本講義は、「人新世」という地質時代概念が人類理解に新たな視点をもたらし得ることを探求する。哲学・思想・芸術の知見を検証しつつ、特に現代において人類活動が地球の根源的性質を変容させつつあることが明らかになりつつある視点から、人類の未来像を考察することを目的とする。我々は、人新世をめぐる議論が何を意味するのか、人新世について語ることの意義は何かを問い直し、人新世に対する哲学的・人文的な考察を理解する一つの方法を提示することを目指す。

さらに、人間の活動が地球に与える影響は二酸化炭素排出をはるかに超え、ダム建設、道路整備、埋立地造成、住宅地開発などの活動を含む。こうした活動が地球の本質そのものに影響を及ぼしつつあるとの認識が高まる中、人間の存在自体が「地質学的エージェント」となりつつあるとする議論が浮上している。さらに、人間の存在を支える基盤そのものが「惑星規模」で存在すると捉えるべきだと主張される。この議論の特異性は、地球システム科学などの自然科学の進歩なしには成立し得ない一方で、その中での人間の存在の本質を考察するには、人文科学—哲学、思想史、歴史学—の知見を援用する必要がある点にある。したがって本講義では、人新世の視点から「統合された知識」の可能性についても探求する。

This lecture explores what new understanding of humanity the concept of the “Anthropocene” as an epoch might offer. Its aim is to consider, by examining insights from philosophy, thought, and art, what the future of humanity might hold, particularly from the perspective of our contemporary era where it is becoming increasingly clear that human activity is altering the very nature of the Earth. We will question what the debate surrounding the Anthropocene signifies and what the significance of speaking about the Anthropocene is, aiming to present a certain way of understanding philosophical and humanistic examinations of the Anthropocene.

Furthermore, the impact of human activity on the Earth extends far beyond carbon dioxide emissions, encompassing activities such as dam construction, road building, landfills, and residential land development. As recognition grows that these activities are increasingly affecting the very nature of the Earth, discussions have emerged suggesting that human existence itself is becoming a “geological agent.” Furthermore, it is argued that the very foundations supporting human existence must be considered as existing at a “planetary dimension.” What makes this discussion unique is that while it would be impossible without advances in natural sciences like Earth system science, contemplating the nature of human existence within it necessitates drawing upon the humanities;philosophy, intellectual history, and historiography. Therefore, this lecture will also attempt to explore the possibility of “integrated knowledge” from the perspective of the Anthropocene.

・人新世の人文科学における先駆的著作を精読し、哲学的・理論的思考の発展を理解する。

・哲学や文学といった学問分野が、人類世の未曾有の性質を把握するために必要な想像力と思考を育む可能性を認識しつつ、哲学的・理論的理解を深める。

・私たちが生きる状況への理解を深めるとともに、哲学的・理論的視点から人類世の現実をより良く理解する方法をさらに発展させ、その中で生きる基盤となり得る価値を見出す。

・Through close reading of seminal works in the humanities of the Anthropocene, understand the development of philosophical and theoretical thinking.

・Develop philosophical and theoretical understanding, recognizing that disciplines like philosophy and literature hold the potential to cultivate the imagination and thinking necessary to grasp the unprecedented nature of the Anthropocene.

・Deepen our understanding of the situation we inhabit, and further, develop methods to better comprehend the realities of the Anthropocene from a philosophical and theoretical perspective, thereby discovering values that can serve as a foundation for living within it.

1. ガイダンス：「気候変動は想像力の危機である」の意味について考える（第 1 週）
2. 人新世における現実、思考、感情に関する人文科学の問題：共存、ハイパーオブジェクト、ダークエコロジー：ティモシー・モートンの主張（第 2 週〜第 5 週）
3. 人新世における人間の条件と居住可能性に関する疑問：ディペシュ・チャクラバルティの主張（第6週〜第9週）
4. 人新世における人文科学の可能性：想像力、人間中心主義の克服、惑星的次元に関する疑問（第10週〜第14週）
5. 総括（第15週）

1. Guidance: Considering the meaning of “climate change is a crisis of imagination” (Week 1)
2. Humanities issues concerning reality, thought, and feeling in the Anthropocene: Coexistence, hyperobjects, dark ecology: Timothy Morton's arguments (Weeks 2-5)
3. Questions about the human condition and habitability in the Anthropocene: Dipesh Chakrabarty's arguments (Weeks 6-9)
4. The potential of the humanities in the Anthropocene: Imagination, overcoming anthropocentrism, questions about the planetary dimension (Weeks 10-14)
5. Review (Week 15)

特になし

Class attendance (40%)
Class reports (60%)

配布資料を必ずよくお読みください。ご質問がある場合は、事前にまとめておいてください。

Make sure to thoroughly read the distributed materials. If you have any questions, compile them in advance.

私たちは何らかの空間の中で生活しているにもかかわらず、その空間を区別された別個のものとして利用し、経験している。私的空間と公的空間、閉鎖空間と開放空間、個人用の空間と多数に開かれた空間。人工的と自然的、仮想的と現実的、均質空間と様態空間。さらに、こうした空間の区別や質感は必ずしも固定されたものではなく、状況に応じて変化することを私たちは経験している。では、空間のこうした差異や質感は、いったいどのように形成され、どのように経験されるのだろうか。本講義では、空間の区別と質感といったテーマを探求し、関連文献を読み解きながら議論する。テキストだけでなく、映像や写真などの素材も考察対象とする。

We live our lives within some kind of space, yet we use and experience that space as something distinct and separate. Private space and public space, closed space and open space, space for one person and space open to many. Artificial and natural, virtual and real, homogeneous space and modal space. Furthermore, we experience that these distinctions and textures of space are not necessarily fixed; they change depending on the situation. So how exactly are these differences and textures of space formed, and how are they experienced? In this lecture, we will explore themes like the distinction and texture of space, discussing them while reading and interpreting relevant literature. We will also consider not only texts but also videos, photographs, and other materials.

人間の存在の人工性とその自然との関係に関する哲学的考察をめぐる様々な研究と実践について学び、それらの現代的意義を理解し、この理解を自身の専門分野および研究課題に関連する研究の発展につなげる。

To learn about various studies and practices concerning philosophical considerations of the artificiality of human existence and its relationship with nature, to understand their contemporary significance, and to connect this understanding to the development of one's own research in relation to one's specialized field and research topics.

1. ガイダンス：空間における差異、区別、質感（第1〜2週）
2. 公的空間と私的空間（第3〜4週）
3. 空間的区分について（第5〜9週）
（「人工的と自然的」、「仮想的と現実的」、「均質空間と様態空間」などの区別に関する）
4. 空間の変容と形成（第10〜12週）
5. 人間活動と空間（第13〜14週）
6. 結論

1. Guidance: Differences, Distinctions, and Texture in Space (Weeks 1-2)
2. Public Space and Private Space (Weeks 3-4)
3. On Spatial Divisions (Weeks 5-9)
(Concerning distinctions such as “artificial and natural,” “virtual and real,” “homogeneous space and modal space.”)
4. Transformation and Formation of Space (Weeks 10-12)
5. Human Activity and Space (Weeks 13-14)
6. Conclusion

特になし

授業への参加状況（40%）およびレポート試験（60%）に基づく

With reference to the participation status in classes (40%) and report exam(60%)

準備は必要ありませんが、各授業で配布されたテキストを再読することをお勧めします。

Preparation is not necessary but I recommend students to reread the texts given during each class.

One of the goals of this course is to rethink development economics from the perspective of recent concepts such as sustainable development and the green economy. Why do we need such a rethink? Because we already know that the pursuit of economic growth and development can bring enormous environmental and social problems such as large greenhouse gas emissions and the increase of socioeconomic inequality. By focusing mainly on economic growth and development, development economics has postponed dealing with those problems at the latter stage of economic development. However, we also know that to achieve the sustainable development goals (SDGs), not only the advanced countries but also the emerging economies and developing countries need to deal with those environmental and social problems today.

Moreover, there are certain policies and institutions that are expected to lead to economic development according to development economics. To reconsider those policies and institutions is another goal of this course. The reason why we need this exercise is because the policies and institutions implemented under the neoliberal economic paradigm have ended in failure in almost all emerging economies and developing countries. On the other hand, the number of countries that try to follow a different development model inspired by the Chinese economic success is on the increase. So I would like to think together with the students what should be the policies and institutions leading to sustainable economic development in the future.


Furthermore, this is an interactive course where students are not only going to learn some basic knowledge about economic development, as well as the policies and institutions leading to economic development, but they will be invited to share their own perspectives in a dialogue with the instructor. Finally, we are going to study not only theories but also country case studies and some practical examples of policies and institutions that have been implemented.

What knowledge or skills will the students acquire as a result of taking the course?

1. The students will be able to critically evaluate economic development theories, policies and institutions.

2. Each student is expected to choose an emerging economy or a developing country and do a case study of its economic development, possibly including the evaluation of a certain policy or an institution. As a result of knowledge sharing, by the end of the semester the students will be able to compare their chosen country with the countries chosen by the other students.

3. As during the course we will have lots of discussions in English, the students will be able to improve their English communication and discussion skills.

1. Introduction
Each student is expected to choose an emerging economy or a developing country on which he/she will do a case study during the semester.
2. The meaning of development, economic development and sustainable development. Indicators used to measure a country's level of development. Comparison of advanced countries, emerging economies and developing countries.
3. Factors explaining economic development success: a focus on human capital and the human development index (HDI)
4. Factors explaining economic development success: a focus on policies (incl. industrial policy) and institutions
5. Case studies of individual countries that are considered to be economic development success or failure stories
6. Introduction to development economics theories: Part 1 (a focus on Rosenstein-Rodan, Lewis, Rostow) 7. Introduction to development economics theories: Part 2 (a focus on dependency theory, neoclassical economic theory and the new growth theory)

8. Mid-term presentations by the students

9. Policies and institutions implemented under the neoliberal economic model (the Washington Consensus) 10. Policies and institutions implemented under the Chinese economic development model
11. Types of political regimes and economic development: Part 1 (dictatorships and authoritarian regimes)
12. Types of political regimes and economic development: Part II (democratic systems)art
13. The green economic development model: Part I
14. The green economic development model: Part II

15. End-term presentations by the students

Students who wish to take the course should be able to communicate in English and to read academic texts written in English. Students who have not studied economics or whose major is not economics are also welcome to join.

The evaluation will be done according to the following criteria.
1. Class participation* (50% of the final grade)
* Class participation includes (1) attendance, (2) presentations on the class assignments, and (3) participation in the discussions during the class.

2. Term paper* (the other 50% of the final grade)
* Term paper includes (1) mid-term presentation, (2) end-term presentation, and (3) the quality of the term paper.

During each class I will explain what the students should read and prepare for the next class.

If a student wishes to meet with me, he/she should send me an email stating (1) his/her name, student number and affiliation, (2) three possible dates and time intervals (from most preferred to less preferred). My email address is .

*Please visit KULASIS to find out about office hours.