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What is transculturalism? Is it similar to multiculturalism or interculturalism? For us, it paves the way to a third possibility different from them, and this course aims to bring to light the scope and the potentiality of this concept.
The objective of transculturalism is not only to ensure the coexistence of cultural communities through a public recognition of their plurality. Nor does it simply consist of guaranteeing intercultural communications and compromises in order to protect the rights of citizens and to create national stability.
Transculturalism pays attention primarily to the individual who cuts across cultural borders and to the meaning of her or his experiences as a human subject.
Today, in this globalized world, it is a rather banal experience to encounter foreign cultures and discover others. Transcultural experience, however, is not to observe some cultures from the outside, but to experience them at once from the inside, which requires the individual to call into question her or his proper identity. As it were, because of taking root in several cultural communities through their language, one becomes aware that her or his identity is not entirely defined by her or his belonging to one of these cultures. In this sense, “tranculturation” is nothing less than ”the acquisition of a new code without losing the previous one.” (T.Todorov) Transculturalism, which is neither a shallow cosmopolitanism that ignores communal dimensions of culture, nor an unconditional praise of cultural plurality in its brightness, provides a unique domain and objective of research on human living in this world. This course investigates the meaning of transculturation given to human agents, particularly from the point of view of humanities.
The purpose of the course is to approach human (in)security by examining the role of the state in its services to the people, the services that the state can provide, and the extent to which the state services can reach out for its people. Examining risks presented to the individuals due to the lack of services and/or the limited coverage of existing services are also another focus of the course. The role of the government (acting in the name of the state), theoretically speaking, is to design policies and offer services to its people and in return, people pay taxes in order to enjoy the services provided, that is, public goods. Depending on the extension of services it can provide can one state be considered either a night watchman state or a welfare state. How do the people carry out their daily life given the presence/absence of the protection from its state in a certain area? Even where the state is involved, there is no assurance that such policies and/or services are comprehensive enough to cover everyone, or even effective for many. Furthermore, even with these problems, these policies and services may either give so little autonomy to their beneficiaries (people). The course will use examples of health, police, education, etc as illustrations to examine how different types of states deal with each issue and how their approach influences the living of its people.
Computers and artifacts around us are getting complicated, and human-computer interface technologies for those machines are becoming very important. When a user feels that a system is too complicated and difficult to use, it is usually not because the user is not trained enough, but the human interface of the system is not well-designed.
In this lecture, we learn various aspects of human-computer interaction and discover how we can design user-friendly systems. We first learn the basic concepts of human-computer interface, and view the usability issues from the viewpoint of cognitive science. We learn the difference between a good interface design and a bad one by investigating many existing systems. We learn various new technologies for improving user experiences, and finally we'll get the whole knowledge for designing better interactive systems.
(This class will be taught on-line. Students are required to actively participate with their cameras on.)
This postgraduate HC program course focuses on the interrelationships between language and society. Emphasising the linguistic-social-cultural diversity and the accompanying issues of language inequality, we will focus on linguistic policy, language education, heritage language, indigenous language, oral narratives, language revitalisation, among others, to explore the intersecting realms of multilingualism and multiculturalism. We will approach these research areas from the disciplinary bases of sociolinguistics and linguistic anthropology, especially the critical theory strand within these disciplines. There will be a core reading assigned with accompanying reference materials, and the course will consist of reading seminars of the core text, followed by student research presentations around the topics covered in the reading material.
（この授業はオンラインで行います。受講する学生はカメラをオンにして積極的に参加することが必要になります。）
この大学院HCプログラム科目においては、言語と社会のかかわりにおいて、特に多様性とそこで生じる言語不平等の問題を重視しつつ、言語政策、言語教育、継承言語、先住民言語、口承文学、言語復興などの側面から、多言語主義と多文化主義の交差する問題領域を探求します。社会言語学や言語人類学からのアプローチを土台とし、批判理論（クリティカル・セオリー）にもとづくアプローチを重視します。具体的には、特定の主題の下に、輪読文献と関連参考文献を設定し、輪読と担当教員らによる解説をベースに議論を行い、そこで学んだ内容を元に学生自らが関連テーマでリサーチをし、発表をします。
With the impressive developments of ICT, a new field of research on learning called Learning Environment Theory is gaining popularity. In addition, the COVID-19 pandemic is forcing institutions that promote education to make major structural changes. As a result, traditional ideas about the meaning of learning environments, in which formal learning in the classroom and informal learning outside the classroom work together, efforts to create autonomous learning environments are now going through a major transformation.
Learning Environment Theory has connections with a variety of disciplines, including cognitive science, neuroscience, culture, and communication.
In addition to Learning Environment Theory, research on education is exploring the possibility of bringing in new perspectives, such as globalization and education, integrated education/individualized autonomous learning, and situated learning. Consequently, the idea of Environmental Design is gaining importance as well.
In these lectures, four faculty members will discuss ICT-based learning environments based on research in their respective fields at this important time, with the aim of producing human resources with a broad range of knowledge and practical skills: promoting collaboration between those involved in education and those in technology, considering the needs of learners, and developing contents that reflect new learning styles, with emphasis on awareness of the existence of new trends. Students will be invited to articulate proposals for developing learning environments that exploit their creativity in building a new learning environment through theory and practice.
Mobile network becomes an indispensable communication infrastructure not only for 5G/4G service but also for private network such as WiFi, BLE, LPWA and smart grid. The understanding of mobile network requires the fundamental wireless communication technology, international standardization and radio regulations. In this course, we learn those topics with concrete case studies.
Due to the development of advanced information technology, highly accurate spatial information can be utilized. In urban planning, environmental science and area marketing, using these data, modeling of spatial phenomena and elucidation of phenomena is required to plan and implement detailed measures for individual entities. Particularly in recent years, new academic fields called geostatistics and space econometric economics are being formed, and these methodologies have been applied to its application to environmental science, humanities and social sciences. In this course, students are expected to acquire more advanced spatial modeling techniques through lectures and exercises. Students are expected to exercise by selecting socioeconomic data (population, land price etc.) or environment related data (air pollution observation value, etc.) according to their interest.
The class is designed for the students who have never learned Chinese before. Students will mainly focus on practicing their Chinese pronunciation and studying new grammars and vocabularies in order to communicate in Chinese with each other. The class is taught by both native and Japanese teachers, using a unique teaching method called “Direct Introductory Method”.
※Due to the Covid-19, most of the classes are going to be held online. If the situation settles down, the final examination would be held on campus.
Intensive Chinese 3 is designed for the students who want to improve their Chinese skills from beginner to intermediate level. Through taking this class, students would be able to speak Chinese more frequently and understand simple Chinese articles. The basic material for this class is “Intensive Chinese (インテンシブ中国語)”, which is also used in Intensive 1, 2 and Basic 1, 2.
※ Due to the Covid-19, most of the classes are going to be held online. If the situation settles down, a part of the classes or final examination would be held on campus.
Intensive Chinese 3 is designed for the students who want to improve their Chinese skills from beginner to intermediate level. Through taking this class, students would be able to speak Chinese more frequently and understand simple Chinese articles. The basic material for this class is “Intensive Chinese (インテンシブ中国語)”, which is also used in Intensive 1, 2 and Basic 1, 2.
※ Due to the Covid-19, most of the classes are going to be held online. If the situation settles down, a part of the classes or final examination would be held on campus.
This course is designed for both international students and returnees. In this course, students will be taught essential skills to effectively learn from lectures at university. More specifically, they will learn how to grasp the key points of a lecture or how to take notes through watching a short lecture video. They will also learn necessary vocabularies and expressions by reading
a syllabus of a lecture they are interested in. Sometimes they will be required to make a brief presentation as well as write a short essay. In the latter half of this course, students will have a chance to discuss about the lecture they plan to take in the future with a lecturer.
At the end of this course, students will be expected to become able to attend any lectures offered in Japanese proactively and confidently.
This course is designed for students at the upper advanced level of Japanese and aims at developing their academic oral presentation skills. In this course, students will learn the following topics by taking related lectures or discussing with their classmates: - basic structure of presentation - criteria for a good presentation - how to prepare for the oral presentation Those who want to improve their skills required for not only a presentation in lectures but also the one of graduation theses are most welcome.
This course is designed for students at the upper advanced level of Japanese and mainly targets at international and returnee students.
In this course, students will learn the process of writing academic essays and will become able to represent their ideas in logical sequence on paper at the end of this course.
Students are required to frame an argumentative essay through 13 lectures in which they need to express their opinions on the basis of precise information.
In addition, they are also required to get involved in both pair work and group work activities to aim at writing essays from the reader's viewpoint.
Students learn about the principles and measurement methods of the capillary electrophoresis-mass spectrometer (CE-MS), the most advanced metabolome measurement technique. Students comprehensively measure metabolic substances in the real samples and analyze dynamic changes in metabolism.
"Gut microbiota control our behavior! "
"It's actually the bacteria in our gut that makes us fat!"
The truth is that all of this sounds like a lie. It is estimated that there are as many, if not more, intestinal bacteria living in our intestinal tract, than there are cells in our entire body. Gut microbiota has various effects on our body by crosstalk with host intestinal neurons, endocrine cells, and immune cells. In this lecture, the functions of the gut microbiota that contribute to the maintenance and promotion of host health will be outlined. In addition, the roles of the gut microbiota in the development of the intestinal immune system, various diseases caused by imbalances in the gut microbiota, and methods of disease prevention and treatment through appropriate control of gut microbiota will be explained, including the latest findings.
Genome science is one of the leading subjects in the 21st century. For students who major in life science, the filed of genome science is very necessary to understand the modern biology. By taking this class (Genome Molecular Biology 1) as well as Genome Molecular Biology 2 class (autumn semester), you can understand the genome biology from basics to frontiers. The required book for this class is the 4th edition textbook called Genome 4 (ed. by T. A. Brown).
In addition to the knowledge learned in the Genome Molecular Biology 1 class, Genome Molecular Biology 2 class will provide more detailed gene regulation topics such as DNA replication, RNA transcription and RNA processing. Furthermore, this class will outline phylogenetic analysis and molecular evolution.
In addition to genome, transcriptome and proteome, metabolomic information is necessary to comprehensively understand biological phenomenon. In this course, students learn metabolites, metabolism, metabolomics technologies and application of metabolomics to plant and cancer biology.
・GLOBAL PARTNERS NETWORKING (required course for GR Certificate) - fieldwork conducted with universities or research institutions which are affiliated with GR ・PRACTICAL RESEARCH WORK FOR GLOBAL ISSUES (required course for GR Certificate) - research activity involving fieldwork on a global-political topic, based on a self-explanatory political implication or hypothesis
The purpose of this course is to provide opportunities with students to collect beneficial data or results through fieldwork, research activity, or internship within or outside of Japan that is related to students’ research theme. Students are required to submit a "Research/Internship Plan" before their internship begins. Students’ plans are reviewed and only students who received an approval on their plans will be allowed to register these courses in the following semester. Detail information about application procedure and duration of fieldwork will be announced on the Jukusei web site. Fieldwork should be conducted during spring or summer break. Students must select a faculty member as an advisor for their fieldwork-related courses. Students are expected to receive advice from their advisors for the duration of three hours or more in advance. For internship, students must work at least seventy hours. For the fieldwork, students should spend at least forty-five hours for their research activities. In principle, students’ advisors should be involved in a project/activity/events/work that students will participate in as their internship/fieldwork/research activity. Students cannot conduct any internship/fieldwork/research activity which is not related to their research themes. Detail information about assignment will be announced on the Jukusei web site. Please check the web site frequently.
Keio Student Website: https://www.students.keio.ac.jp/en/sfc/gsmg/class/fieldwork/
・GLOBAL PARTNERS NETWORKING (required course for GR Certificate) - fieldwork conducted with universities or research institutions which are affiliated with GR ・PRACTICAL RESEARCH WORK FOR GLOBAL ISSUES (required course for GR Certificate) - research activity involving fieldwork on a global-political topic, based on a self-explanatory political implication or hypothesis
The purpose of this course is to provide opportunities with students to collect beneficial data or results through fieldwork, research activity, or internship within or outside of Japan that is related to students’ research theme. Students are required to submit a "Research/Internship Plan" before their internship begins. Students’ plans are reviewed and only students who received an approval on their plans will be allowed to register these courses in the following semester. Detail information about application procedure and duration of fieldwork will be announced on the Jukusei web site. Fieldwork should be conducted during spring or summer break. Students must select a faculty member as an advisor for their fieldwork-related courses. Students are expected to receive advice from their advisors for the duration of three hours or more in advance. For internship, students must work at least seventy hours. For the fieldwork, students should spend at least forty-five hours for their research activities. In principle, students’ advisors should be involved in a project/activity/events/work that students will participate in as their internship/fieldwork/research activity. Students cannot conduct any internship/fieldwork/research activity which is not related to their research themes. Detail information about assignment will be announced on the Jukusei web site. Please check the web site frequently.
Keio Student Website: https://www.students.keio.ac.jp/en/sfc/gsmg/class/fieldwork/
This course is mainly focused on Structural Biology to aim in the understanding of the biological significances of "structure" in molecules.
This course is jointly conducted with Yonsei University in Seoul, Korea and Fudan University in Shanghai, China, connected simultaneously online.
This course will examine international relations in East Asia. The main objective of this course is to understand the current regional dynamics in East Asia with a specific focus on Japan, Korea, China, and trilateral relations among the three.
NOTE: The theme may slightly be revised after consultation with Yonsei and Fudan.
Students from Yonsei University and Fudan University will participate directly in the class over the Internet.
Course is jointly taught by professors from Keio, Yonsei and Fudan Universities.
This course previously offered a chance for students from Keio, Yonsei and Fudan university to interact together face-to-face. However, amid the spread of Novel Coronavirus, we are unable to do so for this semester.
Instead, we are providing all programs online. There will be 1) individual lectures, 2) joint lectures (Keio-Yonsei-Fudan), 3) students workshops and presentations.
This class aims for enhancing your understanding of contemporary international political economy mainly in Northeast Asia (also expands in East Asia, Asia-Pacific and Indo-Pacific) through examining theories of regionalism/regional integration, policy frameworks and practices.
Region is a dynamic concept. The main objective of this course is to explore dynamic natures of the “region” through learning historical backgrounds, perspective of multi-layered stakeholders (regional organizations, states, private sectors, individuals), and through various issue areas.
Re-mapping the region is the basic approach of this class. Through examining different issue areas and case studies including: 1) trade and investment, 2) comparative politics, 3) security and military, 4) society and culture etc., the class will encourage students to explore, based on your own interests, new approaches to re-construct the region.
Recent advance in brain science has revealed some mechanisms of knowledge processing in the human brain. We study the knowledge processing about how the visual and auditory systems acquire and process knowledge derived from the external environment, how the memory system retains such knowledge, how the multimodal knowledge processing is achieved, and so on, from a neuroscience point of view. In parallel, they learn anatomical brain structures and pathways, and experience peripheral and central illusions to understand knowledge processing phenomenologically.
The core of the human intelligence lies in the fact that people learn and behave in a "situated" manner, dependent on the situation they are in. However, how human intelligence possesses that "situatedness" is still a mystery. Past researches on AI have not yet obtained any answers, even hypotheses.
Although the technology about deep learning is expected to bring huge impact on changes of the world, it theoretically will not give any answers to this problem at all.
This is the PROBLEM the current AI is faced with.
It is a high and hard obstacle. As long as the researchers do not get some ideas to go over it, the AI researches will not get a new future.
Having provided about this problem of AI, this lecture aims to encourage students think of their own intelligence.