Syllabus Search Result

What would society be like in the future? This class sets off by imagining that society of the future will be a “Creative Society” where each and every person makes full use of their own creativity that they originally hold within themselves. In a creative society, it will become a commonplace for everyone to “create” in many different fields and domains. More than anything else, “creating” will come to symbolize the richness and happiness of life and living.
In the past, “Information Society,” which began with the advent of the Internet, changed our lives, organizations, and society. In the same way, the arrival of Creative Society will bring enormous change in the way we live, organize and live in society. Imagining what those changes are and what they will bring is an important in preparation for the future.

To prepare for such a future, this class welcomes guests engaged in creative practice and research to hold dialogue and deepen our vision of the future of a “creative society.” The final goal of this class is for each student to be able to bring together the ideas and approaches learned in each dialogue in the form of pattern language and link them to their own future practice.

In this project, we are going to explore the method for the student-coaches who want to motivate the athletes to lead them achieve their own goals with the psychological approach. The research targets enrolled in this attempt are the students who take charge of coaching for the sport team members of SFC. The student-coaches apt to be caught in dilemmas because they are not the managers but also not the players. They do not have much power as the managers have, and they are on an equal footing with the players. However, they are required to instruct the team members. Given these circumstances with the dilemmas, what kinds approaches effective for student-coaches to get the players motivated? We are going to pursue the efficacious methods through the practical examinations.

This special workshop aims at obtaining knowledge of neuroscience, dermatological, and haptic science. Specifically, we plan to conduct research on how a sense of touch is related to deep SHITSUKAN, which can be acquired on the skin surface or embodied experience in the scientific exhibition.

We are planning to conduct the following themes:
- (1) Study on skin sensation (biology and neuroscience)
- (2) Exhibition experience of the research outcomes of deep SHITSUKAN (personalized haptic devices) at the science museum (MIRAIKAN)

This special research project is a part of a collaborative study with the SFC TOUCH LAB (Nakatani lab) and biophysics lab (at Chiba University), Hiroya Tanaka lab (at SFC).

After taking this class, we wish students to learn research methodologies in haptic sciences with dermatological sciences and computers for finishing students' graduation research projects
(for both grad and undergrad students).

The aim of this project is to deepen sensorimotor physiological studies. In the first half, we will review various types of articles and try to find core of these studies, interpret their methodologies, and sophisticate your own research ideas. In the second half, we will construct analyzing programs using Matlab software.

‘Embodiment Design’ Program
In our highly information-oriented and established world we are forced to live in an environment where time, space and human activities are all over scale in our daily lives. In this current society where people depend on extremely complicated systems which are beyond our control, we face many problems which stem from this situation.
　Regarding the level of anonymity the current internet society allows, and lack of awareness of murders without experience of death in people’s lives and so on, it has been long since we started to discuss the necessity of reestablishing actual relationships between ‘ourself’ and the environment around us.
　In order to understand the tendency of putting responsibility to others in this contemporary society, and respond to the problem directly, it is necessary to understand the consciousness of the people who the problems stem from. It is necessary to comprehend your body and soul well, to know your capacity with which you can do or cannot do, to establish your own way to solve problems, and to create human relationships matching your lifestyle. To aim to establish a society where people understand themselves well and understand each other, it is necessary to reconfirm how people relate to their environment by redefining their ‘body’ in any field. The approach to this action is defined as Embodiment Design.

Learn about incident response and communication

Energy issues are now a global challenge through issues of energy security and climate change. In order to present solutions that are truly useful to society, it is necessary to understand how energy use works, as well as the connections between energy, economic and climate systems. In this course, students will learn the scientific view and methods of integrating multiple systems, and then acquire the ability to identify and analyse energy and climate change issues in a country or region and present solutions.

Japanese Social Issues - How To Analyze Issues And Present Your Opinion

Each week we will cover one core Japanese social problem.

The course will use active learning in every class (presentations, discussions, and group work).

Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including reading and watching videos.

We will actively apply what we learn to think of solutions to current real-world Japanese social problems.

After you complete the course you will:
1. Be able to give better presentations.
2. Be able to take part in higher-level conversations and express your opinion more clearly.
3. Be able to research more quickly.
4. Be able to determine the quality of your research sources.

***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate live, not by a class recording or on-demand.***

Our lectures will mainly introduce modernistic studies on nationalism. Specifically our lectures consists of three parts: In the first part, we will review theoretical frameworks provided by Fichte, Rousseau, E.Gellner, A.D.Smith, B.Anderson and so on. In the second part, we will consider interactions between nationalism and other factors (ex. economy, history, geopolitics, religions etc.). In the third part, we will analyse Chinese nationalism as a study case.

21世紀に入り、地球規模の環境の悪化は、これまで考えられてきた環境問題とは全く質の異なるものであるという認識が広まっている。その大きな特徴の一つは、問題の原因と結果が必ずしも近接して生じるわけではなく、地理的にも時間的にも、一見無関係のように起こる事柄に因果関係がある、というところにある。産業革命以来の工業化による温室効果ガスの排出が原因となる気候変動は、アフリカでの旱魃を引き起こしたと思えば、ゲリラ豪雨を引き起こしたりする。熱帯雨林での森林伐採が招く生物多様性の喪失は、生態系のバランスを崩し、別の生物の生存を危うくしたりする。こうした事象に対応するために、人間や社会システムはどう対応すれば良いのだろうか？地球規模の現象と、国民国家に基づく国際関係のギャップはどう埋めればよいのだろうか？

After studying public philosophy, I will reconsider my principles and values, and how to "build a relationship between myself and others" in the public sphere where I am now. Deepen your understanding while practicing "what kind of person you are".

The purpose is to get to know oneself and others more deeply by looking back on the thoughts, judgments, and decisions at that time, and looking back on the present and past self, why I came to such a judgment.

Method: Discussion / presentation between students through lectures and Work

How did Japan became modern? Japan was barely able to maintain its independence around middle of the 19th century, but only 50 years later, it gained the a position and reputation as one of the great powers of the world. After a bitter defeat in WW2, it rose to the top of the world economy after only a 30-year effort.
This “success story” impresses people who have been interested in Japan’s way of development, and sometimes those with an interest in Japanese culture. It is hard for both Japanese and others to answer the question “What’s Japan?” ,. We should take the opportunity to ruminate on the past, the present, and the future of “Japan”.

The class aims to provide the basic understanding of the Earth’s atmosphere and ocean. By omitting equations as much as possible, the history of the atmosphere and ocean, mechanism on wind and rain, will be introduced. Using the basic understanding, environmental issues such as global warming, air pollution, and heat island will be discussed in the class.

The purpose of this class is to practice actual speaking for those who have completed Korean Intensive 2 or have the same Korean proficiency.
You will mainly learn Korean idioms.
For that purpose, we will use teaching materials that 'introduce Korean society and culture' and 'collect idiomatic expressions'.
In class, I plan to read them and tell various stories about Korea.

In this course, you will learn how to use the physical layer of the OSI reference model. In this course, you will learn the basics of production engineering and its practical applications. In this course, you will learn how to solve problems with the help of corporate experts.
At the end of the exercises, there will be a presentation by each group as a summary.

Este seminario presenta los principales conceptos de la educación bilingüe, así como los tipos, factores y variables. Analizaremos las políticas y prácticas educativas de la educación bilingüe.
Los estudiantes profundizarán sobre la educación bilingüe y analizarán las políticas y prácticas que fomentan el mantenimiento y revitalización de las lenguas de herencia en las comunidades étnicas.

Please refer to the Keio University Syllabus and Timetable.
https://gslbs.keio.jp/syllabus/search

This is the training course to enhance your research ability to understand and strengthen our neural communication between the brain and body, related to various functions such as thinking, feeling, learning, sensing, and moving. You will learn various methodologies such as neurophysiological wave recordings (EEG and/or EMG), neural stimulations (TMS, tDCS, tACS), neural imaging (fMRI), and computational neuroscience, and consider how to apply them for your own research.

In this semester, we will have this class online by using Zoom.

Design has changed and expanded its role over time. The role of esthetics, giving form and colour. The role of process improvement, such as research, prototyping and communication. The role of strategy, business model building and vision definition. ......

These changes and expansions of roles have generally been developed as techniques by design professionals. On the other hand, as some people say "design is too important to be kept only for designers", nowadays design has also started to be used as a tool open to the general public and applied to creating and improving government services, social movements and the construction of autonomous ecosystems.

Until now, design has mainly played a problem-solving role in order to create what society needs. But can't design be used to create small things that have meaning for an individual, even if they are not necessarily needed by society at the moment?

We are all born with much creativity. However, as we grow up, many of us put invisible shackles on it, thinking that it is a talent of a few. What can design do to help us break these shackles and reclaim our inherit ability?

Context design is an approach to design that focuses on "narratives" or "weak contexts" of individuals and their interpretations. It allows each individual who comes into contact with the design to create his or her own "story". In other words, it is a creative activity and a method of "weaving together" in which the writer intends for the reader's independent involvement and multiple interpretations to emerge. The result is a creative activity in which the writer intends for the reader to become a writer and the consumer to become an expressionist.

本講座は、建築文化の理解を通じ、物事を多面的かつ柔軟にとらえる視点・視座・視野を身に着け、社会で活躍する人材を育成することを目指している。

担当教員の、雑誌編集や地域振興に実業で取り組んだ実体験を織り交ぜながら行う講義、またファッション・建築といった分野の第一線で活躍するゲスト講師を招いての講義に特徴がある。このことにより単なる知識・教養を身に着けるにとどまらない、より実践的な考え方・方法論を学ぶことができる。履修者には、各事象を自分のこととしてとらえ積極的に授業に参加する姿勢が求められる。

本講座は、次の考えの元構成されている。

・「建築」（Architecture）とは、単なる建物（Building）を超えた次元で成立している。

・その「建築」は、芸術性はもちろんのこと、経済・政治・法律など様々な制約のうえに成り立っており、重要な文化の構成要素であると同時に、社会的な存在である。

・ゆえに「建築」は時代的・社会的な背景や先人の思想等を読み取ることができるメディア（媒体）である。各建築の存在意義を検証し、そこから未来の社会の姿・あり方を構想する。

以上の視点から、毎回テーマに添った講義を行い、建築を通じて社会・文化を学び、問題意識を養い、既存の価値基準に囚われない自由な感覚・発想力を養う。