This seminar introduces the challenges of social isolation (hikikomori, schizophrenia, depression) and sheds a new light on the development of the mental health field.

To provide you with a general introduction to and understanding of key questions and challenges of social isolation.
To help you develop your analytical and critical thinking regarding the mental health field.

1) Introduction
2) School Non-Attendance in Japan
3) What is Hikikomori?
4) Mental Health Surveys on Hikikomori (Chap.4)
5) Is Social Withdrawal a Mental Disorder? (Chap.3) NPO Support Towards Hikikomori Youths (Chap.5)
6) Hikikomori Subjects’ Narratives (Chap.6) Beyond the Hikikomori Spectrum (Chap.7)
7) Schizophrenia in Japan
8) Schizophrenia in Japan
9) Depression in Japan
10) Depression in Japan
11) Case studies
12) History of mental illness in Japan
13) Varia
14) Conclusions
15) Feedback

特になし

Students are expected to actively participate in discussion and read material during class. Evaluation is based on the following:
3 short tests (Multiple choice questionnaires with 3 possible answers) Short test 1 (40%), Short test 2(30%), Short test 3 (30%).

Students do not have homework assignments. However, they are advised to take notes during class and to review the course material before tests.

Office hours Friday 12:30-13:00

The physical properties of materials, such as strength, ductility, toughness and corrosion resistance largely depend on their microstructures - the very small scale (generally smaller than 0.1 millimeter) structures of the material that can be only observed by microscopes. By tuning the microstructures the physical properties of the materials can be greatly modified without changing their chemical compositions. Nanostructured materials refer to the materials having microstructures of which the characteristic length scale is very small, generally in the order of 1 to 1000 nanometers (1 nanometer is equal to 10^-9 meter). Because of the extremely fine microstructures, the nanostructured materials often exhibit superior physical properties which cannot be obtained from the conventional materials having coarse microstructures. The purpose of this course is to introduce the frontier research of the nanostructured materials with focusing on the microstructures and mechanical properties of nanostructured metals and metallic alloys. For that purpose, the background knowledge of material science and engineering and physical metallurgy will be firstly introduced in the seminar. Examples of the nanostructured materials having excellent properties and the related physical mechanisms will then be introduced and discussed. Laboratory tours are offered to the students to learn the cutting-edge techniques for fabricating and characterizing the nanostructured materials.

By taking this course, students will learn why the materials researches are going into the length scale of nanometer in recent decades. In addition, they will have a brief understanding on the frontier researches of processing, properties and microstructures of the nanostructured metals and alloys.

1. Introduction to materials and materials science
2. Atomic structure and interatomic bonding
3. Structure of crystalline solids
4. Imperfections in solids
5. Microstructures of materials and concept of nanomaterials
6. Laboratory tour* (Techniques for evaluating the mechanical properties and microstructures observation)
7. Metallic materials having nanostructures
8-11. Microstructures and mechanical properties of nanostructured metallic materials
12. Laboratory tour* (Techniques for creating nanostructured metallic materials)
13-14. Advanced characterization techniques
15.Feedback


* Two laboratory tours in the 6th and 12th week will be held in the laboratory for structure and property of materials in the Department of Materials Science and Engineering at Yoshida campus.

特になし

Attendance and active participation [60%]
Final report [40%]

Students are required to read assigned materials (distributed by the teacher) before and after the class for preparation and review. The necessary time for those would be around 2 hours for each class.

Take out accident insurance.（Students Pursuing Education and Research (Gakkensai)）.

Some organic molecules and polymers can behave as electrical semiconductors, a property that makes them useful materials for electronics. In this seminar course, you will learn why certain molecules conduct electricity, how organic semiconductors are made, and how devices like organic solar cells and organic transistors work. The lectures are structured as individual topics, selected to show the main aspects of this exciting research field. The material is aimed at 1st and 2nd year students interested in learning about science in English. 3rd and 4th year students are also welcome. Seminars are presented in English. Discussion is in English and Japanese.

This seminar course will give students a general overview of the field of organic electronics.

1. Organic electronics in the world today
2. Organic molecules and polymers - what makes them semiconductors?
3. Understanding electricity and conductivity
4. The difference between inorganic and organic materials
5. An introduction to energy levels
6. Defects and imperfections
7. Fabrication methods
8. Some really basic electronics
9. Device measurement: in-class demo
10. Selected examples in current research
11. Solar cells
12. Lighting and displays
13. Transistors
14. The next frontier...
15. [no class]
16. Feedback

特になし

Each lecture will introduce a short homework assignment related to the topic covered. These assignments count for 70% of the final grade. Attendance and class participation count for 30%.

Weekly assignments reinforce key concepts introduced in the seminars.

This ILAS seminar is designed to provide freshmen undergraduate students who are interested in cancer, a brief introduction to biology of cancer and the current therapeutics. Students will start to learn from this seminar about the introduction of molecualr and cellular biology, and then subsequently the biology principles of cancer. Moreover, recent topics on cancer immunotherapy will also be discussed in this seminar. Finally, students will conduct a presentation on their selected paper and discuss about the current and future therapeutics.Also noted that language that is accessible to students without a medical background will be used in this seminar to help their understanding.

By participating in this ILAS Seminar, students will gain fundamental knowledge of the current understanding of human cancer.

The seminar comprises interactive lectures, reading circles, and student presentations.

Introduction
1. Central Dogma & basic cell biology
2. Cell cycle and chromatin architecture
3. gene expression
4. The nature of cancer
5. Oncogenes 1
6. Oncogenes 2
7. Ras/Tumor suppressor gene 1: pRb and control of cell cycle
8 Tumor suppressor gene 2: p53 and control of cell cycle
9. Tumor microenvironment and angiogenesis
10. Cancer immunology 1
11. Cancer immunology 2
12. Cancer immunotherapy 1
13. Cancer immunotherapy 2
14. Summary & Presentation
15. Feedback

Note: The schedule is subject to adjustments based on the number of students and specific needs of the class.

特になし

Attendance and Active participation to the lectures (60%)
Quality of student presentations and discussions (30%)
A report (10%)

I recommend students to confirm the handouts for each lecture and the relevant reference textbook to learn about the lecture content in advance of the class. Handouts for each lecture will be uploaded on PandA few days before each class.

Consultation via email or online meetings such as Zoom is possible. For those students who prefer to discuss directly with the instructor, please arrange appointments by email in advance.

　歴史知は、現代世界が抱える諸問題をよりよく理解するうえで欠かせないのみならず、個々人を現代世界とつなぐ役割を果たす。本講義では、「差別」、「ナショナリズム」、「記憶」のテーマごとに西洋世界の近現代史を重層的に論じる。
　このことを通じて、一九・二〇世紀を中心に、様々な差別の生成・展開や、ナショナリズムの成立と伝播、歴史認識をめぐる対立と和解について学び、いま私たちが生きている世界がどのようにして成立したのかを論理的に考える視座に立てるようになると同時に、一方的に支配や抑圧が広がったのではなく、いかにしてそれへの抵抗や自立の動きも生まれたのかも考察できるようになる。暗記ではない歴史学の奥深さや意義について知ってもらうことが、本講義の目的である。

西洋近現代史の基礎知識を学ぶことを通じて、外国の文化や歴史に開かれた態度を取れるようになるとともに、歴史学的視座にたって現代世界の問題を考察できるようになる。

授業回数はフィードバックを含めて全15回とする。

１．イントロダクション

【A. 差別】
２．大西洋三角貿易
３．人権の創造
４．帝国と植民地
５．ナチズム

【B. ナショナリズム】
６．フランス革命
７．産業革命
８．労働者インターナショナル
９．第一次世界大戦
１０．帝国と国連

【C. 記憶】
１１．ロシア革命
１２．ホロコースト
１３．欧州統合
１４．謝罪の政治と倫理

１５．フィードバック

特になし

授業内での課題（30点）、期末筆記試験（70点）で評価する。いずれも論述形式で、論理性、独創性、意欲の観点から評価する。

予習・復習は、授業で配布した資料を利用するとよい。授業中に紹介する文献や、図書館で関連する文献を自分でみつけ、読んでみることで、理解をさらに深めることができる。

Students will be provided with an overview of the origins, formations and receptions of world religions. Given the lecturer’s educational background and teaching expertise, religions are discussed through two different perspectives: (a) historical origin of religions, their formation, texts and development over the course of history. Particular attention will be paid to primary sources (the Bible—Old and New Testaments, the Quran and Hadith); and (b) interreligious debates between Muslims and Hindus in India; Buddhists and Muslims in Southern Thailand; Christians and Muslims in Malaysia. Sessions 13 and 14 will be dedicated to an examination of new religious movements. During the last session, students will run a conversation with leading experts and observe old Biblical, Quranic, Hindu and Buddhist manuscripts. The approach assumed in this paper shall be academic and dispassionate.

Enthusiastic students who successfully complete this course will be able to:
o Demonstrate an informed understanding of key concepts and major themes within the world religions
o Discuss critically the development and compilation of religious

Week 1 Judaism: Origin
Required Reading: Solomon, Norman. Judaism: A Very Short Introduction, 2nd Edn (Oxford
and New York: Oxford University Press, 2014), 1-40.
Week 2 Judaism: Texts
Required Reading: Vidas, Moulie. Tradition and the Formation of the Talmud (Princeton and Oxford: Princeton University Press, 2014), 115-149.
Week 3 Christianity: Origin
Required Reading: Young, Frances M. “Prelude: Jesus Christ, Foundation of Christianity”, in Cambridge History of Christianity: Volume 1, Origins to Constantine, edited by Mitchell,
Margaret M., Frances M. Young, and K. Scott Bowie (Eds) (Cambridge: Cambridge University Press, 2006), 1-34.
Week 4 Christianity: Texts
Required Reading: Myers, Alicia D. An Introduction to the Gospels and Acts (Oxford:Oxford University Press, 2021), 1-16.
Week 5 Islam: Origin
Required Reading: Rippin, Andrew. Muslims: Their Religious Beliefs and Practices(London: Routledge, 2014), 7-44.
Week 6 Islam: Texts
Required Reading: Sinai, Nicolai. Qur’an: A Historical-Critical Introduction (Edinburgh:Edinburgh University Press, 2017), 40-75.
Rippin, Andrew. Muslims: Their Religious Beliefs and Practices (London: Routledge, 2014),44-58.
Week 7 Judaism in the Modern Age
Required Reading: Fackenheim, Emil L. What is Judaism?: An Interpretation for the Present Age. (New York: Syracuse University Press, 1999), 223-253.
Week 8 Christianity in the Modern Age
Required Reading: Boss, Sarah Jane. “The Role of Mary in the 20th and 21st Centuries”, in Women in Christianity in the Modern Age, edited by Isherwood, Lisa and Megan Clay(London: Routledge, 2021), 53-82.
Week 9 Islam in the Modern Age
Required Reading: Rippin, Andrew. Muslims: Their Religious Beliefs and Practices(London: Routledge, 2014), 301-312
Week 10 Muslim-Hindus in India
Required Reading: Thursby, G. R. Hindu-Muslims Relations in British India (Leiden: Brill, 1975), 123-135
Week 11 Buddhist and Muslims in Southern Thailand
Required Reading: Yusuf, Imtiyaz. “The Southern Thailand Conflict and the Muslim World,”Journal of Muslim Minority Affairs 27, no. 2 (2007): 319-339.
Week 12 Buddhist and Muslims in Southern Thailand
Required Reading: Yusuf, Imtiyaz. “The Southern Thailand Conflict and the Muslim World,”
Journal of Muslim Minority Affairs 27, no. 2 (2007): 319-339.
Week 13 Christians and Muslims in Malaysia
Required Reading: Riddell, Peter G. “Varieties of Christian-Muslim Encounter in Malaysia”,in Christian Responses to Islam: Muslim-Christian Relations in the Modern World, edited by
A. O’Mahony and Emma Loosely (Manchester: Manchester University Press 2008), 105-119.
Week 14 New Religious Movements 1
Required Reading: Wallis, Roy. “Three Types of New Religious Movements,” In Cults in Context: Readings in the Study of New Religious Movements, edited by Lorne L. Dawson
(London: Routledge, 2018), pp. 39-71.
Week 15 Exam.
Week 16 Feedback

特になし

General Information about Assessment Overview
Your assessment consists of two components: (1) A 2000-word essay 1 (35 %) For the first assignment students should choose a topic based on our first 6 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. (2) The final exam, which is worth 65% 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. 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.

No prior knowledge of religion is required. Students should be able to participate in discussions with their classmates in English. This may be face-to-face small group discussion or online. Students may also be asked to make short presentations in English based on the class topics.

LEARNING OUTCOMES:
Knowledge a) A working familiarity scriptures and their interpretive literature
b) A familiarity with key concepts used by different religious communities
c) A familiarity with history of religions in different parts of the world
d) A familiarity with modern debates around interreligious discourse and dialogue.
Skills
a) The ability to research disparate types of material and bring them together in a unified presentation
b) The ability to develop creative and critical approaches by original religious texts
c) The ability to present an extended analysis in essay form using appropriate literature on a chosen topic.

Appointment can be made via: daneshgar@cseas.kyoto-u.ac.jp

This course will offer an introduction to premodern Japanese history (~1600) 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 Japanese premodern 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. Early Migration
3. Jomon
4. Yayoi I
5. Yayoi II
6. Early State Formation I
7. Early State Formation II
8. Imperial Period
9. Mongol Invasion I
10. Mongol Invasion II
11. East Asia War I
12. East Asia War II
13. Christianity I
14. Christianity 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 fall semester Japanese History II.

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.

This course provides a basic introduction to the priniciples of linguistic science. It will cover the following core areas of study in the field of linguistics: phonetics, phonology, morphology, and language change.

After taking this course, students will have a basic understanding of how to critically consider and analyze actual linguistic data from a variety of languages.

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

1. Introduction (about 2 weeks)
What is linguistics?; the nature of our knowledge of language; main areas of study in linguistics; the prescriptive (normative) vs. descriptive approach

2. Phonetics (about 3 weeks)
How are sounds produced and described?; articulatory phonetics: describing consonants and vowels; the International Phonetic Alphabet (IPA chart); phonetic features and natural classes

3. Phonology (about 3 weeks)
How do sounds in a language pattern?; the phonemic principle: phonemes and allophones; formulating phonological rules; seeing patterns in the data: minimal pairs, complementary distribution

4. Morphology (about 3 weeks)
How are words built?; units of meaning: morphemes and allomorphs; derivational vs. inflectional morphology; word formation: prefixes, suffixes, infixes, reduplication, compounding; inflectional categories: number, person, gender, case, tense, aspect

5. Language Change (about 3 weeks)
How and why do languages change over time?; language families; sound change and analogy; grammaticalization; reconstructing dead languages: protolanguages, the comparative method

Feedback (1 week)

Total: 14 classes, 1 Feedback session

特になし

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 and readings will be assigned for each section, 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 “Linguistic Science” 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。

教育を成り立たせている根本の一つに、信頼がある。教師と子どもの間に信頼の関係がなければ、子どもは教師のことばを聞くことはなくなるだろうし、また教師も子どもに教えることを無意味な行為とみなすかもしれない。このような教育・人間形成の場における信頼は、教師ー子どもの関係において見いだされるのみならず、子どもどうし、また教師どうしや、教師と保護者、さらには広く社会における様々な人間や存在にまで見出されるものである。このように信頼は教育や人間形成にとって、重要性を有している一方で、いかに信頼関係を築くことができるか、といった方法論が盛んに論じられ、そもそも教育・人間形成に見られる信頼とはどのような内実と意味をもっているのかは、十分に考察されていない。それゆえ、本講義では、教育・人間形成における信頼を、信頼研究の豊かな知見を踏まえながら、包括的に検討することを試みたい。このようにすることで、教育・人間形成に含まれる不思議さと神秘さに触れるとともに、新たな教育を構想する礎を築きたい。

教育における信頼について、その内実と意義を理解し、批判的に考察することができる。
教育関係論の現状と課題を理解し、新たな教育関係について考察することができる。
教育を成り立たせているものについて、教育関係論を踏まえて、批判的に考察することができる。

授業は概ね以下のように進める予定であるが、受講者の関心や理解度に応じて、内容や内容を扱う順序を変更することがある。

第1回：オリエンテーション
第2回：教育関係論の源流：ノール、ブーバー
第3回：教育関係論の現状
第4回：信頼するとはどういうことか
第5回：信頼の源泉：赤ちゃんが生きるということ
第6回：教育学における信頼の特異さ：非対称的人間形成力としての信頼
第7回：もう一つの信頼：水平的な教育・人間形成的信頼としての友情
第8回：前半のまとめと討論
第9回：空間的信頼：事柄への信頼と自己への信頼
第10回：信仰することと信頼すること
第11回：日本思想・儒教思想における信頼の源泉
第12回：風土における人間形成としての信頼
第13回：世界を信頼するということ
第14回：まとめと全体討論
第15回：フィードバック

特になし

【評価方法】
授業の参加に基づくコメントペーパー（70%）と最終レポート（30%）により、総合的に評価する。

【評価方針】
　教育学部・教育学研究科の成績評価の方針に従って評価する。

本授業での学びを生かして、他の様々な授業や読書等から得る知見を横断的に見渡し、接続させるよう努めるとともに、信頼についてつねに問題意識のアンテナを張り、批判的に考察を深めるよう心がけてほしい。

面談については、メールで予約の上、随時受け付ける。
※オフィスアワーの詳細については、KULASISで確認してください。