In this class, students will explore globalization by examining the historical development and current state of the global automotive industry. Throughout the 20th century, the automotive industry shaped the core institutions of modern capitalist societies. Global car manufacturers, dealership networks, supply chains, labor relations, industrial and social policies, social classes, and international relations have all been profoundly influenced by this industry. Today, the industry is undergoing unprecedented changes, primarily in two areas: (1) electrification and digitalization, and (2) shifting geopolitics. This class aims to introduce students to these dimensions, helping them gain a deeper understanding of the foundations and dynamics of globalization.

This lecture aims to provide students with a comprehensive understanding of modern capitalist societies and the global structures they have shaped. The class is interdisciplinary, covering topics from political science, sociology, economics, and business history. Students will learn not only about the major actors in the automotive industry, but also about the differences and similarities among societies across regions - from East Asia to South America. Finally, students will develop skills to critically analyze the ongoing evolution of globalization, recognizing the automotive industry’s central role in cultural, economic, and political global processes.

Week 1. Introduction: the development of the automotive industry in the 20th century
Week 2. Transformation period: from the introduction of Fordism to the second oil crisis
Week 3. Interwar car industry and Fordism in Europe
Week 4. The German auto industry's evolution during and after WWII
Week 5. Japan's emergence and challenge
Week 6. Compact cars, imports, oil and the new battlefield in US: 1950s~70s
Week 7. Review Class
Week 8. Technological Evolution and Labor (1)
Week 9. Technological Evolution and Labor (2)
Week 10. Internationalization of Japanese car makers
Week 11. The new geography of the automobile production (1)
Week 12. The new geography of the automobile production (2)
Week 13. The development of the Chinese automobile industry
Week 14. Conclusions

The lectures will be delivered in English. There are no prerequisite to take this course.

Final Report (70%), class attendance (30%)

Students are required to complete preparation for each lesson on a weekly basis.

Students should email the teacher to make an appointment.

This course provides an introduction to approaches to and topics in Japanese education. The course examines the characteristics of schooling in Japan from the past to today, and includes analysis of contemporary issues in education.

"Education" has several functions: it transmits values, culture, and customs while at the same time instilling societal rules, and selecting individuals (for example through examinations) and allocating them in a certain position within the society. We will study how these social functions operate in Japanese society by comparing Japan's educational system with that of other countries. Students are encouraged to share their own knowledge and experiences.

Class will be interactive, mixing both lectures and discussions with activities, including a field trip, either virtual visit or real visit depending on the situation, to a local school. Throughout the whole course, students will have opportunities to take a close look at what is happening and what has happened in Japanese society by examining Japanese education from various perspectives.

・To gain knowledge and understanding of the characteristics of Japanese education through comparisons with other countries and students' own experiences.
・To develop interest and skills to participate in discussions with classmates from various cultural backgrounds.
・To develop skills in critical analysis through structured reading, written assignments, and a field observation.

Topics
1. Introduction to approaches to education (Session 1)

2. Overview of Japanese education system (Session 1-2)

3. Characteristics of Japanese education (Session 2-9)
(1) Historical background for understanding contemporary Japanese education
(2) Egalitarianism in Japanese elementary education
(3) Ability grouping and effort-ism (Spirit of “Gambaru”)
(4) Individualism and group harmony
(5) Life of adolescents - Roles of Japanese school clubs, functions and culture of cram schools, teacher-student relationships, school-family relationships.
(6) Entrance examinations
(7) Transition from school to work

4. Observation in real educational settings: field trip to a local school (method of the visit and date to be decided)

5. Contemporary education issues (Session 10-14)
(1) Japanese educational problems: a historical overview
(2) Ijime (Bullying) and Futoko (Truancy, Non-attendance)
(3) Over-demanding parents
(4) Language education
(5) Studying abroad

6. Feedback (Session 15)

特になし

Participation in class activities (30%), Mid-term report (book review) (30%), and Final report (40%)*.
*For the final report, students may choose one of the following assignments: (1) A report on observation at school site or (2) An analysis of a personal educational history (In-depth Interview).

授業への参加(30%)、中間レポート（文献紹介）(30%)、期末レポート(40%).

・Students are expected to complete the reading assignments and actively participate in class discussion every week.
・Students are required to give a 10-15 minute presentation on one of the selected reading assignments as a small group.

During one of the classes between Session 7 and Session 9, we will visit or virtually visit a nearby local elementary school for a participant observation. Students will need to cover any necessary transportation fees and enroll in the Personal Accident Insurance for Students while Pursuing Education and Research.
第７回〜９回のうち１回は、小学校実習を行う予定である。訪問の方法はその時の状況によって判断する。旅費（交通費）が必要な場合、原則として受講生の負担となる。学生教育研究災害傷害保険に各自加入しておくこと。

※
このクラスは英語で行われますが、E2科目ではありません。例年、留学生が受講しており、多様な文化的背景の学生が共に学ぶ機会となっています。

What makes you you? Is personality or the situation more powerful in shaping how people think and act? Why are some people capable of “evil” behavior? What does the world look like from the perspective of a newborn baby? Do movies accurately portray mental illness? How do we treat psychological disorders ?

Psychology is the scientific study of the brain, the mind, and behavior. This course surveys psychology’s classic and modern research findings, methods, and real world applications, to answer these philosophical questions and more about what it means to be human. Psychology II will focus on main applications and subfields inside psychology.

By the end of this course, students will be able to:
1. Tell a story about the major themes in psychological science, such as the nature-nurture or person-situation debate, and use psychological concepts at the individual and social level to illustrate these themes.
2. Interpret and apply classic research findings, schools of thought, and methodological approaches from personality, developmental, social, and clinical psychology for real world issues.
3. Discuss how different sub-fields in psychology connect together to explain what it means to be human.

This course also develops students’ communication and critical thinking skills in English.

With advanced notice to students, the instructor may make minor adjustments to the schedule below as required.


1 Course welcome and topic introduction
2 Developmental Psychology I: Focus on early life
3 Developmental Psychology II: Focus on later life
4 Personality and the self
5 Social Psychology I
6 Social Psychology II
7 Social Psychology III
8 Midterm
9 Clinical Psychology I
10 Clinical Psychology II
11 Clinical Psychology III
12 Health Psychology
13 Cultural Psychology
14 Review week
≪Final examination≫
15 Feedback week

The course format includes interactive lectures. The course uses brief demonstrations (experiments, interactive activities, short film) to illustrate concepts. Course time may also include small group discussion and time for questions & answers.

特になし

Evaluation for this class consists of:
Written mid-term examination consisting of multiple choice and open-ended questions (30%).

Written cumulative final examination consisting of multiple choice and open-ended questions (40%).

Class activities at the end of each class(30%).

Raw score grading [0-100] system is used in this class.

Optional extra activities such as reports and participation in research may be introduced during class. These activities may provide additional points to the final grade.

To make satisfactory progress in the course, students will be expected to spend approximately 90 minutes each week outside of class reviewing lecture materials, class notes, and the online textbook.

Walk-in office hours will be available each week. Students may use office hours to discuss course material or for other general questions, such as studies. Students are also welcome to make appointments for office hours by emailing the instructor in advance and arranging a mutually convenient time.

The time and location for walk-in hours will be announced in week 1. Instructions for how to contact the instructor by email will also be announced in week 1.

冷戦終結後、資本主義だけが残った。世界のほぼすべての国で資本主義システムが採用されたが、そのことが新たな問題を引き起こしている。二〇〇八年の世界金融危機後、先進国の経済成長率は大幅に鈍化し、「長期停滞」に突入しているという見方が広がっている。多くの途上国が成長したことでグローバルな南北格差は縮小したが、国内の所得格差はどの国でも拡大傾向にある。金融化の影響で資産バブル、とりわけ住宅・不動産バブルが各地で起きており、今後新たな危機の引き金となる可能性が高い。こうした現代の資本主義にまつわる諸問題を、歴史的、理論的に考察するのが本講義の目的となる。

世界経済の現状について基本的事項を理解し、および現代の資本主義が直面する諸問題についての理解を深める。

以下のトピックを取り上げる。なお項目毎の回数は固定的なものではなく、進行状況に応じて適宜、修正される。

（１）資本主義の危機とは何か？【３回】
一九三〇年代、七〇年代の危機と比べた時、現代の経済危機にはどのような特徴があるのか。歴史を振り返りつつ解説する。

（２）経済成長と長期停滞【４回】
近代的な経済成長はどのような背景で起きたのか。また、最近の先進国で見られる経済停滞は、どのような要因によるのか。複数の学説について解説するとともに、近年の「脱成長論」についても取り上げる。

（３）格差・不平等の拡大【４回】
格差や不平等の拡大が起きている歴史的・理論的な背景と、最近のポピュリズム政治の関係、また現代の教育システムとの関連についても解説する。

（４）資産バブルと「日本化」【３回】
資本主義の歴史につきものの資産バブルについて、日本のバブルやリーマンショック前のアメリカのバブルを事例に解説する。その上で、危機後に行われた実験的な経済政策の今後について考える。

授業回数はフィードバックを含め全15回とする。

特になし

レポート（30）、および定期試験（70）

レポートの作成にあたっては統計資料の活用と講義中に指示する参考文献の読解が不可欠となる。

This course is an introductory undergraduate course that teaches the fundamentals of macroeconomics and application of economics concepts. It provides a solid foundation for macroeconomic analysis and thinking that can last throughout their education and subsequent professional careers.

After completing this course, students should have developed a range of skills enabling them to understand economic concepts and use those concepts to analyze specific questions.
By the end of this course, students should be able to understand economic growth, recession/booms, un-/employment, de-/inflation, and the financial system.

Course Description:
This course begins with an introduction to the key principles of economics and the basic forces that determine an equilibrium in a market economy. Next, it introduces a framework to lear about gains from trade and comparative advantage. We then turn our attention to specific macroeconomic problems such as economic growth, saving and investment, unemployment, inflation, the monetary system, and conclude with a concept of macroeonomics in an open economy. The final section of the course provides an opportunity of independent learning. It helps students to deeply understand basic tools of macroeconomics and the way to apply them to real world economic policy.

Content Outline:
1. What is Economics
2. Economic Methods and Questions
3. Choice in the World of Scarcity
4. Economic Growth
5. Investment and Saving
6. Unemployment
7. Inflation
8. The Monetary System
9. Open-Economy Macroeconomics I
10. Open-Economy Macroeconomics II
11. Aggregate Demand and aggregate Supply
12. Monetary and Fiscal Policy
13. Students’ Conference on Selected Macroeconomic Topics (I)
14. Students’ Conference on Selected Macroeconomic Topics (II)
15. Feedback

Course Methodology:
The course will use primarily interactive lectures and case studies to help students develop knowledge of “real world” economics. Quizzes will be spread out over the term of the course. The last three lectures will be accompanied by group presentation, all students are required to participate. Group will be required to select a research topic from a list of topics presented by the instructor.

特になし

Quizzes (6/10); Presentations (4/10);

- Prepare and review class contents (textbook).
- Complete and submit all assignments, and take quizzes by the assigned due dates.

to be announced

Introduction
For this academic year, both Political Science I and II will be focusing on the political philosophy subfield. This subfield deals with perennial questions and basic problems in politics, which must continuously be examined and inquired, even though most members of political societies often consider them settled and no further arguments needed. Such questions, for example, are: What is a good life? What is a good political society? What is justice? What is power?

Toward the end of Political Science I and II, hopefully, students will: a) possess basic understanding of political philosophy, and will employ such knowledge as a guide to probe more deeply and sophisticatedly on the intertwining relations of three notions: youth, education and utopia; b) realize that the two introductory courses are very crucial not only for their quotidian lives, but also for each as a member of a political society as well as an earthling on this delicate yet fragile earth.

Issue and Approach
In general, the introduction to political philosophy taught in many countries has been dominated by the body of knowledge that only follows various traditions of the so-called “western worlds.” Hence, any attempts to discern basic political problems have predominantly been influenced by such traditions from such worlds. I myself have, to a large degree, been influenced by those traditions, too. Nonetheless, in order for our journey throughout this year to be broader, I have also chosen a few philosophical texts from some traditions of the “eastern worlds.” With limited time, however, we will be focusing only on two of the most important strands of the so-called “Chinese civilization”: classical Confucianism and classical Daoism. Altogether for this academic year, there will be three sets of issues:

Part 1: Love of Wisdom: An Answer for “What is Philosophy?”
Part 2: A Perspective on “Utopia”: Plato’s Republic
Part 3: Human Togetherness (?): Be(com)ing Humans, How should humans be?, and “The Political”

3.1 A Confucian View
3.2 Two Daoist Views
3.3 Social Contract Philosophies

While the first two parts are the contents of Political Science I, the third part is the focus of Political Science II. Students who intend to take only one of these two courses must be clear which tradition they would like to prioritize. If it is the “western”, they should take Political Science I. If it is the “eastern”, Political Science II is their choice.

The two courses aim to enable students:

- To understand some traditions of political philosophy at the introductory level;
- To understand certain views of political philosophy regarding youth, education, and utopia;
- To pay attention, to think and to question our quotidian lives’ surroundings by employing perspectives from political philosophy.

In this course, close reading of the texts is the key method of learning. Students will be trained - at the introductory level -- how to read philosophical texts. We will, therefore, be reading parts of each text, keeping in mind that we will be probing more deeply and sophisticatedly on:

First, the intertwining relations of the three notions: youth, education and utopia.

Second, whether or not humans have to be together?; the difference between being humans and becoming humans; how should humans be?; and different perspectives on “the political”.


Week 1: Introduction and Course Queries


Part 3: Human Togetherness (?):
Be(com)ing Humans, How should humans be?, and “the Political”


- Prologue: History, Philosophy and Knowledge


Part 3.1: A Confucian View - The Lunyu


3.1.1 Classical Chinese Philosophy: An Introduction

Week 2:

- Philosophic and Linguistic Background

Week. 3:

- The Analects (Lunyu)


3.1.2 Reading the Text

Week 4:

- Confucius. The Analects of Confucius, Books 1-4

Week 5:

- Confucius. The Analects of Confucius, Books 5-8

Week 6:

- Confucius. The Analects of Confucius, Books 9-12

Week 7: 1st Quiz and Review (50%)


Part 3.2: A Daoist View -- The Daodejing


3.2.1 Philosophical Treatment et al.

Week 8:

- Wind & the World
- A Prelude
- Historical Introduction

Week 9:

- Philosophical Introduction: Correlative Cosmology (1st Session)

Week 10:

- Philosophical Introduction: Correlative Cosmology (2nd Session)

Week 11:

- Philosophical Introduction: Correlative Cosmology (3rd Session)


3.2.2 Reading the Text

Week 12:

- Ames & Hall. Dao De Jing, Chapters 1-10

Week 13:

- Ames & Hall. Dao De Jing, Chapters 11-20

Week 14:

- Course Summary

Week 15:

- 2nd Quiz (50%)

Week 16:

- Feedback Session

1) Good level of English language ( TOEFL ITP score ≧525) is required (the full score is 677). (For more information on how to convert the score, among others, see:
https://theedge.com.hk/conversion-table-for-toefl-ibt-pbt-cbt-tests/)

2) Comparatively speaking, this course is both reading-intensive and writing-intensive. Thus, any students who plan to take too many courses in this semester will have a hard time fulfilling this course’s requirements.

2 Quizzes

1st Quiz: 50%
2nd Quiz: 50%

Notes: Since this is a philosophical course, students will, thus, be expected to evince their philosophical understanding. The quizzes’ questions will ask students to demonstrate their “coming to terms” with this course’s philosophical texts. Throughout the semester, therefore, each student must ensure that s/he will have a sound and solid philosophical grasp.

Students will study each week's prepared PowerPoint slides as well as reading assignments before class time in order to effectively engage in class discussion.

Consultations can be arranged as needed.

この授業の目的は、西洋文明にとって最も重要な書物といってよい「聖書」を英語で講読することにより、格調高い文章を読みこなす英語力を習得するとともに、聖書に現れる基本的な事柄や思想についてもある程度の理解をすることである。

格調高い聖書の英語を読みこなすことを到達目標とする。

ヘブライ語聖書（いわゆる旧約聖書）の英語訳（数種類）を用い、聖書において現れる主要な人物ごとに（アダム、アブラハム、モーセなど）、関連する箇所を読む。場合によっては、聖書原典のみならず、後代のユダヤ教やキリスト教における聖書解釈の該当箇所も英語訳で読み、参考にする。

１つの人物像につき３回ほど授業を行い、４週目には、その人物像に関する理解を深めるためのまとめのテストを行う。これを繰り返し行い、後期においては３〜４の聖書の主要な人物について学ぶ。

第一回：ガイダンス
第二回〜第五回：テーマ１
第六回〜第九回：テーマ２
第十回〜第十三回：テーマ３
第十四回：総括
第十五回：フィードバック

特になし

毎回の授業への積極的な参加（十分な予習、自発的な発言及び議論への参加）が最も重要であり、成績評価において70％を占める。残りの30パーセントは、四週目に行うまとめのテストである。
5回以上欠席した場合は成績評価の対象としない。

毎週、テキストの予習が必要となる。

"Ten-Minute Play”と言われるアメリカのミニ現代演劇を、１回につき１作品読む。どの作品も約10分程度のもので、２人もしくは３人の演者用であり、精読した後は実演も試みる。いわゆる古典作品とは違い、邦訳も注釈書も存在しないため、語学力をはじめとした総合的「実力」が試される。英語を精緻に読む力、正確な発音と自然な発話を体得しながら、言語的・文化的「英語らしさ」を学んでいく。毎回の予習は必須である。

①英語を正確に音読、読解できる。
②英語を「生きた言葉」として扱う姿勢を涵養する。
③英語圏文化についての知識、洞察を深める。

第1回 ガイダンス
第2回 Absent Grace
第3回 Customer Service
第4回 Black Coffee
第5回 Missed Connections
第6回 上演練習１
第7回 Perspective
第8回 The Minutiae
第9回 Reinventing the Wheel
第10回 Pocket Universe
第11回 上演練習２
第12回 Zombie Love
第13回 Black and White
第14回 Standing Room Only
第15回 総括と課題レポート
第16回 フィードバック
受講者数等に応じて、予定は変更されることがある。

特になし

5回以上欠席した場合は成績評価の対象としない。平常点50点、期末レポート50点で評価する。

辞書を丹念に引きながら扱う予定のページを予習してくること。学んだ表現を作文等のアウトプットにどのように活かせるか常に意識すること。

本講義はノーベル経済学賞を受賞した研究内容に関する文献を読解し、その内容を理解することを目的とする。また文献の読解を通じて、ノーベル賞受賞研究がなぜ重要なのか、そしてどのような社会的インパクトをもたらしたのかを把握する。履修者はノーベル経済学賞が公開している受賞者の研究に関するレポートを読んで、その内容を発表する。

(1) 英語で書かれた文献を読解し、理解したことを発表で分かりやすく伝える能力を身につける。
(2) ノーベル経済学賞の研究結果に関する基本知識を身につける。

第1回　授業計画・成績評価などの説明。発表を担当する論文と順番を決める。

第2回・第3回　アカデミックライティングの講義。
第4回〜第14回　担当者による発表と参加者による議論。
第15回　フィードバック。

特になし

発表(50%)、授業参加(20%)、期末レポート(30%)に基づき成績を評価する。期末レポートの内容は授業内で指示する。

履修者は担当の文献についての発表用スライドを作成しなければならない。また担当の文献以外も事前に読解し、分からない部分を明らかにしておくことが望ましい。

本講義は、一国の国境を越えて生じる汚染、気候変動、資源問題、生態系破壊、自然災害などの環境問題に関する国際政治を学ぶものである。

国境を越えて影響が広がる環境問題に対処するには、その科学的因果関係を解明するだけでは足りず、その問題に有効に対処する国家間の協力が欠かせない。しかし現実には、そうした国家間協力の枠組み（国際環境レジーム）作りについて、各国が激しく対立することは少なくない。

なぜ国家は、気候変動のような甚大かつ大規模な影響を及ぼしうる問題の対処をめぐってすら、時に対立するのか？どうやったら、有効な国際環境レジームを構築しうるのか？国際環境政治において、国際機関、企業、ＮＧＯ、研究者は、どのような役割を果たしうるのか？

本講義の目的は、国際環境問題に関わる様々な主体間の利害対立について理解を深めるとともに、それを乗り越えて国際環境問題に対処するための方策を自ら考えうる力を養うことである。

なお、本講義は、いわゆる反転授業の形で進める。受講生は、事前に配布する講義ビデオを授業前に視聴することとし、教室では講義ビデオの内容を踏まえたディスカッションを行う。

・様々な国際環境問題に関わる主体間の利害対立とそれを超克するための方策について理解する。

・国際環境問題の対処に必要な国際協力の実現に向け行動する意欲と素養を高める。

・英語による（１）文献読解、（２）プレゼンテーション、（３）レポート執筆を通じて、国際社会で活躍するためのコミュニケーション力を高める。

基本的に以下のようなスケジュールで講義を行う。授業中、積極的にディスカッションを取り入れる。なお、講義の進捗等により、スケジュールを変更する場合がある。

１　イントロダクション
２　国際環境政治の特徴
３　国際環境政治の主体①：国家
４　国際環境政治の主体②：国際機関　
５　国際環境政治の主体③：NGO・企業
６　国際環境レジームの構築
７　国際約束の国内履行
８　国際環境政治とSDGs
９　国際環境政治と貿易
１０　国際環境政治と科学
１１　汚染対策の国際環境レジーム①：オゾン、気候変動
１２　汚染対策の国際環境レジーム②：危険廃棄物、有害化学物質
１３　資源保護の国際環境レジーム①：生物多様性、森林保護
１４　資源保護の国際環境レジーム②：砂漠化、漁業資源
１５　まとめ

特に定めない。文理いずれの専攻を問わず、広く受講を歓迎する。

【評価方法】
授業内ディスカッションへの積極的な参加（20点）、プレゼンテーション（30点）、レポート（50点）により、到達目標の達成度を評価する。

【評価基準】
　A＋：100点〜96点
　A　：95点〜85点
　B　：84点〜75点
　C　：74点〜65点
　D　：64点〜60点
　F　：59点以下

本講義は、いわゆる反転授業の形で進める。受講生は、事前に配布する講義ビデオを授業前に視聴することとし、教室では講義ビデオの内容を踏まえたディスカッションを行う。

面談を希望する学生は、(1) 名前・所属および(2) 面談希望日時（３つ以上の希望日時を提示されたい）を書いて、電子メールで連絡されたい。