press, 1999. Other Summary and Discussions - Kanishka Jayasuriya (ed.), Law, Capitalism and Power in Asia: The rule Topic: What are the features of the relation between law and of law and legal institutions, Routledge, 1999. development in East Asian countries? - Christohper Antons (ed.), Law and Development in East and Southeast Lecturer's Comments to Students： Asia, Routledge Curzon, 2003. Participants do not need to have any special knowledge of law. - 松尾弘『良い統治と法の支配：開発法学の挑戦』（日本評論社， However, regular attendance and active participation will be expected. 2009）[Hiroshi Matsuo, Good Governance and the Rule of Law: A Method of Evaluation：

Challenge of Law and Development, Nihon-hyoron-sha, 2009.] Evaluation is based on an attendance, short (informal) presentations, - 松尾弘『開発法学の基礎理論：良い統治のための法律学』（勁草書 and a final essay (around 3000 words). The essay topic can be a country 房，2012）[Hiroshi Matsuo, Basic Theory of Law and Development: report on the legal, economic, political and social development in (East) Jurisprudence for Good Governance, Keiso-shobo, 2012] Asian countries. Course Plan： 1 Introduction and Guidance 2 The theory and practice of Law and Development (1): the relation between legal system and economic, political and social development Topic: Does economic development have a causal relation with (the rule of ) law? 3 The theory and practice of Law and Development (2): An analysis of the East Asian Miracle and the Asian financial crisis from the viewpoint of law and development Topic: What is the role of government and law in East Asian economic development? 4 The theory and practice of Law and Development (3): The reception of the Western legal systems (Civil Law and Common Law system) into Asian countries Topic: Do legal origins (such as Common Law and Civil Law) influence economic development? 5 The legal system and the economic, political and social development in Japan (1) Topic: Are there any unique combinations between law, politics and economics in Japan? 6 The legal system and the economic, political and social development in Japan (2) Topic: What are the features of the Japanese legal system and how do they influence economic, political and social developments? 7 The legal system and the economic, political and social development in Japan (3) Topic: What is the current situation of access to justice in Japan and the future direction of its development?

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