Spoken Japanese, Markers, and Language

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7 (Part III-2) The case of Japanese: The use of sentence-final particles and gender 8 (Part III-3) The case of Japanese: ne 9 (Part III-4) The case of Japanese: yo 10 (Part III-5) The case of Japanese: nanka 11 (Part III-6) The case of Japanese: janai 12 (Part III-7) The case of Japanese: kedo 13 (Part III-8) The case of Japanese: datte 14 (Part III-9) The case of Japanese: maa SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND Other Summary of the course, discussion GRAMMAR 2credits（Spring） Lecturer's Comments to Students：日本語における話しことばと言外の意味 2 単位（春学期） To be eligible to pass the course you must a) submit two pieces of SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND written work (a summary report on your presentation topic, and an essay) and b) do a class presentation on an article that will be discussed in class. GRAMMAR 2credits（Fall） Method of Evaluation：日本語における話しことばと言外の意味 2 単位（秋学期） Attendance: throughout semester (30%); Class performance, discussion Expressing ‘something else’ beyond information— markers and participation: throughout semester (10%); Presentation: TBA*1 (15%); functions in spoken Japanese Summary Report on your presentation: The week following your Associate Professor,Center for Japanese Studies presentation*2 (15%); Essay: TBA*3 (30%) KIM, ANGELA A. 1. The arrangement of the presentations will be decided in Lecture 3. 日本語・日本文化教育センター准教授キム，アンジェラ 2. Submit your report in class to me in person. Late submission rule Course Description： applies.

Mastering the grammar of a particular language does not guarantee 3. Essay topics will be handed out in Lecture 10. successful communication with a native speaker of that language. This is because language does not only function as a conveyance of information, ENGLISH AND ENGLISH EDUCATION IN JAPAN IN THE AGE but also has other functions such as expressing the language user’s OF GLOBALIZATION 2credits（Spring） attitude/emotions. The objective of this course is to encourage a more グローバル化時代の日本の英語と英語教育 2 単位 profound understanding of the functions of language that exist beyond （春学期） referential meaning, with particular attention given to markers and their The role played by the English language in contemporary Japan uses in conversations. An understanding of this aspect of language, and Professor,Faculty of Letters NAKAMURA, YUJI the function of particular markers, will lead to a deeper understanding of 文学部教授中村優治 communication in general. This course comprises three main parts: (i) a general introduction to the Course Description： non-referential function of language; (ii) the case of English briefly This course examines the role played by the English language in reviewing markers such as you know & I mean, like, and just; and (iii) the contemporary Japan. Each class will examine this role from various case of Japanese including an overview of sentence-final particles, and perspectives and in various domains, and, taken together, they represent a markers such as ne, yo, janai, kedo, datte, maa, yappari etc. wide-range survey of the linguistic, social and cultural issues that arise Textbooks： from the use of English in Japan. A major focus for many of the classes is There is no prescribed textbook. Appropriate readings for every class the educational system, wherein the teaching and learning of English, as will be provided the week prior in class. well as policies and planning regarding English, operate as a primary Reference Books： means of mediation between the language and society. Jucker, A. H. and Y. Ziv (eds.) 1998. Discourse Markers: Descriptions The course has two main sections consisting of sub-classes. The and Theory. Amsterdam/ Philadelphia: John Benjamins. first main section, which focuses on the relationship between the English Maynard, S. K. 1997. Japanese Communication: Language and language and educational policy and practice, is categorized as English in Thought in Context. Honolulu: University of Hawaii Press. the Educational System. Sub-classes will look at the positioning of Maynard, S. K. 2005. Expressive Japanese: A Reference Giude to English within the curriculum, as well as debates over language pedagogy Sharing Emotion and Empathy. Honolulu: University of Hawaii Press. and different educational strategies. Also covered in this sub-class are the Schiffrin, D. 1987. Discourse Markers. Cambridge: Cambridge attitudes and expectations of students and educational professionals who University Press. have an investment in the language. Schourup, L. C. 1985. Common Discourse Particles in English The second main section investigates English in Society and Conversation. New York: Garland Publishing. Culture. This section primarily examines the uses and meanings English Tannen, D. 1992. That’s Not What I Meant!: How Conversational Style has in popular culture and the public sphere (the linguistic landscape). Makes or Breaks Your Relations with Others. London: Virago. The way culture constructs particular concepts of English and draws 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 Course Plan： discussions 1 Introduction 4 (Part II-1) The case of English: you know & I mean 2 Elite Discourse of Globalization 5 (Part II-2) The case of English: like 3 Students' and Teachers' Beliefs about English Teaching 6 (Part III-1) The case of Japanese: Various forms of address/reference

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4 Globalization and Identity 8 Global vs. Glocal English: Attitudes and Conceptions among 5 The Native Speaker English Teacher Teachers in Eight Asian Countries 6 Immigration, Diversity and Language Education in Japan 9 Lingua Franca as Language Ideologies 7 Japanese English 10 Negotiating Indigenous Values with Anglo-American Cultures in ELT 8 The Position of English for a New Sector of Japanese Youths in Japan 9 The Ideal Speaker of Japanese English 11 Switching in International English 10 The Symbolic Meaning of Visual English 12 English in South Asia 11 The Use of CEFR and Can Do Statements in Second Language 13 Authenticity of English in Asian Popular Music Courses in Japan 14 Course Summary 12 Designing English Curricula and Courses in Japanese Higher Other Exam and Review Education Method of Evaluation： 13 Negotiating Indigenous Values with Anglo-American Cultures in ELT Students’ grades will be determined by their in-class presentations and in Japan the results of their final exam (oral presentation and submitted paper). 14 The 150-year history of English language assessment in Japanese education THE TRAIL OF GENJI 2credits（Spring） Other Exam and Review 源氏物語への道 2 単位（春学期） Method of Evaluation： The Trail of Genji Students’ grades will be determined by their in-class presentations and Professor,Faculty of Letters ARMOUR, ANDREW J. the results of their final exam (oral presentation and submitted paper). 文学部教授アーマー，アンドルーＪ.

ENGLISH AND ENGLISH LANGUAGE EDUCATION IN EAST Course Description：

ASIA 2credits（Fall） Written a thousand years ago, The Tale of Genji has won international fame as "the world's first novel". Partly because of this distinction, it is apt 東アジア地域の英語と英語教育 2 単位（秋学期） to be viewed as an isolated phenomenon, almost an aberration. In an English and ELT in East Asia attempt to correct such a perspective, this course will trace the roots of Professor,Faculty of Letters NAKAMURA, YUJI this Heian masterpiece, introducing the major extant works that preceded 文学部教授中村優治 it. The focus is on literature, but political and cultural developments will Course Description： also be covered in order to throw light on the historical background and East Asia consists of a vast array of societies which are each at different mental atmosphere of the period. historical and economic conjunctures in their developmental trajectories. Textbooks： However, in all their encounters with the West, English has become an Instructions and materials are provided on the class website indispensable resource which they seek for themselves and their younger (www.armour.cc/genji.htm). generations; often infused with a desire for development, modernity, and Reference Books： human resource capital for successful participation in the global economy. Useful links and references are listed on the class website. Course Plan： The teaching of the English Language in schools and universities in East 1 Introduction Asia today adds value to the education of students. While some languages 2 Cultural background may atrophy, others grow and dominate. With the advent of the Internet, 3 The early chronicles English has enjoyed unprecedented growth. 4 The evolution of Japanese poetry As East Asia as a region, develops closer political and business 5 Diary literature relationships, there is a need for a better command of a language of wider 6 Poem tales communication, which is undoubtedly English. At the school level, the 7 The early romances bilingual education policy in the Philippines is one model of bi-literacy. In 8 Genji monogatari 1 Japan, a modified model of ELT is emerging in its school system with 9 Genji monogatari 2 young primary school children being exposed to English under the rubric 10 Research presentations of “international understanding.” 11 Research presentations This course aims to show the many facets of the English 12 Research presentations Language Teaching (ELT) phenomenon in East Asia and to highlight 13 Makura no sôshi current trends and developments in ELT. Much has already said about the 14 Giko monogatari & setsuwa impact of globalization on the spread of English worldwide and there are Other Review very interesting educational initiatives being implemented within each Lecturer's Comments to Students： country and in the region. The tension arising from the conflict between It is assumed that the student has a working knowledge of English. traditional values and new knowledge is one example. Prior knowledge of Japanese literature is not required, though it is This course offers a wider discussion about educational developments in desirable. Naturally some familiarity with the Japanese language, spoken the region. and written, is an advantage. Textbooks： Method of Evaluation： Materials will be provided in class. Grading is primarily based on the student’s research project, presented Reference Books： to the class (using PowerPoint) according to a published schedule; a Q&A Kirkpatrick, Andy and Sussex, Rolanda. (Eds.). (2012). English as an session will follow each presentation and a student’s responses are taken International Language in Asia: Implications for Language Education. Springer.ISBN 978-94-007-4577-3 into consideration in the grading process. Overseas students who want Course Plan： their credits to be transferred to their home university are advised to 1 Introduction present their research results in the form of an academic paper, complete 2 World Englishes and Asian Englishes with notes and bibliography. Naturally, regular attendance is important in 3 English as an International Language in Asia order to receive a passing grade. 4 The Complexities of Re-reversal of Language -in-Education Policy in Malaysia 5 English in Multicultural and Multilingual Indonesian Education 6 Teaching English as an International Language in Mainland China 7 English as a Medium for Russian to Communicate in Asia

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JAPANESE LITERATURE 2credits（Fall） the functioning of the class that all participants make time to read the 日本の文学 2 単位（秋学期） stories beforehand, and be prepared to talk about them in detail. Only those who have made this effort will be able to participate usefully in the Japanese Literature discussion. Professor,Faculty of Letters ARMOUR, ANDREW J. 文学部教授アーマー，アンドルーＪ.

Course Description： Textbooks： This course is intended to cover the history of Japanese literature from Pdf files of the relevant texts will be made available via the Keio earliest times up to the modern era. Starting with the writing system, we University website to those registered for the course. will trace the conspicuous developments in poetry, prose and drama Reference Books： through the Nara, Heian, Kamakura, Muromachi and Edo periods. Gessel Van C. Matsumoto Tomone eds.,The Showa Anthology: Modern Included are such works as the Manyôshû, Genji monogatari, Heike Japanese Short Stories, Kodansha International: Tokyo and New York, monogatari, Hôjôki and Shinjû ten no amijima. 1989 Textbooks： Goossen, Theodore W. ed. The Oxford Book of Japanese Short Stories. Students will be presented with materials in class or via the class O.U.P: Oxford, New York, 2010[1997]. website (www.armour.cc/jlit.htm). Hibbett, Howard ed. Contemporary Japanese Literature: An anthology Reference Books： of Fiction, Film and Other Writing Since 1945, Cheng and Tsui: Boston A list of references and useful links is available on the class website. 2005[1997]. Course Plan： Morris Ivan, ed. Modern Japanese Short Stories; An Anthology . 1 Introduction Rutland Vermont: Tuttle, Tokyo, 1962. 2 Early Japanese literature (1) Rimer Thomas J, Gessel Van C.eds The Columbia Anthology of 3 Early Japanese literature (2) Modern Japanese Literature: From Restoration to Occupation, 1868-1945 4 Heian literature (1) (Modern Asian Literature Series) Columbia University Press: 2005. 5 Heian literature (2) Course Plan： 6 Heian literature (3) 1 Natsume Soseki “The Tower of London” （「ロンドン塔」夏目漱石 7 Medieval Japanese literature (1) 著） 8 Medieval Japanese literature (2) 2 Mori Ogai “The Dancing Girl” （「舞姫」森鴎外著） 9 Tokugawa literature (1) 3 Akutagawa Ryunosuke “The Faint Smiles of the Gods”（「神々の微 10 Research presentations 笑」芥川龍之介著 11 Research presentations 4 Nagai Kafu “American Stories” （『アメリカ物語』永井荷風著） 12 Research presentations 5 Tanizaki Junichiro “Aguri” （「青い花」谷崎潤一郎著） 13 Tokugawa literature (2) 6 Dazai Osamu “Villon’s Wife” （「ヴィヨンの妻」太宰治著） 14 Tokugawa literature (3) 7 Kojima Nobuo “The American School” （「アメリカン・スクール」 Other Review 小島信夫著） Lecturer's Comments to Students： 8 Endo Shusaku “A Summer in Rouen” （「ルーアンの夏」遠藤周作 It is assumed that the student has a working knowledge of English. 著） Prior knowledge of Japanese literature is not required, though it is 9 Mishima Yukio “Thermos Bottles” （「魔法瓶」三島由紀夫著） desirable. Naturally some familiarity with the Japanese language, spoken 10 Oshiro Tatsuhiro “The Cocktail Party” 「カクテル・パーティー」大( and written, is an advantage. Method of Evaluation：城立裕著) Grading is primarily based on the student’s research project, presented 11 Oe Kenzaburo “Prize Stock”/“The Catch” （「飼育」大江健三郎著） to the class (using PowerPoint) according to a published schedule; a Q&A 12 Nosaka Akiyuki “American Hijiki”/“American Alga” 「( アメリカひじ session will follow each presentation and the student’s responses are taken き」野坂昭如著) into consideration in the grading process. Overseas students who want 13 Kurahashi Yumiko “To Die at the Estuary” （「河口に死す」）倉橋由 their credits to be transferred to their home university are advised to 美子著） present their research results in the form of an academic paper, complete 14 Murakami Haruki “Tony Takitani” （「トニー滝谷」村上春樹著） with notes and bibliography. Naturally, regular attendance is important in Other As will be evident, the texts will be read in roughly chronological order to receive a passing grade. order. The list below may be subject some alteration, and I will be happy to consider substituting texts suggested by students, where ENCOUNTERS WITH THE OTHER IN MODERN JAPANESE appropriate. Lecturer's Comments to Students： SHORT FICTION 2credits（Spring） Please take to heart the final comments in the course description 近・現代日本の短編小説における他者との出会い 2 単位 regarding the need to read texts in advance. Half the assessment is based （春学期） on class participation, therefore failure to contribute to class discussion on Comparative Readings a regular basis will critically endanger your grade. As noted above, you Professor,Faculty of Law RAESIDE, JAMES M. will not be able to take part usefully in the discussion if you do not read 法学部教授レイサイド，ジェイムスＭ. the texts. Method of Evaluation： Course Description： Class Participation: I shall be keeping note of how often you attend and The aim of this course is to examine Japanese short fiction in the modern how often you make contributions to the class discussion (50%) period, by focussing on those texts containing encounters between Plus Either representatives of Japan and what lies beyond its shores. These encounters A Final Report (3,000—4000 words) (50%) are not confined to travel fiction, or to meetings between individuals, but ・This should conform to normal academic standards, including a list of also may include a “meeting of minds” when the protagonist or the text works cited and consulted and showing evidence of independent research. itself can be seen to have engaged with something from beyond Japan. Or B Three short papers (1,000-1200 words each). (50%) All texts will be discussed on the basis of their English-language ・Those who choose option B must submit one of the papers by the translations and the language of discussion will be English. However, the middle of the semester (final deadline to be announced during class). original Japanese texts will also be made available and native speakers of ・Failure to submit the first paper by the mid-semester deadline will mean Japanese are particularly encouraged to use their knowledge of the automatic reversion to option A. original language to add to the discussion. In any case, it is imperative to

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Questions/Comments： Textbooks： [email protected] No text book for the course. Course Plan： TRAVEL WRITING IN THE ASIA-PACIFIC: AUSTRALIA AND 1 Introduction: History and Culture of Japan in East Asia JAPAN 2credits（Spring） Early Buddhist art of Asuka period (6th-7th centuries) 2 Rinpa-School Painting and Decorative Art (16th-19th centuries) アジア―パシフィックにおける紀行文：オーストラリアと日本 3 Viewing Class: Irises and Red and White Plum Blossoms exhibition at 2 単位（春学期） the Nezu Museum, Minami-Aoyama Travel Writing in the Asia-Pacific: Australia and Japan 4 Emaki I: Narrative Picture Scroll of The Tale of Genji (12th century): Lecturer JOHNSTON, ANNA An example of Monogatari Picture Scroll 講師ジョンストン，アナ 5 Emaki II: Narrative Picture Scroll of Miraculous Deeds of the Priest Course Description： Myōren who Founded a Temple at Mt. Shigi (12th century): An This course will introduce students to writing in English about travel in Example of Setsuwa Picture Scroll Australia and Japan, from the late nineteenth century to the twenty-first 6 Art of Nara period (8th century): Buddhist Sculpture, Painting and century. Learning about travel and its literature will enable students to Decorative Art analyse writing that compares Australian and Japanese cultures, places, 7 Manadala: Esoteric Buddhist Art Introduced to Japan in the 9th and peoples. It will enable students to enhance their skills in studying century literature and history. It will provide the opportunity to improve English 8 Depart from the Deseased World, Desire to be Born in the Pure Land: reading, writing, and speaking skills, and to learn about the Asia-Pacific Religious Mind and Aesthetic of the 11th -13th centuries region during an important historical period. 9 Image of "Hell", "Hungry Ghost" and "Suffering of Human beings": Textbooks： Painting Created in the 12th to 13th centuries Photocopies of required reading will be provided by the instructor. 10 Kami Representation: Imagery Based on the Kami-Buddha Course Plan： Combination Concept 1 Introduction and Welcome 11 Zen Ink Painting: A New Concept and Visual Art from the 13th 2 Lecture and workshop 1: getting to know you century 3 Lecture and workshop 2 12 Concepts the Techniques of Yamato-e and Kara-e Styles and Painting 4 Lecture and workshop 3 Formats of Japanese Art 5 Lecture and workshop 4 13 Noh Costume and Mask; Japanese Theatrical Art 6 Lecture and workshop 5 Art of Tea: Concept and Utensils Used at “A Once-in-a-life Time” 7 Lecture and workshop 6 Gatherings 8 Lecture and workshop 7 14 Ukiyo-e: Art of the late Edo period (18th-19th centuries) 9 Lecture and workshop 8 Other Viewing class is to be held at the Nezu Museum on Thursday, 10 Lecture and workshop 9 April 23rd (No.3). 11 Lecture and workshop 10 Lecturer's Comments to Students： 12 Lecture and workshop 11 1. A report assignment is requested. 13 Lecture and workshop 12 2. A viewing class is held at a musuem. 14 Lecture and workshop 13: Course Review 3. Regular attendance and positive remarks at presentations and Other Paper discussions are expected. Lecturer's Comments to Students： (Details of 1 and 2 are to be announced at a class.) Please contact me if you have any questions or comments: Method of Evaluation： [email protected] 1. Exam（none） Method of Evaluation： 2. Writing assignment（60%） Class participation, including an oral presentation in English 3. Presentation at class and field trip participation（40%） Short essay in English Questions/Comments： INTRODUCTION TO MODERN JAPANESE ART AND VISUAL Please contact me if you have any questions or comments: CULTURE 2credits（Fall） [email protected] 日本の近現代美術 2 単位（秋学期） Lecturer MURAI, NORIKO 講師村井則子 Course Description： This course explores the history of Japanese art from the mid-nineteenth century to the present. Visual culture has played a central role in providing INTRODUCTION TO JAPANESE ART HISTORY 2credits modern Japan with a cultural, social, and psychological identity. We will （Spring） study the significance of modernity, modernism, and postmodernism in 日本美術史入門 2 単位（春学期） various media including painting, sculpture, photography, performance and architecture. We will also consider issues related to gender, Lecturer SHIRAHARA, YUKIKO imperialism, and commodity consumption in the context of visual 講師白原由起子 representation. Course Description： Textbooks： This course explores the history of Japanese art from the sixth to A course reader will be available as pdf files. nineteenth centuries, taking up the topics how imagery and symbolism, Course Plan： materials and techniques, introduced from the continent, have been 1 Introduction: Overview of the Course transformed and developed to be Japanese art. 2 Constructing “Japanese Art” Each class will focus on one or a few artworks; their function, 3 From Edo to Meiji iconology, technique and historical meaning will be discussed. A few 4 Okakura Kakuzō and the Aesthetic Ideology of the East times of discussions and presentations will be held in the class. A field 5 Body and the Nude trip of viewing a Japanese art exhibition is included in the course work. 6 Urban Spectacle and Modernist Vision 7 The Imperial Gaze and the Visual Culture of War

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8 Action and Expression: the Gutai Association Making a book with the recorded photo images, sketches, illustration, 9 Radicalism in the 60s and drawings, from the former small trip. Studio work. 10 The Postwar Unconscious: Photography and Performance 7 Learning a technique of bookbinding structure for books in Japanese 11 Architecture and the Public Space style. 12 Image in the Age of Digital Manipulation A method of binding books with thread. 13 Art Today Making a book with the recorded photo images, sketches, illustration, 14 Conclusion and drawings, from the former small trip. Studio work. Other There will be two fieldtrips to nearby museums to take place on 8 Japanese handicrafts: A the weekend. Experience at traditional crafts workshop. Making artwork with Method of Evaluation： traditional crafts technique. To study traditional technique, 1. Two short papers based on museum visits (3-4 double-spaced pages): understanding of craftsmanship. (45% for the first essay and 35% for the second essay; 80% total) Visiting workshop outside of class time, making Japanese traditional 2. Regular class attendance and discussion participation: 20% crafts. Date to be announced. 9 Japanese handicrafts: B ARTS/ART WORKSHOP:DISCOVERING ARTS AND Experience at traditional crafts workshop. Making artwork with CULTURE IN JAPAN 2credits（Fall） traditional crafts technique. To study traditional technique, 日本における芸術と文化／アートワークショップ 2 単位 understanding of craftsmanship. （秋学期） Visiting workshop outside of class time, making Japanese traditional crafts. Date to be announced. "ARTS/ART WORKSHOP:DISCOVERING ARTS AND CULTURE 10 Japanese architecture, design in Japan IN JAPAN" Students study a Japanese architecture and his works. Research and Lecturer HISHIYAMA, YUKO understanding of designs in Japan. Write a report. Then, presentation. 講師菱山裕子 Visiting museum in a class time. Course Description： 11 Japanese traditional arts: A This course is designed to provide both international and Japanese Experience at traditional art workshop. Making artwork with students who are interested in art. The goal of this workshop is to give traditional art technique. To study traditional technique and senses. students a firm grounding in cultural, social, historical, and practical Research and understanding of traditional arts in Japan. Write a aspects of art in contemporary Japan. Students in this course will engage report. Then, presentation. in diverse activities both in and outside of class within this multicultural 12 Japanese traditional arts: B student body. The activities include workshops, field trips, and research. It Experience at traditional art workshop. Making artwork with is from comparative culture or intercultural communication perspectives traditional art technique. To study traditional technique and senses. with student-centered learning experience of Japanese art. Research and understanding of traditional arts in Japan. Write a Textbooks： report. Then, presentation. There will be no textbook for this class. 13 Hand Lettering, poster designs and typography inspiration. Reading assignments will be given as handouts. Illustrations, Manga, Character Design, and Animation, and The Reference Books： Otaku. Recommended readings will be provided by the lecture. Flier/poster design for student show. Studio work. Course Plan： 14 Fashion in Japan 1 Introduction to Classes Research on Japanese fashion designer or a Japanese fashion style 2 The Self-portrait genre. Writing a report or design your own original wearable item out Students will express themselves, using any materials either in 2D, of cardboard/recycled materials. 3D, or even as an installation. After accumulating various experiences Other Presentation of students’ art works and Wrap-up. in Japan, in their own countries and others. Deconstruct each item Students' Arts & Crafts 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, presentations 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. Studio work. Then, presentation. 日本の庭園芸術：文化的・歴史的観点から 2 単位（秋学期） 4 Commercials, advertisements, shop sign/designs, etc. in Japan. Professor,Faculty of Letters NAKORCHEVSKI, ANDRIY Small trip to Shitamachi area. Research and sketch/photo shooting. 文学部教授ナコルチェフスキー，アンドリイ 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, illustration, 2) major styles; and drawings. 3) historical, cultural and political background that influenced the garden 5 Food in Japan, townscape in Japan designs. Small trip to Shitamachi area. Research and sketch/photo shooting. Research trip outside of class time. Date to be announced. We will discuss different types of Japanese gardens in chronological Making a book with the recorded photo images, sketches, illustration, order and exemplary gardens will be shown in slides and analysed from and drawings. different perspectives. We will investigate not only the history of Japanese 6 Learning a technique of bookbinding structure for books in Japanese gardens but also aesthetic values related to the art of gardening. The style. focus of the course is to ensure awareness of the subtleties of Japanese A method of binding books with thread. culture and the sophisticated sensibilities intrinsic to the art of Japanese garden. The course will include field trips to some gardens in Tokyo and

5 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 the locations of other prominent gardens will be also discussed to Reference Books： encourage students to actually visit them. 1. Bordwell, David and Thompson, Kristin. Film Art: An Introduction, 7th edition (NY, McGraw-Hill, 2004) Students will be required to make a 15-20 minutes slide presentation of a Course Plan： specific garden and share with the class their analysis and impressions. 1 Introduction Textbooks： 2 Discussion of I WAS BORN BUT... (生まれてはみたけれど)(1931) None, but the following books are recommended: by OZU Yasujiro Gunter Nitschke. Japanese gardens, 2007. 3 Discussion of OSAKA ELEGY(浪華悲歌)(1936) by MIZOGUCHI Wybe Kuitert. Themes in the history of Japanese Garden art, 2002. Kenji For those who can read in Russian 4 Discussion of HUMANITY AND PAPER BALLOONS (人情紙風船) Андрей Накорчевский. Японские сады, 2008. (1937) by YAMANAKA Sadao Course Plan： 5 Review of key technical vocabulary for film analysis 1 Gardens of the world: main types and basic principles. 6 Discussion of STRAY DOG (野良犬)(1949) by KUROSAWA Akira 2 Field trip to a garden. 7 Discussion of DRUNKEN ANGEL (酔いどれ天使)(1948) by 3 Chinese traditional worldview and Chinese gardens KUROSAWA 4 Birth of the Japanese garden culture. 8 Discussion of TOKYO STORY (東京物語)(1953) by OZU 5 Symbolical stone arrangements: early Zen gardens and villas of 9 Discussion of UGETSU (雨月物語)(1953) by MIZOGUCHI Ashikaga shoguns. 10 Discussion of GODZILLA (ゴジラ)(1954) by HONDA 6 Field trip to a garden. 11 Discussion of GIANTS AND TOYS (巨人と玩具)(1958) by 7 Gardens of "dry mountains and waters”. MASUMURA Yasuzo 8 Tea gardens and gardens of the military elite: Momoyama - Tokugawa 12 Discussion of FIRES ON THE PLAIN (野火)(1959) by ICHIKAWA period. Kon 9 Field trip to a garden. 13 Discussion of HARA-KIRI (切腹)(1962) by KOBAYASHI 10 Meiji period gardens: East meets West. 14 Discussion of THE INSECT WOMAN (にっぽん昆虫記)(1963) by 11 Field trip to a garden. IMAMURA Shohei 12 Final presentations Other Review and paper conferences 13 Final presentations Lecturer's Comments to Students： 14 Final presentations This course will provide introductions both to film studies and to Other Review of the course Japanese film. No prerequisites for registration. Readings will be in Lecturer's Comments to Students： English, by critics and scholars from Japan, North America, and Europe. No specific preliminary knowledge is required, but participants are Class time will be devoted mostly to seminar-style discussions. The films expected to have basic understanding of Japanese history and culture. A themselves must be viewed outside of class, beforehand. Films will be short, but very well written and informative book Japanese Culture by H. available with English subtitles. Paul Varley is a must-read for all prospective students. Method of Evaluation： The number of students for this class is limited to 22. If the number of 1. Written work (film-viewing journal, final analytic essays)(60%) applicants exceed the limit, the successful applicants will be selected by 2. Discussion participation and oral presentation (40%) drawing lots. Method of Evaluation： INTRODUCTION TO JAPANESE CINEMA 2 2credits（Fall） 50% - regular attendance and active participation 日本映画入門２ 2 単位（秋学期） 50% - final presentation Introduction to Japanese Cinema II: since the 1960s Questions/Comments： Professor,Faculty of Economics AINGE, MICHAEL W. Please feel free to contact me if you have any questions by email 経済学部教授エインジ，マイケルＷ. [email protected] Course Description： INTRODUCTION TO JAPANESE CINEMA 1 2credits This course will examine Japanese cinema from the 1960s to the （Spring） present. Though by no means comprehensive due to time restrictions, this course will provide students with an overview of the last half-century of 日本映画入門１ 2 単位（春学期） Japanese film, including the major directors and film genres of those Introduction to Japanese Cinema I: Until the 1960s decades. Additionally, students will learn the basic critical and technical Professor,Faculty of Economics AINGE, MICHAEL W. concepts necessary to discuss film intelligently. They will learn to 経済学部教授エインジ，マイケルＷ. progress beyond declarations of personal taste (“I liked/hated this film,” Course Description： “It was boring.”) and perform critical evaluations based on description, This course will examine Japanese cinema from the 1930s until the interpretation and analyses. Japanese cinema has been a forum for 1960s, from the perspectives of cultural history, authorship, and film art. presenting and representing social problems such as the relation of the Though by no means comprehensive due to time restrictions, this course individual to society, the changing meaning of ‘Japanese identity’, and the will provide students with an overview of the first three decades of relation of tradition and the past to the present, and globalization. How Japanese talkies, including exposure to the major directors and film genres have Japanese film artists perceived and expressed the problems of of the period. Additionally, students will learn the basic critical and identity, and how can these be interpreted? technical concepts necessary to discuss film intelligently. They will learn to progress beyond declarations of personal taste (“I liked/hated this film,” Completion of the spring semester course "Intro to Japanese Film I: or“It was boring.”), and form critical evaluations based on description, until the 1960s", while highly desirable, is not a prerequisite for interpretation and careful analysis. Needless to say, issues related to registration. Japanese culture and history will inform our study: as themes relating to Textbooks： the modernity vs. tradition--especially the challenge to traditional ideals Excerpts from various texts chosen from the fields of Film Studies, of femininity, the family, and individualism--are treated in the films, these auteurist critical studies of Japanese directors, Japanese Cultural History, will no doubt constitute an important part of class discussions. Japanese Film History, and others. All will be available online. Textbooks： Reference Books： Excerpts from various sources--e.g., basic film studies, auteurist film 1. Bordwell, David and Thompson, Kristin. Film Art: An Introduction, criticism, studies of Japanese film history and cultural history--will be 7th edition (NY, McGraw-Hill, 2004) available online.

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Course Plan： as PMA (picture map analysis) and our evolving theories and 1 Introduction techniques. 2 Discussion of WOMAN IN THE DUNES (砂の女)(1964) by No prior training in music or linguistics required. TESHIGAHARA Hiroshi Textbooks： 3 Discussion of DOUBLE SUICIDE (心中天網島)(1969) by Printed materials will be provided by the lecturer. SHINODA Masahiro (optional CD) Khyal and more: Vocal art of Hindustan JVC VICG 60322 4 Discussion of THE CEREMONY (儀式)(1971) by OSHIMA Nagisa (music in Indian languages, notes in English & Japanese) 5 Discussion of THE EMPEROR'S NAKED ARMY MARCHES ON Reference Books： (ゆきゆきて、神軍！)(1987) by HARA Kazuo Japanese Music / Thinking Musically / Talking with Asian Friends: 23 6 Discussion of FIRE FESTIVAL (火まつり)(1985) by Asian Languages / other YANAGIMACHI Mitsuo Publications, A/V and other materials (in English and Japanese) will be 7 Discussion of THE FUNERAL (お葬式)(1984) by ITAMI Juzo introduced in class. 8 Discussion of PERFECT BLUE (パーフェクト・ブルー)(1997) by Course Plan： KON Satoshi 1 Course introduction, overview of music systems in the world and our 9 Discussion of VIBRATOR (ヴァイブレータ)(2003) by HIROKI interdisciplinary adventure Ryuichi 2 Features of language and poetry in Japan, China, India and Europe 10 Discussion of DOLLS (ドールズ) (2003) by KITANO Takeshi 3 Principles of organization in Japanese and Indian music and linguistics 11 Discussion of BRIGHT FUTURE (アカルイ・ミライ)(2003) by 4 Forms of Japanese classical music – coordination with literature and KUROSAWA Kiyoshi drama 12 Discussion of STILL WALKING (歩いても、歩いても)(2008) by 5 Forms of Indian classical music – coherent improvisation in melody KORE-EDA Hirokazu and rhythm 13 Discussion of ALL AROUND US (ぐるりのこと。)(2008) by 6 Principles of mathematics in rhythm – the Indian tala system and its HASHIGUCHI Ryosuke relation to Japan 14 Discussion of DREAMS FOR SALE (夢売るふたり)(2012) by 7 Workshop in rhythm - combining sound and time in language and NISHIKAWA Miwa music Other Review 8 Principles of organization in melody of Japan and India Lecturer's Comments to Students： 9 Workshop in melody – working with varieties of scales This course will provide introductions both to film studies and to 10 Combining rhythm and melody in composition and improvisation Japanese film. Readings will be in English, by critics and scholars from 11 Workshop in simple composition combining melody, rhythm and Japan, North America, and Europe. Class time will be devoted mostly to poetry seminar-style discussions, centered on close technical and thematic 12 Producing our own compositions (melody and rhythm with poetic analysis of the films. The films themselves, available with English text) and improvisations subtitles, must be viewed outside of class time. Film-viewing journals 13 Producing our own compositions (continue) with notes, and two written essays must be submitted at the end of the 14 Polishing our compositions, review and discussion term. Other Discussing our interdisciplinary projects Method of Evaluation： Lecturer's Comments to Students： 1. Written work (film-viewing journal, analytic essays)(60%) Participants not required to memorize any language or complex notation. 2. Discussion participation + oral presentation (40%) Correlations between music & language will help us to link various Questions/Comments： disciplines. Materials available in Japanese. Through this course, students should gain the ability to discuss major Method of Evaluation： directors, trends and themes of the period under study. They will be Attendance, Participation, Report, Composition exercise, Quiz expected to demonstrate basic cinema literacy: the ability to recognize and (perhaps!) interpret basic film techniques, and to incorporate technical analysis into a discussion of the film's themes and ideas. JAPANESE SOUND CULTURE IN THE GLOBAL CONTEXT 2credits（Spring） SYSTEMATICS THROUGH MUSIC AND POETRY OF JAPAN 日本と世界の音文化 2 単位（春学期） AND INDIA 2credits（Spring） Music and language in Japan and other cultures 音楽と詩における体系性：日印比較 2 単位（春学期） Lecturer HOFFMAN, T.M. Applied studies in creative thinking, expression and problem solving 講師ホッフマン，ティエム Lecturer HOFFMAN, T.M. Course Description：講師ホッフマン，ティエム We will become familiar with the aural worlds of Japan and other Course Description： cultures, comparing various natural environments, language and music Expressive ideas in music are given form through organizational with a view to discovering both distinctions and universalities that help principles resembling phonetics, grammar and syntax in language. us understand other disciplines and regions. We will identify influences Western musicians use a shared written notation to perform together, from classical China, India and Greece, and trace their evolution into Japanese use various unique notations designed for the respective realms of health, religion, society, politics, and material worlds of instruments, and Indians improvise based on methodology of melody traditional and contemporary culture. Examining principles and and rhythm. These distinctions illustrate varying degrees of dependence examples of instruments, rhythm, melody, improvisation and on visual vs. aural, and specific vs. universal. Research proves that skill composition, we will approach music and language as both art and in language (spoken & written) and overall creative problem solving science, and discuss interface with mathematics, economics and social can be enhanced through experiencing the creative process in music. We sciences. We will try to be aware of cultural and economic development, will examine structural features of Japanese and Indian language and regional identity and globalization, and gender and other factors facing music and apply them in the process of improvisation and the makers and consumers of sound culture in Japan and abroad, and composition in prose, poetry, music and in other contexts. Exercises in examine the role of sound culture in intercultural communication and rhythm and melody will illustrate sophisticated concepts of time and international relations. space, and participants will be assisted in composing and improvising Our adventure begins with a survey of the nature of sound and its use upon their own creations in music+poetry. We will also apply our as a means of communication and expression, then we travel through systematics to examine contemporary issues in society and sciences the sound cultures of Asia and beyond with the aid of audio-visual covered in contemporary media, using interdisciplinary techniques such materials, live music demonstrations, and whatever other resources are

7 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 available. Students will be encouraged to actively participate and to share something rough or superficial. So, whether the gesture is abstract their perceptions and experiences. Every week we will see/hear/enjoy (i.e.”inner”) and its meaning difficult to interpret or relatively lots of special music! straightforward, minor variations in its performance do exist. Textbooks： Reference Books： Printed materials will be distributed by the lecturer. Some of the sources which will be used in this class may include (CD, optional) JVC World Sounds Best 100 地球のうた. Japan Victor Co., the doctoral thesis of the lecturer. 2000 Course Plan： Reference Books： 1 Various meditative inner control in traditional performing arts Japanese Music / Thinking Musically / Talking with Asian Friends: 23 2 Meditation in Martial Arts Asian Languages / other 3 A brief history of Noh I Publications, A/V and other materials (in English and Japanese) will be 4 A brief history of Noh II introduced in class. 5 Zeami’s treatise, Kakyo I Course Plan： 6 Zeami’s treatise, Kakyo II 1 Natural sound culture – soundscapes of Japan, Asia & the world 7 Zeami’s treatise, Kakyo III Structure – solo/group performance, traditional/contemporary 8 Video analysis of Noh I 2 Time - rhythm in nature, language and music of Japan and the world 9 Video analysis of Noh II Pitch – hearing and seeing sound through scripts and notation 10 Introdution to Katazuke(choreographic manual)I 3 Japan 11 Introdution to Katazuke(choreographic manual)II 4 Korea 12 Introdution to Katazuke(choreographic manual)III 5 China 13 Discussiion 6 India 14 Discussion 7 South Asia Other Watch traditional performing arts 8 Southeast Asia Method of Evaluation： 9 Southeast Asia & Middle East 1. Exam（20%） 10 Middle East & northern Africa 2. Attendance（60％） 11 Africa 3. Participation（20％） 12 Europe 4. Other 13 The Americas 14 Review & discussion Other Pick-up topics - around the world in 90 minutes Lecturer's Comments to Students： Look for questions, answers will follow. / Music is (not?) a universal language. / Think ⇔ Travel : let the music guide you! Method of Evaluation： Attendance, Participation, Exam & Report CROSSING BORDERS:ADAPTING TO JAPAN AND ADAPTING TO THE WORLD 2credits（Spring） THE INNER WORLD OF THE NOH 2credits（Spring）日本文化への適応、世界への適応 2 単位（春学期）古典芸能の内面性 2 単位（春学期） Learning from Life Abroad: Adapting to Japan and Adapting to the THE INNER WORLD OF THE NOH 2credits（Fall） World Lecturer SHAULES, JOSEPH 古典芸能の内面性 2 単位（秋学期）講師ショールズ，ジョセフ the influence of esoteric concepts on the classical drama of Japan, as evidenced through an analysis of the choreographic manuals of the Course Description： Umewaka family This class is designed for anyone who is interested in living abroad. It Lecturer UMEWAKA, NAOHIKO focuses on the process of adapting to life in another country. We learn 講師梅若猶彦 about the experiences of foreigners getting used to life in Japan and of Japanese adapting to life in other countries. We will learn that there are Course Description： stages of cultural adaptation: resistance, acceptance and adaptation. We My doctoral thesis has attempted to define the concept of movement in will see that experiences abroad can be either deep or shallow. We will the Noh theatre, through analyzing the katazuke (choreographic manual). learn about the impact of living abroad on our values and identity. We will Some movements are governed by certain transcendent elements, a see that simply living abroad does not guarantee a positive experience. significant number of which, conceived by Zeami and Zenchiku, were The ultimate goal of this course is for students to better understand their latterly developed further by subsequent Noh masters to be formalized own cultural learning process, so that they can get the most out of their and incorporated into the katazuke. However, the fact that the most of experiences in Japan or any other country. Class will be discussion-based Zeami’s treatises only came to light during the early 20th century may and students will compare their experiences to those of other students. prompt some to argue that, since the Noh seems to have fared well Textbooks： without them during the long meanwhile, their influence can hardly have The Beginner’s Guide to Deep Culture: Beneath the Surface, (2010), been much. Upon looking at the katazuke, however, it soon transpires Shaules, Intercultural Press, Boston and London that some of the concepts in the treatises, as arcane as they seems, Reference Books： coincide with aspects of the choreography to a remarkable degree. Deep Culture: The Hidden Challenges of Global Living, by Joseph Whilst it is easy enough to trace some choreographic movements back to Shaules, Multi-lingual Matters, 2007 the treatises and a few others to older courtly, folkloric or religious Course Plan： sources, there are many movements included in the katazuke which are 1 Introduction – defining the intercultural experience almost impossible to attribute to any particular source. For example, one 2 Surface and deep experiences may find a single choreographic movement in the katazuke which, formed 3 Success and failure abroad from the combination of two different types of movement from varying 4 Adaptation and the brain backgrounds, can become very difficult to take apart again and trace back. 5 Culture stress, culture surprise and culture shock Moreover, when performed on stage, movements with transcendent 6 Student presentations connotations can reflect a slightly different mood or spirit according to the 7 Developmental Model of Intercultural Sensitivity performer. In other words, the same movement might convey intensity, 8 Resistance - Acceptance - Adaptation brilliance, vagueness, grace or, if the players skill is inadequate, even

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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 APPROACHES TOWARDS ANIMALS IN EAST ASIA - A 13 Personal growth and deep culture learning CULTURAL AND HISTORICAL COMPARISON WITH THE 14 Student presentations WEST 2credits（Fall） Other Final exam Lecturer's Comments to Students：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 This class is suitable for Japanese and non-Japanese students. There will 比較を通して 2 単位（秋学期） be a lot of opportunity to talk about your cultural experiences and discuss Japan, Animals, Food with other students about theirs. Assistant Professor,Faculty of Economics Method of Evaluation： MITSUDA, TATSUYA 1. Written final exam（30%）経済学部専任講師光田達矢 2. Student presentations（20% X 2 = 40%） Course Description： 3. Attendance, Participation（30%） Compassion towards animals, or the lack of it, is a hotly-emotive issue of international scope, especially between Western and East Asian countries. DEEP CULTURE DIFFERENCE : UNDERSTANDING JAPAN Recent spats over Japanese whaling, Korean dog-eating or Chinese THROUGH CROSS-CULTURAL COMPARISON 2credits disregard for animal welfare in food production have all focused minds on （Fall） the need to understand why views of animals seemingly differ in East and 異文化比較を通じての日本理解 2 単位（秋学期） West. Understanding Japan through Cross-Cultural Comparison Lecturer SHAULES, JOSEPH To do so, this course takes a cultural, historical, and comparative approach 講師ショールズ，ジョセフ in finding out how our relationship with the non-human other has evolved over the past. Factors such as industrialization, urbanization, Course Description： modernization and secularization will be covered, as well as themes such – – Culture has a visible side food, clothing, architecture and a hidden side as pet-keeping, food customs, hunting, animal rituals, and protection of unconscious beliefs, values and assumptions. In this class we will movements. To keep things manageable, the course will concentrate explore this "cognitive programming" by comparing deep culture patterns mainly on comparing and contrasting Japanese and European experiences in Japan with those of other places. We will focus on how intercultural with animals. experiences affect us at the level of the "cognitive unconscious", and do cultural comparison in key areas of deep culture. The ultimate goals of Please note that the course will be taught not as a series of lectures but in this course are for students to 1) learn about deep culture patterns in Japan seminar-type format in which the students will actively engage in and other countries, 2) gain a deeper understanding of culture’s collaborative reading, presentation, fieldwork, and discussion. unconscious influence over us, 3) learn how get more out of our Textbooks： intercultural experiences, and 4) reflect on our own cultural values and TBA assumptions. The focus is on how cultural difference is experienced, not Reference Books： simply how to describe it from a historical or social perspective. This Richard W. Bulliet, Hunters herders, and hamburgers: the past and future class is suitable for Japanese and non-Japanese students. of human-animal relationships, New York: Columbia University Press, Textbooks： 2005. A reading packet will be provided for download by the teacher. Reference Books： Gregory Pflugfelder and Brett Walker, eds. Japanimals: History and - Deep Culture: The Hidden Challenges of Global Living, by Joseph Culture in Japan's Animal Life, Ann Arbor: University of Michian Press, Shaules, Multi-lingual Matters, 2007 2005. - The Beginner’s Guide to Deep Culture: Beneath the Surface, (2010), Shaules, Intercultural Press, Boston and London Keith Thomas, Man and the natural world: changing attitudes in England Course Plan： 1500-1800, Harmondsworth: Penguin, 1983. 1 First class – The deep culture of Japan 2 The "Oz Moment" and the "international brain". Brett L. Walker, The lost wolves of Japan, Seattle/London: University of 3 The autopilot - System one versus system two Washington Press, 2005. 4 Configuration - The hidden impact of culture Course Plan： 5 Systematic Intuitions - Learning to read cultural patterns 1 Orientation (guidance; discussion groups; brainstorming ) 6 Dilemma theory and deep cultural difference 2 Contemporary overview of the situation of animals I 7 Student presentations 3 Contemporary overview of the situation with animals II 8 The cognition of in-group and out-group 4 Theories on the place of animals in society I 9 Deep Culture and Status 5 Theories on the place of animals in society II 10 Deep culture and our moral compass 6 Animal histories I: medieval and early modern periods 11 Deep culture and issues of control 7 Animal histories II: early modern and modern periods 12 Deep culture and time 8 Animal histories III: modernization and westernization 13 Life spaces, privacy and identity 9 Thematic comparisons I: Religion and animals 14 Student presentations 10 Thematic comparisons II: Food and animals Other Final exam 11 Thematic comparisons III: Education and animals Lecturer's Comments to Students： 12 Thematic comparisons IV: Nationalism and animals

This class is suitable for Japanese and non-Japanese students. In this 13 Future of animals I: animals in the post-modern age class, students will not simply learn theory. They will be expected to 14 Future of animals II: the disappearance of animals? reflect on and discuss their intercultural experiences. Cultural Other Summary understanding requires lived experience. Deep understanding of cultural Method of Evaluation： difference involves personal growth and self-understanding. The Mid-term paper x1 (20 percent) instructor is passionate about the material. Final paper x1 (30 percent) Method of Evaluation： Group presentation (25 percent) 1. Final Written Exam (30%）

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Contribution to discussion (25 percent) Questions/Comments： The instructor can be reached at: [email protected] ANTHROPOLOGICAL APPROACHES TO JAPANESE CULTURE AND SOCIETY 2credits（Fall） FOOD AND FOODWAYS IN JAPANESE HISTORY, 16TH TO 文化人類学と日本研究 2 単位（秋学期） 21ST CENTURIES 2credits（Fall） Assistant Professor,Faculty of Science and Technology 日本の食と食文化の歴史 2 単位（秋学期） IMOTO, YUKI Lecturer NOZAWA, JOJI 理工学部専任講師井本由紀講師野澤丈二 Course Description： Course Description： The course will be a combination of lectures, in-class discussion and self- “Tell me what you eat, and I will tell you what you are,” proclaimed reflective workshops, and off-campus fieldwork activities. Brillat-Savarin, the illustrious French gastronome, in 1826. Nearly two The aims of the course are as follows. centuries later, we tend to paraphrase this as “you are what you eat”. In current scholarship in the field of Japanese Studies, an increasing The first aim is to review the English-language literature on the number of fascinating research topics have centered on food. The aim of anthropology and sociology of Japan, covering its discursive development this course is to examine Japanese food culture in a more global context, in a historical and socio-political context. Students will be required to read from ancient times to the present day. There will be a particular focus on a number of key ethnographies on aspects of Japanese society and culture, the interaction between the Japanese archipelago and the outside world. I and be prepared to discuss them critically in class. hope that by studying the evolution of Japanese food culture throughout history we will learn about the different stages of adaptation. In the The second aim, which is interwoven into the first, is to provide students second half of the semester the course will also deal with a number of an introduction to some ethnological/anthropological/sociological studies contemporary, food- related phenomena in an attempt to better understand about Japan written by Japanese scholars. We will consider such literature “what Japan and the Japanese are today”. in relation to Japanese nationalism, globalization of higher education and The course will be organized into a combination of formal lectures and academia, and to the movement of "world anthropologies". interactive seminars. Students will be given opportunities to present the subjects on which they intend to write a paper. The language of discussion The third aim is to facilitate students in conducting their own will be English. The participation of Japanese students is highly ethnographic fieldwork projects on aspects of self and society in Japan, encouraged in order for them to share their knowledge and experiences based around their themes of interest. and add to the discussion. During the term we may have one or two guest speakers in class and Students will be expected to engage in reflexive discussion and dialogue possibly organize a visit to a museum allowing us to understand some on their own intercultural experiences, and on their observations of aspects of Japanese food culture. cultural continuities, differences, hybridities and transformations. Reference Books： Textbooks： Theodore C. Bestor, Tsukiji: the Fish Market at the Center of the World Jeff Kingston. 2014. Critical Issues in Contemporary Japan. 2014. (Berkeley: University of California Press, 2004). Routledge. Katarzyna Cwiertka, Modern Japanese Cuisine: Food, Power and Joy Hendry. Understanding Japanese Society. 2012. Routledge. National Identity (London: Reaktion books, 2006). Yoshio Sugimoto. An Introduction to Japanese Society. 2010. Cambridge Jean-Louis Flandrin and Massimo Montanari, eds., Food: A Culinary University Press. History from Antiquity to the Present (New York: Columbia University Roger Goodman, Yuki Imoto and Tuukka Toivonen (eds). A Sociology of Press, 1999). Japanese Youth: from returnees to NEETs. 2012. Routledge. Richard Hosking, A Dictionary of Japanese Food: Ingredients and Kuwayama Takami. Native Anthropology: the Japanese challenge to Culture (Rutland, Vt: Tuttle, 1996). western academic hegemony. 2004. Trans Pacific Press. Barak Kushner, Slurp! A Social and Culinary History of Ramen: Japan's Nelson Graburn, John Ertl and Kenji Tierney (eds). Multiculturalism in Favorite Noodle Soup (Leiden: Brill, 2012). the New Japan: Crossing the boundaries within. 2008. Berghan. Norimichi Ishige, The History and Culture of Japanese Food (London: Reference Books： Kegan Paul, 2001). Ethnographic monographs will be introduced as assigned readings during Eric C. Rath and Stephanie Assmann, eds., Japanese Foodways: Past & class. Present (Chicago: University of Illinois Press, 2010). Course Plan： * More readings will be introduced during the lectures. A list of Japanese 1 Introduction references will also be distributed upon request. 2 "Japanese Studies" and the anthropology of Japan Course Plan： 3 Self and personhood 1 Introduction 4 Family and kinship 2 History 1: East Asian influences 5 Socialisation and youth 3 History 2: Western influences 6 Education 4 History 3: birth of Japanese cuisine 7 Globalizing higher education 5 Guest speaker 1 8 Multiculturalism and minority experience 6 Emperors at the table 9 Religion and ritual 7 Ekiben: railway boxed meals 10 Gift-exchange and economy 8 Wine in Japan 11 Art and performance 9 Food in films 12 Final presentations 10 Food security 13 Final presentations 11 Halal foods 14 Final presentations 12 Cuisine as world heritage Other Fieldwork activities will take place outside of class-time 13 Guest speaker 2 Method of Evaluation： 14 Current research trends Class participation 50% Other Round-up lecture Final presentation 25% Term paper 25%

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Lecturer's Comments to Students： Reischauer, Edwin O.: Japan. The Story of a Nation (A.A. Knopf, The above program should be considered provisional and students are 1970) welcome to request the inclusion of other topics in which they are Totman, Conrad D.: A History of Japan (Blackwell Pub., 2004) particularly interested. This class is designed for students who are passionate about any aspect of * For the postwar period: food culture: ingredients, recipes, tastes, ways of eating, etc., and their Bouissou, Jean-Marie: Japan. The Burden of Success (Hurst & C°, possible connotations. I hope to attract students from a variety of 2002) backgrounds to share different experiences and perspectives and to inspire Kingston, Jeffrey: Contemporary Japan: History, Politics and Social further interest in the fascinating topic of food in Japan. Change since the 1980s, Wiley Blackwell, 2013 A basic knowledge of Japanese history is desirable but not compulsory. Reischauer, Edwin O. and Jansen, Marius B.: The Japanese Today. The lectures will provide a general historical overview, as well as a Change and Continuity. Enlarged Edition (Harvard UP, 1995) specific focus on food. Method of Evaluation： * For a more in-depth approach: a) Presentation given in class (20%) Huffman, James L.: Modern Japan: a history in documents (Oxford b) Essay on a subject chosen by the student (50%) UP, 2011) c) Attendance and participation during class (30%) 3 The Japanese and the world (1) The History: Confronting the JAPAN. AN INTRODUCTION 2credits（Fall） world or being part of it? 序説日本 2 単位（秋学期） Ben-Dasan Isaiah [Yamamoto Shôten]: The Japanese and the Jews 14 ESSENTIAL QUESTIONS FOR UNDERSTANDING TODAY’S [Nihonjin to Yudaijin], Weatherhill, 1972 JAPAN Dale, Peter: The Myth of Japanese Uniqueness, Nissan Institute for 今日の日本を理解するための重要な 14 の質問 Japanese Studies & StMartin Press, 1986 Lecturer BOUISSOU, JEAN-MARIE Mouer, Ross: Constructs for Understanding Japan, K. Paul 講師ブイスー，ジャン＝マリ International, 1989 Otagaki, Tomoko: The Logic of Conformity. Japan’s Entry into Course Description： International Society (Toronto UP, 2011). The objective of this course is to clarify some questions that most foreign Paine S.C.M: The Wars for Asia: 1911-1949 (Cambridge UP, 2012) students have in mind when coming to Japan, but that are often answered Watanabe, Shôichi: The Peasant Soul of Japan [Nihon soshite in a simplistic way, and sometimes in biased or polemical manner. nihonjin], McMillan, 1989 By doing so, this course seeks to dispel some deeply rooted misconceptions about Japan, to help the students to understand the 4 The Japanese and the world (2) The Future: Is Japan entering a Japanese society and the Japanese way of living and doing things, and to new phase of “retreat from the world”? facilitate their interaction with the Japanese people. Some question to be answered relate to the most ancient period of Japan’s 5 Coming to terms with the past: Will the unending polemics about past, and some others to Japan’s future. They concern very diverse topics, ‘war crimes’ ever end? from organized crime to religion, from Japanese military to aesthetics, * Brackman, Arnold C: The other Nuremberg: the untold story of the and from Japanese youth to Japan’s economic competitiveness. Such a Tokyo war crimes trials, New York, Morrow , 1987 diversity notwithstanding, as the course proceeds forward, the students * Dower, John W.: Ways of Forgetting, Ways of Remembering: Japan understand that all these topics are interrelated and that each and every of in the Modern World, New York, The New Press, 2012 them help to explain both the seemingly indomitable resilience and the * Gi-Wook Shin et al (ed.): Rethinking historical injustice and seemingly unending uncertainties that lie at the core of today’s Japan. reconciliation in northeast Asia: the Korean experience, Routledge,

2007 Textbooks： * Qiu, Peipei: Chinese comfort women: testimonies…, Vancouver, No one – because of the extreme diversity of the topics. A dossier UBC Press, 2013, including both press clippings and references to parts of some books will * Soh, C. Sarah: “The Korean "comfort women" movement for be provided for each weekly class. redress”, Asian Survey 1996-12, Vol.36-12, p.1226-1240

Reference Books： * Ushimura Kei: Beyond the judgment of civilization : the intellectual Idem. legacy of the Japanese war crimes trials, 1946-1949, Tokyo, International House of Japan, 2003 Course Plan： * William, Peter: Unit 731: Japan’s secret biological warfare in 1 Introduction: An overview of the questions to be examined… and WWII, New York, Free Press, 1989. a few more. * Yamazaki, Jane W: Japanese apologies for World War II: a The extreme diversity of the topics of this course doesn’t allow for the rhetorical study, Routledge, 2006 preparation of a lengthy compendium in due form. However, the students interested by this course can prepare 6 The Japanese political system: Is Japan an “abnormal themselves for making the best of it by doing some reading… democracy”? * Gaunder, Alisa: The Routledge Handbook of Japanese Politics, Read the Japanese newspapers everyday Routledge, 2011 (Yomiuri, Asahi, Mainichi, Japan Times) * McCormack, Gavan: Democracy in Contemporary Japan, M.E. or at least browse through their online versions Sharpe, 1986. * Simon, A. Avenell: Making Japanese Citizens: Civil Society and the Focus on the editorials, the topics about society, the economy, and Mythology of Shimin in Postwar Japan, California UP, 2010 special events. Also, everything in relation to the preparation of the * Stockwin, J.A.A.: Governing Japan: Divided Politics in a Resurgent official declaration for the 70th Anniversary of the end of the WWII. Economy, Oxford, Blackwell Publishers, 2008. * Woodall, Brian: Japan under Construction: Corruption, Politics, and 2 The Japanese and their national history: Why such a ‘proximity’ Public Works, California UP, 1996 with it and so many uncertainties about it? * Synthetic narrations of the Japanese history as a whole: 7 Is Japan a ‘safe country’? The paradox of a low crime rate and a highly organized crime.

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United Nations Surveys on Crime Trends * Matsumoto, Michihiro: The Unspoken Way: Haragei – Silence in and the Operations of Criminal Justice Systems Japanese Business and Society [Haragei], Kodansha International, http://www.unodc.org/unodc/fr/data-and-analysis/United-Nations- 1988. Surveys-on-Crime-Trends-and-the-Operations-of-Criminal-Justice- * Maynard, Senko: Japanese Communication: Language and Thought Systems.html in Context, Hawaii UP, 1997

* Hill, Peter: The Japanese Mafia: Yakuza, Law and the State, Oxford 12 The future of Japan (1) – The Japanese youth: Is the “lost UP, 2003 generation” really ‘lost’? * Kaplan, David, and Dubro, Alec: Yakuza: Japan’s Criminal Fondation pour l’Innovation Politique Underworld, California UP, 2003 (1st ed. 1987). 2011 La jeunesse du monde * Rothacher, Albercht: “Yakuza: The Socioeconomic Roles of http://www.fondapol.org/en/polls/united-states-2011-world-youths/ Organized Crime in Japan”, Internationales Asienforum, 24-1-2 (05-1993), p.111-121 * Brinton, Mary: Lost in Transition: Youth, Work and Instability in * Siniawer, E. Maruko: Ruffians, Yakuza, Nationalists: The Violent Postindustrial Japan, Cambridge UP, 2011. Politics of Modern Japan, Cornell UP, 2008. * McCormack, Gavan: The Emptiness of Japanese affluence, M.E. Sharpe, 2001 8 The Japanese and their Gods: Are the Japanese “the less religious * Mouer, Ross, and Kosugi, Reiko: Escape from Work: Freelancing people in the world” Youth and the Challenge to Corporate Japan, Transpacific Press, 2008. * Zielenziger, Michael: How Japan Created its own Lost Generation, * Ellwood, Robert: Introducing Japanese Religions, Routledge, 2008 Vintage Books, 2007 * Inoue, Nobutaka: Contemporary Japanese Religion, Foreign Press Center, 2000 13 The future of Japan (2) – The Economy: Is Japan still * Swanson Paul, and Chilson, Clark: Nanzan Guide to Japanese competitive, and can the ‘Abenomics’ succeed? Religions, Hawaii UP, 2006 World Economic Forum * Tanabe, George J. (ed.): Religions of Japan in Practice, Princeton The Global Competitiveness Report 2014-2015 UP, 1999 http://www.weforum.org/reports/global-competitiveness- report-2014-2015 9 Ethics, aesthetics and happiness: What is ‘beautiful’ and ‘worthy’ in Japan? * Adams, Gerard et al. (eds.): Accelerating Japan’s Economic * Garfield, Jay L, and Edelglass William (eds.): The Oxford Growth: Resolving Japan’s Growth Controversy, Routledge, 2008 Handbook of World Philosophy, Oxford UP, 2011. See: Classical * Allison, Anne: Precarious Japan, Duke UP, 2013 Confucianism / Daoism / Neo-Confucianism / Contemporary * Chandler, Clay et al. (eds.): Japan: The Quest for a Future that Confucianism / Buddhist ethics / Japanese and Korean philosophy / Works, McKinsey & C°, VIZ Media, 2011 Japanese ethics / Japanese aesthetics / Natural freedom: human/nature nondualism in Japanese thought / The philosophy of Zen / Nishida 14 The future of Japan (3) – The Demography: Is the programmed Kitarō: self, world, and the nothingness underlying distinctions / collapse still avoidable? * Ekuan, Kenji: The Aesthetics of the Japanese Lunchbox, Cambridge * Hara, Toshihiko: A Shrinking Society: Post-Demographic (Mass.) MIT Press, 1998 Transition in Japan, Springer Japan, online http://link.springer.com/ * Morris, Ivan: The Nobility of Failure: Tragic Heroes in the History book/10.1007%2F978-4-431-54810-2 of Japan, Penguin Books, 1980 * Matsutani, Akihiko: Shrinking Population Economics: Lessons * Richie, Donald: A Tractate on Japanese Aesthetics, Stone Bridge from Japan [Jinkô genshô Keizai no atarashii kôshiki], International Press, 2007 House of Japan, 2006 * Tanizaki, Junichirô: In Praise of Shadow [Inei raisan], C.E. Tuttle, * Rebick, Marcus, and Takeyama, Mayumi (eds.): The Changing 1984 Japanese Family, Routledge, 2006

10 How social interaction works in Japan? (1): The Japanese as Other The future of Japan (4) – The Security: Is Japan “back to the “contextual individuals” arms”, and for what purposes? * De Mente, Boye: Japan’s Cultural Code Words: 233 Key Terms that Stockholm International Peace Research Institute Explains the Attitude and the Behavior of the Japanese, Tuttle, 2004 SIPRI Military Expenditures Database 1988-2014 * Nakane, Chie: Japanese Society: A Practical Guide to http://www.sipri.org/research/armaments/milex/milex_database Understanding the Japanese Mindset and Culture [Tate shakai no ningen kankei], Tuttle, 1973 * Midford, Paul: Rethinking Japanese Public opinion and Security: * Lebra, Takie Sugiyama: Japanese Patterns of Behaviour, Hawaii UP, From Pacifism to Realism, Stanford UP, 2011 1976 * Singh, Bhubhindar: Japan’s Security Identity: From a Peace * Matsumoto, Michihiro: The Unspoken Way: Haragei – Silence in State to an International State, Routledge, 2013 Japanese Business and Society [Haragei], Kodansha International, * Soeya, Yoshihide et al. (eds.): Japan as a « Normal Country »: A 1988. Nation in Search of its Place in the World, Toronto UP, 2011 * Maynard, Senko: Japanese Communication: Language and Thought * Yasutomo, Dennis: Japan Civil-military Diplomacy: The Banks in Context, Hawaii UP, 1997 of the Rubicon, Routledge, 2014 * Wu, Guang: The Third Sino-Japanese War: The Dream of a 11 How social interaction works in Japan? (2): The ‘do’ and ‘don’t’ Pacific Empire, Nova Science Publishers, 2012 – and what is changing about it. * De Mente, Boye: Japan’s Cultural Code Words: 233 Key Terms that Lecturer's Comments to Students： Explains the Attitude and the Behavior of the Japanese, Tuttle, 2004 No topic is taboo for this course, but it does not allow either for prejudice * Nakane, Chie: Japanese Society: A Practical Guide to or partiality. Understanding the Japanese Mindset and Culture [Tate shakai no ningen kankei], Tuttle, 1973 Method of Evaluation： * Lebra, Takie Sugiyama: Japanese Patterns of Behaviour, Hawaii UP, 1. Exam（ 60-40% ） 1976 2. Reports（ 0-20% ）

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3. Attendance, Participation（ 30% ） Method of Evaluation： 1. Attendance and participation in class: 30% BORDER CROSSINGS AND JAPANESE SOCIETY 2credits 2. Visual autobiography on border crossing experiences: 20% （Spring） 3. Group project and presentation: 20% 4. Final paper: 30% 人の国際移動と日本社会 2 単位（春学期） Questions/Comments： BORDER CROSSINGS AND JAPANESE SOCIETY 2credits Students can contact me via e-mail: [email protected] （Fall）人の国際移動と日本社会 2 単位（秋学期） ETHNOGRAPHY OF MULTICULTURAL JAPAN 2credits Project Assistant Professor TOKUNAGA, TOMOKO （Fall）特任講師德永智子多文化日本のエスノグラフィー 2 単位（秋学期） Course Description： Project Assistant Professor TOKUNAGA, TOMOKO Japan has long been a country which both sends and receives immigrants. 特任講師德永智子 Today a number of‘foreigners,’ including immigrants referred to as Course Description： ‘oldcomers,’‘newcomers,’ and refugees reside in Japan. There are While Japan is often depicted as a homogeneous country, it is increasingly communities of Japanese expatriates and Nikkei in many parts of the becoming diverse in terms of race, ethnicity, religion, language, class, world. This course introduces basic concepts related to migration, among other dimensions of identity. Recent flows of immigrants further immigration, and cultural encounters across national borders and explores contributed to the emergence of pockets of “borderland” and multicultural the possibilities and constraints of the lives of various groups of border communities and spaces in many parts of Japan. Through discussions, crossers to and from Japan. Through discussions, videos, personal videos, fieldtrips, and group projects, this course attempts to explore the reflections, guest lectures, group projects, and field trips, this course historical and social context of these communities as well as complex and attempts to explore questions such as: What are the social, historical, and ambiguous identities and experiences of people who live in-between many structural contexts defining the experiences of border crossers? How do cultural beliefs, traditions, and histories in Japan. The course introduces immigrants change the places where they arrive and how do they change ethnography as a robust tool to capture the changing nature of Japan as a to accommodate the societal expectations? How do they construct multicultural, multi-ethnic, and multi-lingual country. The students are identities, home(s), and community(ies) while negotiating their lives in- expected to conduct ethnographic fieldwork in these borderland between multiple countries, traditions, and cultures? This course also communities and present their findings in the class. allows students to unpack and deepen their own border crossing Textbooks： experiences and connect their personal stories to the overall theme of the There is no textbook for this course. Weekly reading assignments will be class. available online. Textbooks： Reference Books： There is no textbook for this course. Weekly reading assignments will be Anzaldúa, G. (2007). Borderlands la frontera: the new mestiza (3rd ed.). available online. San Francisco: Aunt Lute Books. Reference Books： Befu, H. (2001). Hegemony of homogeneity: an anthropological analysis Adachi, N. (2006). Japanese diasporas: unsung pasts, conflicting presents, of "Nihonjinron." Melbourne; Portland: Trans Pacific Press. and uncertain futures. London: Routledge. Lie, J. (2001). Multiethnic Japan. Cambridge: Harvard University Press. Anzaldúa, G. (2007). Borderlands la frontera: the new mestiza (3rd ed.). Willis, D. B., & Murphy-Shigematsu, S. (2008). Transcultural Japan: at San Francisco: Aunt Lute Books. the borderlands of race, gender and identity. London; New York: Appadurai, A. (1996). Modernity at large: cultural dimensions of Routledge. globalization. Minneapolis: University of Minnesota Press. Course Plan： Hirabayashi, L. R., Kikumura-Yano, A., & Hirabayashi, J. A. (2002). New 1 Introduction worlds, new lives: globalization and people of Japanese descent in the 2 Discourse of Japaneseness Americas and from Latin America in Japan. Stanford: Stanford University 3 Understanding the cultural in-between, borderlands, third space Press. 4 Ethnography and multicultural Japan Willis, D. B., & Murphy-Shigematsu, S. (2008). Transcultural Japan: at 5 Buraku community and human rights issues the borderlands of race, gender and identity. London; New York: 6 Fieldtrip Routledge. 7 Indigenous minorities (Ainu and Okinawan) Course Plan： 8 Fieldtrip 1 Introduction 9 New immigrants and Tabunka Kyosei 2 Basic concepts: Globalization, migration, and diaspora 10 Fieldtrip 3 Basic concepts: Transnational social fields and imagined communities 11 Group Presentations 4 Basic concepts: Borderlands, hybridity, and agency 12 Group Presentations 5 What is your border crossing story? 13 Group Presentations 6 Japanese immigrants in America (history of exclusion and Nikkei 14 Reimagining Japan: Where to go from here? communities) Other Reflection and conclusion 7 Nikkeijin in Japan (ethnic return migration and home construction) Lecturer's Comments to Students： 8 Japanese youth in North America (media, self, and identity) This course requires students’ active classroom participation. Students are 9 Immigrant youth in Japan (education and career choices) expected to attend class regularly (including fieldtrips), complete assigned 10 Filipina women in Japan (labor migration and cross-cultural marriage) readings before the class, participate in discussions and group projects, 11 Fieldtrip and do presentations. 12 The lives of border crossers -comparative perspectives- Method of Evaluation： 13 Group presentations 1. Attendance and participation in class: 30% 14 Group presentations 2. Reflection papers: 20% Other Reflection and conclusion 3. Group project and presentation: 20% Lecturer's Comments to Students： 4. Final paper/product: 30% This course requires students’ active classroom participation. Students are Questions/Comments： expected to attend class regularly, complete assigned readings before the Students can contact me via e-mail: [email protected] class, participate in discussions and group projects, and do presentations.

13 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32

HUMAN ENGINEERING WITH FOCUS ON JAPAN 2credits （Spring）日本の人間工学 2 単位（春学期） Human Factors Lecturer URAKAMI, JACQUELINE SCIENCE AND TECHNOLOGY IN JAPANESE CULTURE 講師浦上ヤクリーン 2credits（Fall） Course Description：日本の文化と科学技術 2 単位（秋学期） Human Engineering is concerned with the application of what we know Science and Technology in Space and Time about people, their abilities, characteristics, and limitations to the design Professor,Faculty of Science and Technology INOUE, KYOKO of equipment they use, environments in which they function, and jobs 理工学部教授井上京子 they perform. Course Description： Goal of the course is to provide an overview of the interdisciplinary field This course is intended for students from various backgrounds. The human engineering and to introduce leading edge technology made in main purpose of the course is to introduce students to the cultural bases Japan. The course introduces various aspects of human engineering that the development of science and technology stands on. thereby focusing on Japanese Design, and on advanced Japanese In the first half of each class hour, a topic from the latest Japanese news engineering technologies. By means of practical examples students will in science or technology fields will be selected for discussion. Here, the experience the importance of human engineering design criteria such as instructor will provide some materials to refer to, but students are Universal design, Cognitive Engineering and Emotional Design. encouraged to throw in their ideas, insights, and interpretations of the Discussions will help participants to clarify the goals of human Japanese cultural context to which the topic is related. engineering, and to understand its potential and its feasibility. In the second half of each class hour, students will take turns and give Textbooks： presentations on the place science and technology hold in the past, Wickens, C.D., Hollands, J.G., Parasuraman, R., & Banbury, S.,(2012). present, and future of their own home countries. Engineering Psychology and Human performance. London: Prentice Hall. Salvendy, G. (2012). Handbook of Human Factors and Ergonomics. The topics will depend on students’ fields of interest as well as current Hoboken, NJ: Wiley. topics. Issues raised in the last academic year include: Reference Books： - "Kawaii" culture Kroemer, K.H.E., Kroemer, H.B., & Kroemer-Ebert, K.E. (2001). - School Festival as Initiation Ceremony? Ergonomics: How to design for ease and efficiency. New Jersey: Prentice- - Rites of Passage in Japan Hall - Seasons Pollock (N.) Made in Japan: 100 New products. (2012). New York: - Food Price Merrell Publishers - Food & Drinks Norman, D.A. (2005). Emotional Design: Why we love (or hate) everyday - Traditional Music things. New York: Basic Books. - Murakami Haruki Norman, D.A. (2002). The design of everyday things. New York: Basic - VOCALOID Books. - Shogunate -- the Feudal Japan Course Plan： - Manga 1 Introduction: A short introduction to Human Engineering - Les Yakuza 2 Design Made in Japan

3 Human Engineering: Principles, Guidelines and Standards Textbooks： 4 Design Process - User centered design Database and E-journals on Keio Media Center Reference Books： 5 Anthropometry: Measuring the Human Body To be announced 6 Cognitive Engineering Course Plan： 7 Interface Design 1 Introduction 8 Universal Design, Accessibility 2 Japanese cultural factors embedded in science and technology (1): 9 Emotional Design / Kansei Engineering "kawaii"-ness 10 Robotics 3 Japanese cultural factors embedded in science and technology (2): 11 Field trip: Panasonic Center group-oriented-ness 12 Energy 4 Students’ special fields and current topics (1) 13 Future trends 5 Students’ special fields and current topics (2) 14 Exam and Review Other 6 Students’ special fields and current topics (3) Students' Presentation Method of Evaluation： 7 Students’ special fields and current topics (4) 1. Exam（30%） 8 Students’ special fields and current topics (5) 2. Presentation（20%） 9 Students’ special fields and current topics (6) 3. Attendance, Participation（20%） 10 Students’ special fields and current topics (7) 4. Assignments（30%) 11 Students’ special fields and current topics (8) 12 Students’ special fields and current topics (9) INNOVATIVE TECHNOLOGIES FOR JAPAN'S AGING 13 Students’ special fields and current topics (10) SOCIETY 2credits（Fall） 14 Students’ special fields and current topics (11) 高齢化社会日本のための革新的技術 2 単位（秋学期） Other Summary Lecturer's Comments to Students： Lecturer URAKAMI, JACQUELINE Be there! Feel free to throw in your ideas and questions. 講師浦上ヤクリーン Method of Evaluation： Course Description： 50% by Active Class Participation This course introduces innovative ways to use technology in developing 50% by Final Paper products and services for aging users. Japans' society is rapidly aging Questions/Comments： making it a necessity to address the special needs and requirements of Please contact the instructor via e-mail.

14 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 older people in many areas of everyday life such as Transportation, Bowring, Richard. The Religious Traditions of Japan. Cambridge Communication, Housing or at Work. The course focuses on the University Press, 2008. challenges of population aging for the Japanese society and how technology can be used to promote health and well-being in older age. For those, who can read in Russian: Using practical examples and discussions students will look into Накорчевский, Андрей. Синто. Петербургское востоковедение. 2000, innovative ways to address the challenges of an aging population. 2003. Textbooks： Накорчевский, Андрей. Японский буддизм. Петербургское Fisk, A. D., Rogers, W. A., Neil Charness, N., Czaja, Sharit, J. (2009), востоковедение. 2004. Designing for Older Adults: Principles and Creative Human Factors Approaches, 2nd edition, CRC Press Freely downloadable articles from Japanese Journal of Religious Studies Reference Books： are highly recommended as valuable references. Lesnoff-Caravaglia, G. (2007). Gerontechnology: Growing old in a Course Plan： technological society. Charles C. Thomas Publisher: Springfield. 1 What is religion or what does religion do? The preliminary basics. Minichiello V. & Coulson, . (2006). Contemporary issues in 2 India and China: basic notions and concepts of traditional worldviews. gerontechnology: Promoting positive ageing. Routledge: London. 3 Shinto: the foundation of Japanese religiosity. Course Plan： 4 Field trip to a Shinto shrine. 1 Introduction: Innovative Technologies for Japan's Aging Society 5 Buddhism in India and China: Theravada(Hinayana), Mahayana, 2 Population Trends in Japan Vajrayana. 3 Effects of Population Aging 6 Introduction of Buddhism to Japan: State and Popular Buddhism. 4 Age related changes of the human body 7 Domination of Esoteric Buddhism: Tendai and Shingon Schools. 5 Improving perception of information for older users 8 Field trip to a Buddhist temple. 6 Design of Input and Output Devices 9 Amalgamation of buddhas and kami: honji suijaku theory, pilgrimage 7 Communication and Information Technology and shugendo. 8 Robotics and Independence 10 Pure Land and Zen Buddhism: lands of bliss and gardens of calm. 9 Mobility and Transportation 11 Shinto response: 13-16 centuries. 10 Field trip: TOTO Showroom 12 Teachings of Confucius and Christ on Japanese soil. 11 Healthcare technologies 13 Rational elite, superstitious subjects: the Tokugawa period 12 Accommodations for Aging-in-Place 14 Field trip to a temple 13 Project Presenation Other Review of the course 14 Exam and Review Lecturer's Comments to Students： Other Student's presentation No specific preliminary knowledge is required, but participants are Method of Evaluation： expected to have basic understanding of Japanese history and culture. A 1. Exam（30%） short, but very well written and informative book Japanese Culture by H. 2. Presentation（20%） Paul Varley is a must-read for all prospective students. 3. Attendance, Participation（20%） Method of Evaluation： 4. Assignments（30%) Grading is based on (1) final paper (50%), (2) in-class presentation (25%), (3) attendance and participation in the class discussions (25%). The total length of a final paper must be at least 5 pages but should not exceed 10 pages in A4 size, single-spaced. A final paper should be supported by references to at least 3 academic books or journal articles. For a final paper you can choose any topic related to the main theme of the class, but keep it as narrow as possible. RELIGIONS IN JAPAN 2credits（Spring） Questions/Comments：日本における宗教 2 単位（春学期） Please feel free to contact me if you have any questions by email [email protected] Professor,Faculty of Letters NAKORCHEVSKI, ANDRIY 文学部教授ナコルチェフスキー，アンドリイ JAPANESE BUDDHISM AND SOCIAL SUFFERING 2credits Course Description：（Spring） This course is designed to introduce students to the history, teachings and 日本仏教と現代社会 2 単位（春学期） practice of Japanese religions, mainly Shinto, Buddhism in its various Priests and Temples Reviving Human Relationship and Civil Society forms and so called folk believes. First we will try to get a better Lecturer WATTS, JONATHAN S. understanding of religion as a universal phenomenon and then examine its 講師ワッツ，ジョナサンＳ. local representations in Japan in historical perspective through discussing their basic theoretical and practical aspects. We will also examine Course Description： representative samples of primary texts in translation, watch This course will look at Buddhism in Japan in a very different way – documentaries and do some field research by visiting shrines and temples through the actions of Buddhist priests and followers to confront the real in central Tokyo. life problems and suffering of people in Japan today. We will look at such Students will be required to make a short presentation on an assigned issues as: topic at least once during the semester and submit a final paper. 1) human relationships in terms of: a) dying and grieving, and b) Textbooks： alienation and suicide; We will use the book of Ellwood, Robert. Introducing Japanese Religion. 2) economic development in terms of: a) social and economic gaps, aging Routledge. 2007 (can be downloaded for a fee here http:// society, community breakdown and depopulation of the countryside, b) www.jbeonlinebooks.org/eBooks/japanese/) as a basic textbook and some alternatives to globalization and Buddhist economics, and c) alternative additional reading will be assigned for each week and tested in the class. energy and the environment; Reference Books： 3) politics in terms of: a) nuclear power and peace, and b) Buddhist Davis, Hadland. Myths and Legends of Japan. Cosimo Classics, 2007. complicity with war and work for peace. Reader, Ian eds. Japanese Religions: Past & Present. University of Hawaii The creative solutions some individual Buddhists are developing in Press, 1993. response to these problems mark an attempt to revive Japanese Buddhism, Breen John and Teeuwen, Mark. A New History of Shinto. Wiley- which has been primarily associated with funerals and tourism. These Blackwell, 2010.

15 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 efforts are trying to remake the temple as a center of community in an choose one of the main themes in the class → increasingly alienated society. attend a field trip related to that theme → together in a group help facilitate class discussion during one class → There will be a variety of teaching methods from homework, readings, submit a final written and/or multi-media report at the end of the semester group processes, in-class videos, guest speakers, and field trips. This by each individual student course will attempt to be as interactive as possible, so students should be Questions/Comments： ready to reflect on the issues personally as they experience them as Teacher Profile: Jonathan Watts has lived in Indonesia, Thailand and residents of Japan, and to express these reflections not only intellectually Japan for the past 20 years involved in NGO/NPO work with Buddhist but emotionally as well. based organizations. He is also conducting research on Japanese Textbooks： Buddhism and has recently finished writing three books: Lotus in the None; all readings, homework assignments, and other class details will be Nuclear Sea: Fukushima and the Promise of Buddhism in the Nuclear Age available on the class homepage: https://ogigaya.wordpress.com/ (2013) and This Precious Life: Buddhist Tsunami Relief and Anti-Nuclear Reference Books： Activism in Post 3/11 Japan (2012) Yokohama: International Buddhist Covell, Japanese Temple Buddhism: Worldliness in a Religion of Exchange Center; and Buddhist Care for the Dying and Bereaved: Global Renunciation (University of Hawaii Press, 2006). Perspectives (Boston: Wisdom Publications, 2012). Students will have the opportunity to learn from and meet the many Buddhist priests and social Nakamura, Hajime. Ways of Thinking of Eastern Peoples (University of activists in Japan and elsewhere whom he has come to know over the Hawaii Press, 1964) years.

Watts. Lotus in the Nuclear Sea: Fukushima and the Promise of Buddhism BUDDHISM AND SOCIAL CHANGE IN CONTEMPORARY in the Nuclear Age (Yokohama: International Buddhist Exchange Center, ASIA 2credits（Fall） 2013). 仏教と現代アジアの社会変化 2 単位（秋学期） New Buddhist Influences in Economics, Technology, Ecology, Gender, Watts. This Precious Life: Buddhist Tsunami Relief and Anti-Nuclear Human Rights, and Dying 新しい仏教の影響：経済、技術、環境、 Activism in Post 3/11 Japan (Yokohama: International Buddhist Exchange ジェンダー、人権、死へ Center, 2012). Lecturer WATTS, JONATHAN S. 講師ワッツ，ジョナサンＳ. Watts & Tomatsu, Buddhist Care for the Dying and Bereaved: Global Perspectives (Boston: Wisdom Publications, 2012) Course Description： Course Plan： This course would be offered in the Fall Semester as a companion course 1 Introduction to class, classmates, and lecture on A Brief History of to JAPANESE BUDDHISM AND SOCIAL SUFFERING (日本仏教と現 Japanese Buddhism 代社会) offered in the Spring by the same instructor--but you do not have 2 Cultures in Dialogue : The civilizational culture of Buddhism meets to take both courses. Buddhism is the largest indigenous religion of Asia Japan's particular cultural identity and has ancient roots in every country in the region, including majority 3 The Present Crisis in Japanese Buddhism: The Disconnected Society Muslim ones like Bangladesh and Indonesia. However, in the 無縁社会 contemporary age, it is in crisis, principally from the way economic and 4 The Present Crisis in Japanese Society & the Potential of Buddhist scientific modernity challenges its worldview and values. Buddhist Chaplaincy institutions throughout the region have been responding to this crisis in 5 The Present Crisis in Japanese Buddhism & Human Relationships I: variety of ways from nationalistic chauvinism, to market and Dying and Grieving in an Aging Society technologically savvy new Buddhist organizations, and also progressive 6 Human Relationships II: Analysis of the Suicide Problem in Japan social action movements known as Socially Engaged Buddhism. This 7 Human Relationships II: The Suicide Prevention Priests of Japan course will look at these different responses and attempts by Buddhism to 8 Development I: Economics, Poverty & Suicide remain relevant in the dynamic social landscape of contemporary Asia, 9 Development I: Gross National Happiness and Buddhist development while offering numerous case studies familiar to the instructor’s 25 years (開発 kaihotsu) of experience throughout the region. 10 Development II: Poverty and Economic Development Policy Textbooks： 11 Politics I: War and Peace in Japanese Buddhism None; all readings, homework assignments, and other class details will be 12 Politics II: War & Peace - Japanese Buddhist background in war and available on the class homepage: https://ogigaya.wordpress.com/ armed conflict Reference Books： Video: Zen and War The Buddha’s Way to Human Liberation: A Socio-Historical Approach. 13 Politics II: Nuclear Power and Peace Swaris, Nalin. (Nugegoda, Sri Lanka: Sarasavi Publishers, 2008) 14 Politics II: Civil Protest and Buddhism Engaged Buddhism: Buddhist Liberation Movements in Asia. Eds. Other Conclusion and Reflection Christopher S. Queen & Sallie B. King (Albany, NY: State University of Lecturer's Comments to Students： New York Press, 1996). 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 Action Dharma: New Studies in Engaged Buddhism. Eds. Queen, Prebish, 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 Keown (London: RoutledgeCurzon, 2003) 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 Rethinking Karma: The Dharma of Social Justice. Ed. Jonathan S. Watts 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 (Chiang Mai, Thailand: Silkworm Press, 2009). ましょう！While this class is conducted in English, there will be a broad Buddhist Care for the Dying and Bereaved. Ed. Jonathan S. Watts use of Japanese language source texts and videos, and Japanese may be (Boston, MA: Wisdom Publications, 2012) used at times in class and on field trips. However, all main texts are in Course Plan： English. Translation will be provided during field trips, and the final 1 Introduction: Buddhism in 21st Century Asia – A Dying Tradition, A written report must be done in English. Whether it be Japanese, English or Booming Practice & Philosophy one of the many languages of our international students, let's enjoy 2 The Social Dimensions of Early Buddhism in India communicating together! 3 Responses to Modernity Part I: Buddhist Socialism and Buddhist Method of Evaluation： Nationalism There will two important aspects to evaluation: 4 Responses to Modernity Part II: Market Buddhism and Socially 1) regular participation: attendance, homework reading, discussion, and Engaged Buddhism participation in class. 5 Economics I: Buddhist Micro-Credit & Community Development 2) group project:

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6 Economics II: Post Capitalist Economics & Gross National Happiness Course Plan： (GNH) 1 What is Shinto? (1) : Japan’s Kojiki and Nihon shoki. 7 Human Rights: Caste, Class, and the Revival of Buddhism in India Introduction 8 Gender: Women’s Ordination and Buddhist Alternatives to Western 2 What is Shinto?(2): Differences in the concept of the Emperor: Feminism China vs. Japan. 9 Environmentalism: Deep Ecology & Clean Alternatives to Nuclear 3 Agricultural cycle and rituals of gods in Japan vs. Southern India. Energy 4 Ancestral Worship in South East Asia, East Asia and Japan. 10 Youth: Urban and Rural Asian Youth Creating New Identities 5 Nature Worship, and the pure and the impure rule (1). 11 Technology: The Science of Meditation & Buddhism’s Popularity in Mary Douglas's 'Purity and Danger': the Leviticus, Kojiki, and the the Computer World Laws of Manu. 12 Death: Hospice Care and Suicide Prevention 6 Nature Worship, and the Pure and the Impure (2), Ing and Yang, hot 13 Buddhism & Other Religions: Inter-Religious Conflict between and cool, static and dynamic. Buddhism & Islam religious terms in India and Japan. 14 Review of course themes & Preparation for final report Students' Presentation 1 Other Conclusion and Reflection 7 Pollution and the Untouchability in Japan and India Lecturer's Comments to Students： Students' Presentation 2 We will use a wide variety of methods in the classroom, including videos, 8 Shinto and Buddhism in Japan (1) guest speakers, group work, etc. During lectures, ample time will be given Japanese Shinto and Buddhism in pre-medieval Japan and Korean for questions and discussion. A prior knowledge of Buddhism is not Peninsula necessary. Using Buddhism as a lens, we will investigate a wide variety of 9 Shinto and Buddhism in Japan (2). social issues in Asia and take time to enjoy interaction with each other. An Japanese Shinto and Buddhism in pre-medieval Japan and Korean optional meditation class will also be offered in the evenings. Peninsula Method of Evaluation： 10 Okinawan folk religion and the southern route to Japan(1). 1. Exam N/A Matrilineal tradition vs. patrilineal tradition. 2. Reports（Final Paper 60%） 11 Okinawan folk religion and the southern route to Japan (2). 3. Attendance & Participation (30%) Religious tradition of Okinawa, China, and South East Asia. 4. Other（Intermediate assignments during term 10%） 12 Okinawan folk religion and the southern route to Japan (3). Questions/Comments： Religious tradition of Okinawa, China, and South East Asia: how are Teacher Profile: Jonathan Watts has lived in Indonesia, Thailand and they similar? Japan for the past 25 years involved in NGO/NPO work with Buddhist Japan’s New Religion and Shinto based organizations, and writing and editing a collaborative volume by 13 Japan’s pop culture and folk beliefs (1) Buddhist scholar-activists Rethinking Karma: The Dharma of Social Students’ presentation 3 Justice. Ed. Jonathan S. Watts (Chiang Mai, Thailand: Silkworm Press, 14 Japan’s pop culture and folk beliefs (2) 2009). He is also conducting research on Japanese Buddhism and has Students’ presentation 4 recently finished writing three books: Lotus in the Nuclear Sea: Other Optional field trip in Tokyo area can be arranged for class Fukushima and the Promise of Buddhism in the Nuclear Age (2013) and participants. This Precious Life: Buddhist Tsunami Relief and Anti-Nuclear Activism Lecturer's Comments to Students： in Post 3/11 Japan (2012) Yokohama: International Buddhist Exchange Classroom presentation for each participant is required at least once. Center; and Buddhist Care for the Dying and Bereaved: Global Class reading materials are to be discussed in the class. Perspectives (Boston: Wisdom Publications, 2012). Method of Evaluation： 1. Exam（No exam） JAPAN'S KAMI WORSHIP: WHERE DID IT COME FROM AND 2. Reports（55 %） WHERE WOULD IT GO? 2credits（Fall） 3. Attendance, Participation（45 %) 日本の神崇拝：その起源はどこからきたか？ 2 単位 Questions/Comments：（秋学期） The lecturer can be reached by email. How was Japan’s cultural ‘hybridity’ created? Lecturer NISHIMURA, YUKO 講師西村祐子 Course Description： This class will discuss folk beliefs and rituals of kami worship (or Shinto) in different parts of Japan (eg. Ise, Kumano, Izumo, and Okinawa) and AN INTRODUCTION TO JAPANESE HISTORY: SURVEYING study where Japanese folk religion come from. JAPAN'S PRE-MODERN PAST 2credits（Spring） In this class, the focus is to understand the Japanese cultural heritage as a 日本史入門：前近代日本史概観 2 単位（春学期） hybrid of the East Asia and the South East Asia. AN INTRODUCTION TO JAPANESE HISTORY: SURVEYING JAPAN'S PRE-MODERN PAST 2credits（Fall） Lecture topics will include spirits, demons, and nature worship, the 日本史入門：前近代日本史概観 2 単位（秋学期） rituals of the priestess, the emperor, and the sun goddess 'Amaterasu'. An Introduction to Japanese Pre-Modern History: Surveying Japan’s Pre-Modern Past (Proto-Historic Japan to Sekigahara) The shamanic tradition embedded in Japanese folk religions will be Assistant Professor,Faculty of Business and Commerce studied as a backdrop to Japanese 'New religion'. KURASHIGE, JEFFREY Y. 商学部専任講師クラシゲ，ジェフリーヨシオ Online course materials will be provided for students to read before each Course Description： class. Textbooks： This course will examine the “pre-modern period” of Japan from its To be announced in the class. origins in the Jomon Period through to the end of the 16th century by Reference Books： focusing upon the emergence of the imperial state, court rulership, and the To be announced in the class. rise of the warrior class. Though dominated by the rulership, religions, and lifestyles of courtiers and warriors, the course also explores the

17 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 cultural context within which elites, commoners, and those in between cultural perspectives both in relation to developments within Japan and to lived and prospered. The approach is thus primarily socio-cultural, those in the increasingly globalising world of East Asia. aiming to enhance the student’ understanding not only of the Japan of the Textbooks： past, but also of the present. By the end of the course, students will be There is no set text. familiar with the most important aspects of the classical Heian age, the Reference Books： dual (or tripartite) polity of Kamakura, the warrior rule of the Muromachi Conrad Totman, Early Modern Japan, Berkeley, 1993. era, and the subsequent era of civil warfare. The Cambridge History of Japan Volume 4: Early Modern Japan, Textbooks： Cambridge, 1991. All reading materials will be provided by the instructor in PDF format. Marius B. Jansen, The Making of Modern Japan, Cambridge MA, 2000. Reference Books： Course Plan： Reference books will be provided by the instructor in PDF format. 1 Introduction. Course Plan： 2 Background to European expansion in Asia. 1 Introduction and Proto-historic Japan: Jomon and Yayoi Japan 3 The Portuguese in Japan: trade. 2 The "Yamato" Era: Japan’s First “Empire” 4 The Portuguese in Japan: religion and culture. 3 The World of the Shining Prince: Aristocratic Rules and Lifestyles in 5 The shuinsen voyages, the arrival of the Dutch and English East India the Heian Period companies in Japan, relations with Spain. 4 Late Heian Society: The Insei Period 6 The English East India Company in Japan 1613-1623. 5 The Making of the Samurai: The Gempei War 7 The Dutch East India Company in Japan 1609-1641, the expulsion of 6 The First Shogunate: Yoritomo’s Kamakura Bakufu the Spanish in 1624 and the expulsion of the Portuguese in 1639. 7 Review and Midterm Exam 8 Review of the above. Progress report on term papers. 8 "Popular" Religions: New Faiths and New Systems 9 The Dutch in Japan after 1641: trade. 9 The Mongol Invasions and the 14th Century “Divide” 10 The Dutch in Japan: Engelbert Kaempfer; Rangaku. 10 Zen and the Rise of the Ashikaga 11 Russian and British presure on Japan in the early-nineteenth century. 11 Life in the Muromachi Age and the Death of Cooperative Rulership 12 The arrival of Commodore Matthew Perry in 1853. 12 The Onin War 13 The 'opening up' of Japan and the imposition of unequal treaties. 13 New Peripheries: the Creation of “Traditional” Japanese Culture 14 Review and conclusions. 14 Sengoku and the Unification Other Presentation and discussion of term papers. Lecturer's Comments to Students： Other Week 15: Student presentations and final test Lecturer's Comments to Students： The purpose of the class is to stimulate discussion and debate. Students Note: Class size will be limited to 25 students PER SEMESTER. The should be prepared to ask questions and to engage in discussion. All class will be “built” around discussion of the required readings, so a questions are welcome. limited class size will enable all students to participate. In order that all Students must attend all classes unless they have a valid excuse. In case of interested students will be able to take the course, this class will be absence, please send me an e-mail. repeated in the same form during the Fall semester for those students who E-mail address: [email protected] Method of Evaluation： are unable to enroll during the Spring. Active participation in class. One term paper, which will be presented in class. 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 MODERN HISTORY OF DIPLOMATIC AND CULTURAL attentive and contribute to in-class discussions, and express their ideas and RELATIONS BETWEEN JAPAN AND THE WORLD 2credits opinions in a respectful manner. Classroom discussion of the provided （Spring） reading materials is a central part of the class. Thus, students must be 近代日本の対外交流史 2 単位（春学期） ready to read, write, and express their opinions each week. Modern History of Diplomatic and Cultural Relations between Japan and the World Required Resources: Please make sure to have a working email account Professor,Faculty of Law OHTA, AKIKO (not just an account associated with a keitai cell phone). You will also 法学部教授太田昭子 need access at home to a computer with word processing capabilities. 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. Course Plan：（Fall） 1 Introduction ヨーロッパと日本の邂逅１５４３－１８５９ 2 単位（秋学期） 2 Japan and the World before the Opening of Japan Lecturer MASSARELLA, DEREK P. 3 The Opening of Japan and the international society in the mid- 講師マサレラ，デレクＰ. nineteenth century 4 The First Treaty with the West: Lecture Course Description： 5 The Analysis of the First Treaty with the West(the US-Japan Treaty of This class will examine Europe's encounter with Japan from 1543, when Peace and Amity): Presentation and Discussion the Portuguese arrived, until the 1850s when Japan was forced to 'open up' 6 Subsequent treaties with West / Japanese visits abroad and their and sign unequal treaties with the United States and various European influence on Japan in the 1860s powers. The class will study the encounter from economic, diplomatic and

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7 The changing attitudes (domestic & diplomatic) of Japan in the A SOCIAL HISTORY OF POST-WAR JAPAN 2credits（Fall） Bakumatsu and early Meiji Era 戦後日本の社会史 2 単位（秋学期） 8 The Iwakura Mission (1): Lecture Lecturer KINMONTH, EARL H. 9 The Iwakura Mission (2): Presentation & Discussion 講師 10 Japan and the World <1870s ～ 1900> (1): Lecture キンモンス，アールＨ. (including Western perception of Japan：from the Tokugawa Era ～ Course Description： 1900) More than a half-century has elapsed since the end of the Pacific War. 11 Japan and the World <1870s ～ 1900> (2): Presentation & Discussion For most university students, this war is part of a distant past and 12 Japan and the World <1870s ～ 1900> (3): Presentation & Discussion references to prewar and postwar carry no special significance. In 13 Round-up, including Japan and the World <1900 ～ 1930s>: Lecture, contrast, for those old enough to have experienced the Pacific War or its Presentation & Discussion immediate aftermath, the terms prewar and postwar are very evocative 14 In-class Essay and are part of the historical consciousness of many Japanese. This course Term-paper to be handed in by the end of this class. attempts to answer three basic questions: 1) why is a distinction made Other Review and Summing up / Visit to Museums, if possible between prewar and postwar Japan; 2) how was Japan changed by the Method of Evaluation： Pacific War; 3) what has changed in the fifty-plus years the end of the war. Grading Methods： The course also deals with the issue of inaccurate, distorted, and 1. Exam(End of the term examination: details to be announced during sometimes completely unfounded reporting on social issues and patterns class.) in both foreign and domestic news media. 2. Reports（Term paper: details to be announced during class.） Textbooks： 3. Attendance & Class Participation (Attendance and participation in There is no text book as such. Appropriate readings will be introduced discussion are both essential. A mini-presentation is strongly desirable in the lectures and made available through the web site maintained by the yet not compulsory.) instructor. Reference Books： GENDER, CULTURE AND MODERNITY IN INTERWAR JAPAN SUGIMOTO Yoshio, An Introduction to Japanese Society 2credits（Spring） (Cambridge University Press, 2002). Other items will be introduced in 大正文化と日本の近代 2 単位（春学期） lecture. ISBN: 9780521529259 Course Plan： Gender, Culture and Modernity in Interwar Japan 1 Introduction to the course – themes and issues Professor,Faculty of Economics NOTTER, DAVID M. 2 Reading about the uniquely unique Japanese (1) – from the outside 経済学部教授ノッター，デビッドＭ. looking in Course Description： 3 Reading about the uniquely unique Japanese (2) – from the inside Much of Japanese 'modern life' as we know it -- including the 'salaryman', looking out the housewife, the middle-class family and its home in the suburbs, not to 4 Postwar recovery – Japan during the reign of Douglas MacArthur mention department stores and the nature of modern-day consumerism -- 5 Income doubling and then some – social change on the road to took shape in the prewar period within a span of time that stretches from becoming an economic super power the early years of the Taisho era to the beginning of the Showa era, an age 6 The 1980s bubble and its bust – one lost decade going on two known as the 'interwar period'. In this class we will examine the new 7 Japan's no longer bulging middle class – inequality and ideology in 'modern' forms of social life that define this period; we will focus postwar Japan especially on the new ideals of family, gender roles and culture that 8 Labor pains – where have all the babies gone? emerged among the new middle class in urban areas. 9 Feminine Japan – three steps behind or stepping out? Course Plan： 10 The examination hell frozen over – college entrance in postwar Japan 1 Session 1: The 'katei' ideal: The emergence of the modern family in 11 Still more labor pains – where have all the good jobs gone? Japan 12 Farming Japan – where have all the farmers gone? 2 Session 2: The origin of the housewife 13 Foreign Japan – immigrant labor and international marriage 3 Session 3: The emergence of the 'salaryman' 14 Sick Japan - Social pathologies in postwar Japan 4 Session 4: 'Good-wife-wise-mother' ideology and the expansion of Other Take home examination or report as selected by the student. education for women Lecturer's Comments to Students： 5 Session 5: Student culture at the Taisho-era higher schools for girls The lectures will often contain material not in the readings; attendance 6 Session 6: Taisho-era student culture at the elite higher schools for is important. Students are encouraged to present for possible discussion boys newspaper or magazine articles on social issues in Japan. 7 Session 7: Mass consumerism Method of Evaluation： 8 Session 8: Sexuality and deviance: the Cafe and 'moga' Essay examination at the end of the term（100%）based on topics specified 9 Session 9: Mass Media, part One: the mass periodical 'King' by the instructor OR a report on subjects chosen by the student(100%). In 10 Session 10: Mass Media Part Two: 'Shufu no Tomo' and the new mass either case the written work is prepared outside of class. There is no in- periodicals for women class examination. 11 Session 11: New ideals of marriage and romance Questions/Comments： 12 Session 12: the 'New Woman': Yosano Akiko and Hiratsuka Raicho Attendance may be checked on a random basis. Readings, exam 13 Session 13: The idealization of Motherhood and the new literature on questions, and suggested report topics from the most recent offering of child rearing this course are archived on line at http://www2.gol.com/users/ehk/keio/ 14 Session 14: The age of the child: new literature for children postwar. Other The Taisho-era ideal of cultivation Method of Evaluation： JAPAN'S POSTWAR RESURGENCE 2credits（Fall） Grades will be based on attendance, short quizzes on the lecture material, 戦後日本の再生 2 単位（秋学期） and a final paper. The U.S. Occupation and its Legacy Lecturer HOLLEY, DAVID R. 講師ホーリー，デイヴィッドＲ. Course Description： This course will examine the foundations of today’s Japan that were established during the U.S. occupation, with its early left-leaning idealism

19 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 and subsequent shift to conservatism. The class will examine what life the Japanese people in the early post-war years. The history of this period was like for Japanese in the early post-war years, the nature of the U.S. makes an extraordinary story. Students will be encouraged to speak out in occupation, the relationship between Gen. Douglas MacArthur and class and express their opinions about these exceptional events. Emperor Hirohito, the creation of Japan’s constitution and other issues Method of Evaluation： that still affect Japan today. We will use as a textbook the Pulitzer Prize- Two essays: 35% each winning book, “Embracing Defeat: Japan in the Wake of World War II,” Attendance and participation: 30% which is a solid work of scholarship that is also highly readable and even entertaining in the drama of its story. CHRISTIANITY IN JAPANESE HISTORY 2credits（Fall） Textbooks：日本キリスト教史 2 単位（秋学期） John W. Dower, “Embracing Defeat: Japan in the Wake of World War A case study of cross-cultural contact II.” New York: W. W. Norton & Company Inc. 1999. Professor,Faculty of Economics BALLHATCHET, HELEN J. Reference Books：経済学部教授ボールハチェット，ヘレンＪ. John W. Dower, “War without Mercy: Race and Power in the Pacific War.” New York: Pantheon Books, 1993. Course Description： Course Plan： Christianity in Japan presents us with a number of paradoxes. For 1 Overview of course. example, although the majority of Japanese today choose Christian-style 2 Japanese life immediately after surrender. Economic misery. weddings, the actual number of Christians amounts to less than one or two Displaced persons. Treatment of veterans. Reading: textbook chapter per cent of the total population (as opposed to 25 per cent in its close 1, “Shattered Lives.” cultural neighbour, South Korea). This ‘failure’ contrasts with the 3 Democratization and the American imposition of reforms as relatively greater growth of Christianity in the late sixteenth and early "revolution from above.” Demilitarization. Reading: textbook chapter seventeenth centuries, even though the total number of missionaries was much smaller and the linguistic and logistical barriers greater. Perhaps the 2, “Gifts from Heaven.” greatest paradox occurred after Christianity was virtually eliminated 4 Suffering in the immediate post-war period. Hunger and through an increasingly severe campaign of persecution from 1614 psychological pain. The difficulties of life reflected in children’s onwards. Small groups in isolated communities succeeded in preserving games. Inflation. Reading: textbook chapter 3, “Kyodatsu: Exhaustion recognisably Christian beliefs and practices. However, many of these and Despair.” groups refused to accept the authority of Roman Catholic missionaries 5 The occupiers: Gen. Douglas MacArthur and the new American when they returned to Japan in the second half of the nineteenth century. rulers. Competing analyses of Japan and the Japanese among the In the course we will consider these and other issues, using a Americans. Reading: textbook chapter 6, “Neocolonial combination of primary and secondary materials. By studying the Revolution.” (We will cover all chapters in the textbook but some of activities and ideas of missionaries, Japanese Christians, and Japanese them will be out of order.) who did not become Christian, students will gain general understanding of 6 The Japanese response to American initiatives. Japanese leftist the dynamics of cross-cultural contact. They will also learn about the activism and the American shift to conservative policies. Attitudes nature of history through interpreting primary materials and studying toward MacArthur. Remorseful intellectuals. Impact of the Cold War. different approaches to the history of Christianity in Japan. Reading: textbook chapters 7 and 8, “Embracing Revolution” and Textbooks： “Making Revolution.” There will be a selection of assigned readings for each class. They will 7 The role of Emperor Hirohito in the early post-war period and be available for downloading from keio.jp, with notes on each reading MacArthur’s use of him to achieve American goals. Reading: available on my web site (http://user.keio.ac.jp/~hjb/). Students will find it textbook chapter 9, “Imperial Democracy: Driving the Wedge.” useful to start the course with a basic knowledge of Japanese history, 8 The remaking of Emperor Hirohito’s image. Reading: textbook Japanese religion, and Christianity. chapters 10 and 11, "Imperial Democracy: Descending Partway from Course Plan： Heaven” and “Imperial Democracy: Evading Responsibility.” 1 Orientation and overview: Religion and history 9 The creation of Japan’s new constitution. Diverging attitudes of the 2 The view from the present: Religion in Japan and images of Japanese public and the country’s political elite. American drafting of Christianity 3 the constitution. Reading: textbook chapter 12, “Constitutional From Xavier to Hideyoshi (1549-1598): (1) The background and the initial encounter Democracy: GHQ Writes a New National Charter.” 4 From Xavier to Hideyoshi (1549-1598): (2) Missionary approaches to 10 The new constitution’s adoption by the Japanese parliament. Reading: the Japanese textbook chapter 13, "Constitutional Democracy: Japanizing the 5 From Xavier to Hideyoshi (1549-1598): (3) Japanese approaches to American Draft.” Christianity 11 The Tokyo war-crimes trial. Japanese efforts to come to terms with 6 Tokugawa Japan (1600-1868): (1) Government policies towards the war. Reading: textbook chapters 15 and 16, “Victor’s Justice, Christianity Loser’s Justice” and “What Do You Tell the Dead When You Lose?” 7 Tokugawa Japan (1600-1868): (2) Christianity underground 12 Social problems early in the U.S. occupation. Black markets, 8 Early Meiji Japan (1868-1888): Christianity and Western civilization prostitution and “kasutori” culture. Reading: textbook chapter 4, 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 course will gain from the combined viewpoints of people

20 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 from areas which have sent Christianity missionaries to Japan, such as 4 Master and servant Portugal and the United States, and of people from areas which have 5 The Catholic church in the Philippines played host to Christian missionaries, both in Asia (including Japan itself) 6 On the civilizing mission and elsewhere. 7 Anna and the King of Siam I will expect students to attend all classes, on time, to do the assigned 8 On modernity readings, and to participate in class discussions. However, if the end-of- 9 Maintaining “whiteness” in the Netherlands Indies term paper and presentation are of a poor quality (for example if they are 10 Assimilation and hierarchy plagiarised or depend on non-academic sources), students will fail the 11 Internal colonization course even if they have fulfilled these minimum requirements. 12 Fratricide or colonization? Sessions will be organized into a combination of formal lectures and 13 The poor whites of Indochina interactive seminars. 14 Neo-colonialism Method of Evaluation： Other Conclusions 1. Oral presentation (20%) Lecturer's Comments to Students： 2. Reports (At least one long paper)(65%) Students will be required to write short (1 page) reflections on the 3. Attendance and Participation (15%) assigned reading every week and participate in class discussion. The Questions/Comments： weekly readings will be distributed either in class in the form of Students wishing to ask a question or arrange an appointment should photocopies, or by email in the form of PDF. talk to me before or after classes, or send an e-mail. My e-mail address is given on my web site (http://user.keio.ac.jp/~hjb/). Students interested in taking the class must attend the first meeting where a more detailed syllabus and the assigned reading for the following week READING COLONIALISM IN (SOUTH) EAST ASIA 2credits will be distributed. Those unable to attend the first class should contact （Fall） the instuctor beforehand. Email 東・東南アジアにおける植民地主義を読む 2 単位（秋学期） Method of Evaluation： The final grade will be based on the weekly written commentaries (50%), Reading Colonialism in (South) East Asia Lecturer CHANDRA, ELIZABETH attendance (30%) and participation in class discussion (20%). There will be no final exam. 講師チャンドラ，エリザベス Course Description： This course considers the knotty issues of race and gender in the history of colonialism in East and Southeast Asia. Unlike conventional investigations of colonial history, this course will rely on fiction as the primary source. Literary works such as novels and short stories have proven capable of conveying sketches and moments of life, which state JOURNALISM IN JAPAN 2credits（Spring） archives, church records, civil registry, and other official records failed to 日本のジャーナリズム 2 単位（春学期） capture. This is because fiction has the capacity to re-present the Reporting, Writing and Analysis of the Media complexity of human emotion, the nuances of culture, the textures of Lecturer HOLLEY, DAVID R. power, and the fine curves of a political landscape. 講師ホーリー，デイヴィッドＲ. The colonial experience is a context that calls for such “sensitive” Course Description： historical inquiries. The gap between our Western intellectual tradition This course will examine the nature of journalism in Japan and provide and the colonized people’s particular scheme of culture underscores the a hands-on introduction to reporting and writing about Japan in English. necessity of “alternative” sources to get a better view of the colonial Students will learn to write both feature and hard-news stories about history. The fact that most records from the colonial period were Japanese society, culture, politics and economics. The course will produced by, and speak from the point of view of, those in “power” examine various types of English-language journalism about Japan, both 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

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interviewing other students and writing an article based on the JAPAN IN THE FOREIGN IMAGINATION 2credits（Spring） interview. 英国と米国のマスコミに描かれた日本 2 単位（春学期） 2 Analysis of a foreign newspaper’s feature article about Japanese Lecturer KINMONTH, EARL H. society. In-class exercise of organizing and writing a feature story 講師キンモンス，アールＨ. using material presented by the instructor that is taken out of order from another English-language feature about Japanese society. Course Description： Discussion of story ideas for students’ first homework assignment. This course examines foreign (primarily Anglo-American) views of 3 Discussion of the advantages and disadvantages of Japan’s “kisha Japan, both contemporary and historical. Knowing the common and often club” system. Analysis of a foreign newspaper’s hard-news article highly distorted images of Japan and the Japanese, both positive and concerning Japanese society. In-class exercise of organizing and negative, presented in foreign mass media and popular culture is writing a hard-news story using material presented by the instructor. important to both Japanese and foreign students. These images have been 4 Discussion of Japanese print media: the major daily newspapers, and continue to be significant in Japan's diplomatic and economic weekly magazines, other publications. Discussion of journalistic relations with other countries. Moreover, the mechanisms that distort the ethics. In-class exercise of copyediting. foreign view of Japan also work to distort the Japanese view of foreign 5 In-class exercise of organizing and writing a feature story using countries. Teaching students how to recognize distorted images of foreign material presented by the instructor that is taken out of order from an countries and peoples is a major goal of this course. English-language feature about Japanese society. Lectures are supplemented by video and audio materials in addition to 6 Discussion of Japanese television journalism. Analysis of a foreign examples drawn from relevant foreign journalism about Japan. newspaper’s feature article about Japanese politics. In-class exercise Textbooks： of organizing and writing a feature story on politics using material No textbook is used. Examples of foreign writing and foreign broadcasts presented by the instructor. Discussion of story ideas for students’ pertaining to Japan will be made available via the web site for the course second homework assignment. maintained by the instructor. Significant writing pertaining to each topic 7 Discussion of the English-language press in Japan, including will be introduced and discussed in the lectures. Reference Books： newspapers such as “The Japan Times”and “Yomiuri Daily,” and the Buruma, Ian Inventing Japan: 1853-1964 (Random House, 2004) work of English-language wire services or foreign newspaper and Hammond, Phil Cultural Difference, Media Memories: Anglo-Japanese magazine bureaus in Tokyo. Analysis of a foreign newspaper’s hard- Images of Japan (Cassell, 1997) news article about Japanese politics. In-class exercise of organizing Johnson, Sheila K. The Japanese Through American Eyes (Stanford and writing a hard-news story about politics using material presented University Press, 1988) by the instructor. Schodt, Frederk L. America and the Four Japans (Stone Bridge Press, 8 Discussion of Internet journalism. In-class exercise writing an article 1994) about Internet journalism based on material presented by the Wilkinson, Endymion Japan Versus the West: Image and Reality instructor. (Penguin, 1981) 9 In-class exercise writing a feature news story based on a mock news Zipangu Japan Made in U.S.A. (Zipangu, 1998) conference presented either by students or by the instructor. Course Plan： 10 Discussion of how the move of news reporting and advertising to the 1 Japan Cool vs Cool Japan - Introduction to the Course Internet affects the economics of traditional media companies. 2 Japan Cool in Europe and America Discussion of journalistic ethics and how Internet journalism impacts 3 Japan Robotic - Astro Boy, Asimo, and Fukushima Dai-Ichi ethical questions such as the degree of certainty journalists should 4 Japan Cruel - The Pacific War Legacy - Nanking Massacre have about the accuracy of material before it is presented to the 5 Japan Cruel - The Pacific War Legacy - The Comfort Women public. In-class exercise writing a feature article concerning Japan’s 6 Japan Sick - Japanese Social Problems Seen from Afar economy. Discussion of story ideas for students' third homework 7 Japan Aging - The Baby Bust and Population Change assignment. 8 Japan Kink - Sex Obsessed or Sexless 11 Discussion of job opportunities in journalism. In-class exercise 9 Japan Cramming – The Best and the Brightest Rule? writing a hard-news article about Japanese business. 10 Japan Bizarre Everyday - The Extraordinary Made Ordinary 12 Discussion of why understanding journalism and the pressures that 11 Japan Xenophobic - The Hard Lot of Gaijin in Japan reporters face is valuable for non-journalists. In-class exercise of 12 Japan Leading - When Japan Was Number One and Why It Is No copyediting. Longer Number One 13 In-class exercise writing a hard-news article based on a mock news 13 Japan Cruel - The Whaling Issue in Foreign and Domestic Media conference presented by the instructor. 14 Japan Unique - Japan in the Japanese Imagination 14 Analysis of a foreign newspaper’s feature article about Japanese fine Other Take home examination or report as selected by the student. arts or traditional culture. In-class exercise of organizing and writing Lecturer's Comments to Students： a feature story about Japanese culture using material presented by the Students are encouraged to collect and present examples of mistaken, instructor. perverse, or distorted images of Japan found in foreign media as well as Other General review and discussion of themes covered in the course. similar images of Japan or foreign countries found in the Japanese media. Presentations by students about their future academic, personal or Method of Evaluation： professional plans and goals. Students may write a report on a subject of their own selection OR write Lecturer's Comments to Students： two shorter papers chosen from a selection of topics given by the Being in this class will be a bit like being a new employee of “The instructor. All written work is done outside of class. In either case this Japan Times” or some other English-language newspaper in Japan. The written work is one hundred percent of the course grade. class and the homework should be fun and you should try to enjoy it. This Questions/Comments： is a good course for students who enjoy meeting new people or who Attendance may be checked on a random basis. Readings and the would like to become more confident approaching and talking to strangers. specifications for required written work as used in the most recent Method of Evaluation： offering of this course are archived on line at http://www2.gol.com/ Three articles written as homework: 25% each users/ehk/keio/images. Attendance and participation: 25%

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Other Special tours relevant to the class topic inside Tokyo area can be arranged. Lecturer's Comments to Students： Video clips related to the lecture topics will be shown in the class. Students are required to send comments and finish reading materials before each class. RELIGION, ETHNICITY AND MINORITIES IN JAPAN AND Method of Evaluation： INDIA 2credits（Spring） 1. Exam（ No exam ）日本・インドにおける宗教・エスニシティとマイノリティ 2 単位 2. Reports（ 55 % ）（春学期） 3. Attendance, Participation（ 45 % ） A Comparative Study of Depressed Minorities in Japan and India Lecturer NISHIMURA, YUKO Questions/Comments：講師西村祐子 The lecturer can be reached by email.

Course Description： MINORITIES IN JAPANESE EDUCATION 2credits（Spring） This class looks at the position and the situation of depressed minorities マイノリティと日本の教育 2 単位（春学期） of Japan and India reflected in the popular culture. MINORITIES IN JAPANESE EDUCATION 2credits（Fall） The untouchability and casteism will be discussed in the modern context. マイノリティと日本の教育 2 単位（秋学期） Project Assistant Professor TOKUNAGA, TOMOKO By watching some video clips from popular movies, the class will also 特任講師德永智子 discuss the 'oulaws' and the depressed minorities depicted in the popular Course Description： culture. This course focuses on education purposes, policies, and practices as they manifest and are experienced when groups of people in possession of Participants are expected to do at least one presentation related to the different cultural identities and experiences encounter one another in issues discussed in the class. formal and informal educational sites in Japan. Specifically, the course explores the educational issues of various minority groups in Japan Reading materials will be distributed online. including ethnic Koreans, Buraku, Okinawans and Amerasians, Ainu, Textbooks： newcomers, LGBT people, people with disabilities, non-attendant To be announced in the class. Reference Books： students, and returnees. The course attempts to understand and unpack To be announced in the class. terms to help us understand the cultural encounters that occur in Course Plan： educational settings and the processes which result such as assimilation, 1 Japan as a modern nation: the relationship between the mainstream hybridity, borderland identities, segregation, and marginalization. Through and the marginalized discussions, videos, personal reflections, guest lectures, field trips, and Course description, introduction, etc. group projects, the course examines the possibilities and limitations of 2 India and the West: colonialism and the birth of ‘Hinduism.’ Japanese education policies and practices that impact the lives of minority Brief history of India (1) , India and Japan in historical context (1) students and explores the ways to create a more inclusive educational sites. Textbooks： 3 Japan and India’s dichotomy of the pure and the impure. There is no textbook for this course. Weekly reading assignments will be Brief history of India (2), caste and class, India and Japan in historical available online. context (2). Reference Books： 4 Who are the Dalits? Indian Untouchables, the Muslims and the DeCoker, G., & Bjork, C. (Eds.). (2013). Japanese education in an era of Marginalized. globalization: culture, politics, and equity. New York: Teachers College Slaves, bonded laborers, and the Untouchables. Press. Brief history of India (3), caste and class, social hierarchy in Japan in Tsuneyoshi, R. K., Okano, K. H., & Boocock, S. S. (2011). Minorities and pre-modern period. education in multicultural Japan: an interactive perspective. Abingdon, 5 Indian Dalits, Japanese Burakumins: A Comparison of Subaltern Oxon, England ; New York: Routledge. Politics Willis, D. B., & Rappleye, J. (2011). Reimagining Japanese education: What is 'dalits'? what is 'burakumin'? what is 'subaltern'? borders, transfers, circulations, and the comparative. Oxford: Symposium 6 Japanese pop culture and yakuza (1) Books. What is 'yakuza'? What is the difference between yakuza and Course Plan： boryokudan, the organized crime syndicate? 1 Introduction presentation (1) 2 Culture defined and redefined, dimensions of difference & identity 7 Japanese pop culture and yakuza (2) 3 Japanese mainstream education (history, system, and policy) presentation(2) 4 Japanese mainstream education (schooling) 8 Video related to the class 6 &7. 5 Non-attendant students and non-mainstream schools presentation (3) 6 Buraku students and schooling 9 Indian pop culture and Bolywood (1) 7 Okinawans and Ainu education presentation (4) 8 Oldcomers and ethnic schools 10 Indian pop culture and Bolywood (2) 9 Newcomer students and community organizations presentation (5) 10 Fieldtrip 11 Video related to the class 9&10. 11 Students with disabilities and education presentation (6) 12 LGBT students and schooling 12 Japanese depressed minorities and the pop culture 13 Group presentations Okinawans, Ainus, Zainichi. 14 Group presentations 13 Students’ presentation and discussion(1) Other Reflection and conclusion Women, sexual minorities, and the 'freeters'. 14 Students’ presentation and discussion (2) The epilogue: Japan and India

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Lecturer's Comments to Students： 3. Attendance, Participation（ 30% of grade ） This course requires students’active classroom participation. Students are expected to attend class regularly, complete assigned readings before the POVERTY AND DEVELOPMENT IN SOUTHEAST ASIA class, participate in discussions, and do presentations. 2credits（Fall） Method of Evaluation：東南アジアにおける貧困と開発 2 単位（秋学期） 1. Attendance and participation in class: 30% Lessons from the Developing World 2. Education autobiography: 20% Lecturer BOCKMANN, DAVID J. 3. Presentation: 20% 講師ボックマン，デイブＪ. 4. Final paper: 30% Questions/Comments： Course Description： Students can contact me via e-mail: [email protected] This course continues the investigation of the roots and causes of poverty first examined in “The Persistence and Causes of Poverty in THE PERSISTENCE AND CAUSES OF POVERTY IN JAPAN, Japan, Asia and the Developing World” taught in the Spring semester and ASIA AND THE DEVELOPING WORLD 2credits（Spring） is designed to increase the student’s awareness of third-world 日本・アジア・途上国における貧困の継続とその原因 2 単位 communities and the challenges they face in overcoming poverty. The （春学期） U.N. Millennium Development Goals promised to end poverty by 2015. Can Global Poverty be overcome? The goals were lofty and costly, but did they actually help the poor? Lecturer BOCKMANN, DAVID J. Based on the lecturer’s 30 years of community development experience, 講師ボックマン，デイブＪ. another approach, that of small locally based projects bringing real and immediate change to people’s lives will be examined. Special attention Course Description： will be paid to efforts by Japan's governmental and voluntary organization This is a course for those interested in learning more about the causes of in 3rd world development and several of the lectures (designated by *) massive and persistent poverty in Asia and the ‘Third World’ and wonder will include staff or leaders of Japan based organizations. In this course, why the world seems permanently and unfairly divided between the students will learn about: “haves” and the “have not’s.” •Self Help Groups (SHGs): How SHGs are organized and why. How the The questions we will take up include: What is poverty and how is it SHGs improve the financial stability of families and enhance the status of defined? Who defines poverty? Why are some countries rich and some women. poor? Why are a few individuals extremely wealthy while many more •Micro-Finance: How small loans, often times of less than $100, can millions are poor? Are people poor (or rich) because of their genetics and move whole families out of poverty. heredity or is it because of their environment? Why are people in some •Appropriate Technology: How, when the poor themselves are involved, parts of the world starving to death? How can ‘global’ poverty be appropriate technologies can be successfully conceived, designed and overcome…or can it? implemented by developing communities. Learn some of the skills Textbooks： required to help implement actual projects. There will be no text book, however, weekly readings available on the •Culture and social-economic factors that must be taken into account in course website will be ‘required’ reading. planning and implementing development projects. Reference Books： •Hands-On Case-Study: Working in small groups, the students will Poor Economics: Rethinking Poverty & the Ways to End It, Banerjee, identify real ‘problems’ facing poor people in the developing world and Abhijit V. and Duflo, Esther, Random House, 2011; Development as propose a plan to solve the problem Freedom, Amartya Sen; The Elusive Quest for Growth, William Easterly; Textbooks： The Tyranny of the Experts, William Easterly; Poverty and Power, There will be no textbook; however, readings available on the course Edward Royce; From Poverty to Power, Green, Duncan, Oxafam website will sometimes be required. International, 2012; The Persistence of Poverty, Charles Kerlis, 2007 Reference Books： Course Plan： Whose Reality Counts? Putting the First Last, Robert Chambers, 1997; 1 Introduction: Poverty and Inequality in the developing world Small Is Beautiful: Economics as if People Mattered by E. F. 2 How is poverty defined and who defines it? Schumacher; The White Man’s Burden by William Easterly; Local 3 The Biogenetic Theory of Poverty and Inequality Democracy and Development, T.M. Thomas Isaac & Richard W. Franke; 4 Cultural Theories of Poverty and Inequality Banker to the Poor, Muhammad Yunus; Development as Freedom, 5 Geography and Poverty Amartya Sen; The End of Poverty, Jeffrey D. Sachs; Out of Poverty, Paul 6 Economic Growth and Poverty Polak;Poor Economics: Rethinking Poverty & the Ways to End It. 7 Globalization and Poverty Banerjee, Abhijit V. and Duflo, Esther, Random House, 2011 8 Foreign Aid and Poverty Course Plan： 9 Politics and Poverty 1 Introduction: The Developing World; Goals of the Class 10 Poverty and Human Development 2 The UN Development Goals 11 Development as Freedom—Amartya Sen 3 The Great Debate and the Millennium Development Goals 12 Entrepreneurship and Poverty (Note: outline of academic paper due) 4 Appropriate Development – An Introduction 13 Power, Poverty and Wealth 5 The role of the Japan International Cooperation Agency in addressing 14 Cooperation and Development poverty in the developing world.* Other Session 15: Presentation of Academic Papers 6 Hunger and the “green revolution.” Lecturer's Comments to Students： 7 Whose Knowledge? Tapping the knowledge of the poor There will be readings assigned in advance of most classes for discussion 8 Whose Priorities? Setting priorities for development in class. Students are expected to write a short commentary (about 500 9 The Fair Trade Movement: How Tokyo's fashionable shoppers are words) on each assigned reading to be submitted at least 24 hours in providing economic opportunities for the world's poorest citizens. * advance of the class. You will also be asked to write an academic paper 10 Micro Loan Programs: A boon to the poor or an additional burden? addressing the topic: “Can global poverty be overcome?” An outline of 11 Water and Sanitation: The neglected priorities the paper must be submitted by session 12; the final paper is due by week 12 Eco-Sanitation: An appropriate technology 15. 13 Macro-Strategies for Alleviating Poverty: Urban Development vs Method of Evaluation： Rural Development 1. Exam（ None ） 14 Presentation of group Case Studies 2. Reports（ Weekly commentary – 30% of grade; Final Paper 40% ） Other Session 15:Presentation of group Case Studies

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Lecturer's Comments to Students：・Mingst, Karen ; " Essentials of International Relations " (W.W.Norton ) You will: (1) work in a small group to research and report on an “appropriate” technology for a developing country; (2) Write an academic Reference Books： paper about one of the topics covered by this course or by your small ・Smith,Steve ; " Foreign Policy " (Oxford University Press) group. The final paper is due by week 15. You will also be asked to ・Kissinger,Henry ; " Diplomacy " (Harper & Brothers) periodically submit a one paragraph summary of the classroom discussion/ ・Pyle,Kenneth ; " Asia Policy " (The National Bureau of Asian Research) lecture. ・Ministry of Defense ; " Defense of Japan 2012/2013/2014 " (Urban Method of Evaluation： Connec-tion Publication.) 1. Exam（ None ）・H.J.Mackinder ; " Democratic Ideals and Reality " ( 1942 edition ) 2. Reports ( Academic Report: 30%） Course Plan： 3. Attendance, Participation（ 40% ） 1 Session 1: Description of the Class Outline 4. Other（ Class Presentation of Case Study: 30% ） 2 Session 2: Multi-layered Structure of the International Relations 3 Session 3: International Security System 4 Session 4: International System of Economy/Trade/Finance 5 Session 5: Disarmament and Non-Proliferation 6 Session 6: Foreign Policy --- the Decision Making Process 7 Session 7: A Guest Speaker from Actual Diplomatic Circles 8 Session 8: The Pacifism and Democratic Peace FOREIGN RELATIONS OF JAPAN 2credits（Fall） 9 Session 9: Trade/Monetary/Fiscal Policy Implications to the I.R. 10 Session 10: The External Frictions with Neighboring Countries 日本の対外関係 2 単位（秋学期） 11 Session 11: The Official Development Assistance ( ODA ) Japanese Diplomacy toward International Community 12 Session 12: Japan-Asia/Pacific Relations Lecturer ABE, TADAHIRO 13 Session 13: Japan-US Relations 講師安部忠宏 14 Session 14: Japan-Europe Relations Course Description： Other Session 15: Review and Summary of the Lectures At the beginning of the 21st century, it was expected that we could (* This course plan is subject to change ) finally materialize real peace and prosperity in the international Lecturer's Comments to Students： community where the global security structure under the cold-war regime Since this course occasionary touches on "case studies" of international had been turned into the post-Cold-War regime. The reality, however, relations, students are required to take interest in daily evolvemant of proved to be to the contrary so far: The international community is various international issues and problems. exposed to various types of newly emerged threats and problems Method of Evaluation： impeding the achievement of global/regional peace and prosperity, such as ・Writing Assignment: Submission of Reports is to be required. international terrorism, illegal development of nuclear arms, nuclear ・Attendance and Class Participation: Participation to the class and proliferation, regional conflicts, regional territorial disputes, human attitude for discussion to be taken into account. atrocity, infringement of human rights, environmental degradation and financial/budgetary crisis, in addition to the traditional type of economic JAPANESE FOREIGN POLICY 2credits（Fall） and security problems. Because of these evolvements, each countries of 日本の対外政策 2 単位（秋学期） the international community is required to work more cooperatively due Issues and challenges in post-World War II Japan’s international to the complicated nature of the problems, in order to tackle such issues in relations an appropriate and effective manner. Lecturer NOBORI, AMIKO Today's international relations(I.R.) are drifting still within the age of 講師昇亜美子 uncertainty. Under these circumstances, it is indispensable for us to Lecturer PRESSELLO, ANDREA understand the I.R. by taking both of endogenous and exogenous factors 講師プレセロ，アンドレア into consideration so that we can work out better solutions: We need to Course Description： think about our future in a comprehensive manner, based on an accurate This course is a general introduction to postwar Japanese history focusing knowledge on the reality of the multi-dimensional, multi-faceted on foreign and security affairs while also addressing domestic political international relations, built upon various sorts of causalities among issues. Classes deal with Japan’s role in the Asia-Pacific region's various players and factors evolving economies, politics and security considerations. Japan, an unique player as a pacifist nation in the Asia- international relations, in particular with Japanese relations with the Pacific region, has been sincerely trying to be a part of the international United States, China, the Korean Peninsula, and ASEAN countries. efforts, made in line with these understanding, aiming at realizing peace In addition to Japanese foreign policy during the Cold War period, the and prosperity in the global community. However, it was gradually course also analyses contemporary issues in the post-Cold War era such as recognized by Japan that its national interests and people's welfare have the debate over the revision of Japan’s constitution, the "history problem," been exposed to various infringements from exogenous and assertive territorial disputes, and the Japan-US alliance. players which continuously strengthen their military/nuclear capabilities Classes will be a combination of lectures, academic readings, videos, and so forth, because of the lack of its adequate responsiveness deriving presentations by students, and discussions. from its unilateral pacifism policy to the problems in the international or Visits to thematic historical museums or sites might be organized regional community where power plays vital roles in seeking solution. depending on feasibility and students’ interest in them. Further notice on So, in this course, we may study the current international relations from this will be given during the course. wider perspectives, including the Japanese foreign policy; its historical Students will be given reading assignments in preparation for each class. understanding, concrete policies and measures taken with regard to the In the last class, students will participate in a debate on some of the issues respective international/regional issues and problems. discussed during the course. Textbooks： Textbooks：・ Nye, Joseph ; " Understanding International Conflicts ---- An Reading materials and a list of reference books will be assigned at the Introduction to Theory and History " (Pearson Education Inc). beginning of the course. ・Lincoln, Edward ; " Japan's New Global Role " (The Brooking Reference Books： Institute) Reading materials and a list of reference books will be assigned at the ・ McWilliams, Wayne ; " The World since 1945 - A History of beginning of the course. Course Plan： International Relations " (Lynne Rienner Publishers) 1 Introduction

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2 Japan in the eyes of the world cultures and other critical global issues such as poverty eradication, 3 The legacy of defeat and Occupation (Atomic bombings, Tokyo environmental degradation, climate change, aging society and gender Tribunals, Emperor Hirohito) issues. 4 The Cold War and Japan’s return to the international society (Peace The objective of the course is to enable the students to gain a better Constitution, Japan-US Security Treaty, the “1955 system”) understanding of the world around them and about the role of the United 5 Japan’s reconciliation with Asia (reparations to Southeast Asia, Nations so that they are able to evaluate current and future international normalization with South Korea, relations with China) trends and formulate their own well thought-out opinions based on facts. 6 Japan as an economic power and the “Yoshida line” (Income The course will help enhance their trans-cultural literacy and competence Doubling Plan, Nixon shocks, reversion of Okinawa, normalization and enable them to interact with confidence with peoples of different with China, oil-shocks) cultural backgrounds and orientations in an interdependent and interlinked 7 The “Japan problem” and the search for an international role (Trade world. frictions, the deepening of the Japan-US alliance, ODA) Given the multi-discriplinary nature of the course, it is open to students 8 New Challenges in the Post-Cold War Period – Re-examining Japan’s from all faculties. The language of the course will be English, and group post-Cold War international role (Gulf War, debate on Japanese Self discussions will be an important part of the course. Textbooks： Defense Forces' participation in UN peacekeeping operations, Japan No specific text books are assigned for the course. Reading material will in the Cambodian peace process) be recommended and periodically photocopied handouts will be 9 Japan-US relations in the Post-Cold War Era (Redefinition of the distributed as appropriate and relevant to the subject under review. Japan-US alliance, issue of US bases in Okinawa, bilateral defense Students are encouraged to acquaint themselves about contemporary cooperation guidelines) global issues by reading a daily newspaper, a weekly magazine and 10 Japan’s Asia policy in the post-Cold War era (Multilateral catching news on radio and television so that they can participate actively frameworks in the Asia-Pacific region, Japan’s regional diplomacy) and meaningfully in discussions in the class. Group discussions and 11 Japan and the security environment in Northeast Asia (The rise of assignments will rely heavily on material obtained from such sources. China and power balance in East Asia, territorial disputes, the North Reference Books： Korean issue) The students are requested to read the following basic reference material 12 Historical baggage and Reconciliation (Yasukuni shrine issue, about the United Nations System. Some or most of these documents can "Comfort women" problem, implications on Japan's international be accessed through the website http://www.un.org. relations) (1) Charter of the United Nations 13 Outlook for Japan's foreign policy (Redefinition of Japan’s security (2) UN Millennium Declaration, Resolution 55/2, UN General role and its implications for the alliance and for the regional security Assembly environment, new directions in Japan's foreign policy) (3) A More Secure World: Our Shared Responsibility; Report of the 14 Debate High-Level Panel on Threats, Challenges and Change, UN,December 2004 Other Debate (4) In Larger Freedom: Towards Development, Security and Human Lecturer's Comments to Students： Rights for All, UN Secretary-General, April 2005 This course is designed for those who are interested in Japan, Asia, (5) Investing in the United Nations: for a Stronger Organization history issues, security affairs, and international relations. No background Worldwide – Report of the Secretary-General, March 2006 knowledge on these issues is required. This course will be conducted in (6) Reports and Documents issued by United Nations and United English. Students with limited English ability are also welcome. Students Nations University on themes covered by the course are expected to participate actively in class discussions. More than two (7) Cuttings from newspaper and journals relevant to the topics unexcused absences will lower a student’s grade. covered by the course will be distributed in the class Method of Evaluation： Course Plan： Class attendance/participation: 30% 1 Introduction of Course Syllabus; getting to know each other Presentation: 30% 2 Overview of Global Scenario - Global Interconnectedness Final essay: 40% 3 Evolution of the United Nations System Questions/Comments： 4 Regional and other International Organizations Students can contact the lecturers through email: 5 Reform of United Nations as a tool of global governance [email protected] 6 Japan's international contributions as a member of Global Community [email protected] 7 Global Environmental Sustainability 8 International Peace and Security GLOBAL ISSUES, ROLE OF UNITED NATIONS AND 9 Human Rights including Empowerment of Women and Rights of JAPAN'S INTERNATIONAL CONTRIBUTIONS 2credits（Fall） Children 国際問題における国連の役割と日本の貢献 2 単位 10 Poverty and Development (Aid and Trade, Millennium Development （秋学期） Goals) Multi-disciplinary approach to study of Contemporary Global Issues 11 Group Discussions on Selected Topics and Role of United Nations and International Organizations in 12 Presentations by Groups and Discussion addressing these issues; also Japan's role as a member of Global 13 Refugees, Migration, Ageing Society Community. 14 Course Summary Review; Challenges of Global Governance Lecturer MALIK, RABINDER N. Other Final Reports and Evaluation 講師マリク，ラビンダーＮ. Lecturer's Comments to Students： This course is good for those students who wish to improve their ability Course Description： to discuss international issues in English. Regular attendance and active A critical review and assessment will be undertaken of the origin and participation in class discussions will be important. Students will be present condition of major global issues and problems and how these are expected to do internet search and examine more in depth topics under being addressed by national governments and the international discussion. I would like students to make comments, ask questions and community, with focus on the international role of Japan in promoting speak freely in class. human welfare and security as an important member of the global Method of Evaluation： community. Special attention will be paid to the role of United Nations Grading Method and other International Organizations as a tool of global governance in (1) Regular class attendance and active participation in group addressing these issues. We shall also explore ideas and concepts of peace discussions in class will be an important part of consideration for grading. and security, human rights, coexistence among peoples of different

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(2) There will be no examination but each student is reqired to write a interaction with East Asia. The focus of the examination is changing mid-term report (3-5 pages) during the mid-term, and a Final Report (7-10 policy agenda of Japan and East Asian nations. In addition, the course pages) based on readings, lectures and discussions covered during the surveys the fundamentals of development processes as conceived by class. development economists, planners and sociologists. Questions/Comments： Textbooks： If students have any questions or problems in the course, they should I will provide a reading package, compiled from journals and books in the feel free to talk to me before, during or after the class or send me an email relevant field. at: [email protected] Reference Books： Internet offers acess to key journals such as Asian Survey, Pacific Affairs JAPAN AS THE FIRST DEVELOPING COUNTRY 2credits among others, and statistical data. It is best if you check these from time （Spring） to time. Course Plan：最初の開発途上地域としての日本 2 単位（春学期） 1 Orientation: Introduce you to the overall purpose of the course, topics Japan as First Developing Country to be covered and the assignments Professor (Non-tenured),Faculty of Policy Management 2 Problemtization of Japan's Postwar Aid Policy UMEGAKI, MICHIO 3 Cold War and Development Policy: A two-wheel circus? 総合政策学部教授（有期）梅垣理郎 4 Cold War and East Asia: Conflicting Agenda Course Description： 5 Containment and Development Though Japan reached the status of a developed country before World War 6 Development as a Universal Problem II, its modernisation and industrialization processes exhibit the marks both 7 Development as Conceived FOR Developing Areas of a typical postwar "developing country" and of a typical prewar 8 Free Trade: A Wheel of Fortune or Misfortune "imperial power." As such, Japan's prewar development sheds light on 9 Free Trade: A Hegemonic Device both the lessons to be learned by the postwar developing countries and the 10 Free Trade and Development: East Asian customization shortcomings of the economic development-first orthodoxy which 11 Development: Competing Authorities dominates the minds of postwar world leaders. 12 Japan-Developing Countries Interface (1) Textbooks： 13 Japan-Developing Countries Interface (2) I will introduce relevant texts and journal articles once the classes begin. 14 Student Debate (1): We'll all be better off left alone Reference Books： Other Student Debate (2): Come and Mingle with US ditto. Method of Evaluation： Course Plan： Class participation and a short (4~8 pages) paper. 1 Introduction: What Japan is as we many of us know it vs. a Japan in a framework of a development HUMAN SECURITY IN JAPAN AND EAST ASIA 2credits 2 Changing Japan-1: the sources of pressures for change （Fall） 3 Changing Japan-2: Japan in the changing world (2nd half of the 19th 日本と東アジアにおける人間の安全保障政策 2 単位 century) （秋学期） 4 Changing Japan-3: Japan and modern wars Human Security in Japan and East Asia 5 Changing Japan-4: Change from what to what? Professor (Non-tenured),Faculty of Policy Management 6 Changes in Japan-1: the System of Rule UMEGAKI, MICHIO 7 Changes in Japan-2: Explaining the nature and consequences of changes 総合政策学部教授（有期）梅垣理郎 8 Modernizing Japan-1: Concentration and dispersion of power Course Description： 9 Modernizing Japan-2: International Adjustments The purpose of this course is to examine the emerging policy agenda, 10 Breakdown of Modernizing Japan-1: Political Development and its human security, in East Asian context. Human security, though known shortcomings primarily for its famous but ambiguous twin goals of freedom from threat 11 Breakdown of Modernizing Japan-2: Political Participation and and freedom from want, in fact touches upon many dimensions of human Burden of Economic Development (collective and individual) life. As such the seeds for what has developed 12 Breakdown of Modernizing Japan-3: Political Parties, Military and into “Human Security” are in nearly all policies aiming at modernizing Citizenry political, economic and even cultural life. Therefore, we explore 13 Breakdown of Modernizing Japan-4: prewar Japan as seen by the characteristics of modernization in both developed and developing "Outsiders" societies in order to evaluate the significance of human security policy. 14 Japan as the First Developing Country: An evaluation-1 Textbooks： Other Japan as the First Developing Country: An evaluation-2 I am planning to rely on a set of textbooks as such. I rely freely on the Lecturer's Comments to Students： material easy to access for the students. Before taking this course, try to get some idea on what you would expect Reference Books： from this course --- how could anyone treat Japan as the first "developing" Many key Human Security documents and statistical data related to country. human security are accessible through Internet. I will make some readings Method of Evaluation： available through PDF. A final paper on a topic I will provide towards the end of the semester Course Plan： 1 Orientation: Topics, Methods, and Assignments JAPAN'S DEVELOPMENT POLICY IN EAST ASIA 2credits 2 Introducing you to "Human Security" Literature （Spring） 3 From Samples of Human Security Practices 東アジアにおける日本の開発政策 2 単位（春学期） 4 Human Security Protest: Primacy of Econmic Development (1) 5 Japan and Development Policy in East Asia Human Security Protest: Primacy of Econmic Development (2) Professor (Non-tenured),Faculty of Policy Management 6 Human Security Protest: Primacy of Modern State (1) UMEGAKI, MICHIO 7 Human Security Protest: Primacy of Modern State (2) 8 An Orthodox Path to Human Security: Modernization 総合政策学部教授（有期）梅垣理郎 9 Alternative Path to Human Security: Empowerment of the Individuals Course Description： 10 Alternative Path to Human Security: Community Empowerment The purpose of this course is to develop a critical perspective on the 11 Japan and Human Security (1): Disaster Relief, Publixc Health relationship between Japan’s postwar development and its changing 12 Japan and Human Security (2): Whose Reaity Counts

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13 Student Debate: Small and Big Governemnt Other Review and Summary 14 Student Debate: Individuals and Community Method of Evaluation： Other Student Debate: Bation-State and Borderless Policy Coordination participation in the class (attendance, discussion presentation etc.) (Regimes) term paper (short essay) Lecturer's Comments to Students： My hope is that the students will try to connect his/her research interest to CONSTRUCTING JAPAN -INDIA PARTNERSHIP 2credits the issue of human security, or try to "translate" his/her research interest （Spring） into human security language 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） Method of Evaluation： Indian-Japanese Perspectives and Policies Class participation and a short (4-page) essay. Lecturer WILLIAMS, MUKESH K. 講師ウィリアムス，ムケーシュ JAPAN'S ROLE IN MODERNIZATION AND ECONOMIC DEVELOPMENT OF SOUTHEAST ASIA 2credits（Spring） Course Description：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 In recent years there has been a new upsurge in Japan-India partnership evidenced through university exchange programs in social sciences and （春学期） technology, Economic Partnership Agreements (EPAs) in the areas of Japan's role in Modernization and Economic Development of Southeast industrial manufacture and household electronics, and IT business Asia: connected to software services and e-learning. This has opened the way Professor Emeritus KURASAWA, AIKO for both countries to benefit mutually through exchanges of intellectual capital, innovative skills and manufactured products. Yet much of the 名誉教授倉沢愛子 business and cultural protocols of the two countries remain somewhat Course Description： inaccessible to policy makers, business enterprises, and the public at large. This course aims to review the relation between Japan and Southeast Asia Indians see Japan as a rich but linguistically difficult to do business with, by both reviewing historical aspect and analyzing various contemporary while the Japanese see India as intellectually advanced but quite issues related to economic development of Southeast Asia. Historical bureaucratic and ethnically diverse. There is a need to bridge the gap review start from Meiji period focusing on Japan’s expansion to Asia within the Japanese academic community by translating cultures, social which came to peak with World War II. Strong emphasis will be put on practices, business protocols, IT-related procedures and academic the study of Japanese military occupation of Southeast Asia and what kind standards. Given the above-mentioned urgencies, the course will trace the of impacts Japan casted on the postwar destiny of Southeast Asian nations. cultural similarities and spiritual affinities between the two countries A later half of the course will look at postwar period up to present, more beginning in the sixth century with the arrival of Indian saint Bodhisena to analysis would be given on Japan’s role on Economic development of Nara, moving to the cotton and silk merchants to Yokohama and Kobe in Southeast Asian nations, picking up such topics like investment of the early twentieth century, to the coming of freedom fighters like Rash Japanese capitals, economic cooperation, spread of Japanese pop culture, Behari Bose and Subhash Chandra Bose in the early and mid twentieth etc. Most of the focus will be on social change caused in those nations as century, and ending with the recent influx of IT professionals in the a result of development policy. Such topics as poverty, inequality, twenty-first century. The course will further study the new financial disintegration of traditional society, destruction of environment, etc. assistance by Japan to India and economic cooperation between the two In short, this course will look at Japan’s intervention in Southeast Asia countries such as ODA, FDI, EPA, Maruti-Suzuki Automobile and response from Southeast Asian society. During class each week Partnership, Delhi Metro Project, Delhi-Mumbai Industrial Corridor general study of Southeast Asia as a whole will be followed by detailed Project (DMIC), and other projects related to mobile technology, disaster analysis focusing on Indonesia based on my field research. management, civilian nuclear technology and optic fiber networks. The Reference Books： course will also introduce students to borrowings between Devanagri and If you understand Japanese: Hiragana syllabary and useful Indian and Japanese phrases for effective 倉沢愛子『「大東亜」戦争を知っていますか』講談社新書 2002年 business and social communication. Course Plan： 1 Japan’s prewar relation with SEA (1) This course will use an interdisciplinary approach to explore the shifting Historical development in pre-modern period contours of India's and Japan’s past by focusing on the economies, nuclear 2 Pre-war Japanese community in Indonesia & Japan’s perception on policies, hard/soft identities, literatures and languages. It will not provide Asia a simplistic solution by employing a unified “grand” narrative but explore 3 Way to Asia=Pacific War multiple narratives to reveal the unity and fragmentariness of the Indian 4 Japanese military occupation in Southeast Asia 1941-45 (1)Economic and Japanese experiences. Beginning with an examination of the histories Exploitation of an Indian past, the course will proceed through lectures by 5 Japanese military occupation in Southeast Asia 1941-45 (2)Education representatives of the Indian and Japanese communities and the academia, & Propaganda to develop a more comprehensive perspective of India and the historical 6 Japanese military occupation in Southeast Asia 1941-45 and cultural connections that inform Japan’s policies to India today. (3)Ideological and Military Training 7 Japanese military occupation in Southeast Asia 1941-45(4) The class will be conducted in English and reading and writing will be Introduction of Japansese style social institutions (tonarigumi Jawa primarily in English. Hokokai etc) Grades are also based on attendance and classroom participation. 8 Jap. Capitulation & Indonesian independence Textbooks： 9 End of the war and Repatriation of Japanese (1945-49) Williams, Mukesh and Wanchoo Rohit.(2008) Representing India: 10 payment of war reparation (1950S)and Japan's role in Southeast Asian Literatures, Politics, and Cultures. New Delhi: Oxford University Press. in late 1950s and early 1960s) ISBN: 978-0-19-569226-8 11 Japan's role in Economic Developmet in Southeast Asia(1) capital Reference Books： investment Hasegawa, Yozo. (2010) Rediscovering Japanese Business Leadership: 15 12 Japan's role in Developmet of Southeast Asia(2) Economic Japanese Managers and Companies They’re Leading to New Growth. Cooperation and cultural exchange Trans Anthony Kimm. Singapore: Wiley & Sons. ISBN: 13: 13 Social problems caused by rapid development policy 978-0470824955 14 Influx of Japanese pop-culture and life style Chellaney, Brahma. (2010). Asian Juggernaut: The Rise of China, India, (animation, fashon, food, convienience store etc) and Japan. New York: Harper Paperbacks. ISBN: 13: 978-0061363085

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Course Plan： interesting people about Japan and India. I will appreciate if you could 1 Historical and cultural introduction/Organization/demo/study groups make notes in class and summarize your responses as we go along. 2 Importance of Japan and India in the regional and global context; Method of Evaluation： What is a partnership? Different kinds of international partnerships 1. Project Presentation: 40% Credit and their changing nature 2. In-class End-Semester Test: 40% Credit 3 EPAs, ODAs and FDIs including tariff reductions, industrial 3. Lecture Summary Reports: 10% Credit（Short Weekly reports of one agreements, academic exchanges and demography of the two nations paragraph on all topics discussed in class) 4 The State Bank of India in Japan Promoting Japanese Investment in 4. Attendance, Participation: 10% Credit India by State Bank of India Regional Head and CEO Japan Sandeep Questions/Comments： Tewari Please send all your questions and comments to the class email that we 5 Lecture on Indian Social and Spiritual Connections to Japan relating will create on the first day of the class. to the concept of ‘unity in diversity’ and social homogeneity by a representative of the embassy/business community (Mid-May, date to JAPAN-AMERICA SHARED HISTORIES 2credits（Fall） be announced later) 日米関係史 2 単位（秋学期） 6 Business and Academic Progress—Xavier Labour Relations Institute, Japan-America Shared Narratives Jamshedpur (XLRI) and IITs; Tokyo Institute of Technology and Lecturer WILLIAMS, MUKESH K. International University of Japan 講師ウィリアムス，ムケーシュ 7 Successful Indian and Japanese Projects—Maruti-Suzuki, Delhi Metro, TCS and Wipro (speaker and date will be announced later) Course Description： 8 Social and Business Protocols of the two countries. Useful Japanese The US arose as the most powerful nation after World War II while Japan and Hindi phrases by Indian/Japanese business leader, date to be emerged as one of the most prosperous countries in the 1980s. Japan and announced later the US share a history that spans centuries, though the relationship has 9 Popular Culture—Representations of Japan and India in cinema and TV seen many ups and downs. Both nations now cooperate in the areas of —NHK serials on India and Indian movies on Japan such as The military security, information sharing, corporate management, global Japanese Bride technology, professional networking, digital and print media, socio- 10 The ways India views Japan and Japan views India—Japanese WW II economic systems, venture capitalism, ecological sustainability and cross- support for the concept of “India for Indians,” Rash Behari Bose/ cultural awareness. Both nations also possess a strong work ethic which is Higuchi Papers, Renkoji Temple, Nakamuraya, Nair Restaurant responsible for their industrial development and national greatness. Ginza; See “Indians in Japan” by Mukesh Williams at http:// Though over the centuries there have been significant interactions between these two countries, it is only after the defeat of Japan in World cms.boloji.com/index.cfm? War II and the signing of the San Francisco Peace Treaty in 1951, that md=Content&sd=Articles&ArticleID=7007 Japan-US relationship enters a new phase. Since the late 1950s US 11 India’s Nuclear Program: See the following essay by Dr. M. Williams presence in the Asia Pacific region increased and Japanese entitled “Revaluation of India’s Nuclear Program” at http:// industrialization gained a fillip with IMF loans. In the 1980s trade www.boloji.com/analysis2/0436.htm; End-semester project work - in relations between the two countries became rough due to Japanese class preparation protectionism but gradually it thawed. After the breakup of the Soviet 12 Mobile technology, disaster management, civilian nuclear technology bloc in 1989 the perceived threat from Russia diminished, but in recent and optic fiber networks; Additional points related to India’s Nuclear years this has been replaced by the growing assertiveness of China. Today Program will also be discussed: End-semester project work - in class both nations are beset with political, economic and demographic problems preparation continued they still provide leadership and direction to the rest of the world. The 13 Business practices and the legal system--India and Japan--strength attempt in the class will be to combine the strategies and methodologies of and weakness American Studies and Japanese Studies to understand the trajectories both 14 End semester project presentation nations have taken after World War II. We will try to understand key Other In-Class Test, Summing up, and submission of late assignments concepts relating to freedom, welfare, civil rights, sovereignty, Lecturer's Comments to Students： representation, democracy and religion in order to create a composite The course will require two hours of outside class reading per week as intellectual and political culture based on the methodologies of cultural well as 30 minutes of homework preparation. Please participate in class studies and social sciences. discussions even when you are not confident about your ideas. I want you Students will get an opportunity to: to speak and offer your opinions freely. You will be expected to present 1. acquire presentation and negotiation skills, seminar papers, conduct discussions in the classroom and write reports on 2. learn new concepts, methods and vocabularies, related topics. You might like to establish individual email contact with 3. understand stereotypes of knowledge and reason/develop critical undergraduate and graduate students of Delhi University/ Jawaharlal thinking to understand bias, manipulation, prejudice, discrimination and Nehru University and exchange ideas on youth culture, local and national hegemony, politics and individual aspirations. 4. synthesize diverse opinions and perspectives from within and outside Japan and America, Lectures 2, 5, and 9 of this course will be based on the book Representing 5. develop skills to write/think purposefully and strategically, and India mentioned above. It is hoped that the preorder of the book will be 6. acquire the habit to pursue knowledge independently and scientifically. made available to students before the beginning of the semester. However Textbooks： those who wish to procure the book beforehand may place an order None directly with the publishers at the following URL of Amazon.co.jp: Reference Books： http://www.amazon.co.jp/s/ref=nb_sb_noss?__mk_ja_JP=%E3%82%AB Zinn, Howard. (2003).A People’ s History of the United States 1492- %E3%82%BF%E3%82%AB%E3%83%8A&url=search-alias Present. Perennial Classics. New York: Harper Perennial, Price 12.89 %3Daps&field-keywords=Williams+Representing+india USD. ISBN:978-0-06-083862-2 Classes will be supplemented with PowerPoint outlines and web addresses Arase, David and Akaha, Tsueno (2011). The US-Japan Alliance: of relevant material. Balancing Soft and Hard Power in East Asia (The Nissan Institute/ Routledge Japanese Studies Series). London: Routledge; ISBN-10: This is an exciting new class and will provide you with great information 0415679737 about the shared histories and new directions in Japan-India relationship Course Plan： and partnership. We will study new things every week and listen to 1 An introduction to Japan-American history, constitution, partnership and issues

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2 US-Japan Work Ethics—Industry, Education and Politics listen to interesting people about Japan and the United States. I will 3 The US-Japan Security Treaty—American bases in Futenma, Iwakuni appreciate if you could summarize your responses as we go along. and Kaneda; Japanese-American Maritime Partnership and Chinese Method of Evaluation： Muscular Politics--Conflict over natural resources and territory— 1. End-Semester Class research-based presentation in class (40% credit) attempts to control maritime and natural resources 2. Homework based on the text/supplementary material (10% credit) 4 A brief discussion of topics for project presentation such as conflict 3. Attendance, Participation (10% credit) over East Asian natural resources, Pearl Harbor-Hiroshima, Yasukuni- 4. Final Written Test: (40% 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 class laizzez faire, venture capitalism in US and Japan, Ecological Sustainability Immigration and multiculturalism, Japanese-American NATIONALISM: FROM INCEPTION TO SOUTHEAST ASIA constitutions; Chinese-American-Japanese conflicts in the East China 2credits（Spring） sea etc. 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 5 Japanese and American Immigration policies—strength and weakness （春学期） 6 The Strength and Weakness of Higher Education in the US and Japan Nationalism: From Inception to Southeast Asia 7 Japanese Keiretsu and American Corporate Governance— capitalism, Lecturer CHANDRA, ELIZABETH protectionism, zaibatsu, post-war economic miracle, industrial 講師チャンドラ，エリザベス organization ,investment systems, banking and non-financial firms, Lehman Brothers Shock and Japanese financial system Course Description： 8 Digital and Print Media—NHK, CNN, FOX, ABC News, Japan Times This course aims to familiarize students with existing scholarship in the and New York Times (The name of the guest speaker and date of the study of nationalism, with emphasis in the formation of nation-states up presentation will be announced later) until the so-called “third wave nations” of Southeast Asia. It traces the 9 Social and Professional Networking in Japan and United States— development of the concept of nationalism in conjunction with the Facebook, Twitter, LinkedIn, Mixi etc. Discussion about individual/ emergence of nation-states from arguably its inception in the New World group presentations. Create a format for presentation to its expansion all over the world, especially in modern Japan and the 10 Constructing National Heroes—Yasukuni Shrine and Arlington colonized territories of Southeast Asia. Cemetery—Shintoism and enshrining the dead, American heroism and manifest destiny; Japanese Emperor system and American Christian During the course of the semester, we will address questions related to the identity formation and spread of the nation-state form such as: Where do we locate 11 Foreign Policy—Japan and US—Asia and the rest of the world, Foreign its conceptual origins? Is it really, as many scholars say, a modern policy and economic growth, Democrats and Republicans, LDP creation? When and how, for instance, did Japan become a nation-state? (Jiminto) and DPJ (Minshuto); Henry Kissinger, Margaret Albright What makes formerly colonized nations different, for instance, from and Hillary Clinton on foreign policy. Read Burton Folsom’s Japan? How do we make sense of the nation from a gendered point of “Obama’s Vision Through History” at the following website view? Is the experience of nationhood different in countries with a strong http://spectator.org/articles/40632/obamas-vision-through-history patriarchal culture like Japan? Finally, in the age of globalization and 12 The Rise of Islam in the Anglo-American World and Japan--Political, world economy, is the nation-state becoming obsolete? Will Asia see Moderate and Radical Ideas connected with the theme supra national communities like the EU, or instead the sharpening of 13 End-Semester Presentations—4-page report and course evaluation national borders and sentiments (such that we see in exchanges over 14 End-Semester Presentations—4-page report and course evaluation disputed territories in East Asia or in the rise of right-leaning parties in Other In-class written test Europe)? Lecturer's Comments to Students： The course will require two hours of outside class reading per week as This course is designed to be an interdisciplinary undertaking, as we will well as 30 minutes of homework preparation. Please participate in class deal with writings by historians, political scientists, philosophers, and discussions even when you are not confident about your ideas. I want you anthropologists. To take advantage of the international background of to speak and offer your opinions freely. Students will also be expected to participants of this class, students are especially encouraged to bring into present seminar papers, conduct discussions in the classroom, write discussions the experience of nationalism in their country. reports on related topics and take a short text at the end of the semester. Reference Books： The class can be a great learning experience provided you read the 1. Tessa Morris-Suzuki, Re-inventing Japan: Time, Space, Nation handouts at home and make effort to speak in class. If all of us work (Sharpe, 1998) together we can make the class thoroughly enjoyable. We would like to 2. Benedict Anderson, The Spectre of Comparisons: Nationalism, use some of these sites to support our arguments and understanding of the Southeast Asia and the World (Verso, 1998) subject: 3. Benedict Anderson, Imagined Communities (Verso, 2006) 1. On American Foreign Policy read "Foreign Policy of 4. Ernest Gellner, Nations and Nationalism (Cornell UP, 1983) Consensus:American Gulliver and Lilliputian World Bodies" by Mukesh 5. Anthony Smith, Nationalism: Theory, Ideology, History (Polity, 2002) Williams at http://www.boloji.com/opinion/0749.htm 6. Eric Hobsbawm, Nation and Nationalism since 1780 (Cambridge Univ. 2. LDP Domination has Stifled Debate in Japan by Mukesh Williams; See Press, 2000) http://www.boloji.com/index.cfm?md=Content&sd=Articles&ArticleID= Course Plan： 6646 1 Introduction 3. The Travails of Political Sloganeering in Japan by Mukesh Williams; 2 Genealogy of nation See http://www.boloji.com/index.cfm?md=Content&sd=Articles& 3 Conceptual roots ArticleID=6613 4 Conservative reaction 4. Factional Politics and People's Interest by Mukesh Williams; See http:// 5 Paradigms www.boloji.com/index.cfm?md=Content&sd=Articles&ArticleID=6639 6 Types and terminology 7 Time/space in modern Japan This is an exciting new class and will provide you with great information 8 Border problems in postcolonial nations about the shared histories and new directions in Japan-America 9 Majority and minority relationship and partnership. We will study new things every week and 10 Mediums and symbols 11 Nation and gender

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12 Mythologizing the nation 9 Languages of Southeast Asia. 13 National memorials Touching on the image and sounds of the languages of the region. 14 Post-nationalism? 10 Ryukyu Kingdom and Southeast Asia. Other Conclusions Study the relationship between present day Okinawa and Southeast Lecturer's Comments to Students： Asia. Students interested in taking the class must attend the first meeting where 11 Closed Door Policy and recognition about outside world during Edo a more detailed syllabus and the assigned reading for the following week (Tokugawa) Period (1600-1868). will be distributed. Those unable to attend the first class should contact 12 Southeast Asia-Japan;relationship in early modern period(1868-1941). the instuctor beforehand. Email 13 Southeast Asia-Japan;japanese occupation (1941-1945) Method of Evaluation： 14 Southeast Asia-Japan;post war period (1945- present day) The final grade will be based on 3 (three) in-class pop quizzes on the Other Contemporary issues of Southeast Asia. lectures and assigned readings (40%), a final report of 1500-2000 words Lecturer's Comments to Students： (20%), attendance and participation in class discussion (40%). The basic rules of the classroom will be confirmed at the first session. They are by no means very rigid. For example, no food consumption and SOUTHEAST ASIA AND JAPAN 2credits（Fall） chewing gum are permitted, refrain from chatting among students about 東南アジアと日本 2 単位（秋学期） topics irrelevant to the study, remove caps and overcoat unless the Southeast Asia and Japan students have special reason to do so, etc. Past and Present Method of Evaluation： Professor,Faculty of Policy Management NOMURA, TORU The evaluation will be done by two written reports in the middle and at 総合政策学部教授野村亨 the end of the semester. The particulars of the term papers will be announced during the session. Course Description： Questions/Comments： Southeast Asia is just the next door to Japan; it is an important All of the registered students have a right to ask any questions and send neighboring region for us in terms of economic and diplomatic relations. comments on the study by writing email to the following email address; Southeast Asia is situated at the crossroad of North-South land bridge [email protected] linking two continents, i.e. Eurasian and Australian continents, and When I am busy, the reply may be delayed. Please understand the waterway linking two big oceans, i.e. Pacific Ocean and Indian Ocean. situation. This region has received various influences both from the West and the East as a result of East-West trade ever since dawn of its history. In the modern period, it had to endure a harsh colonial rule by the major Western colonial powers; almost all part of the region became European colonies except Thailand. During the World War II, the whole region had been governed by Japanese military rule for about four years. Though relatively short period, Japanese occupation gave chance for the people of JAPANESE ECONOMY 2credits（Fall） Southeast Asia to get rid of the colonial rule. However during post colonial period Southeast Asia had to endure a series of civil wars and ジャパニーズ・エコノミー 2 単位（秋学期） internal struggle due to the cold war. After the decay of Soviet bloc in Professor,Graduate School of Business and Commerce 1989, however, the importance of ASEAN has increased so much that KASHIWAGI, SHIGEO nowadays ASEAN is regarded as the good model of the regional 商学研究科教授柏木茂雄（フジタ・チェアシップ基金） cooperation. In addition, facing the ruthless military expansionism of the Course Description： communist China, both ASEAN and Japan must defend our common The objective of this course is to discuss and understand the recent interest in our respective territorial waters. developments and policies of the Japanese economy.

In this series of lectures, we will overview the overall relations between The course will provide opportunities for students, especially for those the two regions throughout the history. The emphasis will be laid in the coming from abroad, to review and understand various economic issues historical aspect rather than contemporary issues. that have arisen in Japan in the last three decades. It will also provide Textbooks： opportunities for Japanese students to look at their own economy from a No text book will be used throughout the sessions. However the global perspective. The focus of the discussion will be less on theoretical students will be provided with handouts and reading materials by means and empirical aspects and more on understanding the economic, political, of website and/or emails. social as well as historical background of the current economic issues that Reference Books： are in the minds of the Japanese people today. The complete bibliography will be provided on the website by the Textbooks： beginning of the semester. Cargill, Thomas F. and Takayuki Sakamoto, Japan Since 1980, Course Plan： (Cambridge University Press, New York, 2008) 1 What is Southeast Asia? Course Plan： General introduction to this region. 1 Introduction and overview （Course plans are subject to change.) Policy of this lectures and basic rules of the classroom. 2 Historical background of the Japanese economy 2 Term of Southeast Asia. How people of the world have recognized 3 The Japanese economy today this region throughout history. 4 Economic and political institutions in the 1970s 3 Vegetation and Natural environment of Southesat Asia. 5 The "high watermark" during 1980-85 the understanding of the natural environment is indispensable to grasp 6 The bubble economy from 1985 to 1990 the region in question. 7 Economic distress from 1990 to 2001 4 Agriculture of Southeast Asia(1) 8 Fiscal policy and the Koizumi reform during 2001-06 5 Agriculture of Southeast Asia(2) 9 Japan's corporate governance, labor practices, and citizen's social and 6 Advent of civilization in Southeast Asia. economic life Neolithic period and the beginning of agriculture. 10 The Japanese Economy Today: Specific issues (1) 7 Indian influence in Japanese culture. 11 The Japanese Economy Today: Specific issues (2) Both Japan and Southeast Asia share the common cultural influence 12 The Japanese Economy Today: Specific issues (3) from Indian civilization. 13 The Japanese Economy Today: Specific issues (4) 8 Indianization of Southeast Asia. 14 The Japanese Economy Today: Specific issues (5) How classical Indian culture came to Southeast Asia?

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Other Wrap-up discussions MONETARY AND FISCAL POLICY OF JAPAN AND ASIAN Lecturer's Comments to Students： REGION 2credits（Spring） The course will be a combination of lectures and seminar-style class discussions, which will be conducted entirely in English. There will be no ＭＯＮＥＴＡＲＹＡＮＤＦＩＳＣＡＬＰＯＬＩＣＹＯＦＪＡＰＡＮＡＮ pre-requisites for this course, but it would be advisable for students to ＤＡＳＩＡＮＲＥＧＩＯＮ 2 単位（春学期） have strong interest in the Japanese economy and some basic knowledge Asian Financial Market and Institutions of macro-economics. Professor Emeritus YOSHINO, NAOYUKI Students should take turns to make short presentations on their assigned 名誉教授吉野直行 topics in the textbook or other relevant papers. Students are expected to Research Associate (Non-tenured),Faculty of Economics participate actively in classroom discussions. This course is expected to TAGHIZADEH HESARY, FARHAD provide a rare opportunity to engage in discussions on the Japanese 経済学部助教（有期） economy in English, among a mixture of Japanese and non-Japanese タギザーデヘサーリ，ファルハード students. The diversity of the class is expected to promote interesting and Course Description： intensive discussions among students. Method of Evaluation： Non-PCP students can also register for this class. Evaluation will be based on attendance, class participation and This course covers monetary and fiscal policy of Japan and Asia. Students preparation of a term paper written in English on a relevant topic to be must attend the course more than 2/3 of entire class. In each class, submitted towards the end of the semester. students are asked to answer one or two short questions at the end of each class. HISTORY OF JAPANESE ECONOMY 1 2credits（Fall） Outside guest speakers will be invited some time depending on the topic. Final examination is based on the lectures given in the class. 日本経済史１ 2 単位（秋学期） Textbooks： From Meiji to the present Hometown Investment Trust Funds, Yoshino and Kaji, Springer Lecturer SAITO, OSAMU Postal Saving and Fiscal Investment in Japan, Cargill and Yoshino, 講師斎藤修 Oxford University Press Course Description： Reference Books： This lecture course traces the development of the Japanese economy from “Postal Savings and Fiscal Investment in Japan” (Oxford University the entry of the country into world trade in the late 1850s to the present. Press, Cargill and Yoshino) Special attention will be paid to the role of the state, growth mechanisms “Small Savings Mobilization and Asian Economic Development” (M.E. and consequences of growth. Sharpe, Scher and Yoshino) Textbooks： “Basket peg, Dollar peg and Floating Exchange Rate System” Journal of None Japanese and International Economies, 2004 (Yoshino,Kaji and Suzuki) Reference Books： Japan's Bubble Economy and Its Implications to China. International Allen, R.C, Global Economic History: A very short introduction (Oxford: Economic Review, Chinese Academy of Social Sciences, No.2, 2009. Oxford UP, 2011) PP28-30 (In Chinese) Johnson, C., MITI and the Japanese Miracle: The growth of industrial “The case for the Private Sector”The Japan Journal, March 2009, PP. policy, 1925-1975 (Stanford: Stanford University Press, 1982) 13-16. Nakamura, Takafusa, Economic Growth in Prewar Japan (New Haven: “Japanese financial service firms in East and Southeast Asia: Location Yale University Press, 1983). pattern and strategic response in changing economic conditions”, Asian Nakamura, Takafusa, The Postwar Japanese Economy: Its development Business and Management, Macmillan, Vol.8, No.1, pp33-58 (2009 with and structure, 1937-1994 (Tokyo: University of Tokyo Press, 1995) Patrik Strom). Nakamura, Takafusa, and Konosuke Odaka, eds., Economic History of “On the economic interdependence between China and Japan: Japan, 1914-1955: A dual structure (Oxford: Oxford University Press) Challenges and possibilities” Asian Pacific Viewpoints, Vol.50. no.2, Saito, O., ‘Was modern Japan a developmental state?’, in K. Otsuka and 2009 (with Claes Alvstam and Patrik Strom). T. Shiraishi, eds., State Building and Development (London: Routledge, “Policy Financial Crisis and Policy Issues in Japan”, Chapter 8, 2014) MANAGING ECONOMIC CRISIS IN EAST ASIA, Edited by Saw Course Plan： Swee-Hock and John Wong, Singapore, East Asian Institute, 2010. 1 Introduction: concepts and contexts “Procyclicality of The Basel Capital Requirement Ratio and Its Impact on 2 Modern Japan in global perspective Banks” Asian Economic Papers, MIT Press, 2011, Vol.10, No.2. 3 The role of the state: early Meiji “Euro’s Struggle and Its Lessons to Asian Region” APEC SME Crisis 4 The role of the state: 1885-1937 Monitor, APEC SME Crisis Management Center SCMS, October, No15, 5 The role of the state: war-time and high-growth periods 2011. 6 Globalisation: the opening of the country into world trade “Macroeconomic Volatility Under High Accumulation of Government 7 International dimensions: Japan in the pax Britannica 8 International dimensions: between the two wars Debt: Lessons from Japan” Advanced in Complex Systems, Vol. 15, No. 9 The period of high growth: chronology 2, 2012 (with Paul McNelis) 10 The period of high growth: mechanisms “Global imbalances and the development of capital flows among Asian 11 The period of high growth and beyond countries”, OECD journal, Financial Market Trend, Vol1, 2012. 12 Income inequality: pre-World War II Yoshino and Kaji, Hometown Investment Trust Funds, Springer, 2013. 13 Income inequality: post-World War II Course Plan： 14 Income inequality in the age of service economy 1 Fluctuations of Japanese economy since world war II Other The review of the course 2 Business cycle of Japan Method of Evaluation： 3 Monetary policy of Japan Term paper. Note that students are required to submit a synopsis before 4 Fiscal policy of Japan writing an essay in English. If not, you are not entitled to submit the term 5 Accumulated Debt and Instability of Government bond market -- paper. Greece case Questions/Comments： 6 Exhange rate fluctuations -- Its theoretical analysis Via e-mail 7 Dynamic ajustment of exhange rate and monetary policy 8 Revenue bond and public-private partnership 9 Hometown investment trust fund

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10 Households' asset allocation of Japan and Asia be no overlap and the spring semester course should not be regarded as a 11 Causis of fluctations of stock price and land price prerequisite for the fall semester course. It would be preferable and 12 Empirical analysis of banking behavior advisable for students to have strong interest in and basic knowledge of 13 Deposit Insurance system international economics. 14 Japanese bond market and corporate bond Method of Evaluation： Other Ageing population of Japan and Pension management Evaluation will be based on attendance, class participation and Lecturer's Comments to Students： presentation of a term paper to be prepared on a relevant topic towards the In each lecture, one or two questions will be asked to students. end of the semester. Method of Evaluation： Final examination and short test at the end of each class COMPETING IN EMERGING MARKETS AND THE EAST ASIA Questions/Comments： 2credits（Spring） Students are encouraged to ask questions in each class. 新興成長市場における競争と東アジア 2 単位（春学期） Lecturer ROY, ASHOK POLICY IMPLICATIONS OF ECONOMIC INTEGRATION IN 講師ロイ，アショック ASIA 2credits（Fall）アジアにおける経済統合の政策的含意 2 単位（秋学期） Course Description：アジアにおける地域的経済統合の政策的含意 PURPOSE (Policy Implications of Economic Integration in Asia ) ======Professor,Graduate School of Business and Commerce Examine why Japan might see rapid change over next three to five years. KASHIWAGI, SHIGEO Competitive dynamics of emerging markets - Threats and opportunities 商学研究科教授柏木茂雄（フジタ・チェアシップ基金） Impact of social media Doing business in Emerging markets - global approach and local tactics Course Description： Evaluating business opportunities The objective of this course is to discuss and deepen the understanding 目的 on policy implications of economic integration, especially in Asia. ======The course will provide opportunities for students to examine various 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 aspects of policy issues that have arisen from the emergence of many 察する global issues and increased economic integration. Students will have the 新興市場の競争ダイナミクス、脅威と機会 opportunity to review the challenges imposed on policymakers from ソーシャルメディアの影響 globalization and explore ways to enhance international cooperation to ビジネスに対する考え方はグローバル、実行戦略はローカル meet these challenges, especially in the Asian context. Students will also ビジネス機会を検討 discuss the emerging economic integration in Asia in comparison with the Textbooks： developments that took place in Europe. Discussions will be made from None practical and policy perspectives rather than purely from theoretical Reference Books： viewpoints. Classroom discussions will enable students to familiarize Will provide before class themselves with the issues that are being discussed at various international Course Plan： meetings and to engage in more informed and effective discussions on 1 CHEAP YEN - WHAT DOES IT MEAN?? these issues. - Samurai export machine – adapting to new environment The class is expected to be attended by both Japanese and non-Japanese - Macro-economic implications on business & people students with diverse background, which will hopefully promote 2 JAPAN - RAPIDLY TRANSFORMING interesting and intensive discussions among the class participants on - Drivers of change global issues. - Potential consequences: Opportunities & Pitfalls Textbooks： 3 EMERGING MARKET DEMAND - SOURCE & SCALE There will be no textbooks. Handouts and/or copies of background - Demographic trends in various key markets material will be distributed from time to time. Students are expected to - Resources and assets of different countries make presentations on topics assigned to them based on relevant papers 4 HYDROCARBON ECONOMY and to engage in active classroom discussions, which are conducted - Why did price of Oil collapse? entirely in English. - Examine impact on Japan, China, Australia, India, US, Europe & Course Plan： Russia 1 Introductory discussions (Course plans are subject to change) 5 ENTERING AN EMERGING MARKET 2 Globalization and macroeconomic policies - Map products and services to demand 3 Globalization - Focusing on “high probability of success” areas 4 Challenges facing the global economy 6 IMPACT OF SOCIAL MEDIA - IT'S NOT JUST FB 5 The Asian growth miracle - Learning from information-aware consumer 6 Challenges facing the Asian economy - Controlling consumer perception 7 The European experience of economic integration - Impact of Big Data 8 Challenges facing the European economy 7 GUEST LECTURURER 9 Regional integration in Asia (1) Will invite 2 or 3 CEO, investors and entrepreneurs 10 Regional integration in Asia (2) The above sessions may change depending on their schedule 11 Financial integration 8 GEO-POLITICS 12 Financial crises and responses to them - Policy changes can often create opportunities and challenges 13 Globalization and global currencies - Case studies: China, Islamic State 14 Global governance issues 9 CORE ASSETS OF JAPAN Other Wrap-up discussions - What exactly are the differentiators Lecturer's Comments to Students： - How do companies and individuals leverage it

This course will be a combination of lectures and seminar-type class 10 VALUING ECONOMIC PERFORMANCE OF A BUSINESS discussions conducted in English. Classroom discussions for this course - Valuation Methods are expected to be a continuation of the discussions that take place during - Understanding Financial Model the class on "International Economy" offered in the spring semester by the 11 NEGOTIATIONS - WITH FOREIGNERS same lecturer. Both courses will follow a similar approach but there will

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- Reading people and culture EU-JAPAN ECONOMIC RELATIONS 2credits（Fall） - Emotional competence and closing deals ＥＵ－ＪＡＰＡＮＥＣＯＮＯＭＩＣＲＥＬＡＴＩＯＮＳ 2 単位 12 ACQUISITIONS - ANOTHER WAY TO ENTER MARKET - What to look for and what are typical mistakes made （秋学期）

- Examples of successes and failures A Partnership for the Twenty-First Century? 13 GROUP PRESENTATIONS (1,2,3,4) Guest Professor HAYASHI, HIDEKI 14 GROUP PRESENTATIONS (5,6,7,8) 特別招聘教授林秀毅 Other n/a Course Description： Lecturer's Comments to Students： This course is offered in English. The goal is to broaden and deepen ENGLISH is the language of instruction students’ knowledge in EU-Japan relations, mainly on the economic Be prepared to participate in the class. Your opinion matters. aspects, as well as on the political and social aspects. 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 Whole lecture is divided into two parts: in part 1, each lecture will be OK。 based on the text and in part 2, the national economy of EU countries and Method of Evaluation： its relations with Japan will be discussed. Related statistics and case Class participation, in-class quiz and Group-Project and presentation at studies are also introduced in both parts. Guest speakers from EU the end. NO final examination Commission,Universities in Europe and Asia may also be invited. In each Questions/Comments： lecture, Powerpoint will be used. n/a As it is expected to be a small class, composed of Japanese and International students, active questions and comments by students are THE KOREAN ECONOMY 2credits（Spring） welcome. Japanese students are also welcome,especially those are ＴＨＥＫＯＲＥＡＮＥＣＯＮＯＭＹ 2 単位（春学期） intereted in Europe. Skills or command of English do not matter for the Professor,Faculty of Economics KIMURA, FUKUNARI time being,if you wish to improve. 経済学部教授木村福成 Students are supposed to submit a report on one of the questions based Research Associate (Non-tenured),Faculty of Economics on each lecture and submit it at the beginning of the next lecture. YAO, MASAYUKI Textbooks：経済学部助教（有期）八尾政行 Gilson, Julie, Japan and the European Union A partnership for the Lecturer LEE, JAYMIN Twenty-First Century?, Palgrave Macmillan, 2000 (Several Copies of the 講師李濟民 text are on reserve at the old library.) Reference Books： Course Description： Jörn,Keck,Vanoverbeke,Dimitri and Waldenberger,Franz, EU-Japan This on-time TV conference lecture is given by renowned Professor Relations,1970-2012,Routledge,2013 Jaymin Lee, Faculty of Economics, Yonsei University, Korea. Course Plan： 1 Part 1.Chapter 1 Introduction: Assessing Bilateral Relations The lecture provides the holistic historical perspective of economic 2 Chapter 2 Developing Cooperation 1950s-80s (1) development through the eyes of orthodox economics. We not only learn 3 Chapter 2 Developing Cooperation 1950s-80s (2) the case of Korean economic development but also draw rich implication 4 Chapter 3 Japan and its Changing Views of Europe for understanding various economic development paths in comparison 5 Chapter 4 European Integration and its Changing Views of Japan (5) with Japan, China, and current developing countries. Internal and external 6 Chapter 4 European Integration and its Changing Views of Japan (6) conditions for economic development are carefully discussed, and the 7 Chapter 5 The 1990s and a New Era in Japan-EU Relations success and failure of macro/micro policies are critically reviewed. 8 Chapter 6 Cooperation in Regional Forums 9 Chapter 7 Addressing Global Agendas Active real-time interactions through TV are expected in classes held both 10 Chapter 8 Conclusions: A Partnership for the Twenty-first Century in Seoul and Tokyo at the same time. Subject to the budget, Professor Lee 11 Part 2.Germany, France and Benelux may visit Keio and give supplementary lectures in person. 12 Italy, Spain, Portugal and Greece 13 UK,Ireland, Nordic Countries Classes are held in 3-5pm, Monday, and the in-class final exam will be 14 EU enlargement and Central/Eastern European countries held in mid-June. Other Review for whole lecture(part 1 and part 2 ) Textbooks： Lecturer's Comments to Students： Lecture notes will be provided. Any students who are interested in Europe and Japan are welcome, Course Plan： regardless of the faculties(economy, business,law and politics, literature, 1 Introduction etc.),the grades(3rd, 4th,etc.)and either international and Japanese. 2 Labor and income distribution 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 3 Stabilization and the second spurt は英語に自信がない場合でも、挑戦してみてください。 4 Industrial policy, Chaebol, and finance Method of Evaluation： 5 Liberalization and its limits ・試験の結果による評価 30 ％ (End-of-term Examination) 6 Review session (1) ・レポートによる評価 60 ％ (Aggregate score of each weekly report) 7 Democratization and the economy ・平常点（出席状況および授業態度）による評価 10 ％ (According 8 The nature of the crisis to the contribution of students by active questions and comments) 9 The slowing engine of growth Questions/Comments： 10 Industrial strategy, firms, and finance after the crisis Anytime during class, also by e-mail. 11 Labor and distribution after the crisis 12 Review session (2) MANAGEMENT IN JAPAN 2credits（Spring） 13 Wrap-up (1) 日本のビジネスマネジメント 2 単位（春学期） 14 Wrap-up (2) Management in Japan; The Kaisha in the 21st Century Other Exam and review Lecturer HAGHIRIAN, PARISSA Method of Evaluation：講師ハギリアン，パリッサ Term exam: 70% Class attendance: 10% Course Description： Home assignments: 20% The course introduces the characteristics of the Japan as a place of business and the main aspects of Japanese management. The course starts

34 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 with a theory lecture on culture and its relevance for international • Train students analytical skills and their ability to present research management and business communication. After this an overview of the results to a wider audience modern Japanese business environment is given. Major points of • Train their communication skills in a cross-cultural team discussion are the most prominent aspects of Japanese management, such Textbooks： as production management, distribution as well as human resource and The text book is essential for the class and can be bought in the book shop. knowledge management within Japanese corporations. Parissa Haghirian and P. Gagnon (Ed.): Cases in Japanese Management. The course aims to: World Scientific Management. (approx. 6500 Yen) • provide an overview of the modern Japanese business environment Course Plan： • explain the most important social concepts in Japanese society and their 1 Course Coordination relevance for Japanese management and Japanese business culture 2 Introduction to Working with Case Studies • discuss the most prominent aspects of Japanese management, such as 3 Differences between Strategies and Operations production management, distribution and management activities within a 4 Entering the Japanese Market – Wal-Marts Adventures in Japan Japanese corporation 5 Entering the Japanese Market – How eBay got outbid – Initial failure • present the latest developments in the Japanese management environment and market re-entry in Japan Textbooks： 6 Entering the Japanese Market – Nintendo, the 800 Pound Gorilla These text books are essential for the class and can be bought in the book returns shop. 7 Entering the Japanese Market – Seven Eleven Japan and the New Parissa Haghirian: Understanding Japanese Management Practices. Keiretsu Business Expert Press. (approx.. 2600 Yen), Parissa Haghirian (Ed.): J- 8 Marketing Management in Japan – Rise and Fall of the Japanese Management; Fresh Perspectives on the Japanese Firms in the 21st Luxury Market Century. iUniverse. (approx.. 2700 Yen) 9 Marketing Management in Japan – Toyota Lexus; Number One Course Plan： Abroad but Struggling at Home 1 Course Coordination 10 Dealing with Crisis – Schindler Elevators and the Challenges of the 2 Management and Culture (Asian and Western Management Styles) Japanese Market 3 Social Concepts in Japan (Collectivism, harmony) 11 Dealing with Crisis – Lost in Translation: Toyota and the Recall 4 Social Concepts in Japan (Hierarchy, achievement orientation) Scandal 5 Historical Development of Japanese Management 12 Cross-cultural Encounters – Being Polite in Japan 6 Industry Structure in Japan and the Japanese market 13 Cross-cultural Encounters – Cultural Challenges in the Archery Club 7 Production management in Japan 14 Future Technologies – Japanese Car Wars and the Future Race for 8 Human Resource Management in Japan Technology 9 Japanese Distribution Systems Other Summary and Feedback 10 Marketing in Japan Lecturer's Comments to Students： 11 Knowledge Management in Japan The majority of meetings will be held in a seminar format. Students are 12 Strategy Formulation in the Japanese Firm expected to attend classes and participate actively in class discussion. 13 Decision Making and Negotiation Styles in Japan Students will form students' groups and work on a case study on Japanese 14 The Future of the J-Firm Management. Students are required to prepare a case study report and a Other Final Test (Open Book Test) supporting presentation on their topic. Accordingly, attendance and Lecturer's Comments to Students： participation in class discussions will be critical to the success of this The majority of meetings will be held in a lecture format. Students are course and will also determine students' grades. expected to attend classes and participate actively in class discussion Method of Evaluation： during the lectures. The final exam will be based on the content of the Case Study Presentation（40%） lectures. Accordingly, attendance and participation in class discussions Case Study Paper（40%） will be critical to the success of this course and will also determine Participation and Attendance（20%) students' grades. Method of Evaluation： JAPANESE BUSINESS AND SOCIETY 2credits（Fall） Exam（50%）日本の企業と社会 2 単位（秋学期）（） Student Assignment 40% Associate Professor,Faculty of Business and Commerce （） Participation 10% UMEZU, MITSUHIRO 商学部准教授梅津光弘 CASES IN JAPANESE MANAGEMENT 2credits（Spring）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） Course Description： Decision Making and Strategic Thinking in the J-Firm Goal: Lecturer HAGHIRIAN, PARISSA In this course, we will analyse contemporary Japanese society and 講師ハギリアン，パリッサ business from an ethical perspective. Through lecture and case discussion, I would like to find a balancing Course Description： point of culturally contextualized management and globally acceptable This course focuses on elementary strategic aspects of Japanese norms for future international business. Also, I would like to discuss the corporations. It aims to develop strategic thinking in a Japanese market strong points of Japanese Style Management which could be transferable context and will provide students with an opportunity to sharpen their to other cultures, and the weak points which would be universally written and oral presentation competencies. Utilizing a teaching approach unacceptable. that mixes cases, class discussions and group workshops, students will Method: learn key concepts and tools used in solving marketing and management First, I will highlight the historical and theoretical aspects fundamental problems in the Japanese market context. to analyzing Japanese society and business from an ethical perspective. Then I will assign you to read short cases which describe recent incidents The course aims to: that have caused public controversy both in Japan and elsewhere. • Teach students on how to deal with complex business situations in an Textbooks： international setting 1) Reischauer, E.O. The Japanese Today: Change and Continuity. • Improve students ability to understand the particularities of the Japanese The Belknap Press of Harvard University Press, 1988. market 2) Handouts

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Reference Books： one Japanese junior student, one Japanese senior student, and two TBA undergraduate-level students from any of the Keio international programs. Course Plan： This course offers you great opportunities to interactively learn 1 Introduction: Geography, Climate and Demography of Japan management and business in Japan and to expose yourself to learning 2 Historical Orientation of Japan 1 environments with great diversity. In order to take this course, you need to 3 Historical Orientation of Japan 2 agree with the following five rules: (1) you have to complete all of the 4 Interpretation of Contemporary Japan 1 assignments before coming to class, (2) because some tasks will be team- 5 Interpretation of Contemporary Japan 2 assignments, you occasionally need to find time to meet your teammates 6 Interpretation of Contemporary Japan 3 before class, (3) I have rights to limit the number of international students 7 Japanese Industrial Policy in this course to approximately 20 and decide whether you are able to 8 Japanese Corporate System 1 register this class after the first meeting, (4) you will need to pay for a 9 Japanese Corporate System 2 package of business cases that we use in this course if your registration is 10 Japanese Corporate System 3 permitted, and (5) I expect you not only to be active in leading discussions 11 Ethical Issues in Japanese Management System 1 but also to be respectful for others’ ideas and arguments. Your show-up in 12 Ethical Issues in Japanese Management System 2 the first meeting is mandatory. If the number of students who consider 13 Ethical Issues in Japanese Management System 3 taking this course is over 20, you will draw lots. Some knowledge about 14 Japanese Business in Transition management and strategy is preferable, but not pre-requisite. Other Conclusion and Exam. Method of Evaluation： Method of Evaluation： Homework 75% Examination (TBA) ...... 30% Class participation 25% Final Project (A4 X5-10) ...... 50% Questions/Comments： Class Participation ...... 20% If you have any question, please email me (mitsuhashi @ fbc.keio.ac.jp).

CASE ANALYSIS ON MANAGEMENT AND STRATEGY OF THE GLOBALIZATION OF JAPAN AND JAPANESE JAPANESE CORPORATIONS 2credits（Fall） BUSINESS 2credits（Fall）日本企業の組織・戦略に関するケース分析 2 単位（秋学期）日本のグローバル化と日本企業 2 単位（秋学期） Case Analyses of Organizations and Strategy of Japanese Corporations The Globalization of Japan and Japanese Business Professor,Faculty of Business and Commerce Lecturer STAPLES, ANDREW MITSUHASHI, HITOSHI 講師ステイプルズ，アンドリュー商学部教授三橋平 Course Description： Course Description： Japan, through foreign direct investment (FDI), exports and other forms of This course offers you to learn some fundamental knowledge about cross border activity, has been one of the key drivers of globalization in management, organizations, and business strategies particularly in the the contemporary era. Over the past forty years, Japanese firms have Japanese contexts. The topics to be discussed will include the essence of invested in every major economic region of the world and Japanese strategy, competitive advantage, competitive interaction, diversification, brands have become commonplace. At the same time, it is increasingly organizational renewal, information and management, corporate clear that globalization is not a one way process and the challenge for governance, entrepreneurship, and globalization. We are going to discuss Japan and Japanese firms is to both seize the opportunities that theoretical models that account for success and failures of Japanese globalization presents while simultaneously dealing with the associated corporations and develop plans on the basis of your analysis to overcome risks and difficulties. Accordingly this course surveys Japan's engagement challenges that Japanese corporations face. with the global economy through the corporate sector and ask how Textbooks： Japanese firms, and more broadly Japan as an investment destination, is In order to take this course, you have to buy a package of cases (i.e., coping with globalization. copyrights plus printed copies). The cost will be approximately JPY6,000 – 7,000. I will give you payment information in the first meeting. This course is presented in three key segments: the first presents an Course Plan： opportunity to critically engage with the contested concept of 1 Introduction globalization while the second and third components examine Japan as a 2 Fundamental knowledge about management in Japan (1) globalizer (through FDI) and the third surveys the impact of globalization 3 Fundamental knowledge about management in Japan (2) on Japan. The focus here is on the corporate sector rather than more 4 Strategy: Honda (A) (B) political or social aspects of global engagement. 5 Competitive advantage: Power Play (A) Nintendo in 8-bit Video Games On completion of this course students will have acquired: Knowledge 6 Competitive interactions: Responding to the Wii? and understanding of issues relating to the globalization of Japan and 7 Diversification: Fujifilm – A Second Foundation Japanese business; A practical understanding of key analytical approaches 8 Organizational renewal: Nissan Motor Co., Ltd., 2002 to international business; Firsthand knowledge of business and 9 Management and information: Seven-Eleven Japan management through interaction with senior corporate executives; 10 Corporate governance: Olympus and the Whistleblower President Research, analysis and presentation skills. 11 Entrepreneurship: Fast Retailing Group Textbooks： 12 Globalization (1): Kikkoman Corporation – Consumer-focused There is no set text for this course but a suggested reading list will be Innovation made available. Up to date content from the media will feature 13 Globalization (1): Kikkoman Corporation – Consumer-focused prominently and participants are encouraged to engage with both Japanese Innovation and overseas sources of information. Guidance will be provided. 14 Wrapping-up Reference Books： Other Exam Dicken, P. (2007) Global Shift: Mapping the Changing Contours of the Lecturer's Comments to Students： World Economy, Sage Publications, London. This course has two unique features. First, using case-study methods, we Charles W. L. Hill (2006) Global business today, 6th edition, Boston: discuss issues and challenges that Japanese corporations face in today’s McGraw-Hill/Irwin. business environments. Second, in this course, which is partially open to Hook, G., et al (2005) Japan’s International Relations, Routledge: London. students of the School of Business and Commerce, you work in small team settings throughout the semester. I expect a team to be composed of

36 2015 年度冊子分類：国際センター 2015 年 03 月 09 日 12：45：32

Ralph Paprzycki, R. and Fukao, K. (2005) The Extent and History of Lecturer's Comments to Students： Foreign Direct Investment in Japan. Hitotsubashi University Research This course will be delivered through a combination of formal lectures, Unit for Statistical Analysis in Social Sciences. Available at: http:// group work, tutorials and at least two guest lectures from both Japanese papers.ssrn.com/sol3/papers.cfm?abstract_id=886000&download=yes and foreign executives at major firms Course Plan： Method of Evaluation： 1 Globalization, global business and Japan 1 This course is assessed through a combination of GROUP and What is globalization, what does it mean for business and what does it INDIVIDUAL work. There are two major components to the assessment mean for Japan? These first two sessions provide the context and for this course: analytical framework for the remainder of the course. Session 1 focuses on the concept of globalization itself and the relevance of this Group work (40%) for business and management. You will be assigned a group to work with at the beginning of the course. 2 Globalization, global business and Japan 2 You will work with your group to give a presentation on an assigned topic. Continuing our examination of globalization, this session focuses attention on Japan's experience as a globalizer and highlights the Individual work (60%) more recent challenges of becoming globalized. In addition to your group work, you will be required to submit a portfolio 3 Understanding FDI of written work including a response to a review question (1500 words), a This class introduces and reviews the significant body of work that write up of your group presentation (750 words), a reflective statement has evolved over the years in an attempt to understand the (500 words) and various other materials which may include media phenomenon of FDI and answer the basic question of why firms clippings, handouts, etc. operate overseas. Particular attention will be given to John Dunning's Questions/Comments： ‘eclectic paradigm’ and its application to Japanese FDI. Please refer any questions to the course organizer directly. 4 Japanese outbound investment - overview and framework,Japanese investment in North America. BUSINESS AND STRATEGIC MANAGEMENT IN EAST AND Japanese firms have been major investors overseas, particularly from SOUTH EAST ASIA 2credits（Fall） the mid-1980s onwards, and Japan is regularly one of the top 5 東・東南アジアにおける多国籍企業の経営戦略 2 単位 overseas investors. This session surveys major trends historical trends （秋学期） and also looks at Japanese FDI in North America. The following Business and Strategic Management in East and South East Asian sessions analyze Japan’s outbound FDI from various perspectives Countries starting with a macro-level analysis of FDI trends. We will also Associate Professor,Faculty of Business and Commerce consider the implications of FDI for Japanese firms and Japan in IGUCHI, CHIE terms of human resource management, operations and industrial 商学部准教授井口知栄 upgrading. 5 Japanese investment in Europe Course Description： Continuing our regional examination of Japanese FDI, this session This lecture provides you wide range of issues related to global strategy focuses on the Japanese firm in Europe. and global production networking with particular references to the East 6 Japanese investment in East Asia and South East Asian regions offered by Multinational Enterprises Continuing our regional examination of Japanese FDI, this session (MNEs). East and South East Asian countries have been paid attention focuses on the Japanese firm in East Asia. for their rapid economic growth, technological catching up, and upgrading 7 Japanese investment in ROW their economic structures and technological capabilities since 1980s in Continuing our regional examination of Japanese FDI, this session East Asia and 1990s in South East Asian countries. In 2000s, these focuses on the Japanese firm outside the three core areas of economic phenomena have been significantly changed by global strategy of MNEs, activity (North America, East Asia and Europe). economic growth of emerging host countries (including India), and 8 Abenomics and the new wave of Japanese FDI government policies of host Asian countries. We are going to focus on 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 Reference Books： Japanese economy. But how attractive is Japan as an investment 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 Readings: Chapter 1 (Hasegawa&Noronha) Prime Minister Abe is trying to attract a new wave of investment to 2 The Business System of Asia, The Business System of Japan Japan, particularly in hi-tech sectors. Will he succeed? Readings: Chapter 1 (Hasegawa&Noronha) 14 Final review 3 Traditional theories MNEs and Foreign Direct Investment What have we learnt and what next? Readings: Lall & Urata (2003) Chapter2 Other Individual work 4 Asian Cultures and Business Systems in Asia

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Readings: Chapter 2(Hasegawa&Noronha) indigenous institutions which have originally developed in those countries 5 Technology Development in Asia, National Innovation Systems and and the globalization impact which have been influencing Asian countries. Business Ecosystem in Asia Textbooks： Readings: Chapter 5(Hasegawa&Noronha) There are no specific textbooks. Materials will be distributed as 6 The Business System of Japan, The Business System of Korea appropriate and relevant. Readings: Chapter 8(Hasegawa&Noronha), Chapter Reference Books： 11(Hasegawa&Noronha) - Lawrence MacDonald (editor), John Page, Nancy Birdsall, Ed Campos, 7 The Business System of Singapore, The Business System of W. Max Corden, Chang-Shik Kim, Howard Pack, Richard Sabor, Joseph I. Malaysia Stiglitz, The East Asian miracle: economic growth and public policy, Readings: Chapter 12(Hasegawa&Noronha), Chapter Oxford University Press, 1993. 13(Hasegawa&Noronha) - Masahiko Aoki, Hyung-Ki Kim and Masahiro Okuno-Fujiwara, The 8 Regionalism and Production Networks in Asia Role of Government in East Asian Economic Development: Comparative Readings: Chapter 6(Hasegawa&Noronha) Institutional Analysis, Oxford University Press, 1996. 9 Global Value Chain and Case of Taiwan - Albert Fishlow, Catherine Gwin, Stephan Haggard, Dani Rodrik and Readings:Gereffi,Humphrey&Sturgeon(2005), UNCTAD(2013) Robert Wade, Miracle or Design?: Lessons from the East Asian 10 The Business System of Thailand, The Business System of Vietnam Experience, Overseas Development, 1996. Readings: Chapter 15(Hasegawa&Noronha), Chapter - Katharina Pistor and Philip A. Wellons (eds.), The Role of Law and 16(Hasegawa&Noronha) Legal Institutions in Asian Economic Development 1960-1995, Oxford 11 The Business System of The Philippines, The Business System of University Press, 1999. China - Kanishka Jayasuriya (ed.), Law, Capitalism and Power in Asia: The rule Readings: Chapter 14(Hasegawa&Noronha), Chapter of law and legal institutions, Routledge, 1999. 9(Hasegawa&Noronha) - Christohper Antons (ed.), Law and Development in East and Southeast 12 The Business System of India Asia, Routledge Curzon, 2003. Readings: Chapter10(Hasegawa&Noronha) - Randall Peerenboom (ed.), Asian Discourses of Rule of Law: Theories 13 Regional Integration: Case of ASEAN and implementation of the rule of law in twelve Asian countries, France 14 Final Presentation and the U.S., Routledge Curzon, 2004. Other Coursework and Assignments - Kenneth Dam, The Law-Growth Nexus: The Rule of Law and Economic Lecturer's Comments to Students： Development, Brookings Institution Press, 2006. This is an advanced course for Postgraduate students. If you are - 松尾弘『良い統治と法の支配：開発法学の挑戦』（日本評論社， undergraduate students, you have to have taken business or economic 2009）[Hiroshi Matsuo, Good Governance and the Rule of Law: A related courses prior to take this course and you have to be 3rd or 4th year Challenge of Law and Development, Nihon-hyoron-sha, 2009]. students. Please SEND an EMAIL to [email protected] to see if you - 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 can take this course or not. 房，2012）[Hiroshi Matsuo, Basic Theory of Law and Development: Jurisprudence for Good Governance, Keiso-shobo, 2012]. Classes are based on lectures, classroom debates and discussion. Students Course Plan： are strongly encouraged to actively participate in class discussions. This is 1 Introduction and Guidance NOT a course in which students come to class without doing their own 2 The theory and practice of Law and Development (1): the relation preparation. Rather, this course depends largely on students’ input and between legal system and economic, political and social development participation in classroom discussion and reading analysis. As it is Topic: Does economic development have a causal relation with (the designed (and desired) to be a student-center class, please feel free to rule of ) law? participate both in discussion, and in adjusting class contents, i.e., 3 The theory and practice of Law and Development (2): An analysis of suggesting articles that they are interested in. the East Asian Miracle and the Asian financial crisis from the Method of Evaluation： viewpoint of law and development Written assignment (individual) 40%, Presentation of your final Topic: What is the role of government and law in East Asian assignment 10%, Presentation of “the Business System of country economic development? A”30%, In-class participation and Weekly Assignments 20%. 4 The theory and practice of Law and Development (3): The reception Questions/Comments： of the Western legal systems (Civil Law and Common Law system) Please send an e-mail to make an appointment or for any questions: into Asian countries iguchi[a]fbc.keio.ac.jp 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) LAW AND DEVELOPMENT IN EAST ASIAN COUNTRIES Topic: What are the features of the Japanese legal system and how 2credits（Fall） do they influence economic, political and social developments? 東アジアの開発と法 2 単位（秋学期） 7 The legal system and the economic, political and social development The Role of Law for Development in Asian Countries in Japan (3) Professor,Graduate School of Law School MATSUO, HIROSHI Topic: What is the current situation of access to justice in Japan and 法務研究科（法科大学院）教授松尾弘 the future direction of its development? Course Description： 8 The legal system and the economic, political and social development This course aims to analyze the role of legal system for development in Korea process in Asian countries. It will analyze the process of legal Topic: What are the features of the Chinese legal system and its development (or the rule of law promotion including Access to Justice) in relation with economic development? 9 East and Southeast Asian countries. Then it will investigate the relation The legal system and the economic, political and social development between the legal development and the economic, political and social in Taiwan development with special attention to the strength of informal and

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Topic: What are the roles of law and politics in economic 11 Japan's Trade Policy: TPP and Japan development in Korea? 12 Japan's Trade Policy: Domestic application or not of international 10 The legal system and the economic, political and social development economic law in Japan in Singapore and Hong Kong 13 Comparison: WTO system and EU system Topic: How has the legal system developed in relation to the 14 Review and exam economic development in Vietnam? Other None 11 The legal system and the economic, political and social development Lecturer's Comments to Students： in China This course is also for students who have not necessarily studied law. Topic: What are the features of Cambodian legal development and Method of Evaluation： its relation with economic and social development? Exam (70%) and active participation toward the lectures (30%) 12 The legal system and the economic, political and social development in Indochinese Countries Topic: What are the features of Lao legal development and its relation with economic and social development? 13 The legal system and the economic, political and social development in Nepal Topic: What are the current movements in the social and legal reform after the dissolution of Constitutional Assembly in Nepal? Are there any other characteristic types of legal development in Southeast Asian countries? 14 The legal system and the economic, political and social development in other Southeast Asian countries Topic: Are there any other characteristic types of legal development in Southeast Asian countries? Other Summary and Discussions Topic: What are the features of the relation between law and development in East Asian countries? Lecturer's Comments to Students： Participants do not need to have any special knowledge of law. However, regular attendance and active participation will be expected. Method of Evaluation： Evaluation is based on an attendance, short (informal) presentations, and a final essay (around 3000 words). The essay topic can be a country report on the legal, economic, political and social development in (East) Asian countries.

JAPAN'S TRADE LAW AND POLICY 2credits（Spring）日本の通商関連法・政策 2 単位（春学期） Judicial rules and case-law on Japan’s trade policy Lecturer AZUMA, FUMIHIKO 講師東史彦 Course Description： This course aims at acquiring knowledge and ability to analyze and foresee the directions and potentials of Japan's trade policy in Asia-Pacific and the World in the future from legal perspectives. This will be meaningful and important, since today, a great deal of attention has been being paid to more liberalization or otherwise of trade in Japan in Asia- Pacific due to the heated discussions on the TPP Agreement negotiations. For these purposes and reasons, during the course, detailed explanations will be provided on basic judicial rules and case-law on Japan’s trade policy. Textbooks： Original handouts or materials will be provided. Reference Books： MATSUSHITA, SCHOENBAUM and MAVROIDIS, The World Trade Organization: Law, Practice, And Policy, 2nd. ed., Oxford International Law Library, 2006. Course Plan： 1 Basics of laws to study trade law and policy: judicial system, domestic law and international law 2 Basics of trade law: International economic law, WTO and its system 3 Japan's Trade Policy: Customs tariffs of Japan 4 Japan's Trade Policy: National treatment and Japanese alcohol case 5 Japan's Trade Policy: Quantitative restrictions and the rare earth case 6 Japan's Trade Policy: State aids rules and Japanese agriculture 7 Japan's Trade Policy: SPS and TBT agreements, Japanese exports 8 Japan's Trade Policy: GATS and services in Japan 9 Japan's Trade Policy: TRIPS and intellectual property in Japan 10 Japan's Trade Policy: Bilateral FTAs and EPAs and Japan