Light lets you see and get to know the world around you. But we can only see a very small part of all the ‘light’ and it is impossible to see atoms and even big molecules with your eyes. In this seminar we will learn how different forms of light are used in physics and chemistry to ‘see’ the atoms, molecules, distant stars and the world around us. We will learn the fundamentals of light, get to understand light phenomena in your daily life and see how light can be used as a measurement tool in natural sciences. Students with any major are welcome.

可視光は私達の視覚に不可欠ですが、光あるいは電磁波は様々な波長やエネルギーを持ちます。電磁波は、原子や分子の構造や性質を調べる上で、最も強力な手段であり、分光学と呼ばれる手法は物理、化学、生物、工学のあらゆる分野で必要です。このセミナーでは、光の基礎的な性質から原子や分子を調べる方法までの基礎を、英語で学んで行きます。

Students will gain the following form this seminar:
- Interest and fun to learn more about phenomena in nature and study topics on their own.
- Knowledge about light as a measurement tool in chemistry, (astro-)physics and biology.
- The ability to understand difficult theoretical and ‘invisible’ phenomena in an intuitive way.
- The ability to express their ideas, discuss and present topics of natural sciences in English.

光の性質、光の吸収や散乱を利用した原子や分子の研究方法を学びながら、英語で科学を学習したり議論するスキルを身につける。

This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest!

The course will work though fundamentals of light, the interaction of light with materials, and methods of spectroscopy, which include the following topics. The plan below is not strict and rather serves as a guideline.

1. Introduction - What is light and how to use it? (4 weeks)
We will learn about ‘light’, its fundamentals and properties such as ‘color’ and how we can make use of light as a measurement tool.

2. Apples are red and water is blue? (3 weeks)
We get to know light’s behavior when interacting with different materials. We learn about the ‘spectrum’ and the basics of spectroscopy. This knowledge answers questions like ‘why do things have color?’ or ‘what can we learn about distant stars?’

3. Laser beams and rainbows (4 weeks)
We see how light is generated in light bulbs, lasers and other light sources. This light then can be selected, modified and redirected with the help of various spectroscopic tools. The same knowledge helps us to understand light phenomena in daily life such as rainbows, anti-reflective glasses or mirrors.

4. Dancing molecules (3 weeks)
We learn how light interacts with atoms and molecules (and induces molecular vibration and rotation in the process), and what this tells us about the shape and properties of molecules. This knowledge is a first look into chemical analysis and studying fundamental physics questions.

5. Feedback and presentation (1 week)

Depending on the available time and interest of the students, we may also discuss the use of light in technical applications and astronomy as well as spectroscopic methods in physics and chemistry or the operation principles of advanced spectroscopic devices.

特になし

Preparing homework (30%)
Small exercises during the seminar (30%)
Giving a short presentation at the end of the seminar (40%)

Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time.

The lectures will be held in English, but some supporting material and explanations are also given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email.

This interactive seminar is about the contemporary transformation of food, nutrition, and agriculture in East and Southeast Asia. The content of the course will be both familiar and challenging to anyone who has eaten different cuisines in Asia. We will cover the development of local cuisines, the role of farmers, and the evolution of diet in modern society. The perspective will be both practical (How does society gather and eat?) and theoretical (Why food systems developed the way they did). Weekly activities involving food, such as tasting, smelling, cooking, are an important learning tool and a fun part of the seminar.

Students will learn how scientists understand and analyze global food trends from multiple perspectives. Students will also test their skills in an applied way by analyzing specific cuisines in East Asia and providing their own insight and analysis.

Module 1: Cuisines and agri-food systems in different regions
1. Introduction and Staple Foods
2. Rice food systems of East Asia
3. Wheat food systems of East Asia
4. Rice-based vs. Wheat-based Agrifood Systems
5. Field trip preparation: Traditional farming in modern contexts

Module 2: Field Trip (2 November)
6. Field Trip: Kobatake Farm near Sonobe. This event will take place on a weekend, it will coincide with harvest or transplanting, and include some physical work on the farm. Students should be prepared for early departure and early evening return. Make sure to have clothing and shoes that can become dirty. Please confirm attendance for this field trip before finalizing class registration. Students must contribute to field trip costs, but the University will support transportation. Students are responsible for their own lunch / obento. Effort will be made to enable participation in case of financial burden. [*Depending on student requirements, students may consider taking out additional Personal Accident Insurance for this event]

Module 3: Food systems and cuisine
7. Theory of cuisine
8. Rural food, urban cuisine, national cuisine
9. Nutrition of historical food systems

Module 4: Learning about food
10. Taste, smell, chew: sensory skills of eating
11. Food system disruptions
12. Food education and childhood

Module 5: Student Presentations
13. Cuisine of Korea
14. Cuisine of Vietnam
15. Cuisine of Malaysia

16. Feedback Period (details in class)

English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.

10% Attendance and active participation (Reduced after more than 3 absences without official excuse
15% Mini-essay assignments
15% In-class discussion and participation in activities
30% Final essay
30% Final group presentation

Students will be expected to do short readings in preparation for class and discuss them the following week. Suitable readings for all English levels are available. Alternatively, students will do practical exercises which must be submitted the following week.

Short meetings can be spontaneous or scheduled. Longer meetings scheduled only by email.

Concerning field trip participation: students should ensure that they join the necessary insurance, such as Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai - 学研災)

This seminar will look at the convergence of radical art and radical politics in 1960s Japan, from the Anpo
protests in 1960 to the university riots in the late 1960s and the Osaka Expo in 1970. We will examine the
work and ideas of Art collectives such as the Neo Dadaism Organizers and Hi Red Center, events such as the
Independents exhibitions, the rise of performance art and media art, and the contemporaneous writings of art
critics.

By the end of this course, students will: Understand the historical development of historical development of
art in postwar Japan; Understand the political and cultural factors that have influenced artists; Learn to make
a critical response to the assigned readings; Learn to read, write, listen, and speak cogently; Present research
findings to an audience.
[Course schedule and

Each week there will be a topic or text assigned for discussion, led by either the instructor or one of the
students. The selection and order of texts may be altered during the semester.

01 Reportage painters
02 Anpo protests and the “Provoke” photographers
03 Genpei Akasegawa: from Hi-Red Center to Street Observation
04 Metabolist architects and Expo'70
05 Discussion text: Reiko Tomii, “Geijutsu on Their Minds: Memorable Words on Anti-Art”
06 Discussion text: Michio Hayashi, “Tracing the Graphic in Postwar Japanese Art”
07 Discussion text: Mika Yoshitake, “The Language of Things: Relation, Perception, and Duration”
08 Discussion text: Miryam Sas, “Intermedia, 1955‐1970”
09 Discussion text: Ming Tiampo, “Decentering Originality”
10 Discussion text: William A. Marotti, “Simulacra and Subversion in the Everyday: Akasegawa Genpei’s
1000-yen copy, Critical Art, and the State,”
11 Discussion text: Angus Lockyer, “The Logic of Spectacle c.1970,”
12 Discussion text: Kuro DalaiJee, “Performance Collectives in 1960s Japan"
13 Discussion text: Midori Yoshimoto, “Women Artists in the Japanese Postwar Avant-Garde: Celebrating
A Multiplicity”
14 Gunhild Borggreen, “Ruins of the Future: Yanobe Kenji Revisits Expo ’70”
15 Feedback

No prior knowledge is required. Students should be able to participate in discussions with their classmates in English.

The course comprises close readings of critical texts in the fields of art, architecture, design, music, and
performance. Each student will be required to lead one or two sessions during the semester. You will be
assigned one or more topics and related texts. You must read and understand the assigned text(s), and do
additional research on the topic(s). You will present this material to the rest of the class. There are three parts
to this presentation: 1. You will write an illustrated summary of your assigned text as a handout to be
distributed to the other students (40 points); 2. You will give an illustrated lecture on the assigned text, lasting
about 45 minutes. The content will be essentially the same as your essay (40 points); 3. You will lead a
discussion on the topics raised, lasting about 45 minutes. You will be graded on your presence and
participation in all the discussions (20 points). Students who are absent more than four times may not be
credited. Students who submit work that is plagiarized or lacks proper citations may fail.

Students are expected to have read the relevant readings before each class.

By appointment.

The main purpose of this course is to discuss the science of Earth climate change. In this seminar we will explore Climate Change in the Earth system based on (1) past geological records, (2) changes in the present and (3) implications for the future.
We will jointly explore scientific papers and modelling tools related to climate change science. This course encourages students to develop self-learning skills and English expression skills through (A) individual assessment, (B) group discussions and (C) presentations of scientific results.

Students will gain knowledge about the scientific basis of the Earth system and climate change, and will explore and discuss related research in English.

General introduction and orientation to class (week 1 to 4).
Week 1: class outline and objective. Self-introduction of all students. Discussion of schedule, assignments, evaluation,
textbooks/references.
Week 2: Short lecture Climate Change in the Earth system based on past geological records.
Week 3: Short lecture Climate Change in the Earth system based on recent records.
Week 4: Revision of Earth climate change. Can past and present climate change records be used for estimation of future climate change? Introduction to basic global change models on the Earth system using University of Berkeley website model
(https://ugc.berkeley.edu/) to explore and understand global change caused by climate change and human place in the Earth system.

Theme 1: Records of past geological climate change (week 5 to 8).
Students to choose and read, discuss and present basic scientific result of past climate change based on a scientific paper.
Possible topics include: (a) Plate tectonics and climate, (b) CO2 as Earth’s Climate Driver-climate regulation, (c) Snowball Earth and ice ages and (d) geological proxies, based on students interest.

Theme 2: Records of recent climate change (week 9 to 11).
Students to choose and read, discuss and present scientific result of recent climate change based on a scientific paper. Topics might comprise: (a) the Anthropocene, (b) the rise of atmospheric CO2-Keeling curve and (c) ocean records (acidification, coral bleaching etc.), based on students interest.

Theme 3: Applications (week 12-14).
Based on study of past and recent climate change in the Earth system students will explore global change using basic interactive website models e.g. University of Berkeley (https://ugc.berkeley.edu/) to study what causes global change in the earth system. It will allow students to understand impacts of variables on global change caused by climate change and discover
why the climate and environment changes in the Earth system. Students to present and discuss basic model results in seminar.

The format of themes 1 to 3 will depend on class size and may include individual or group presentations on the paper and model. Each student is required to choose one topic for (A) the discussion of a scientific paper (~ 20 min) and (B) global change model (~ 20 min).

Closing class and feedback (week 15)
General discussion of class and comments by all participants

特になし

Assessment for the class will base on the following criteria:
1. Class attendance and active participation and discussion in class (30%).
2. Individual or group presentations for (A) scientific paper review (25%) and (B) basic global change model (25%).
3. Theme 1 or 2 presentation and theme 3 model results will be combined in a short assignment summary due on class 15 (20%).

Details will be announced during the first week of class.

Students are expected to read and explore a (1) scientific manuscript in English, (2) prepare a short presentation of the scientific results in English, (3) conduct some basic global change modeling and (4) actively participate in class discussion.
Depending on class size, students may need to meet in between sessions, outside the class time to prepare for presentation.

Students are expected to bring their own computer device (laptop, tablet, etc.).
Regarding office hours, use PandA to send an e-mail to request an appointment.

From the 20th century, more thought has been given in academic discourse to the concept of Asia: how it may be defined and categorised. In this course, we will take a critical look at the construction of this category from the perspective of historians who have posited the role of Persian as playing a major role in connections across the region stretching from China to the Middle East. Two main lines of debate that have survived up until today and are moving even more quickly than other intellectual trends. They were presented by Marshall Hodgson and Bert G. Fragner who explored the ways in which the Persian language, as a medium of culture, power and religion, served as a perhaps unexpected factor in defining the frontiers of an expansive region. Over recent decades, scholarship has produced some productive mew studies of “the Persianate World” stretching from the “Balkans-to-Bengal” or, as Fragner coined the term “Persephone/Persophonie”. Students in this course will be introduced to this line of conceptualizing region, and its recent extension into scholarship on the history of Southeast Asia, as well as comparative examinations into the ways in which this focus on Persian-rather than say Chinese or Sanskrit-opens new interpretive possibilities for our understandings of “Asia.”

o Demonstrate an informed understanding of key concepts related to the Persianate World
o Discuss critically the development and formation of Persiante World
o Demonstrate an understanding of the history of the Asian Societies
Also, it ends up with your familiarity with the Persianate Contexts; A familiarity with the Usage of Persian in South East Asia students may also gain the ability to research disparate types of material and bring them together in a unified presentation. Also, the ability to present an extended analysis in essay form using appropriate literature on a chosen topic.

Relevant literature and the most recent discoveries about the concept of the Persianate World and its role in the history of Asian societies will be studied. Furthermore, students will be provided with rare Persiante ancient manuscripts and inscriptions found in Southeast Asia: Week 1 From Asia to Orient; from Orient to Asia
Required Reading Mason, Colin. A Short History of Asia (Hampshire: Palgrave MacMillan, 2014), 15-67.
Week 2 Asians vs. Asians and vs. Europeans
Required Reading Mason, Colin. A Short History of Asia (Hampshire: Palgrave MacMillan, 2014), 105-135.
Week 3 Modern Asians
Required Reading Mason, Colin. A Short History of Asia (Hampshire: Palgrave MacMillan, 2014), 160-190.
Week 4 Asia and the Persianate World
Required Reading Hodgson, Marshall G. S. The Venture of Islam (Chicago: The University of Chicago Press, 1974) I: 35-75; Appendix and 85-97.
Week 5 Persian among the Asian Societies
Required Reading Amanat, Abbas. “Remembering the Persianate”, In The Persianate World: Rethinking a Shared Sphere, edited by Abbas Amanat and Assef Ashrat (Leiden: Brill, 2018), 15-62.
Bert G. Fragner, Die Persophonie. Regionalität und Sprachkontakt in der Geschichte Asiens (Berlin: Das Arabische Buch, 1999), 10-48.
Week 6 Persianate Bengal
Required Reading d’Hubert, Thibaut. “Persian at the Court or in the Village?: The Elusive Presence of Persian in Bengal”, The Persianate World The Frontiers of a Eurasian Lingua Franca (California: California University Press, 2019), 93-112.
Week 7 Persianate China I
4
Required Reading Ford, Graeme. “The Uses of Persian in Imperial China: Translating Practices at the Ming Court”, The Persianate World The Frontiers of a Eurasian Lingua Franca (California: California University Press, 2019), 113-130.
Week 8 Persianate China II
Required Reading Brophy, David. “A Lingua Franca in Decline? The Place of Persian in Qing
China”, The Persianate World The Frontiers of a Eurasian Lingua Franca (California: California University Press, 2019), 175-192.
Week 9 Persiante Russia
Required Reading Speaking Bustanov, Alfrid. “Bukharan”: The Circulation of Persian Texts in Imperial Russia”, The Persianate World The Frontiers of a Eurasian Lingua Franca (California: California University Press, 2019), 193-206.
Week 10 Persiante Central Asia
Required Reading Toutant, Marc. “De-Persifying Court Culture: The Khanate of Khiva’s Translation Program”, The Persianate World The Frontiers of a Eurasian Lingua Franca (California: California University Press, 2019), 243-258.
Week 11 Persianate Malay-Indonesian World
Required Reading Daneshgar, Majid. “Persianate Aspects of the Malay-Indonesian World: Some Rare Manuscripts in the Leiden University Library”, Dabir 8 (2021), 51-78. Also, Marcinkowski, Christoph. “Iranians, Shaykh al-Islams and Chularajmontris: Genesis and Development of an Institution and its Introduction to Siam”, Journal of Asian History 37/ 2 (2003): 187-204.
Week 12 Persianate Inscriptions in Japan and Indonesia
Required Reading Daneshgar, Majid, Gregorius Dwi Kuswanta, Masykur Syafruddin and R. Michael Feener. “A 15th-century Persian Inscription from Bireuen, Aceh: An Early ‘Flash’ of Sufism before Fansuri”, In Malay-Indonesian Islamic Studies: A Festschrift in Honor of Peter G.
Riddell, edited by Majid Daneshgar and Ervan Nurtawab (Leiden: Brill, 2022), 86-105.
Week 13 Persianate Political Language
Required Reading Peacock, A.C.S. “Notes on Some Persian Documents from Early Modern Southeast Asia,” SEJARAH: Journal of the Department of History (Univ. of Malaya, Kuala Lumpur) 27/1 (2018), 81-97.
Week 14 Persianate Burma
Required Reading Khazeni, Arash. The City and the Wilderness: Indo-Persian Encounters in Southeast Asia (California: California University Press, 2020), 70-109.
Week 15 Final Exam
Week 16 Feedback Session

特になし

(1) A 2000-word essay 1 (25 %)
For the first assignment students should choose a topic based on our first 5 sessions. Students are not expected to adapt or replace the title of the essay. Any alteration to the title of the essay must be discussed with the lecturer. The deadline for the essay will be announced.

(2) The second and final assessment component is the final exam, which is worth 75% of your grade. Information on the examination format will be handed out mid-semester. Because of the precise format of your essay assignments, I provide students with a document on about my expectations for their essay work. Read through all provided information very carefully, at the beginning of the semester, taking time to absorb its contents, so that you may get to work in an efficient and pleasurable manner, rather than go down dead-end avenues of investigation or end up otherwise frustrated. Then come back, and come often! If you have any questions at all about your assignment, please do not hesitate to contact me.

Students are provided with a set of questions about the forthcoming session for which they need to study relevant materials. Students are recommended to allocate three hours for every session

I am very happy to advise on all matters related to the course, and indeed just to chat on subjects that are even loosely related. The best way by far to handle any business is to knock on my office door and have a seat. All issues, whether having to do with content or with process, are invariably handled more efficiently when dealt with face to face. Designated office hours are from Tuesday-Wed 10:30-13:00. Other times can be negotiated by appointment. The next best option for students is to email me: daneshgar@cseas.kyoto-u.ac.jp
Group discussions and voluntriary presentations are welcome. Above all: Be timely with your work. Begin early; it is the only insurance you have against hurry, stress, and in the end inferior work (to say nothing of possible late penalties). The more effort you put in the early stages, the easier you will find everything; the later you are, the more difficult things become.

This course will offer an introduction to early modern and modern Japanese history (1600~1911) from a global perspective. That is, we will approach the Japanese archipelago not as an isolated territory that seamlessly transformed into the nation state as we now know it, but as a geographical hub that has been shaped by various “foreign” encounters through the centuries. We will look at how trade, war, diplomacy and ideas fostered international connections that have played crucial roles in deciding the trajectory of Japan’s development.

Upon the successful completion of this course, students will:
(1) have a general understanding of the major periods and events of early modern and modern Japanese history.
(2) gain a sensibility for the way in which the history of nation states is intimately bound up with, and cannot be told separately from global events.

The weekly topic schedule is as follows:
1. Introduction
2. Tokugawa Order
3. Maritime Prohibition
4. Holland
5. China
6. Ryukyu
7. Ezo
8. The Rise of the West
9. Opium Wars
10. Opening Japan
11. Meiji Restoration
12. Sino-Japanese War
13. Russo-Japanese War I
14. Russo-Japanese War II
(final exam)
(feedback)

As a survey introduction class, this course will require no reading preparations, but basic competence in English is required to fruitfully engage in class and the exam. Furthermore, although not a strict requirement, it is recommended that the student will either precede or follow up this course with the spring semester Japanese History I.

Grading will be based on a final exam only.
100% Final Exam

Reviewing class notes and possibly clarifying unclear items through independent study.

Students should be aware of the fact that student interest in this course always exceeds its capacity and that enrollment permission will be decided based on a random lottery.

Students who have inquiries of any kind are welcome to contact me by email. In doing so, however, please heed the following:
1.clearly indicate your name and the class to which your question pertains.
2.write in either Japanese or English, whichever language you are most proficient in.
3.write in a formal format appropriate to the university setting.
Emails that do not conform to all of these items will be sent back without a response.

If you are interested in linguistics and how linguists think about the Japanese language, then this is the course for you. This course is an introduction to scientific methods of understanding and analyzing the Japanese language using the tools of linguistics. We will focus on the areas of phonetics, phonology, morphology, syntax, semantics, and language change.

By the end of this course, you will have gained a good understanding of the basic areas of study in linguistics--phonetics, phonology, morphology, syntax, semantics, and language change--and how to use these tools to understand and analyze the Japanese language.

The course schedule is divided into the following seven sections, each with a different theme. Exercises will be regularly assigned to help you explore various descriptive and theoretical issues.

1. Introduction (about 2 weeks)
What is linguistics?; introduction to the Japanese language--its features, history, and genetic affiliation

2. Phonetics (about 2 weeks)
Describing consonants, vowels, accent

3. Phonology (about 3 weeks)
Phonemes, allophones, analyzing data sets, sequential voicing (rendaku), moras and syllables, describing accent

4. Morphology (about 2 weeks)
Parts of speech categories, the morpheme and morpheme types, types of word formation, transitive and intransitive verb pairs, nominalization

5. Syntax (about 3 weeks)
Constituency, word order, dislocation, scrambling, ellipsis, reflexive pronouns, passives

6. Semantics (about 1 week)
Tense and aspect, information structure

7. Language Change (about 2 weeks)
How the Japanese language has changed over time

Feedback (1 week)

Total：14 classes, 1 Feedback session

This course does not require any prerequisite knowledge, although a basic familiarity with Japanese is preferable.

Grades are based on attendance/class participation (30%), and assignments/exams (70%). Important: If you miss four or more classes, you will not be given credit for the course.

Exercises will be assigned on a weekly basis, and you will be expected to prepare sufficiently for each class.

Office hours to be specified (check KULASIS). For questions about the course or to set up a meeting, email me at catt.adam.7c@kyoto-u.ac.jp. Please include “Japanese Linguistics” in the mail header and your full name and student number in the email. Important: Make sure that you search for answers to questions yourself before contacting me by email.

「社会心理」学は、２つの特徴をもつ。１つは、個人の心や行動ではなく、集合体の全体的性質やその動きについての学問分野であること。もう１つは、対象の客観的・普遍的な性質を明らかにする実証的研究スタンスではなく、研究者と当事者の協同的実践を通じて新たな理解や行為を生成していく、人間科学の研究スタンスをとること。
　本講義では、「社会心理」学の理論、方法論、人間科学のメタ理論（社会構成主義）を詳しく説明するとともに、実践的な研究例をいくつかのテーマに沿って紹介する。

・社会心理学の基本的な考え方、理論、研究スタンスを理解する。

１．イントロダクション：「社会心理」学とは
２．伝統的個人観のゆきづまり：個人主義的自己観のかかえる理論的・社会的問題を説明する。
３．集合性とは：社会心理学の基本概念である集合体と集合性について概説する。
４〜５．物理的集合性：心（に由来するとみなされている現象）が、道具や環境に媒介されて成立していることを、活動理論を中心に説明する。
６〜８．意味的集合性：規範や意味をつくる集合体の動き（コミュニケーション）について、規範理論を中心に説明する。
９．社会心理学の研究スタンス：（自然科学に対して）人間科学とそのメタ理論である社会構成主義について概説する。
１０〜１４．社会心理学の実践研究：いくつかのテーマ別に、社会心理学の実践研究の具体例を紹介する。取り上げるテーマは次の通り。
　　　　　　・相互理解を促す実践
　　　　　　・セラピー実践
　　　　　　・組織・コミュニティの活性化
１５．フィードバック

特になし

学期末試験により評価する（100点満点）。

・授業中に提示する参考書を、興味と必要性に応じて、予習・復習に利用してください。

地域地理学（地誌学）は地域に関する総合的な科学であり，地域の多様な地理的条件とその相互関係から地域の事象や地域的な差異を明らかにするものである。本授業では、世界の諸地域について、現代の社会問題をテーマとしながら人文環境を中心に取り扱う。特に、地域間格差や社会問題における地域的背景に注目する。授業では理解を促すために地図や統計資料、映像資料等を用い、世界の諸地域の多様性や相互関係について地域的文脈や空間スケールに着目しながら考察できるようになることを目的とする。

世界の諸地域の特性、一般性と固有性、地域間のつながり、現象とその位置を理解する。現代世界の諸課題について地域概念や空間スケールを踏まえながら考察できる。

第１回　地域地理学に関する本授業の視点、地域概念
第２回〜第13回
以下の各項目について講述する。各項目には、履修者の理解の程度を確認しながら、【　】で指示した回数を充てる。各項目・小項目の講義の順序は固定したものではなく、担当者の講義方針と履修者の背景や理解の状況に応じて、講義担当者が適切に決める。講義の進め方については適宜、指示をして、履修者が予習をできるように十分に配慮する。具体的な地域として以下の（　）内の地域を主に取り上げるが、現代世界のグローバルなつながりの実態を踏まえ、必要に応じて別の地域に言及することがある。また、時事動向や受講生の理解度・関心によって順番・内容を変更することがある。
１）植民地支配の影響、資源と紛争、グローバル化と環境（主にアジア、アフリカ）【４回】
２）移民社会、産業の分布、都市の発展と格差、都市の多様性（主にアングロアメリカ、ヨーロッパ）【４回】
３）日本：地域経済と自然環境、地域構造、地域間格差、グローバル化と地域【４回】
第14回　振り返りと総括、地域地理学の展望
第15回　フィードバック

特になし

平常点（授業のまとまりごとに行われる小課題）40％
定期試験（筆記）60％

予習：地図帳で当該地域の位置や地勢、疑問点や関心のある個所を確認しておく。
復習：授業の資料やノートを見直して分からなかった用語について調べる。ワークシートの作成。

履修希望者が収容上限を超えた場合には履修制限を行います。とくに履修を希望する学生には事前課題による「教員推薦」を行う予定。
授業の進め方や評価、持参するものについて初回授業で詳しく説明するので、履修希望者は必ず初回授業に出席すること。
授業で用いる映像資料は日本語で視聴可能なものが中心だが、外国語の資料や日本語字幕のないものがあります。外国語資料の場合には口頭にて解説します。
授業で用いる資料の判読・要約・考察など、能動的な取り組みが求められます。

Schools and universities are often shown in popular films and TV. Why is this the case? Why are schools and teachers shown in particular ways? What can these films teach us about education? This class aims to give you the skills to understand and critically analyse these films, giving a deeper understanding of the broader social and political context on what goes on in our schools.

This semester will reinforce your philosophical understanding of teaching and learning, based on the following four perspectives:

1) Traditional pedagogy
2) Progressive pedagogy
3) Liberal pedagogy
4) Indigenous and alternative pedagogies

In addition, you will learn important media criticism and technical skills that can be applied to films. Through discussion of these films, you will gain confidence to critically analyse representations of education and their social and political context, and a new critical perspective on education and media applicable to daily life.

You will...
1) Reinforce basic knowledge about major perspectives on pedagogy.
2) Gain confidence to critically analyse representations of education and their social and political context.
3) Develop the communication skills to understand and respond to academic texts, audio, and videos in English, and gain confidence in sharing ideas and involving others in discussions.

Broadly speaking, the

Week 1: Class Introduction, syllabus and learning goals surveys.
Theme 1: Traditional Pedagogy. (e.g., 3 Idiots [2009])
Theme 2: Progressive Pedagogy. (e.g., Dead Poets' Society [1989])
Theme 3: Liberal Pedagogy. (e.g., Freedom Writers [2008])
Theme 4: Indigenous and Alternative Approaches. (e.g., Captain Fantastic [2016])
Week 14: Project workshop and feedback
Week 15: Final Presentations

There are no special requirements for this course. However, students are strongly encouraged to also enrol in Pedagogy II-E2 at the same time.

If you haven’t already, please think about enrolling in Pedagogy II-E2 this semester, where we will learn more about the philosophical underpinnings of different forms of pedagogy. This course will be much easier if studied alongside the basic Pedagogy II class!

These classes will be strongly interactive and draw on student engagement throughout. Each class will follow the same basic structure, beginning with a mini lecture (posted in advance on PandA), followed by discussion of the week’s reading and film.
Attendance and participation therefore contributes a significant part of the final grade (25%). In addition, students will submit film responses (25%), a short scene analysis mini presentation (25%) and a group final presentation (25%).

Students will be expected to contribute around 2 hours a week to this course outside of class. This time will be mostly dedicated to watching the assigned films, and preparation for assignments.

Office hours will be held once per week for 1 hour (location and time to be announced in the course syllabus).