2019年度

交換留学生受入れプログラム（ESOP）
講義概要（シラバス）

科目一覧

最新版のシラバスは、法政大学 Web シラバス（https://syllabus.hosei.ac.jp/）で確認してください。

【A8500】ESOP:日本におけるジャーナリズムⅠ (Journalism in Japan I) ［Robert SAKAI-IRVINE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1【A8501】ESOP:近代日本の文化と社会 (Culture and Society in Late Meiji and Taisho Japan) ［Masaaki

2
KINUGASA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8502】ESOP:グローバル・ガバナンス (Global Governance) ［Masako YONEKAWA］春学期授業/Spring . . .
3【A8503】ESOP:日本の思想Ⅰ (Japanese Thought I) ［Shunsuke NOZAWA］春学期授業/Spring . . . . . . . . . . . . .
4【A8504】ESOP:日本の資本主義の形成と起業家精神 (Japanese Capitalism and Entrepreneurship)［John Rajeski］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5【A8505】ESOP:日本の近代とメディア (Media and Modernity in Japan) ［Shiho MAESHIMA］春学期授業/Spring 6【A8506】ESOP:家族とセクシャリティ (Families and Sexualities in Japan) ［Saori KAMANO］春学期授業/Spring 7【A8507】ESOP:日本の金融システム Ⅰ (The Contemporary Japanese Financial System I -Banking and Credit-)［John REILLY］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8【A8508】ESOP:日本のマイノリティー社会 (Japan’s Ethnic Minorities) ［Chisato HOTTA］秋学期授業/Fall . . .
9【A8509】ESOP:日本近現代史 (Modern and Contemporary History of Japan) ［MARCO TINELLO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
ESOP:日本の経済と産業 (Japanese Economy and Industry) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
【A8510】ESOP:上級経済学 (Advanced Economics) ［Samuel OFORI］春学期授業/Spring . . . . . . . . . . . . . . . . . . 13
ESOP:ディスカバージャパンⅠ (Discover Japan I) ［James LASSEGARD, Akiko MURATA］春学期授業/Spring 14【A8511】ESOP:日本の社会問題 (Japanese Social Problems) ［Sachiko HORIGUCHI］春学期授業/Spring . . . . 15
【A8512】ESOP:マーケティング論 (Marketing in Japan) ［H.HATANO, Y.ARISAWA, E.SEKIYA, R.ITO,
Y.SUZUKI, K.KAMIYA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
【A8513】ESOP:上級マーケティング論 (Advanced Marketing) ［John FOSTER］春学期授業/Spring . . . . . . . . . . 17
【A8514】ESOP: 国際金融論 (International Finance)［M.ISHIBASHI, M.MATSUOKA, E.KOIZUMI, K.AOKI］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
【A8515】ESOP: ネット社会と日本 (Japan As a Net Community) ［Yoshiaki OHSHIMA］秋学期授業/Fall . . . . 20
【A8516】ESOP:日系移民−オキナワンの経験から (Japanese Immigration: The Okinawan Experience)［Stephanie
Yuuko ISO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
【A8517】ESOP:日本の思想Ⅱ (Japanese Thought II) ［Shunsuke NOZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . 23
【A8518】ESOP:日本の演劇 (Japanese Theater) ［Akiko TAKEUCHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 24
【A8519】ESOP:日本文化史入門 (Introduction to Cultural History of Japan) ［Shiho MAESHIMA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
【A8520】ESOP:日本の文学 (Japanese Literature) ［URBANOVA Jana］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . 26
【A8521】ESOP:日本の金融システムⅡ (The Contemporary Japanese Financial System II-Capital Markets andInvestment Management-) ［John REILLY］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
【A8522】ESOP:日本のモノづくりと世界経済 (Japanese Goods and the Global Economy) ［Julia YONGUE］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
【A8523】ESOP:日本社会のジェンダー (Gender in Japanese Society) ［Akiko MIZOGUCHI］秋学期授業/Fall . 29
【A8524】ESOP:日本のビジュアルアート (Visual Arts in Japan) ［Shiho KITO］秋学期授業/Fall . . . . . . . . . . . . . 30
ESOP: ディスカバージャパンⅡ (Discover Japan II) ［James LASSEGARD, Akiko MURATA］秋学期授業/Fall . 31
【A8525】ESOP:日本の国際協力 (International Cooperation of Japan) ［Nobuhisa TAKEDA］秋学期授業/Fall . 32
【A8526】ESOP:日本におけるジャーナリズムⅡ (Journalism in Japan II) ［Robert SAKAI-IRVINE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
ESOP:コンテンツツーリズム (Culture Tourism and J-Pop) ［Toshiyuki MASUBUCHI］秋学期授業/Fall . . . . . . . 34
【A8527】ESOP:日本の金融論 (Money and Finance in Japan) ［Naotsugu HAYASHI］秋学期授業/Fall . . . . . . . 35
【A8528】ESOP:日本の若者・大衆文化 (Japanese Youth and Popular Culture) ［Sayako ONO］秋学期授業/Fall 36【A8529】ESOP:日本のメディアと政治 (Media and Politics in Japan) ［David McNEILL］秋学期授業/Fall . . . . 37
【A8530】ESOP:日本の戦争と歴史認識 (War and Memory in Modern Japan) ［Hall Jeffrey James］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
【A8531】ESOP:多様な日本̶安定と流転 (Multiple Japan: Stability and Flux) ［Diana KHOR］秋学期授業/Fall 39—I—発行日：2019/5/1
8

SOC326LE

ESOP:日本におけるジャーナリズムⅠ (Journalism
in Japan I)

9Robert SAKAI-IRVINE

10

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：月 1/Mon.1

11【Outline and objectives】
Journalism in Japan I asks you to think about and discuss the principle
of press freedom through its expression here in Japan. Over the
14 weeks of the course, you will delve into the Japanese free press’
sometimes troubled history and present reality, while grappling withquestions that go to the heart of not just journalism, but to definitions ofthe "public interest" and the health of democratic systems. For example:
Is state control of the news media ever justified? Looking at real-world
situations for context, your own responses to that question may surpriseyou.
【Goal】
Using historical and present-day case studies, you will examine whatpress freedom actually means in practice, and the different ways it canbe restricted. For example, does keeping secrets and imposing penalties
for reporting them count as limiting press freedom? You will do this by:- examining the early days of print news in Japan, and the dark days ofthe descent into war;- discussing types of information control, and present-day law andattitudes to official secrecy;- questioning, through actual examples, whether there are any ethicallimits to freedom of the press and expression;- comparing coverage of the same issues in different publications;- a formal team debate on a question related to press freedom or freedomof speech;- and talking about how news is covered from day to day, throughclass analysis of at least one real-time news article per week (of yourchoosing).
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Students will be expected to prepare for class using the assigned
readings (and anything else relevant that catches your eye) and be
active contributors to class and small-group discussions. Furthermore,
students will be divided into small groups to prepare for end-of-semester
debates on major issues facing journalism now. Like any good journalist,
be curious and critical.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Contents
1
What is journalism for? Outline of the class. Reflections on
your assumptions about the
purposes of journalism. Class
discussion and short essay
assigned.
2
Small paper, big paper, Introducing Japanese print news
huge paper
outlets and reporting styles.
Comparison with English-language
newspapers.
3
Censorship andA little bit of history on the early
self-censorship I
days of Japan’s news business - andinformation control - starting in the
Meiji period. Class discussion.
Short essay due.
4
War and the news
Delving into the treacherous space
between news and propaganda in
WWII Japan. What is the news
media’s responsibility during
wartime?
5
Censorship andFlash forward to the present andself-censorship II
the new Special State Secrets Law.
Is freedom of speech under threat
in Japan?
6
Kisha clubs
What are Japan’s press clubs, andcan they be used to strangle freereporting?
7
Hot potato topics I
How are topics that tend to spark abacklash from the public or specificgroups handled by newspapers?
Case study: "Comfort women."

12

13

14

Hot Potato Topics II

Presentations to the class on
specific hot potato topics. Groupdiscussion.
Hot Potato Topics II
Presentations to the class on
continued
specific hot potato topics. Groupdiscussion.
Team debate
Preparing for team debates on
preparationquestions of freedom of the press
and journalistic ethics.
How far is too far?
Debating the limits of freedom ofspeech in a newspaper. Is there
such a thing as ’too offensive toprint’?
Freedom of the press in Is fake news and mass opinion
the social media age
manipulation a threat to true
freedom of speech?
Team debates I
Team debates on questions of
freedom of the press andjournalistic ethics.
Team debates II
Team debates on questions of
freedom of the press andjournalistic ethics.

【Work to be done outside of class (preparation, etc.)】- Weekly reading assignments.
- Read and be ready to discuss at least one news article about Japan per
week.
- One short essay, presentation preparation, debate preparation.
【Textbooks】
Students will receive weekly reading assignments. Also, students are
expected to keep an eye on current affairs in Japan by following thenews regularly.
【References】
Additional literature will be introduced in class as necessary.
【Grading criteria】
Participation: 20%
As this is a heavily discussion-focussed class, you should be willing tostate your views on the topics covered and engage both the instructor
and your classmates in debate and exchanges of ideas. Everyone will
have plenty of chances to speak, and you will be given the time you needto express yourself, so make your voice heard.
Preparation: 20%
Be ready to discuss the weekly readings in detail and from multiple
angles. Please note that you will sometimes be asked very specificquestions about the readings, and to make short group presentations
regarding the material.
Also, have at least one Japan-related article from that week’s news
ready to discuss in every class.
Short essay: 10%
Debate performance and participation: 20%
Debate preparation: 30%
Your team will be required to submit its opening statement, arguments
and evidence, and an annotated bibliography. You will also need tosubmit a short paper on your own position on your topic, which may
be different from the one your team took on debate day.
NOTE: Three unexplained absences will result in an automatic E grade.
【Changes following student comments】
There will be greater emphasis on group work before class discussions
on the topic of the day. The timing of the first assignment has also beenshifted.
【】Journalism in Japan I asks you to think about and discuss the principle
of press freedom through its expression here in Japan. Over the
14 weeks of the course, you will delve into the Japanese free press’
sometimes troubled history and present reality, while grappling withquestions that go to the heart of not just journalism, but to definitions ofthe "public interest" and the health of democratic systems. For example:
Is state control of the news media ever justified? Looking at real-world
situations for context, your own responses to that question may surprise
you.

—1—

発行日：2019/5/1

SOC322LE

Final term paper: 45%

ESOP:近代日本の文化と社会 (Culture and Societyin Late Meiji and Taisho Japan)【Changes following student comments】
The instructor will make more effort to encourage students to ask
questions and to participate actively in discussions.

Masaaki KINUGASA【Others】
The schedule may be subject to change based on class size and otherfactors.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：月 3/Mon.3【Outline and objectives】
This course aims to provide students with a survey of Japanese society
and culture in the years between the end of the Russo-Japanese War(1905) and the Mukden Incident (1931), often referred to with the term
“Taisho Democracy.” As the period was marked by social and politicaltrends that anticipated the post-World War II democratized regime, it ishoped that the survey will afford a better understanding of present-day
Japan and its people.
【Goal】The main goals of the course are as follows:
1) Students will be familiarized with historical facts of the abovementioned era and learn to look at “Taisho Democracy” from various
aspects.
2) Students will learn how to situate Japan today properly in a broader
historical, social, and cultural context.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will explore a wide range of texts taken from such fields associo-political history, literature, cultural criticism, popular culture, etc.,
in order to understand the cultural and social complexity of the era. It
will comprise lectures, discussions and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction
2.
Political History (1)

3.
4.

10.

Political History (2)Critique of Impetuous
Modernization
Education and Elitism(1)
Education and Elitism(2)
The Family-State
Ideology(1)The Family-State
Ideology(2)The Family-State
Ideology(3)Literature

11.

Consumer Culture (1)

12.
13.

Consumer Culture (2)Overview (1)14.

Overview (2)

5.
6.
7.
8.
9.

Contents
General Guidance
The Meiji Constitution andParliamentary System
The Rise and Fall of Party Cabinets
Natsume Soseki and the “Pride of
Meiji”
Universities and Special Higher
Schools
Taisho Youth Culture andIntellectuals
The Emperor System and Modern
ShintoLabor and Tenant Movements
Women Writers and the Feminist
DebateThe National Narrative andModern Novelists
Urbanization and the New Middle
Class
Food, Clothing, and Housing
Taisho Democracy and
Early-Showa Military Statism
Taisho Legacies in Post-war Japan【Work to be done outside of class (preparation, etc.)】
1) Students are required to do the assigned reading and come to classprepared to join in discussion.
2) Students are required to complete written assignments on time.
【Textbooks】
Reading materials (all in English) will be provided by the instructor.
【References】
・Gordon, Andrew. A Modern History of Japan: From Tokugawa Timesto the Present. 3rd ed. New York and Oxford: Oxford University Press,
2013.
・Allison, Gary D. The Columbia Guide to Modern Japanese History.
New York: Columbia University Press, 1999.
・Varley, Paul. Japanese Culture. 4th ed. Honolulu: University of
Hawai‘i Press, 2000.
Other reference materials will be suggested by the instructor asnecessary.
【Grading criteria】
Class participation (homework assignments, discussions, reaction
papers, etc.): 35%
Short papers: 20%—2—発行日：2019/5/1
Loescher Gil et al eds. Protracted Refugee Situations: Political, Human
Rights and Security Implications (United Nations University, 2008)
Moyo, Dambisa. Dead Aid: Why Aid Is Not Working and How There Isa Better Way for Africa (Farrar Straus & Giroux, 2010)
Rever, Judi. In Praise of Blood The Crimes by Rwandan Patriotic Front(Random House Canada, 2018)
Umutesi, M.B. Surviving the Slaughter : The ordeal of a Rwandan
refugee in Zaire (University of Wisconsin Press, 2004).
Weiss, T.G. and R. Wilkinson, Global Governance and Intl Organizations(Routledge, 2013)

POL329LE

ESOP:グローバル・ガバナンス (Global Governance)
Masako YONEKAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：水 4/Wed.4【Outline and objectives】
This course aims to learn the nature and reality of five various
governances which are playing important role in global governance:
migration, development aid, humanitarian aid, human rights and peace.
Students are to discuss and analyze the actors who governs the global
governance, the role and responsibility of governments, UN and NGOs,
including the government and NGOs of Japan, and the objecive of eachgovernance.
【Goal】
Students are expected to intermingle their knowledge with otherstudies, to gain logical and critical thinking, and to improve
communication, writing and questioning skills.

【Grading criteria】
Participation (not attendance but raising questions and leading thediscussion at classes) 20%
Presentation 40%
Final test 40%
Students’ communication skill, analysis skill, and original idea will be
evaluated.
【Changes following student comments】
Students should not dominate the discussion and ensure that otherstudents can have opportunity to speak.
【Equipment student needs to prepare】
N/A【Which item of the diploma policy will be obtained by taking this class?】【Others】
N/A【Method(s)】Apart from lectures by Yonekawa and few guest speakers, students are
expected to prepare group presentation few times (whose group will bemost probably decided on the second week) for most classes. Active
discussion is highly encouraged.

【None】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3
4
5
6
7
8
9

10
11

12
13
14

Development Aid andHumanitarian Aid
governance
Peace governance I

Contents
Concept of global governance androle of Japan
Watching "Poverty Inc."

War, genocide and peace: examing
Rwandan genocide
Peace governance II
Main problem of nuclear ban andsecurity in Northeast Asia
Human rights
Japan’s overall human rights’
governance I
records
Human rights
Japan’s secrecy law and conspiracy
governance II
law
Human rights
Japan’s rights to information andgovernance III
UN Special Rapporteur
Migration governance I Difference between refugees andmigrants
Migration governanceJapan’s role in migrationIIgovernance, and internallydisplaced persons in Japan
Humanitarian
meaning of humanitarian, objective
governanceof refugee camps
Migration andProtracted refugees and security
humanitarian
governance
Development Aid
What is Dead Aid?
Governance I
Development Aid
What is TICAD and Japan’s role in
Governance II
Africa?
Final test
Summary of your learning【Work to be done outside of class (preparation, etc.)】
Students are required to read references and some materials (whose list
will be distributed on the first classs) prior to each class.
Depending on the availability of guest speakers, the schedule may needto change.
【Textbooks】
No textbooks will be used.
【References】
Agier, M. Managing the Undesirables- Refugee Camps and Humanitarian Government (Polity, 2010)
Barnett, Michaeland Martha Finnemore, Rules for the World:International Organizations in Global Politics (Itacha and London:
Cornell University Press, 2004
Commission on Global Governance, Our Global Neighbourhood, 1995
Fabbrini, Federico and Vicki C. Jackson, Constitutionalism AcrossBorders in the Struggle Against Terrorism (Edward Elgar Pub, 2016)
Koizumi, Koichi and Gerhard Hoffstaedter eds. Urban refugees:
Challenges in protection, services and policy, Routledge, 2015.

—3—発行日：2019/5/1

PHL309LE

ESOP:日本の思想Ⅰ (Japanese Thought I)
Shunsuke NOZAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：月 5/Mon.5【Outline and objectives】
Sociality in Contemporary Japan: Connection and Disconnection【Goal】
This course explores a cultural philosophy of sociality in Japan: the way
in which people find themselves in relations of obligation, attachment,
isolation, indifference, and so forth. The focus is on the contemporary
period but the course readings will include some historical materials as
well. How is social relationality theorized and acted upon in practice?
Drawing on history, sociology, anthropology and other traditions ofscholarly knowledge, the course examines diverse ways in whichsocial connection and disconnection are imagined and embodied incontemporary Japan.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes will consist of discussion and lectures. Students will makeactive contribution to class discussion through presentations andbreakout sessions. Students will conduct a research project – group orindividual – on a topic of their choosing, and present their findings in a
conference-style presentation as well as a written report.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Introduction
2.
Cultural Norms

3.
4.

Discourses of Troubled
Sociality
Contact

5.

Intimacy

6.

Care

7.

Sex

8.

Attunement

9.
10.

Fieldwork Assignment
Strangership

11.

Stranger Sociability, I

12.

Stranger Sociability, II

13.

Student Research
Project, I
Student Research
Project, II

14.

Contents
Scope of the course
Benedict: norms of "Japanese"sociality, and modes of exclusion
Overview of the contemporary
situation
Nozawa: phatic communication,
media culture
Takeyama, Galbraith: affective
labor, neoliberal self
Goldfarb: the normative shape of"the Japanese family"
Hambleton: sexual desire andpleasureRoquet: ambient media, the idiomof the "air" (kuki).
Student presentations
Horgan: "stranger" as a category of
thinking
Urban culture: "third places" inJapan and beyond
Online culture: virtual sociality,
social media, anonymity
Student presentations
Student presentations【Work to be done outside of class (preparation, etc.)】
Classes consist mainly of lectures, discussion, and presentations.
Students will make active contribution to class discussion. Students
will conduct a research project – group or individual – on a topic of theirchoosing, and present their findings in a conference-style presentation
as well as a written report.
【Textbooks】
None. Readings will be provided by the instructor.
【References】
Ruth Benedict. The Chrysanthemum and the Sword. (Houghton Mifflin
Harcourt, 1946)【Grading criteria】
Class participation 15%
Weekly Reports 15%
Fieldwork Assignment 30%
Final Research Project 40%【Changes following student comments】
The course schedule has been modified based on student comments
calling for more discussion on popular media culture.

—4—発行日：2019/5/1

MAN319LE

ESOP:日 本 の 資 本 主 義 の 形 成 と 起 業 家 精 神(Japanese Capitalism and Entrepreneurship)【Textbooks】
All reading assignments and other materials will be made available on
the course website or via the library databases.

John Rajeski
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：火 3/Tue.3【Outline and objectives】
To explore (1) the particularities of Japanese capitalism, (2) theformation and evolution of Japanese business, and (3) the role ofentrepreneurs and innovation in the development process.
【Goal】
Survey course to better equip students with an understanding ofJapanese capitalism and entrepreneurship.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Interactive lectures, discussions, and guided museum visits designed toprovide students with theoretical and practical knowledge of the key
concepts covered in the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction to thecourse

2

3

4

5

6

7

8

9

10

11

12

13

14

Exploring the Roots ofcapitalism/entrepreneurshipin the Tokugawa Period
Early development of
capitalism/entrepreneurshipthe Meiji period
Japanese capitalism/entrepreneurship(held off-campus)
Japanese capitalism/entrepreneurshipin the Taisho period
Japanese capitalism/entrepreneurshipin the War(s) period
Japanese capitalism/entrepreneurship(held off-campus)
Japanese capitalism/entrepreneurshipduring the
Occupation/Early
Postwar period
Japanese capitalism/entrepreneurshipduring the HighGrowth period
Japanese capitalism/entrepreneurshipin the stable growth
periodJapanese Capitalism/entrepreneurshipduring the bubble
economy period
Japanese Capitalism/entrepreneurshipduring the Heisei
Recession and
Abenomics periods
Final student
presentations
Final student
presentations【Work to be done outside of class (preparation, etc.)】
Actively participating in all class discussions is essential to doing well inthis course. Students are expected to prepare by doing all the required
reading assignments before coming to class.

Contents
What is capitalism? How haveentrepreneurs and innovation
contributed to Japanese businessdevelopment?
Development: Lecture anddiscussion on this period

Advancement: Lecture anddiscussion on this period【References】(1) Jürgen Kocka, Capitalism A Short History, Princeton UP (2016).
(2) Michael A, Witt and Gordon Redding, Asian Business Systems:
institutional comparison, clusters and implications for varieties ofcapitalism and business systems theories, Socio-Economic Review(2013)(3) Thomas Friedman, The Lexus and the Olive Tree, Farrar, Straus,
Giroux (1999).
【Grading criteria】*Evaluation Percentages Outcomes Assessed Type of Assessment (%)(Course) website and/or library-based assignments - 30%
On-going course materials as assigned
Verbal and/or Written
In-class Quizzes - 25%
Announced or Pop
Final Presentations - 25%
Demonstrated Knowledge*Attendance - 10%
Commitment and Active Participation
Taken every class!
(*Attendance guideline as outlined by the university)
Field trips - 10%
Demonstrated Knowledge*Grading matrix posted on syllabus (uploaded under files)【Changes following student comments】
Not applicable. The instructor is teaching this course for the first time.
【Equipment student needs to prepare】
Computer/tablet, class notebook, pencils/pens and a sense of curiosity.
【Others】
A detailed syllabus with a list of all the reading assignments will be
distributed on the first day of class.
【】(1) To define and discuss the meaning of “capitalism” in the Japanesecontext and (2) to acquaint students with some of the relevant aspectsof Japanese business and the parties involved.

Field trip 1
https://www.shibusawa.or.jp/english/
center/establishment02.html
Growth: Lecture and discussion on
this period (and, field trip 1)
Growth and decline: Lecture anddiscussion on this period
Written assignment 1
Field trip 2
https://www.sonyexplorascience.jp/
english/Rebirth: Lecture and discussion on
this period (and, field trip 2)Modernization: Lecture anddiscussion on this period

The Middle Class: Lecture anddiscussion on this period

White-hot: Lecture and discussion
on this period

The Burst: Lecture and discussion
on this period

Student presentations (the firstgroup of presentations will becompleted)
Student presentations (the second
group of presentations will becompleted)—5—発行日：2019/5/1

SOC316LE

ESOP:日本の近代とメディア (Media and Modernity
in Japan)
Shiho MAESHIMA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：火 3/Tue.3【Outline and objectives】
This course aims to give students an overview of the interconnections
between the formation of modern discourses and the development ofvarious media in modern Japan up until the early 20th century. Whilethe emphasis will be on print media and their relation to genderedeveryday modernity as well as Japan’s self image, other related issues
will be also explored.
【Goal】
By the end of the course, students are expected to have acquired basic
knowledge about cultural developments in modern Japan and become
able to consider related topics in their socio-historical contexts.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes will consist of lectures and various activities, including
discussions, reaction paper writing, and student presentations. In eachclass, students will be expected to critically analyze diverse texts andcultural artifacts ranging from periodical articles and photo images toadvertisements in order to better understand or consider the issues inquestion. Classes are conducted entirely in English. Reading materials
are written in English and will be provided in class. There will be an
in-class screening of a film.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Work to be done outside of class (preparation, etc.)】
Students will be expected to work on each week’s assignment(s). Eachstudent will also be in charge of preparation for a presentation orpresentations based on the assignments in turn. These assignments
will provide the basis for class discussion. Students will have to prepare
for a term paper and an in-class presentation based on it.
【Textbooks】
Reading materials will be provided by the instructor.
【References】
Reference materials will be suggested by the instructor wheneverappropriate.
【Grading criteria】
The final grade for the course will be determined by evaluation in thefollowing areas:
Class participation (homework assignments, discussions, lecture
reaction, in-class reaction paper writing): 35 %Presentation(s): 35 %Term (Final) paper: 30 %
【Changes following student comments】
I heard from students that many of them started their ESOP program in
the fall semester and thus that they would prefer to take an introductory
course in the fall semester rather than the spring semester. Accordingly,
I have decided to teach the course "Media and Modernity in Japan" inthe spring semester and the "Introduction to Japanese Cultural History"(an introductory course) in the fall semester.
【Equipment student needs to prepare】
Students are expected to use the university’s online class support
system (“H’etudes”).
【Others】
Do not miss the first and second classes. (A detailed syllabus will behanded out on the first day.)
Please note, the above schedule is subject to change.
No prior study of Japanese cultural history is required. However, astrong interest and a serious commitment to learning the culture aremandatory.
【】【Schedule】
No.
Theme
Contents
1
Introduction; - the 17th Course overview/Course
century
Introduction: the Birth of Printing
and Publishing2
From the 17th century Print and Reading Culture in Earlyto the mid 19th century Modern Japan(Edo Period)
3
From the early 17th
Representations of Japan, Emperor
century to the mid 19th and Empress
century (Edo Period Meiji Era)
4
The 19th century(Edo"Good Wife, Wise Mother" as an
Period - Meiji Era)
Invented Tradition
5
The late 19th century
Visualizing the New World Order:(Early Meiji Era)
International and National
Exhibitions
6
The late 19th century
Introduction of New Types of(Early Meiji Era)
Periodicals: News Papers andMagazines
7
From the late 19th
Creation of Gendered Colloquial
century to the early
Writing Systems and a New Order
20th century (Lateof Print Media
Meiji Era)
8
The early 20th century Spread of Romantic Love Discourse(Taisho Era)and Revision of “Good Wife, Wise
Mother” Ideology
9The early 20th century The Americanization of Everyday(Late Taisho Era Modernity in Japan: Gendered
Early Showa Era)
Modern Consumer Culture
10
The early 20th century Film, Radio, and Everyday(Late Taisho Era Modernity
Early Showa Era)
11
Screening of Yasujiro
Film Screening
Ozu’s "I Was Born, But…"
12
From the late 19th
Photo-journalism andcentury to the mid 20th Representations of the Japan:
century (Late Meiji Before, During, and After WWII
Early Showa)
13
The late 20th century
Televised Ads: Rapid Economic(Late Showa Era)
Growth, Nostalgia, and Tourism
14
Students’Students’ presentations based on
Presentations
their final papers—6—発行日：2019/5/1

SOC304LE13

Sex industry (1);International marriage
(1)
———-

14

Sex industry (2);International marriage
(2)
———-

ESOP:家族とセクシャリティ (Families and Sexualities in Japan)
Saori KAMANO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：火 4/Tue.4【Outline and objectives】
Students will learn various aspects of families and sexualities in Japan
today in this course.
【Goal】
Students will learn how family life and sexuality are experienced andorganized in contemporary Japanese society. This course will give
students knowledge of historical backgrounds and empirical studies on
various topics on families and sexualities.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course gives an overview of contemporary family lives, systems,
policies, as well as pertinent historical facts in Japan. The course will
be taught through lectures and audio-visual materials. In addition,
students will give presentations, prepare for and participate in group
discussions and write reaction papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction
———-

2.

3

4

5

6

7

8

9

10

11

12

Marriage and having
children (1)———Marriage and having
children (2)———Lives of married
couples (1)———Marriage and having
children (3);Lives of married
couples (2)———Koseki system andvariation in/alternatives to "thefamily” (1)———Koseki system andvariation in/alternatives to "thefamily” (2)———Same-sex love andtransgender issues (1)———Same-sex love andtransgender issues (2)———Same-sex love andtransgender issues (3)———Issues regarding
reproduction (1)———Issues regarding
reproduction (2)———-Contents
Introduction to the course: What is“the family”? What do studies of“sexualities” include?; Details of
the course structure———Institution of marriage; Declining
marital rate and birthrate (1)———Declining marital rate andbirthrate (2)———Relationship between husband andwife; Housewives and motherhood;“Work-family balance”———Student presentations based onreadings and/or survey ofuniversity———-

Historical changes in and current
state of the sex industry; public
attitudes toward the sex industry;social issues in international
marriage———Student presentations based onreadings and/or survey ofuniversity students, etc.
———-

【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare for one presentation. In addition,
students are expected to read the assigned readings and review
materials distributed after each class.
【Textbooks】
Students are expected to read the handouts and the assigned readings
in place of "textbooks".
【References】
References will be provided for each topic in class.
【Grading criteria】
10% Participation
25% Presentation
20% In-class quizzes
45% Take-home Final Examination【Changes following student comments】
More opportunities for in-class discussion will be provided.
【Equipment student needs to prepare】
Students are expected to download class materials through H’etudes.
【Others】
The course is for students who have interest in families and sexualities,
open-mindedness,and enthusiasm in learning. The course might not
be for students who are uncomfortable with numbers, since many of
the course materials consist of tables and graphs. Students who areinterested in taking the class must attend the first class.

Koseki System; Divorce;
Lone-parent families; Cohabiting
couples and kongaishi———Student presentations based onreadings and/or survey ofuniversity students———Gender identities and Sexual
orientation;
Lives of lesbians and gay men———Lesbian families and gay families———Student presentations based onreadings and/or survey ofuniversity students———Abortion and family planningissues; Reproductive technologies———Student presentations based onreadings and/or survey ofuniversity students
———-

—7—

発行日：2019/5/1

ECN305LE

ESOP:日本の金融システム Ⅰ (The Contemporary
Japanese Financial System I -Banking and Credit-)【Grading criteria】
Students will be evaluated on active class participation, discussions andgroup work (20%); a midterm group report and presentation (30%); anda final examination (50%).
【Changes following student comments】
Students will be expected to be prepared for class discussion by reading
handouts and other material distributed by the instructor.

John REILLY
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：火 5/Tue.5【Outline and objectives】
An examination of the contemporary Japanese commercial banking andcredit sectors and the interaction of its main participants: financial
institutions, corporations, the general public, government regulatory
and supervisory bodies, politicians and industry associations.

【Equipment student needs to prepare】
None.
【Prerequisites】
A general knowledge of financial industry structure and terminology isdesirable but not required.

【Goal】The goal of the course is for students to gain an understanding of role ofcommercial banking and credit in the Japanese economy.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The class will consists of lectures and discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Course Introduction
and Overview
Key Concepts andVocabulary
The Role of the
Financial System in
the Japanese Economy
2.
Development of the
Post-World War II
Japanese Financial
System and Structureof the Contemporary
Banking and Credit
Sectors
3.
Bank of Japan: Role of
the Central Bank

4.

5.

6.

7.

8.
9.
10.

11.

12.
13.

14.

Banking and Credit
Regulation: Role of the
Bank of Japan and
Financial Services
AgencyCorporate andConsumer Banking
Products and Services
Activities of JapaneseBanks in Japan and
AbroadActivities ofInternational Banks inJapan
Midterm Group Report
and Presentation
Credit Cards
Consumer Finance andother Non-bank Credit
Providing Institutions
Japan Post Bank: The
World’s Largest
Financial Institution
Guest SpeakerContents
Introduction of themes covered in
the course.

Discussion how Japanese banking
and credit sectors developed.

Discussion of the Bank of Japan’srole in Japan’s economy andbanking system.
Discussion of the roles of Japanese
government in the banking andcredit sectors.

Discussion of the services provided
by Japanese banks to companies
and individuals.
Discussion of Japanese bankactivities in Japan and othercountries.
Discussion of international bankactivities in Japan.
Presentations of midterm groupreports.
Discussion of credit cards in Japan.
Discussion of credit providing
non-bank companies.
Discussion of Japan Post Bank
activities.

Presentation by financial industry
professionals.
Future Developments
Discussion of future developments
in Japan’s Banking and in Japan’s financial industry.
Credit Sectors
Review
Review of course activities.

【Work to be done outside of class (preparation, etc.)】
Read and review class material.
【Textbooks】
The instructor will utilize material from a variety of academic, financial
media, Japanese government and financial industry sources.
【References】
Will be provided to students.

—8—発行日：2019/5/1
Week 5The massacre of Koreans in theaftermath of the Great
Kanto Earthquake of 1924.
Week 6 Residential
This week we will discuss housing
Segregation anddiscrimination against Koreans. At
Racialization
the same time, we will explore theprocess of racialization in relation
to eugenics.
Week 7 Positive Aspects of aIn this session, we will examine
Segregated Community how Koreans strove for economic
independence and ethnic solidarity
during the 1920s and 1930s.
Week 8 Korean women and
Korean women were/have been
their Role in theimportant economically, culturally,
Communitysocially in their community. We
will discover their importance bylooking at unofficial sources,
including autobiographies.
Week 9 Koreans’ Responses to This week, we will examine theJapan’s Assimilation
Korean community’s cultural
Policyresistance against
kominka(Japanization).
Week 10 Race Relations in
We will introduce the history of
Osaka (1-1)
each minority group in Osaka andtheir relations withinneighborhoods.
1) Okinawans, 2) Burakumin, and
3) Chinese and Taiwanese in
Osaka.
Week 11 Race Relations in
We will examine the issue of
Osaka (1-2)
everyday encounters.
Week 12 Race Relations in
We take up the Kishiwada Textile
Osaka (1-3)
Industry as a case study of race
relations in the workplace.
Week 13 Post-war issues
We will discuss the situation of
Korean residents in Japan in the
postwar period by examining
Korean atomic bomb victims andtheir legal status while taking into
consideration the complex
international system.
Furthermore, we will discuss thephenomenon of " passing."
week14 wrap-up
As globalization is deepening today,
racial and ethnic conflicts haveoccurred throughout the world. The
resurgence of right-wing activities
in Japan, the spread of the white
supremacist movements in the
U.S., and neo-Nazi movements in
Europe represents suchphenomena. Why have such
movements arisen in the present
era?

SOC307LE

ESOP:日本のマイノリティー社会 (Japan’s Ethnic
Minorities)
Chisato HOTTA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：水 3/Wed.3【Outline and objectives】
We will begin by introducing several pivotal events during thebakumatsu period. In the late 19th century, Japan feared colonizationby the West and responded by incorporating Hokkaido and Okinawa
into its empire.
Japan next acquire Taiwan following the First
Sino-Japanese War (1894-1895). We will then examine the main
factors contributing to Japan’s colonization of Korea. The process ofcolonization created a racial discourse about Korea that was greatly
influenced by the West.
In the second part of this course, we will discuss Korean migration to
Osaka, which was one of the largest industrial cities in the world at thattime. Throughout this class, we will investigate how Koreans became
racialized. At the same time, we will briefly discuss their positive
utilization of the segregated community (i.e. initiating ethnic business,
professional services, etc.).
We will study Japanese colonial policies, with a particular focus on
how Koreans coped with Japan’s assimilation policy (kôminka). We willlearn how ethnic identity (“Koreanness”) contributed to sustaining theirresistance to marginalization.
Additionally, we will examine how Koreans interacted with othermarginalized populations-including the burakumin (outcasts), Okinawans, Chinese, and Taiwanese. Lastly, we will discuss a number ofissues from the post-war period. Throughout the course, we will consider
the meaning of "history from below"-minority history-which counters
mainstream historical narratives.
【Goal】
1. Help students to gain a broader understanding of domestic and world
affairs in the early stages of Japan’s modernization, and to comprehend
how Japanese expansionism and colonialism were intertwined.
2. Help students to learn the concepts of race, ethnicity, etc., and beable to question whether Japanese racism is the same as the Western
racism.
3.
Develop students’ understanding of the global diffusion ofracist discourse and practices, their effects in the era of capitalist
development, their global circulation through colonialism, and theireffects on local communities.
4.
Develop students’ critical thinking about social and politicalphenomena.
5. Develop students’ awareness of and sensitivity to “racial issues” byunderstanding how racism and racist practices function in everyday life.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The format of the course will be short lectures with discussions andpresentations. Students are also expected to give one presentation basedon close and careful readings of course materials, or on a topic related
to this course. Comparative perspectives will be welcomed.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2

Week 3

Week 4

Japan’s Colonization of
Korea: Images of
Korea(2-1)
Japan’s Modernizationand the Concept of“Race”(2-2)
Korean Migration to
Osaka

Building the Working
Class

Contents
A discussion of the goals andoutline of the class.
We will introduce Japanese
expansionism (colonization andimmigration) in the competitive
international arena after theestablishment of the modern
nation-state.
This week, we will introduce thecity of Osaka and seek the reasons
why it attracted a large number of
migrants. Then, the focus of our
discussion will shift to Korean
migration from Cheju Island to
Osaka.
1: Settlement
2: The Making of a Korean
Working Class

Working Class Racism【Work to be done outside of class (preparation, etc.)】
Each student will be expected to read all the assigned articles and books
thoroughly before class and prepare questions for class discussion.
【Textbooks】
Baylisis, P. Jeffry. On the Margins of Empire: Buraku and Korean
Identity in Prewar and Wartime Japan (selections).
Ching, Leo. "Between Assimilation and Imperialization." Becoming"Japanese " Colonial Taiwan and the Politics of Identity Formation.
pp.89-109.
Duus, Peter.
“The Origins of Meiji Imperialism,” pp. １ ­ 25
（supplementary), and “Defining the Koreans: Images of Domination,”
pp.397-423 in The Abacus and the Sward: The Japanese Penetration of
Korea, 1895-1910.
Frederickson, M. George. Racism: A Short History. pp. 13940.(supplementary)Holt, Thomas. “Race and Racism.” Encyclopedia of American Political
History,” ed. Jack P. Green, p.1, 044.
Hotta, Chisato. “Korean Cultural Resistance to kômika,”
Hotta, Chisato, “ Residential Segregation and Racialization.”
Hotta, Chisato. “ Race and Class Relations in Osaka, 1920-1945:
Neighborhoods, Workplaces, and Everyday Encounters.”
Igarashi, Yoshikuni. Bodies of Memory: Narratives of War in Postwar
Japanese Culture. (selections)Lie, John. Multiethnic Japan. pp.83-110.
Morris-Suzuki, Tessa. “Race.” Re-Inventing Japan:Time Space Nation.
Pp.79-109.
Omi, Michal and Howard Winant, Racial Formation in the UnitedStates: Form the 1960s to the 1980s. pp.61-64.
Tomonari, Noboru. “ Configuring Bodies: Self-identity in the Works ofKaneshiro Kazuki and Yan Sogiru,” Japanese Studies. pp.257-269.
Ryang, Sonia.
Ed.
Koreans in Japan: Critical Voices from
Margin.(selections).

—9—発行日：2019/5/1
Weiner, Michael. “Discourse of Race, Nation and Empire in Pre-1945
Japan.” Ethnic and Racial Studies 18(3)(July 1995): pp.433-456.
Weiner, Michael.
ed.
Japan’s Minorities:
The Illusion of
Homogeneity(selections).
Weiner, Michael. Race and Migration in Imperial Japan.(selections).
# Xeroxes of all assigned reading will be distributed in class the week
before they are due.
【References】【Grading criteria】
Class Participation 15%
Discussion Question 15%
Presentation 25%
Paper Synopsis 5%
Term Paper 40%
1) Every week in this class, one or two students should bring a question
for class discussion. Each student should contribute two questions
during the course.
2) With regard to the writing assignments, you must write papers thatare 6-7 pages in length: 1) a research paper, 2) an essay based on thecourse readings. For the research paper, you can choose any topic whichis covered in this course.
【Changes following student comments】
Not Applicable【Equipment student needs to prepare】
Power Point【】
Bayliss P. Jeffrey. On the Margins of Empire: Burakumin and
Korean Identity in Prewar and Wartime Japan.Cambridge,MA: Harvard
University Press, 2013(selections).
Carprio E. Mark. Japanese Assimilation Policies in Colonial Korea,
1910-1945. Seattle: University of Washington Press, 2009 (selections).
Duus, Peter. “The Origins of Meiji Imperialism,” The Abacus and theSword: The Japanese Penetration of Korea, 1895-1910. Berkeley and
Los Angles: University of California Press, 1995. pp. １­ 25.
̶ ̶ ̶ ̶ ̶. “Defining the Koreans: Images of Domination,” The
Abacus and the Sword: The Japanese Penetration of Korea, 1895-1910.
Berkeley and Los Angles: University of California Press, 1995.
pp.397-423.
Frederickson, M. George. Racism: A Short History. Princeton and New
York: Princeton University Press, 2003 ( selections).

Holt, Thomas. “Race and Racism.” Encyclopedia of American Political
History,” ed. Jack P. Green, p.1, 044.
Hotta, Chisato. The Construction of the Korean Community in Osaka
Between 1920 and 1945: A Cross-Cultural Perspective. Diss. The
University of Chicago, 2005.
̶̶̶̶̶̶. “Korean Cultural Resistance to kômika,” pp.297-316.
̶̶̶̶̶̶.“ Residential Segregation and Racialization.”pp,150-167.
̶ ̶ ̶ ̶ ̶ ̶-.“ Race and Class Relations in Osaka, 1920-1945:
Neighborhoods, Workplaces, and Everyday Encounters.”pp. 359-454.
Lie, John. Multiethnic Japan. Cambridge, MA: Harvard University
Press, 2003, pp.83-110.
Morris-Suzuki, Tessa. “Race” Re-Inventing Japan :Time Space Nation.
London: M.E. Sharp, 1998, pp.79-109.
Tomonari, Noboru. “ Configuring Bodies: Self-identity in the Works ofKaneshiro Kazuki and Yan Sogiru,” Japanese Studies. pp.257-269.
Ryang Sonia Ed., Koreans in Japan: Critical Voices from the Margin.
London and New York: Routledge, 2000 (selections).
Ryang Sonia and John Lie Eds. Diaspora Without Homeland: Being
Koreans in Japan. Berkley: University of California Press, 2009(selections).
Weiner, Michael. “Discourse of Race, Nation and Empire in Pre-1945
Japan.” Ethnic and Racial Studies 18(3)(July 1995): pp.433-456.
̶̶̶̶̶̶-. ed. Japan’s Minorities: The Illusion of Homogeneity(selections). London: Routledge, 2008 (selections).
̶ ̶ ̶ ̶ ̶ ̶-. Race and Migration in Imperial Japan. London:
Routledge, 1994(selections).

— 10 —

発行日：2019/5/1

HIS300LE【Changes following student comments】
Not applicable.

ESOP:日本近現代史 (Modern and Contemporary
History of Japan)【Others】
Office Hours: By appointment【】
Students will gain a general understanding of the modern andcontemporary history of Japan from a global perspective. One of themain objectives of this course is to understand the historical origins of
diplomatic issues that continue to affect Japan today.

MARCO TINELLO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：金 3/Fri.3【Outline and objectives】
This course explores the modern and contemporary history of Japan
with a focus on its foreign relations. We examine the interrelated historyof Japan with China, Korea, Ryukyu, Southeast Asia, and the Westernworld from the mid-1800 century to the present.
【Goal】
To enrich participants view of the modern and contemporary history ofJapan by providing an outline and a framework to better understandthe events that shaped the modern and contemporary history of Japan.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The style of each class of this course consists of the instructor’s lecture
and an open-ended discussion. In the first part of the lesson, I will givea lecture on a given subject, and in the second, we will discuss a paper,
which the students are required to read in advance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Introduction

2.
3.
4.
5.
6.
7.

8.

9.

10.

11.
12.
13.
14.

Contents
Overview of the Course andExplanation of Basic Concepts
East Asian diplomacy
Japan and its traditonal relations
with East Asia
The Edo Period
The Tokugawa bakufu’s foreign
relations
The Late Edo Period (1) The arrival of the Western powers
in East Asia
The Late Edo Period (2) The opening of JapanThe Late Edo Period (3) The collapse of the Tokugawa
bakufuThe Meiji Revolution
The establishment of the Meiji
government and the creation of amodern state
The Meiji Period (1)The annexation of Ryukyu and thetreaty with Korea from a global
perspective
The Meiji Period (2)From the Sino-Japanese War andRusso-Japanese War to theAnnexation of Korea
The Taisho and Showa The Japanese empire fromEras
ascendance to collapse: The Second
World WarThe Showa Era (1)The American occupation and its
legacyThe Showa Era (2)Changes in Japan after the Second
World War
Contemporary Japan
Present-day Japan and its
contemporary diplomatic issues
Final Examination
Course conclusion and Final
Examination【Work to be done outside of class (preparation, etc.)】
A resume (outline) will be released each week during the class. Students
are required to read in advance a paper and be prepared for discussion.
【Textbooks】
Resumes and copies of reading materials will be available during thecourse.
【References】
Gordon, A.: A Modern History of Japan: from Tokugawa Times to thePresent, Oxford University Press, 2003.
Jansen, Marius B.: The Making of Modern Japan. Belknap Press, 2000.
Sven, Saaler (ed.): Routledge Handbook of Modern Japanese History.
Routledge, 2017.
【Grading criteria】
Participation: 20%
Class contribution and discussion questions: 20%(Student’s participation in class is evaluated weekly)
Final examination: 60%— 11 —

発行日：2019/5/1【Changes following student comments】
Not applicable.

ECN331LF

ESOP:日本の経済と産業 (Japanese Economy andIndustry)

Credit(s)：2 ｜ Semester： ｜ Year：
Day/Period：火 5/Tue.5【Outline and objectives】
This course will review and discuss the development of the Japanese
economy and industry as a process of adaptation to the changing world
and the innovative movement during the processes.
【Goal】
This course aims to understand Japan’s rise as an economy andtechnological power. Japan was the first major nation outside theWestern mainstream, to achieve broad technological and organizational
advances. Japan’s economic development remains a model for many
countries who have not yet been able to master modern technology andorganizational forms. How did Japan achieve what it has? Can Japansustain its technological and economic development given its present
economic status and changes in the economy’s idiosyncratic features?
This course seeks to answer some of the questions above.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】I will introduce the topics by addressing the main issues in a broad way.
All students are required to read the assigned readings and discuss thecontents during class.
【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme
Weeks 1 Introduction to thecourseWeek 2 History of Japan’s
economic andindustrial development
Week 3 History of Japan’s
economic andindustrial development
Weeks 4 History of Japan’s
economic andindustrial development(2)
Week 5 Textile industry
Week 6 Industry development(1)
Week 7 Electrical andcommunications
equipment industry
Week 8 Industry development(2)
Week 9 Automobile industry
Week 10 Industry development(3)
Week 11 Industry development(4)
Week 12 Bubble economy andits collapse
Week 13 Current status ofJapanese economy
Week 14 Final exam

Contents
Overview
The basic view

Meiji restoration to World War II

The Post-war industrial
development

Presentation and discussion
Textile industry
Presentation and discussion

Electrical and communications
equipment industry
Presentation and discussion
Automobile industry
What can we learn from the past?
The rise and fall of the bubble
economyChallenges and emerging trends
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Students are expected to read the handouts or the assigned chapters in
the references before each class.
【Textbooks】
No specified textbooks.
【References】
Odagiri, H. and Goto, A. (1996), “Technology and Industrial Development in Japan”. Oxford University Press.
Taniuchi, M. (2014), “The Japanese Economy: Then, Now and Beyond”.
Cengage Learning Asia
Other additional materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%), reading
discussion (10%), presentation (20%) and one final exam (50%).

— 12 —

発行日：2019/5/1
Week 10 Japan’s Network
Economy I

ECN314LE

ESOP:上級経済学 (Advanced Economics)
Week 11 Japan’s Network
Economy II

Samuel OFORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：水 5/Wed.5

Week 12 Japan’s Network
Economy III【Outline and objectives】
Innovation plays an important role in economic growth. This course
seeks to provide the foundational concepts and understanding ofcentral aspects of Innovation. We will address questions such as:
What is innovation? Are patents the best option and are there
other ways of providing incentives to innovate? How do we measure
Innovation? What are the linkages between Government, Businesses
and Universities in facilitating R&D? Why and how do firms innovate,
and what are some of the challenges they face? Students will explore
these and other questions to understand this complex process ofinnovation. The latter part of the course will deal with the studyof Japan’s corporate network-the keiretsu- and some case studies oninnovation in this globalized world.
【Goal】
By the end of the course, students should have grasped the various
concepts of innovation, the role played by the various actors of theeconomy in spurring innovation, and the effects of innovations on
economic growth.

Week 13 Japan’s Economy I
Week 14 Japan’s Economy II

The Origins of Japanese Network
Structures
Emergence of Network Structures:
From Meiji through Prewar
Transformation of Network
Structures:
The Wartime Economy
Institutionalization of Network
Structures: The Postwar Economy
Network Organization in Japan
Keiretsu
What Keiretsu Do: Performance
Consequences
High Growth Era
The Bubble Burst and Recession【Work to be done outside of class (preparation, etc.)】
Students are required to read assigned materials before class and be
prepared to participate actively in class. Homework should be submitted
on time. Late submission will not be entertained.
【Textbooks】
Greenhalgh, C. & Rogers, M. (2010). Innovation, Intellectual Property,
and Economic Growth. Princeton, NJ: Princeton University Press.
Lincoln, R. J. & Gerlach, M. L. (2004), Japan’s Network Economy:
Structure, Persistence, and Change. Cambridge University Press.
Case Studies from Harvard Business Publishing
Ohno, K. (2006), The Economic Development of Japan: The Path taken
by Japan as a Developing Country, Grips Development Forum, http://
www.grips.ac.jp/forum/pdf06/EDJ.pdf[ Students are not required to purchase textbooks]【Which item of the diploma policy will be obtained by taking this class?】【References】
None【Method(s)】Lectures and Guided discussion are the fundamental methods to be usedin the course. Students will have to turn in Assignments based on theprevious week’s lecture/topic.

【Grading criteria】
Evaluation is based on Homework/Assignments (50%), Participation(20%), and a Final exam representing the remaining 30% of your grades.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 The Nature andImportance ofInnovation
Week 2 The Nature andImportance ofInnovation
Week 3 The Nature and Role ofIntellectual Property

Week 4The Measurement of
Innovation and
Productivity

Week 5The National
Innovative System

Week 6The National
Innovative System

Week 7

Innovative Firms andMarketWeek 8

Diffusion and Social
returns

Week 9Innovation and
Globalization【Changes following student comments】
Not applicable.
【Others】
This course requires students to have intermediate knowledge of
economics and business.

Contents
Introduction to the course
What is Innovation?
Stages of Innovation Process
Process and Product Innovation
Incentives to invent and Innovate
Why Intellectual Property Rights(IPRs) are awarded?
Main Forms of Intellectual
Property Rights :Patents, Trademarks, Copyright,
and Designs
How firms Can benefit from IPRs
IPR strategies
Innovation Surveys
Assessing the Inputs to Innovation
Innovation Index
R&D Expenditures
Partial and Total Factor
Productivity
The Role of Universities,Government and Businesses
The Role of R&D
Government ‒ University Axis
University-Business Axis
Government ‒ Business Axis
Entrepreneurship and New Firms
Innovation and Firms
Empirical Evidence on Returns toInnovation
Epidemic and Rank models of
Diffusion
Network and Lock-in Effects
Spillover and Social Returns toInnovation
Effects of Innovation on Jobs andWages
International Knowledge andTechnology Flows: Theory andEvidence
International Aspects of IPRs

— 13 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Participants will be expected to have the time to conduct fieldwork
assignments outside of classroom in pairs or in small groups. No credit
will be given to those who do not participate in the Tama Campus retreat
weekend. Students interested in taking the course must confirm their
participation.

SOS308LF

ESOP:ディスカバージャパンⅠ (Discover Japan I)James LASSEGARD, Akiko MURATA【Textbooks】
Handouts

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：木 3/Thu.3【References】
Relevant literature will be introduced in class as necessary.

【Outline and objectives】
In this course students from diverse nationalities and cultural
backgrounds will work together in groups using English and Japanese
to do research and learn more about Japanese society in the process. In
the classroom, students will learn and use fieldwork research methods
in order to gain in depth knowledge of Japanese society. Classroom
instruction is comprised of occasional lectures and team-building
activities.
Students will also learn from each other by sharing
information in group discussions.
【Goal】
Students will learn how to work effectively and flexibly in multiculturaland international groups, learning from the diverse perspectives ofgroup members and overcome the challenges of working with people
from different cultural backgrounds. Students will gain in depth
knowledge about Japan and Japanese society through experiential
learning as a result of this course. Personal and academic growth
can be expected. They may even discover something about their own
intercultural self and their strength and weaknesses in the process ofgroup and field work.

【Grading criteria】* Attendance/participation/leadership: 20%* Homework and assignments: 15%* 2nd presentation (group evaluation): 40%* Final paper (individual evaluation): 25%【Changes following student comments】
We have updated the student evaluation percentages.
【Others】
There is no textbook for this course. Handouts will be provided andstudents must do outside research on their topics.
*Note: The Tama Campus retreat weekend may cost 2,000yen. This
includes overnight lodging fee and dinner.
All students who wish to take DJ must also attend the first day of class.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course is exploratory and reflective in approach, and it offers
multilingual and multicultural platforms for students to collaborate andlearn in pairs and in small groups.
Prerequisite for participants: Students are expected to have a strong
desire to participate in diverse (multicultural and mulilingual) groups.
They are also expected to be curious about Japan and Japanese society.
English is the main language of course and students should have astrong willingness to communicate in English. Due to the immersive
nature of the fieldwork assignments, International students should haveat least lower intermediate Japanese language ability. Exceptions may
be made if students show strong willingness to communicate.
【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme
4/12
Orientation
4/19
Orientation II

4/26
5/10

5/17
5/24
5/31

6/7
6/14
6/21
6/23-24

6/23-24
7/5
7/9-13

Contents
Outline of the class
Reflection on your assumptions
about culture, and cross-cultural
encounters.
Preparation for
Preparation for the first
fieldwork assignment 1 assignment
Group tutorials for
Reporting project progress to theFieldwork Assignment instructors.
1
Presentations forGroup presentations
Assignment 1
Presentations ofGroup presentations
Assignment 1
Reflections ofReflections on the first assignment
Assignment 1
Preparation for the second
Preparation for
assignment
Assignment 2
Preparation for
Preparation for the second
Assignment 2
assignment
Group tutorials
Reporting project progress to the(Assignment 2)
instructors.
Group tutorials
Reporting project progress to the(Assignment 2)
instructors.
Final Presentation
Reporting project progress to theRetreat (to be held at
instructors.
Tama Campus)
Same as above
Reporting project progress to the
instructors.
Wrap Up Session
Reflection papers due
Final tutorials
Individual tutorials— 14 —

発行日：2019/5/1

SOC315LE

ESOP:日本の社会問題 (Japanese Social Problems)

12.

Challenges of an Aging
Society

13.

Politics of Nature andPost-3/11 Japan
Summing up

14.

Sachiko HORIGUCHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：木 3/Thu.3【Outline and objectives】
We will draw on a "social constructionist" framework and examine how
certain social problems have been discovered, defined, and dealt within post-war Japan. We begin the course by providing an overview ofsociological approaches, in particular, a social constructionist approach
to social problems, and critically examining Nihonjin-ron (theories
of Japanese-ness) to provide frameworks for approaching Japanesesocial problems.
We will then discuss specific social problems
around the Japanese family, Japanese education, multiculturalism andglobalization, work, mental health challenges, aging Japan, and politics
of nature.
The aim of this course is to take critical perspectives into representations of Japanese social problems, particularly in the media, throughtaking a constructionist approach.
【Goal】
By the end of the course, students will be able to explain the "social
constructionist" framework and apply it for making sense of Japanesesocial problems in post-war Japan. It is expected that students willdevelop a nuanced understanding of contemporary Japanese society
through critically examining the social problems from sociological/
anthropological perspectives.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes will primarily be based on presentations and group discussions
rather than lectures. It is therefore expected that students come to classhaving done the assigned reading and ready to discuss them. Every
student will make a presentation (either individually or in groups) andwrite a paper on a chosen topic.

【Work to be done outside of class (preparation, etc.)】
Every student should submit an A4 1 page self-introductory essay (hardcopy) outlining 3 topics he/she wants to make a presentation on withreasons by the 2nd session. For assignments students may have missed
due to late registration, it is their responsibility to submit them by the
4th session. Students must prepare reading notes on assigned readings(articles/ chapters) prior to class and bring the notes (in either hard/electronic copy) to class. They will also use a significant amount of timeoutside class in preparation for an individual/ group presentation on a
topic of their choice, as well as writing a paper on the presentation topic
within two weeks after the presentation. They will also be expected tobring articles for discussion in class twice during the semester.
【Textbooks】
We will not use a textbook.
【References】
Goodman, Roger (ed) (2002)Family and Social Policy in Japan:
Anthropological Approaches. Cambridge: Cambridge University Press.
【Grading criteria】
Active class participation (including class discussions and reflections onpresentations) 28%; reading notes (checked in 10 sessions) 20%; selfintroductory essay 7%; 2 article assignments (5%x2) 10%; presentation
20%; individually-written paper based on the presentation 15%【Changes following student comments】
Students commented that they would like to have more time forgroup/class discussions, so this class will allocate more time for classdiscussions.
【Equipment student needs to prepare】
H’etudes (授業支援システム) will be used.
【Others】
Prerequisites: None. You must attend the first class if you are interested
in the course. You should be ready to read/ discuss/ present/ write for an
English-medium class and should be interested in and committed to thestudy of Japanese social problems.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.

SociologicalApproaches to Social
Problems

3.

Approaches toJapanese Society:Nihonjin-ron
Critical Approaches toJapanese Society

4.

5.

6.

7.

8.

A Case Study of aJapanese Social
Problem: Hikikomori(Youth Social
Withdrawal)
Approaching JapaneseSocial Problems
Rethinking
Motherhood and theJapanese Family
Suffering
School-children

9.

Education and"Internationalization"

10.

Rethinking
Masculinities

11.

Mental Health
Challenges in Japan

Examining "good death" and carefor the elderly (reading: Danely)(presentation)
Examining the impact of the 3/11
disaster (article discussion)
Summary and reflections

Contents
Making sense of Japanese social
problems
Overview of sociological theories &
introduction to the social
constructionist perspective onsocial problems (reading:Schneider)
Overview of key concepts in
Nihonjin-ron (reading: Goodman[1st half], introductory essay due)Overview of critiques against
Nihonjin-ron (reading: Goodman[2nd half])
Lecture of instructor’s research on
hikikomori (reading: Horiguchi)

Discussion of media reports on
Japanese social problems (article
discussion)
Examining child abuse (reading:
Goodman) (presentation)
Examining ijime (bullying), futoko(school non-attendance), andviolence in schools (reading:
Yoneyama) (presentation)
Examining kikokushijo (returnees),
their problems and privileges(reading: Goodman) (presentation)
Examining the salaryman ideology& day laborers (reading: Gill)(presentation)
Examining suicide, depression, andother mental health issues(reading: Kitanaka) (presentation)— 15 —

発行日：2019/5/1
Class 6

MAN310LE

ESOP:マーケティング論 (Marketing in Japan)
Class 7

H.HATANO, Y.ARISAWA, E.SEKIYA, R.ITO, Y.SUZUKI,
K.KAMIYA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：木 4/Thu.4

Class 8【Outline and objectives】
Students will learn actual marketing strategy and management in eachof the following fields of industry as well as principles and concepts.
1. ICT (Information and Communication Technology)
2. Automobile
3. Consumer Goods
4. Food【Goal】
Student will deepen their understanding on the peculiarity andcommonality of Japan and Japanese companies through their marketingstrategies and management as well.

Class 9Class 10Class 11Class 12

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This is an interactive course which focuses on recent developments inmarketing with attention to actual processes and strategies in eachindustry. It aims to introduce the practical views and opinions ofexperienced players in the field of marketing. Their following brief
profiles should help students enrolling in the lecture.
-Hiroshi HATANO:
Worked for Mitsubishi Corp. mainly in the machinery group. Joined
Nihon UNISYS engaging in production of logistic systems.
-Yutaka ARISAWA
Worked for Sumitomo Corp. and later SCSK Corp. Engaged in ICT
field all through business career including overseas telecommunication
projects, e-commerce and software integration business. Stationed inIndian subcontinent and U.S.A. and worked for several projects in Asia
for about 20 years.
-Eriko SEKIYA
Have been working for Nichirei Corp.
since 2000, engaging inMarketing, Promotion and Strategic Planning of Processed foods.
Besides, assigned to Ministry of Agriculture, Forestry and Fisheries
and Fisheries to promote Japanese ingredient to overseas for 3 and halfyears.
-Ryohei ITOWorked for ITOCHU Corporation and later joined Akebono Brake
Industry.
Engaged in sales, distribution & marketing, logistics,
purchasing, IR and management for automobile industry. Stationed in
France, U.S.A., and Panama for about 20 years.
-Yoshiko SUZUKI
Have been working for U.S-based consumer goods companies for 25
years, engaging in marketing of import tobacco, cosmetics and apparelindustries.
-Kyoji KAMIYA
Worked for Sumitomo Corp. since 1975. Engaged in marketing ofoffshore drilling rigs and drillships, Automobile and Food Industries.
Stationed in Belgium, India, Puerto Rico, UK and Australia for about
19 years.

Class 13Class 14

Overseas Marketing ofJapanese Food andFood Culture - I(E. Sekiya)

Introduction and Overview of Auto
Industry

Practices of Japanese Automanufacturers

Future of Auto Industry

What is consumer goods
marketing?
Changes of consumer goods
marketing in Japan with time
Future of consumer goods
marketing in Japan
Overview of Banana Business inJapan
Uniqueness of banana marketingin Japan and Case Study【Textbooks】
Textbook is not required. The instructors’ own materials will be given
each time as the basis for their classes and relevant reading materials
for each topic will be recommended.
【References】
To be announced in class【Grading criteria】*Class Participation: 30% (The criteria for evaluating class participation will be explained in class.)*Individual Project or Report: 70%【Changes following student comments】
Not applicable.

【Fieldwork in class】
なし / NoClass 5Marketing strategy of Japanesefood & food culture in overseas
market【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments andprepare an individual project or report.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
Class 1 Principles and conceptsof Marketing - I(H. Hatano)Class 2 Principles and conceptsof Marketing - II
(H. Hatano)Class 3 Marketing in the ICT
industry ‒ I(Y.Arisawa)
Class 4 Marketing in the ICT
industry ‒ II
(Y.Arisawa)

Overseas Marketing ofJapanese Food andFood Culture ‒ II
(E. Sekiya)
Marketing in the
Automobile
industry - I(R. Ito)Marketing in the
Automobile
industry - II
(R. Ito)Marketing in the
Automobile
industry - III(R. Ito)Marketing inConsumer Goods - I(Y. Suzuki)
Marketing inConsumer Goods - II
(Y. Suzuki)
Marketing inConsumer Goods - III(Y. Suzuki)
Marketing in Food
Industry - I(K. Kamiya)Marketing in Food
Industry - II
(K. Kamiya)Contents
Marketing 4Ps, Case: Coca-Cola in
Asia
Brand marketing, Case: Zara &UniqloHistorical Outline of the ICT
industry and Impact of the Internet
Revolution in Japan
Issues and Opportunities of the
ICT industry in Japan andOverview of the ICT Industry ofJapan and the World
Position of Japanese food inoverseas markets— 16 —

発行日：2019/5/1

MAN306LE

7.

30 May:- Case8.

6 June:- Advertising and
Branding

9.

13 June:- Brand extension
strategies

10.

20 June:- MidtermPresentations
27 June:- Global Marketing Branding
4 July:- Global Marketing Strategy
11 July:- Marketing Strategy
in a digital start-up
18 July:- Course review andwrap up

ESOP:上級マーケティング論 (Advanced Marketing)John FOSTER
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：木 5/Thu.5【Outline and objectives】
This course focusses on applied and practical aspects of marketing andinnovation.
We will explore major concepts in marketing and provide a framework
and perspective for becoming a marketing practitioner.
This course uses the case method through out and requires regularstudent participation and interaction.
The class uses a mixture of Ivey Business School Cases, selected articles
and practical experiential interactions.
【Goal】
On successful completion of this course a student should be able to:
1. Demonstrate an understanding of a range of contemporary marketing
issues, theories, practices and models relating broadly and to theJapanese market;
2.
Evaluate and critique contemporary marketing practices andunderstand the best methods of implementation to maximize businessperformance;
3.
Demonstrate proficiency in presenting, analyzing, discussing,evaluating and making decisions regarding contemporary marketing
initiatives within an organization;
4.
Demonstrate knowledge of marketing (branding, mar-com,
localization, distribution, etc.) in Japan
5. Critically evaluate contemporary marketing issues through casestudies;
6. Apply theoretical frameworks in relation to marketing literature andpractice;
7. Present both written and verbal reports within the conventions ofacademic writing.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course will be taught using a variety of instructional andlearning models. Everyone learn differently and in an international
program everyone has different backgrounds and perspectives. Lecture,readings, case studies and assignments are effective methods. Group
collaboration and discussion provide opportunity for communicatingand justifying one’s viewpoint.
An array of case studies will be used through out. Reading (cases
and text) and in-depth preparation in advance is required for eachclass. Cases are effective in preparing future marketing managers.
We put ourselves into situations and must make and justify important
decisions.
Participation
Student participation is expected and accounts for a major portion of thegrade. To be successful students must prepare thoroughly for each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
11 April:- Introduction

2.

18 April:- Market Analysis

3.

25 April:- Marketing Strategy
and Perspective
9 May:- Introducing andpracticing the Case
Study Method
16 May:- Innovation I

4.

5.

6.

23 May:- Innovation II
Experiential classContents- Introduction to the course- Marketing Framework Overview- Discussion of current issues inmarketing ‒ globally and in Japan
Uncovering the deeper issues andproblems in markets; a framework
for analyzing markets; aexamination of the Japanesemarket; accessing information
Orienting perspectives towardmarketing through examining theworks of marketing practitioners
First case analysis and applicationof the case study method; Mini-caseon brand extension, reviving asagging brand
Christiansen - The Innovator’s
Dilemma; Product innovation in
Japan; The silver market
phenomenon
Building on and evaluating ideas in
the product-creating process ‒working with cultural constraints

11.

12.

13.

14.

- Innovation
Case: Apple Watch
Product positioning: electronics inJapan
Kellogg Ch10 - Advertising
Strategy
Examination of state of advertisingwith a focus on global advertisingand advertising in Japan
Case: Swiss Army
Brand extension of global brands
and the challenge of extension andchange in the Japanese market ‒ acomparison with Asian markets
Student presentations

Case: Lego
Branding and localization in Japan
Case: Espresso Lane (Illy)

Case: Urban BabyJapanese market entry strategies
Discussion and
Final Presentations【Work to be done outside of class (preparation, etc.)】
1) Students must read and prepare each of the cases as well as readings
for each class prior to each class.
2) Students will be directed to write a one page reflection of the class.
3) Students are expected to write a marketing plan.
4) There will be a midterm and final presentation, expected to bedelivered at a professional level.
5) A final exam covering core concepts will be given.
【Textbooks】
Case Studies:
Major case studies must be purchased as a coursepack from Ivey
Business School (Ivey Publishing). Shorter cases will be made available
to you. Cases are subject to change.
Supplementary readings (will be distributed):
Selected chapters from:
1 - Kellogg on Marketing 2nd Edition (2015) ISBN: 9780470580141
2 ‒ Kotler and Keller, Marketing Management (2012) ISBN:
9780132102926
3 ‒ The Innovators Prescription - Clayton Christiansen (2016) ISBN:
9781259860867【References】
Kotler, Philip and Kevin Lane Keller (2012), Framework for Marketing Management, 5th Edition, Pearson Higher Education, ISBN:
9780132539302.
【Grading criteria】
The Course Grade consists of the following components:
You must pass each of the three components of the course to pass theentire course.
I. 30% Assignments
II. 40% Case Discussion and Participation
III. 30% Exam, Midterm and Final Presentation
Please note that:- Students receive one unapproved absence. All other absences will becounted against the grade- Classes start on time and students who arrive late for class will receivea decreased grade for that class period- Students are expected to contribute to the learning of other classmembers during each class period and out of class【Changes following student comments】
Early in the term I will ask for student feedback regarding lectures,content, pace and tasks. Students are welcome and encouraged tocontact the instructor after class or via email at any time should they
have an issue or concern about this course or instruction.
【Equipment student needs to prepare】- Computers, use of social networks, the internet are acceptable in classonly at appropriate times.
- We will use collaboration software including GoogleDrive, GoogleDocs.
Set up gmail account prior to the first class.
- Bring pen, paper, cell phone and computers to class as they will all be
used at appropriate times— 17 —

発行日：2019/5/1【】
This course focusses on applied and practical aspects of marketingand innovation. Students will explore major concepts in marketingand provide a framework and perspective for becoming a marketing
practitioner. As well, we examine Japan through the marketing lens:
how is marketing different, Japan’s impact on the marketing outside
Japan, and how foreign firms access and appeal to the Japanesemarketplace.
This course uses the case method throughout and requires regularstudent participation and interaction. The class uses a mixture of
Ivey Business School Cases, selected articles and practical experiential
interactions.

— 18 —

発行日：2019/5/1
Class 6

ECN312LE

ESOP: 国際金融論 (International Finance)
Class 7

M.ISHIBASHI, M.MATSUOKA, E.KOIZUMI, K.AOKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：金 1/Fri.1

Class 8【Outline and objectives】
In order to develop their careers in the future, students will need tolearn how to raise, work and operate funds as well as to manage theirrisk aversion in relation to the ever-changing international environment
including various financial issues which have their roots in the recent
global economy.
【Goal】
Students will learn about:
1. Direct Finance and Indirect Finance
2. Stock & Bond Markets
3. Corporate & Retail Banking, Project Finance
4. Finance and Investment in Asian Countries
5. International Trade Business and Monetary Circulation
6. Import Finance and Deferred Payment
7. Foreign Exchange Markets and Risks
8. Transaction, Strategies and Evaluation on M&A

Class 9Class 10Class 11Class 12Class 13Class 14

【Method(s)】In this course, a series of omnibus lectures will be given by four
professionals with long-term experiences in international business.
They will explain many issues from various points of view to help
students understand the variety and dynamics of international finance.
Each class will have a case study discussion. The following brief profiles
may help students enrolling in the course.
-Mitsuru ISHIBASHI:
Worked for Marubeni Corporation from 1977. Engaged in foreignexchange, trade investment and project finance. Worked abroad in
Algeria and France as a general manager of finance. Transferred toFuyo General Leasing Co. (a subsidiary of Fuji Bank) as a generalmanager of business development. Still working as independent financeand trade consultant.
-Michinori MATSUOKA
Joined Citicorp (current Citigroup Inc.) and held several senior
positions in the Institutional Banking and Private Banking Groups
throughout his career of almost 30 years at Citigroup. He also worked
as Chief of Staff to North Asia Region Head of Citigroup Private Bank.
-Eiji KOIZUMI:
Experiences in corporate finance in Japan, France, Africa and ASEAN
countries in a trading company (SOJITZ), a manufacturing company(AJINOMOTO) and an investment company （part of the TOYOTA
group）-Katsuhiko AOKIWorked for Mitsubishi Corp. and Mitsubishi UFJ Lease for 38 years,
specialized in Corporate finance, M&A, Real Estate finance area.
Experienced in various cases of M&A transactions, assigned to the US
companies acquired by Mitsubishi Corporation through M&A.

What is Foreign Exchange Risk?

Finance and Investment in AsianCountries I
Finance and Investment in AsianCountries II (Focusing on China)
Project FinanceCase Study Discussion

M&A transaction, strategy, etc
M&A transaction, evaluation
Case Study Discussion【Textbooks】
A textbook is not required. The instructor’s own materials will begiven each time and relevant reading materials for each topic will berecommended.
【References】
To be announced in class【Grading criteria】
Final grades will be determined as follows:
Class participation 30% (The criteria for evaluating class participation
will be explained in class)Four writing assignments (reports) 70%
Total: 100%
The written papers must be typed and printed out (No handwriting)and submitted to ESOP International Office, Global Education Centerby the due date which will be set by each instructor. (Late submission
will NOT be accepted.)【Changes following student comments】
Not applicable.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / NoClass 5What is the Foreign Exchange
Market?

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments andprepare an individual project or report.

【Which item of the diploma policy will be obtained by taking this class?】【Schedule】
No.
Theme
Class 1 International Finance(Course Overview)(M. ISHIBASHI)Class 2 Direct Finance andIndirect Finance 1(M. MATSUOKA)Class 3 Direct Finance andIndirect Finance 2(M. MATSUOKA)Class 4 Direct Finance andIndirect Finance 3(M. MATSUOKA)International
Currencies and Foreign
Exchange 2(M. ISHIBASHI)
International
Currencies and Foreign
Exchange 3(M. ISHIBASHI)
International Financein Asia 1(E. KOIZUMI)International Financein Asia 2(E. KOIZUMI)International Financein Asia 3(E. KOIZUMI)International Financein Asia 4(E. KOIZUMI)
M&A 1(K. AOKI)
M&A 2(K. AOKI)
M&A 3(K. AOKI)

Contents
Orientation and International
Monetary Circulation

Overview on Finance- Indirect Finance and Banking inJapan
Direct finance-Bond Markets and Stock Markets
in Japan
Transitions from International
Finance to-Global Finance-Discussion on
Global Financeissues-Essay Assignment
International
Trade Transaction: Import
Currencies and Foreign Financing and Deferred Payment
Exchange 1(M. ISHIBASHI)— 19 —

発行日：2019/5/1
Week 5

PRI328LE

WIDE project

ESOP: ネ ッ ト 社 会 と 日 本 (Japan As a Net
Community)
Yoshiaki OHSHIMA

Week 6

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：月 3/Mon.3【Outline and objectives】
This course gives an introduction to Japan’s Internet development anddeals with its recent trends in network-enabled society ("ネット社会").
This course will focus on the evolution of network communicationsin Japan over the last few decades. A historical overview will begiven on the development of the Internet. Japan’s own deploymentof global communication networks will then be characterized in termsof technology, standardization, business competition, governmental
initiative and deregulation. Also the current status of broadband
Internet will be discussed in terms of end-user experiences by taking
examples from the following online services:
1) games and streaming multimedia, 2) wireless broadband, 3)
ubiquitous computing, 4) net auctions and shopping, 5) weblogs, andsocial networking services.
Lastly a few sociological and demographic issues will be discussed
pertaining to the recent emergence of what is called the "netcommunity".
【Goal】To acquire a historical overview of Japan’s development of "Internet"
To acquire knowledge on the current status of ICT environment of JapanTo become able to relate local experiences and observations to thoseacquired in home country in view of today’s Internet【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes are composed of a series of lectures and thematic discussions
every week. The former chronologically covers significant events in thedevelopment of Internet in Japan. The latter deals with several subjectsof today in order to help students better understand contemporary
issues.
In addition, group work activities will be given 3 times during thesemester, where groups of 6~8 students collaborate on quick online
research on different assigned topics chosen from contemporary issues
such as prepaid SIM, online games, Netflix, IoT (internet of things),
Airbnb, bit coin, deep learning, etc. The outcome of such group work
would be a brief in-class presentation.
Finally term paper (A4 or 8.5x11, 5 pages) will be assigned at the endof the semester, of which subject must be individually proposed towards
the last month of the course and chosen from topics covered in the classor within the related areas of Internet and Japan.

Week 7

Week 8World Wide Web and
ISP competitions

Commercial IX

Broadband Internet

Week 9- “e-Japan”
10

Week 11 Web2.0 and theemergence of “netcommunity”

Week 12 "u-Japan"【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Course introduction
and overview

Week 2- Early years from N1 to
3
JUNET

Week 4JUNET

Contents
Lecture: Course outline andintroduction. Concept andhistorical overview of"internetworking"Discussion: Getting a mobile
phone?
Lecture: Early research effort andtechnological development inJapan to interconnect computers in
WAN and LAN domains.
Discussion: Getting a mobile
phone?
Lecture: Service model and therole of telephone companies indomestic and overseas connections.
Discussion: LINE, Twitter,
Facebook–What’s your favorite
social media?

Week 13 Users in ubiquitousworld

Week 14 Final discussion

Lecture: WIDE as large-scale
project that has networked
academia and industry of Japan.
Discussion: LINE, Twitter,
Facebook–What’s your favorite
social media?
Lecture: Web traffic via dial-up
access and the emergence ofInternet service providers.
Enactment of theTelecommunications Business Law.
Discussion: Dark side ̶
Addiction, piracy, illegal
downloading, cyber bullying, etc.
Group work 1:
Lecture: Growing demand forInternet traffic and thedevelopment of the commercial
network hub and backbone.
Discussion: Dark side ̶
Addiction, piracy, illegal
downloading, cyber bullying, etc.
Lecture: Field studies for xDSL
and cable broadband services.
Tardy development of broadband
infrastructure.
Discussion: Dark side ̶
Addiction, piracy, illegal
downloading, cyber bullying, etc.
Lecture: Government initiative,
strategic plans, and a road map torevitalize the nation for the 21st
century.
Discussion: E-commerce and net
auctions ̶ are you buying or
selling?
Group work 2:
Lecture: End-user aspect ofbroadband Internet. Dealing withsearch engines, “blogsphere”, andcontent archives. Digital divide
revisited and web shadow.
Discussion: From past topresent–Writing up a time line ofevents!
Lecture: The second stage ofgovernment strategic plans.
Paradigm shift from “e-Japan” toubiquitous society.
Discussion: From past topresent–Writing up a time line ofevents!
Group work 3:
Lecture: Current status and thepossible future–Traceability of foodproduct. E-wallet–Suica, FeliCa,
PASMO. Mobile phones and WiFi.
Social media.
Discussion: Proposals for theterm paper.
Summary on what we learned.
Q&A for the term paper【Work to be done outside of class (preparation, etc.)】
This course is given in English. No advanced skills in Japanese
language are required. However, students may be interested in getting
additional information by searching for Japanese articles. Students,
who may need occasional help in Japanese language, are encouraged
to take advantage of web-based translation services such as Google as
your self-help tool. They are not perfect but often useful.
Students are encouraged to make a good use of Hosei’s course
management system and additional web-based tools to share findings
and exchange ideas as part of their individual learning activities as wellas to gain efficiency while working on assignments. No prior knowledge
is required for getting started.
【Textbooks】
Reading materials will be made available on-line.
【References】
Reading materials will be made available on-line.

— 20 —

発行日：2019/5/1
For ICT policy making of Japan, look for English pages of Ministry ofInternal Affairs and Communications:
http://www.soumu.go.jp/main_sosiki/joho_tsusin/eng/index.html
To retrieve English translations of Japanese laws, use the following
service by Japanese government:
http://www.japaneselawtranslation.go.jp/?re=02
Many useful articles and figures are available from archived "Internet
White Paper" since 1996 till 2016, although you need to grab Japanese
text and get help from crude translation services such as Google:
http://iwparchives.jp/【Grading criteria】
Class participation with reaction paper: 20%
Review quiz: 20%
Homework: 30%
Term paper: 30%
Submitted term paper will be evaluated based upon its 1) format,2) logical development, 3) relevance, 4) quality of references and 5)
originality. By "relevance" your work should be an attempt to somehow
characterize contemporary Japan with focused analysis on The Internet
and network communications.
【Changes following student comments】
I suggest students take enough time to enable themselves to sign on
the campus network and registered on "H’etudes" course management
system before attending the class.
We often encountered technical problems in accessing campus network
via WiFi in 2016, for which I have been working on improving theavailability and in considering alternative means for accessibility.
We did not enjoy full benefit of group learning in 2016 in its earlyattempt, not seeing enough collaboration among Japanese students andinternational students. To improve classroom management, I haverevised the schedule and made clear that lecture subjects and group
work themes are on separate horizons. Please note that our group
work themes are easy enough requiring no prior knowledge of subjects
covered in the class. However, please don’t miss out the possible
learning outcome of what seemingly easy everyday topics could bringout. You learn a lot through group activities by exchanging and sharing
your ideas and experience with your class mates, which turned out
effective in the 2017 course.
I would also emphasize the value of reading assignment suggested in
the class to better prepared for group activities, for which I do not feel I
was most successful in the 2018 class.
【Equipment student needs to prepare】
You don’t have to be technology-savvy, but we use Internet a lot in theclassroom as well as at home.
Each enrolled student should bring his/her own laptop PC(*) or tablet
with WiFi connectivity for individual classroom use. Smart phones are
not allowed as a classroom tool due to their limited functionality.
The instructor would ask you to shut down smart phones to avoid WiFi
gets tied up with non-classroom use.
We will make use of various on-line resources, some of which are only
available for and limited to campus use. So please make sure thatyou have access to Hosei campus network with your student ID before
attending the first week class.
(*)Windows laptop PCs are available at the Campus Computing Centerfor on-campus use.
【Others】
We will use web-based tools such as e-Portfolio and "H’etudes" course
management system as our communication vehicle.
【】
This course gives an introduction to Japan’s Internet development anddeals with its recent trends in network-enabled society ("ネット社会").
This course will focus on the evolution of network communicationsin Japan over the last few decades. A historical overview will begiven on the development of the Internet. Japan’s own deploymentof global communication networks will then be characterized in termsof technology, standardization, business competition, governmental
initiative and deregulation. Also the current status of broadband
Internet will be discussed in terms of end-user experiences by taking
examples from the following online services:
1) games and streaming multimedia, 2) wireless broadband, 3)
ubiquitous computing, 4) net auctions and shopping, 5) weblogs, andsocial networking services.
Lastly a few sociological and demographic issues will be discussed
pertaining to the recent emergence of what is called the "netcommunity".

— 21 —

発行日：2019/5/1

ARSK330LE

ESOP:日系移民−オキナワンの経験から (Japanese
Immigration: The Okinawan Experience)【Grading criteria】
Participation (Group and class discussion): 40%
Comments and questions: 20%
Presentation/Essay: 40%【Changes following student comments】
N/A

Stephanie Yuuko ISO【Others】
Contact information will be given on the first day of class.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：月 4/Mon.4【Outline and objectives】
In this course, we will look at mainland Japanese and Okinawan
immigration to Hawaii and see how an “Okinawan” identity emerged
and is being passed on from generation to generation.
【Goal】The goals of the course are:1) To introduce the history and culture of Hawaii with regard to
Japanese and Okinawan immigrants and to consider their impact on
its society,2) To encourage further thinking on the issue of immigrants in society
in general.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The class will in general be a lecture-based course. An initial topic
and materials (visual and references) for each class will be provided
by the instructor. Question and discussion time will be provided ineach class. Although the class focuses on Okinawans in Hawaii, input
and information about immigrants to other countries will be welcome.
Students will be expected to submit comments and questions to the
instructor as feedback at the end of each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction
2.
Immigration to Hawaii
and the world

3.

Early immigrantexperience in Hawaii

4.

World War II:
Internment
World War II: Proving
Loyalty
After the war - The
mainland U.S.
After the war ‒HawaiiThe Okinawan
Experience

5.
6.
7.
8.

9.

“Melting Pot” vs.
“Salad Bowl”

10.

Maintaining “Roots”

11.

Future generations

12.
13.
14.

Immigration
Presentations
Student assessment
and teacher feedback

Contents
Overview of the course
An outline of the history of
immigration from threeperspectives; Japan, Okinawa and
Hawaii (U.S.)
Relations between the mainland
Japanese and Okinawans,plantation life, and pig farming
Life in the internment camps(Hawaii and the mainland U.S.)
442nd Regimental Combat Teamand 100th Infantry Battalion
The life of Japanese-Americans
living on the mainland U.S.
The Japanese-Americans and the“Okinawan-Americans”
How the Okinawans became one ofthe dominant ethnic groups in
Hawaii
The difference between the“melting pot” and the “salad bowl”
theories using Hawaii society as an
exampleWhy Okinawans in Hawaii havebeen successful in maintaining
their “roots” and Okinawan
identity
The Okinawan identity and thehigh intermarriage rate in theState of Hawaii
Immigration and society today
Theme to be announced in class
Feedback【Work to be done outside of class (preparation, etc.)】
A resume (outline) will be released each week via H’etudes. Students
are expected to read this before each class.
【Textbooks】
Materials will be made available during the course.
【References】
Uchinanchu a History of Okinawans in Hawaii. Honolulu, HI: Ethnic
Studies Program, University of Hawaii at Manoa, 1981. Print.
Takaki, Ronald T. Pau Hana: Plantation Life and Labor in Hawaii,
1835-1920. Honolulu: University of Hawaii Press, 1983. Print.
(Available in Japanese at Hosei University library)— 22 —

発行日：2019/5/1
2. Active class participation: 15%
3. Weekly Reports: 15%
4. Midterm Project: 30%
5. Final Project: 40%

PHL321LE

ESOP:日本の思想Ⅱ (Japanese Thought II)【Changes following student comments】
Based on comments by students from the previous year, the course
will continue to feature field research assignments and independent
research projects.

Shunsuke NOZAWA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：月 5/Mon.5【Equipment student needs to prepare】
TBA【Outline and objectives】
Contemporary Japanese Occulture【Others】
TBA【Goal】
This course offers a look at contemporary Japanese culture throughsome of its “occult” subjects. It is hoped that students will gain anawareness of some aspects of contemporary Japanese culture that sharemany characteristics with popular culture around the world, and thatreveal many interesting, but controversial facets of contemporary life inadvanced industrialized societies.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Class time will consist of group discussions and lectures. Students will
perform in-class presentations on assigned readings. They will conduct
a research project on a topic of their choosing, which will culminate as aterm paper and a presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Introduction

2.

What is “occulture”?

3.

Media and Monsters

4.

Dark Tourism

5.

Local Culture andGlobal “Occulture”

6.

Divination, Gender,
Media, Materiality
Midterm Project
Presentations
Uncanny Ontology andEpistemological
Uncertainty, I
Uncanny Ontology andEpistemological
Uncertainty, II"Media," Technology,
Spiritualism
Occult and Modernity, I

7.
8.

9.

10.
11.
12.
13.

14.

Occult and Modernity,II
Occult, Media, Popular
CultureFinal Project
Presentations

Contents
Course overview, grading criteria
and assignments
Granholm. Sociological andhistorical perspectives on the occult
Manning. The case of "Slenderman." Ostension and projection as
two orientations to the mediation of"this" and "other" worlds.
De Antoni. Locality and theimportance of "distance" in theculture of the occult.
Golub. The story of "mana."
Translation and the global
circulation of occult idioms
Miller. "Occult booms" inpost-bubble Japan
Conference-style presentations
Mori, Jentsch. The concept of"uncanny" and the ideology of thehuman.
In-class screening/ discussion

Sconce. The modern technologies ofdisembodiment.
Figal. The significance of occult
thought in Meiji Japan
Foster. The history of Yokai. The"encyclopedic" and the "ludic."
Foster. Mizuki Shigeru, "Kuchisake
Onna," and other cases of modern
occulture
Conference-style presentations【Work to be done outside of class (preparation, etc.)】
Prepare the weekly readings. Conduct a field research. Research on a
topic of your choosing, culminating as a conference-style presentation
and a paper.
【Textbooks】
None. Readings will be provided by the instructor.
【References】-Asprem, Egil and Granholm, Kennet. Contemporary Esotericism.
(Equinox, 2013)-Figal, Gerald. Civilization and Monsters: Spirits of Modernity in Meiji
Japan (Duke University Press, 1999).
-Foster, Michael Dylan. Pandemonium and Parade: Japanese Monsters
and the Culture of Yokai (University of California Press, 2008)【Grading criteria】
1. Prepare the weekly readings (mandatory)— 23 —

発行日：2019/5/1
Issacharoff, Michael. Discourse as Performance. Stanford: Stanford UP,
1989.
Leiter, Samuel L. Historical Dictionary of Japanese Traditional Theatre.
Hitsotircal Dictionaries of Literature and the Arts, No. 4. Oxford:
Scarecrow Press, 2006.
Robertson, Jennifer Ellen. Takarazuka: Sexual Politics and Popular
Culture in Modern Japan. Berkeley: University of California Press,
1998.
Zeami Motokiyo, Zeami: Performance Notes. translated by Tom Hare.
NY: Columbia UP, 2008.

ART303LE

ESOP:日本の演劇 (Japanese Theater)
Akiko TAKEUCHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：金 3/Fri.3【Outline and objectives】
Traditional Japanese theater has some very distinctive characteristics
compared to traditional Western theater. Since the early 20th century,
it has thus been serving as the source of inspiration for playwrights
and theater directors around the world who attempt to overcome theboundaries set by the Western stage traditions.
This course takes up traditional Japanese theater and Takarazuka
Revue (all-female musical theater ̶-another “peculiar” Japanesetheater) and helps students compare them with Western theater.
Through this comparison, students will not only gain the indepth
understanding of both theatrical traditions but also recognize thepotentials of Japanese theater to widen the theatrical experiences ofmodern audiences.
Key Words: Noh, Kabuki, Bunraku, Puppetry, Takarazuka, Musical,
Cross gender performance【Grading criteria】
Weekly assignment and participation in class discussion: 40%
Presentations: 30%
Final Examination (in-class writing): 30%【Changes following student comments】
NA【Prerequisite】
None【Goal】
Students will learn the basic characteristics of Japanese traditional
theater in comparison to those of the modern Western theater. They
will also learn how to compare and analyze plays of various theatrical
traditions and genres.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The class combines reading of individual plays, lectures on various
theatrical genres, video viewing of the actual stages, and classdiscussion. To make the most of the cultural oppoturnities that Tokyo
provides, theater outings are also planned to be incorporated. The classschedule listed below is therefore subject to change, depending on thetheater schedule during the semester.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Introduction
2.
General overview ofJapanese traditional
theater3.
Noh drama

4.
5.

Noh and modernism
New noh6.
7.

Bunraku puppetry
History of Kabuki

8.
9.

Theatrical structure of
KabukiNew kabuki

10.

Takarazuka Revue

11.

Takarazuka Revue andcross gender
performanceStudents’
Presentations I
Students’
Presentations II
Review

12.
13.
14.

Contents
Introduction
Outing to the Tsubouchi Memorial
Theatre Museum, Waseda
University
History and theatrical structure ofnoh drama
Adaptation of noh by W. B. Yeats
Various attempts to apply noh
technique in modern theater
Puppets and human actors
History of cross gender
performance in Japanese culture
Comparison between kabuki andWestern cross gender performance
Various attempts to apply kabuki
technique in modern theater
History and theatrical structure of
Takarazuka Revue
Comparison between Takarazuka
Revue and non-cross-gendermusicals
Creation of new noh and new
bunrakuCreation of new kabuki and new
Takarazuka
Analysis of the plays created by thestudents【Work to be done outside of class (preparation, etc.)】
The instructor will provide weekly study questions to guide your reading
and to help you analyze the videos of the plays you have seen in theprevious class. All students must submit brief comments to the weekly
study questions before the class and participate in the class discussions.
【Textbooks】
Various Handouts.
【References】
Traditional Japanese Theatre: An Anthology of Plays. edited by Karen
Brazell. NY: Columbia UP, 1999.

— 24 —

発行日：2019/5/1

HIS325LE

ESOP:日 本 文 化 史 入 門 (Introduction to Cultural
History of Japan)

12.

Modern Times II

13.

Modern Times III

14.

Students’presentations based on
their term paper

Shiho MAESHIMA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：火 3/Tue.3【Outline and objectives】
This course is a survey of cultural history of Japan. Students will expose
themselves to a wide range of cultural works, traditions, and practices
of Japan in a roughly chronological order. The course will also give
students an overview of the scope of approaches and concepts in recent
studies in humanities and explore various perspectives from which
diverse cultural artifacts can be interpreted or analyzed. Through thiscourse, students will learn how to critically approach various texts andimages concerning or produced in Japan, both premodern and modern.
【Goal】
By the end of the course, students are expected to have gained a basic
understanding of cultural history of Japan and to be able to examine
a wide variety of cultural artifacts ranging from literary works torepresentations in mass media, while avoiding cultural essentialism,
being attentive to socio-historical contexts and complicated discourses
on class, gender, and ethnicity.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes will consist of lectures and various activities, including
discussions, reaction paper writing, and student presentations. In eachclass students will be expected to critically analyze diverse cultural
materials in order to better understand or consider the issues inquestion. Classes are conducted entirely in English. Reading materials
are written in English (sometimes available both in English andJapanese) and will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Course Introduction
2.
Anciant Times I

3.

Ancient Times II

4.

Medieval Times I

5.

Medieval Times II

6.

End of Medieval Timesand Introduction to
Ealy Modern Period

7.
8.

screening of a film onbunraku
Early Modern Times I

9.

Early Modern Times II

10.

End of Early Modern
Times and the
beginning of Modern
Times
Modern Times I

11.

Contents
Overview of the course
Nara, early Heian (culturalinterractions in East Asia;
invention of Japanese writing
systems and the development ofgendered literary genres)
late Heikan and early Kamakura(further development of genderedliterary genres; the beginning of"kokufu bunka")
Kamakura (shift in cultural
hegemony from the aristocrats tothe samurais; spread of culture
from the center to the peripheries)
Muromachi (cultural interractions
in East Asia; further developmentof samurai culture; development ofcommoners’ culture)
Late Muromachi (Sengoku, Azuchi
Momoyama), the beginning of Edo
Period (cultural interractions inEast Asia in the "Age of Discovery";development of popular
performancesin-class screening

Early Showa (development of
popular culture and mass media;
censorship)
Late Showa, Heisei (further
development of popular culture andmass media; reactions to Japan’s
rapid economic development among
intellectuals and popular culture)
Students’ presentation (final paperdue)【Work to be done outside of class (preparation, etc.)】
Weekly assignments (mainly reading assignments), preparation for inclass presentations, reviewing the previous class, preparation for the
final paper.
【Textbooks】
Reading materials will be provided by the instructor.
【References】
Reference materials will be suggested by the instructor wheneverappropriate.
【Grading criteria】
Class participation (homework assignments,
reaction,in-class reaction paper writing):35%
Presentation(s): 35
Final paper: 30 %discussions,lecture【Changes following student comments】
I heard from students that many of them started their ESOP program in
the fall semester and thus that they would prefer to take an introductory
course in the fall semester rather than the spring semester. Accordingly,
I have decided to teach the course “Media and Modernity in Japan” (alittle bit advanced course) in the spring semester and the “Introduction
to Japanese Cultural History” (an introductory course) in the fallsemester. I also decided to assign the students the final paper instead ofwriting exams in order to encourage their motivation for study.
【Equipment student needs to prepare】
Students are expected to use the university’s online class support
system (“H’etudes”).
【Others】
Do not miss the first class. (A detailed syllabus will be handed out.)
Please note, the above schedule is subject to change.
Prior study of modern Japanese history and media development inJapan is not required. A strong interest in and a serious commitment tolearning media and everyday modernity in Japan are.

early Edo (development ofcommoners’ culture; the birth ofukiyoe)Late Edo (shift in cultural centerfrom the Kamigata (Kansai) to Edo(Kanto); further development ofcommoners’ culture including
ukiyoe; censorship)
the end of Edo, the beginning of
Meiji (cultural interractions with
the West; formations of modern
cultural institutions)
Late Meiji, Taisho (cultural
cosmopolitanism; birth of modern
popular culture)— 25 —

発行日：2019/5/1
10thclass:

LIT301LE

ESOP:日本の文学 (Japanese Literature)
URBANOVA Jana
11thclass:

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：水 4/Wed.4【Outline and objectives】
This course is a survey of ancient to modern Japanese literature. Major
literary works are introduced with an emphasis on their literary artistry
as well as their historical and cultural importance. Focus is also
placed on the unique philosophy that shaped the aesthetic values inJapan throughout the centuries. This topic will be further highlighted
by discussing differences in Eastern and Western world views and byincluding a lecture introducing Okinawan poetry.
【Goal】
Goals:
1. to learn about major literary works in their historical and culturalcontext2.
to gain deeper understanding of the different philosophicalbackgrounds that have influenced the way of thinking in Japan and theWest
3. to encourage independent thinking and opinion sharing【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course is based on lectures by the instructor featuring the useof written and audio-visual form. In addition, every student will be
required to deliver a class presentation on a given topic and to submit ashort written summary of the presentation. The topics together with thestudy materials for the presentation will be distributed at the beginningof the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1st
Introduction
class:
2nd
Japanese perception ofclass:
nature, Part 1

3rdclass:

4thclass:

5thclass:

6thclass:

7thclass:

8thclass:

9thclass:

Contents
Introduction to course; schedulingof presentations
Definition of nature andcorresponding terms in Japanese;
Japanese love for nature and its
various aspects; Japanese vs.
Western concepts of nature
Japanese perception of The four seasons as one of thenature, Part 2
central concepts in Japaneseculture and literature; the conceptof transformation and change,
harmony of yin and yang;
perception of time
Natural images in
Literal and figural meaning ofclassical Japaneseimages; metaphors in Japanese vs.
poetryWestern poetic tradition;
pivot-words (kakekotoba)
Key concepts ofFour aesthetic concepts inJapanese aesthetics
Japanese culture and literature;demonstration of these concepts inEssays in Idleness by the Buddhist
priest Kenkō
Japanese mythology
Records of Ancient Matters (Kojiki);
Japanese mythology vs. Western
ideological concepts (Greek
mythology and Christianity)
Japanese poetry, Part 1 The role of poetry from ancient
times through the era of Man’yōshū(Collection of Ten Thousand
Leaves) to the flourishing era ofimperial poetry anthologies
Japanese poetry, Part 2 Long and short poetic forms (chōka
and tanka); believed to be the firstJapanese poem in the fixed form;
major themes and literary devices
in classical poetry
Japanese prose, Part 1 Japanese tales and its various
genres; the oldest preserved tale
(The Tale of the Bamboo Cutter;
Taketori Monogatari) and thecollection of poem tales (Tales ofIse; Ise Monogatari)

12thclass:

13thclass:

14th
class:

Japanese prose, Part 2

Flourishing of women writers inthe Heian period with a focus on
two prominent figures Murasaki
Shikibu and Sei Shōnagon andtheir works The Tale of Genji (Genji
Monogatari) and The Pillow Book
(Makura no Sōshi)
Tales of the
Ueda Akinari and his Tales ofsupernatural in
Moonlight and Rain (Ugetsu
pre-modern literature
Monogatari)
Tales of the
Akutagawa Ryūnosuke and thesupernatural ininfluence of Japanese Tales frommodern literature
Times Past (Konjaku MonogatariShū); short stories In a Grove(Yabu no Naka) and Rashōmon
The world of fantasy
Miyazawa Kenji: fantasy noveland reality ofMilky Way Railroad (Ginga
Miyazawa Kenji
Tetsudō no Yoru), poem Be not
Defeated by the Rain (Ame ni momakezu)The world of Okinawan Language rules in Okinawan
poetrylyrical poetrcy ryūka; two womenpoets of Okinawa: Yoshiya Tsuru
andOnna Nabe and their ryūka
poems【Work to be done outside of class (preparation, etc.)】
Please prepare a short self-introduction for the first class. Each student
will be asked to deliver an oral presentation on a designated topic andto submit a short written summary of the presentation at the end of
the semester. Students are also expected to actively engage in classdiscussions and to revise all of the readings done in class, as they will
form the basis for the final essay topics.
【Textbooks】
Asquith, Pamela J. and Arne Kalland, ed. Japanese Images of Nature.
Richmond: Curzon Press, 1997.
Keene, Donald. The Pleasures of Japanese Literature. New York:
Columbia University Press, 1988.
All necessary study materials and handouts will be provided by thelecturer. Students don’t need to purchase the textbooks.
【References】
Selected references:
Keene, Donald. Anthology of Japanese Literature. Rutland, Vermont &Tokyo: Charles E. Tuttle Company, 1956. Twenty-second edition, 1991.
Keene, Donald. Appreciations of Japanese Culture. Tokyo, New York &London: Kodansha International, Ltd., 1971. First paperback edition,
1981.
Keene, Donald. World Within Walls ‒ Japanese Literature of the PreModern Era, 1600-1867. New York: Holt, Rinehart and Winston, 1976.
McCullough, Helen Craig. Classical Japanese Prose: an Anthology.
Stanford: Stanford University Press, 1990.
Miner, Earl. An Introduction to Japanese Court Poetry. Stanford:
Stanford University Press, 1968.
Further references and handouts related to the topic of each class will
be provided by the lecturer.
【Grading criteria】
Class attendance and oral participation are expected; failure toparticipate in class will result in the subtraction of marks from the total.
Grading criteria: oral presentation and written summary (60%); final
essay (40%).
【Changes following student comments】
Since the course is being led by the current teacher for the first time,
there are no student comments.
【Others】
Students who have taken/will take the ILAC courses Elementary
Humanities A or Humanities A taught by this instructor, shouldn’t
register for this course.
【】This course is a survey of ancient to modern Japanese literature. Major
literary works are introduced with an emphasis on their literary artistry
as well as their historical and cultural importance. Focus is also
placed on the unique philosophy that shaped the aesthetic values inJapan throughout the centuries. This topic will be further highlighted
by discussing differences in Eastern and Western world views and byincluding a lecture introducing Okinawan poetry.

— 26 —

発行日：2019/5/1

ECN317LE【Work to be done outside of class (preparation, etc.)】
Read and review class material.

ESOP:日本の金融システムⅡ (The Contemporary
Japanese Financial System II-Capital Markets andInvestment Management-)【Textbooks】
The instructor will utilize material from a variety of academic, financial
media, Japanese government and financial industry sources.

John REILLY【References】
Will be provided to students.
【Grading criteria】
Students will be evaluated on active class participation, discussions
and group work (20%); a midterm group report (30%); and a final
examination (50%).

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：火 5/Tue.5【Outline and objectives】
An examination of the contemporary Japanese capital markets andinvestment management sectors and the interaction of its main participants: financial institutions, corporations, government organizations,industry associations, politicians and the investing public.
【Goal】The goal of the course is for students to gain an understanding of capital
markets and investment management in the Japanese economy.
【Which item of the diploma policy will be obtained by taking this class?】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

12.

13.

14.

【Equipment student needs to prepare】
None.
【Prerequisites】
A general knowledge of financial industry structure and terminology isdesirable but not required.
【】“Abenomics” is posing new challenges for Japanese securities firms
and institutional investors as they actively look for opportunities togrow their domestic and international businesses. The course will
look at the structure and characteristics of the Japan’s contemporary
capital markets and investment management sectors, main domestic
and international participants, Japanese investment bank involvementin global capital markets and Japanese government regulatory reform
initiatives to grow the financial services industry.

【Method(s)】The class will consists of lectures and discussions.

【Schedule】
No.
Theme
1.
Course Introduction
and Overview
Key Concepts andVocabulary
The Role of the
Financial System in
the Japanese Economy
2.
Development of the
Post-World War II
Japanese Financial
System - Structure of
the Contemporary
Japanese CapitalMarkets andInvestment
Management Sectors
3.
Equity, PublicCompanies and Initial
Public Offerings
4.
Stock Exchanges andSecurities Trading
5.
Bonds and Fixed
Income6.
Institutional
Investment
Management in Japan
7.
Retail Investment
Management in Japan
8.
Midterm Group Report
Presentations
9.
Alternative
Investments: Hedge
Funds and Private
Equity Firms
10.
Japan Post Bank and
GPIF Roles inJapanese Financial
Markets
11.
Guest Speaker【Changes following student comments】
Students will be expected to be prepared for class discussion by reading
handouts and other material distributed by the instructor.

Contents
Introduction of themes covered in
the course.

Introduction to capital markets
and investment management.

Discussion of company stock andlisted companies.
Discussion how stocks and othersecurities are traded.
Discussion of bonds and other fixedincome securities.
Discussion of professional
investment firms.
Discussion of personal investors.
Presentations of midterm groupreports.
Discussion of hedge fund andprivate equity firm investment
activities.
Discussion of Japan Post Bank andGovernment Pension Investment
Fund activities.
Presentation by financial industry
professional.
Discussion of the role and activities
of Japanese government financial
regulators.

Capital Markets andInvestment
Management
Regulation: Financial
Services Agency andSecurities andExchange SurveillanceCommission
Future Developments
Discussion of future developments
in Capital Markets and in Japan’s financial industry.
Investment
Management in Japan
Review
Review of course activities.

— 27 —

発行日：2019/5/1

ECN332LE

ESOP:日 本 の モ ノ づ く り と 世 界 経 済 (JapaneseGoods and the Global Economy)
Julia YONGUE
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：火 3/Tue.3【Outline and objectives】
Objectives: (1) To explore the origins and evolution of a wide array ofordinary Japanese goods ranging from ramen and cameras to cosmetics
and anime and (2) to trace their connections to global markets andconsumers in Japan and other parts of the world.
Outline: By following the “journey” of Japanese goods through timeand space, students learn to identify features of Japanese products andinterpret their impact on culture, business, and society.
【Goal】To examine the historical, social, cultural, and economic circumstances
surrounding the creation (monozukuri) and global circulation ofJapanese goods.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】(1) interactive lectures and discussions based on reading assignments
and information provided in lectures; (2) guided museum visits; (3)group presentations; (4) student-led fieldwork【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction to thecourse and key terms

2
3
4
5

6
7
8
9
10
11
12
13
14

Global commodities
Global goods andchanging lifestyles
Global cuisine
Postwar Japanese
lifestyles and consumer
goods
Global beverage
Global technology
Global technology
Global taste
field trip
Globalization of culture
Globalizing images ofbeautyFinal evaluations 1
Final evaluations 2

Contents
Globalization; Japan’s entry into
the global economy; "monozukuri,"etc.
Japanese (green) tea
Rice Cookers
Ramen/instant cup noodles
Museum visit to Showakan(National Showa Museum)"Japanese" Coffee
CamerasCamera Museum visit
Ajinomoto and the "washoku" boom
Ajinomoto Corporate Museum visit
Cool Japan and soft power:
PokemonFashion and cosmetics
Presentations 1
Presentations 2【Work to be done outside of class (preparation, etc.)】
Actively participating in all class discussions is essential to doing well inthis course. Students are expected to prepare by doing all the required
reading assignments before coming to class.
【Textbooks】
All reading assignments and other materials will be made available on
the course website or via the library databases.
【References】(1) Kenneth Pomeranz and Steven Topik, The World that Trade Created,
M.E. Sharpe (2006)(2)Thomas Friedman, The Lexus and the Olive Tree, Farrar, Straus,
Giroux (1999).
【Grading criteria】
Students will be evaluated according to the following criteria.
(1) Participation in class discussions, presentation of reading assignments, in-class group work/discussion (40%)*(2) Participation in field trips (10%)(3) Assignments (20%)(4) Final Presentation and short report (30%)*More information regarding the syllabus will be provided in class.
【Changes following student comments】
None.
【Equipment student needs to prepare】
None.

— 28 —

発行日：2019/5/1
14.

GDR324LE

ESOP:日本社会のジェンダー (Gender in JapaneseSociety)
Akiko MIZOGUCHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：水 5/Wed.5【Outline and objectives】
This course aims to introduce students to gender issues in Japanesesociety, including attention to visual materials.
All course readings will be in English.
【Goal】
Students will become familiar with various gender issues in Japanesesociety through diverse reading materials by journalists, sociologists,
anthropologists, film theorists, historians, art historians, literaryscholars, among others. It is hoped that by examining the complexity
in which “gender” operates, students will become equipped to thinkon their own beyond gender stereotypes that they may encounter incontemporary Japan.

Sexuality As
Final take-home exam to be
Discursive Construct & handed out.
Recent LGBT Activism "Cartographies of Desire:Male-Male Sexuality in Japanese
Discourse1600-1950 & Three
Activists on Gender and Sexuality"【Work to be done outside of class (preparation, etc.)】
Keep up with the weekly readings so as to be able to contribute to theclass discussions.
Prepare a presentation.
Write a midterm essay.
Respond to the final take-home exam.
【Textbooks】
Reading materials will be provided as handouts or made available on
H’etudes. (Each student is responsible for keeping all the readings andbringing the assigned reading to class on the designated day.)【References】
The instructor will suggest reference materials whenever appropriate.
【Grading criteria】
Contribution to class discussions & comment cards 15%
Midterm essay 30%
Presentation 15%
Final take-home examination 40%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
Not applicable.

【Method(s)】This course will combine lectures, discussions, presentations andscreenings. The topics covered will include, but not necessarily belimited to, the following in the schedule section.

【Others】
Prerequisites: None. Simply an interest and commitment to learning
about gender issues in Japan.
Do not miss the first class as a selection process may occur.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Introduction

2.

How Single Women
Support and Resist
Family in Japan

3.

“Reverse Orientalism”
in Modern Japanese
Discourse

4.

Famous "Lesbian"
Author and her Novel
Gender Dynamics in
the Takarazuka Revue

5.

6.

Gender Dynamics inthe "Actress Debate"

7.

Gendered Fantasy and
Representation

8.

Gender Dynamics in
Shôjo Manga
Gender in JapaneseArt"Otaku," "moe," andConsumption
Gender and Work-1

9.
10.
11.
12.
13.

Contents
Lecture on the Concept of Genderin the Japanese Context
videos:kabuki, Takarazuka,
Akihiro Miwa (In search of Black
Lizard),Reference: Global Gender Gap
Index
Students’ Comments, Lecture andDiscussion(Students will sign up forpresentations) “Working andWaiting for an ‘Appropriate Person’:How Single Women Support andResist Family in Japan”
Student Presentation begins. “Arethe Japanese Feminine? Some
Problems of Japanese Feminism in
Its Cultural Context”“Not That Innocent: Yoshiya
Nobuko’s Good Girls”
Mid-term topic to be announced.
“The ‘Magic If’: Conflicting
Performances of Gender in the
Takarazuka Revue in Japan”“Acting Like a Woman,” “Modern
Formations of Gender andPerformance”
Mid-term paper due.
"Theorizing “BL (Boys’ Love)” as aTransformative Genre"“Affective Labor”"Gender Dynamics in Medieval
Imperial Panels"“Love Revolution: Anime,
Masculinity, and the Future”“Uchi, Gender and Part-TimeWork"-1
Gender and Work-2“Uchi, Gender and Part-TimeWork"-2
Censorship and Gender “Oshima Nagisa’s Ai No Korida
Reconsidered: Law, Gender, andSexually Explicit Film in Japanese
Cinema”— 29 —

発行日：2019/5/1

ART333LE

ESOP:日 本 の ビ ジ ュ ア ル ア ー ト (Visual Arts inJapan)
Shiho KITO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：木 3/Thu.3【Outline and objectives】
While you are waiting for a train in morning rush hour, you may haveencountered slightly peculiar scenes in Japan: an office worker enjoying
manga, a lady putting a yuru-chara keyholder on her upscale designer
bag, or a train sliding into the station of which interior and exterior
covered up by printed anime characters.
Such visual art culture seemingly pervades and is well-accepted inJapan. Looking at the development of visual arts, can it help us to geta better understanding of people’s idea or aesthetics, which such visualarts may embody?
This course explores relationships between the study of visual arts
focusing on Modern and Contemporary eras and the expressions andideas behind them. Adopting interdisciplinary and practice-based
approaches to arts, media, and design, we will look at how visual arts
and its aesthetics have shaped and influenced Japanese daily life andpeople’s way of seeing things.
【Goal】
The course aims to nurture critical eyes to visual arts through lecturesand practices while referring to correlated arts and design movements
as well as historical backgrounds in and outside Japan. Gaining insights
into how visual arts have been developed in Japan, students will obtaina deeper understanding of visual expression, visual language, ideas
and aesthetics (e.g. kawaii, ma), as well as practical experience whileworking on a theme of your own (to be discussed and decided in class).
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course uses a practice-based learning approach to develop students’
understanding of visual arts in Japan. Students are expected toengage in weekly exercises supported by lectures discussing signature
artists, designers and artworks. Exercises initially take the formof drawing activities that ask students to explore artworks visually.
Working towards an individual approach, students are required to makeartworks (in any media), to assemble them as visual art projects, and topresent them in the form of portfolio books. To create a portfolio book,
students are expected to use an online book printing service (suggestions
will be given). To evidence the creative process, students are also
expected to document the classes and activities in a workbook.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.
3.
4.

5.
6.
7.
8.
9.
10.
11.

12.
13.
14.

Contents
Introducing the course andexpectations
Hito: Portraits
Exploring portraits in drawings,
paintings and photography
Sekai: Landscapes
Exploring landscapes in drawings,
paintings and photography
Monogatari:
Looking at picture scrolls, manga
Storytelling
and anime as a means ofstorytelling
Manebu: Appropriation Reproducing or ’borrowing’artworks as your own
Mono: Objects
Exploring objects in craft,
sculpture, installation and figure
Utsusu: Reflection
Exploring photography and film
Tsutaeru: Message
Exploring propaganda and graphic
designPortfolio Preparation
Introducing available book printing
service for portfolios
Proposals
Presenting and discussing
students’ idea
Research and Strategy Discussing and reviewing
work-in-progress in terms of chosen
media and strategies
Peer Review
Making final amendments andadjustments to portfolios
Final Presentation /Feedback session and final
Portfolio Review 1
presentation
Final Presentation /Feedback session and final
Portfolio Review 2
presentation【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials for class(instructions will be given each week), as well as do assigned readings.
Students are expected to maintain a sketchbook describing/reflecting
upon their creative activities and experience in each class. The visualart project will also require a number of hours spent outside of classin order to complete artworks and build the portfolio book. Visits to atleast one art exhibition in/around Tokyo during the course will help withideas and inspiration (suggestions will be provided).
【Textbooks】
No textbook will be used.
distributed in class.

Handouts and reading materials will be【References】
Berger, John (1972/2008) Ways of Seeing, Penguin Books.
Clements, Jonathan (2013) Anime: A History, British Film Institute
Gravett, Paul (2004) Manga: Sixty Years of Japanese Comics, LaurenceKing.
Kamekura, Yusaku (2005) Kamekura Yusaku no Design, Rokuyosha.
Tanaka, Ikko et al (1998) Tanaka Ikko: Graphic Master, Phaidon Press.
Tsuji, Nobuo (2018) History of Art in Japan, University of Tokyo Press.
Tucker, Anne et al (2003) The History of Japanese Photography,
Museum of Fine Arts Houston.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: students are expected to take part in weekly activities
and submit class assignments and proposals for the final projects(instructions and goals are set for each assignment to be completed).
More than 2 unexcused absences will result in failure of this course.
Portfolio Book: each student must produce a portfolio book (min. of 12
pages with no less than 6 visual images) in any media, which explores
their own theme (to be discussed in class). Students will also be asked
to use an online book printing service. Further details will be explainedin class.
Research Workbook: students will be required to make weekly
contribution to their workbooks (minimum of 2 pages per week) withclass activities and self-directed research activities. In final review
session, each student must make 3 min presentation about inspirations
and learnings from research and how they influenced his/her visual art
project.
The final grade is based on: Participation 20%, Portfolio Book (Visual
Art Project) 50%, and Research Workbook 30%.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Students will need a laptop or smartphone, a workbook (e.g. blanksketchbook in B5-A4 size), a selection of drawing materials (e.g. colour
pencil, pastel crayon, pen, pencil, brush, ink) and general stationary(e.g. glue, tape, scissors, ruler). Other specific art materials may also
be requested although notification will be given. Students will also needaccess to a camera/mobile phone camera and a printer and know how to
use it. Details of the required sketchbook and drawing materials will begiven in class.
【Others】
Being naturally creative is not a requirement for this course, however,students are expected to come to class on time, participate and showinterest. Please note that each student will be asked to pay for an online
book printing service to produce his/her portfolio book. Printing will cost
500 - 4,000 yen according to size, number of pages, and print quality.
Further details will be explained in class.
The instructor is a photographer and an independent curator who has
work experience at a contemporary art gallery in Tokyo.

— 30 —

発行日：2019/5/1

SOS318LF

ESOP: ディスカバージャパンⅡ (Discover Japan II)
James LASSEGARD, Akiko MURATA【Work to be done outside of class (preparation, etc.)】
Participants will be expected to conduct fieldwork assignments outsideof classroom in pairs or in small groups. No credit will be given to those
who do not participate in the Tama Campus retreat weekend. Students
interested in taking the course must confirm their participation.
【Textbooks】
Handouts

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：木 3/Thu.3【References】
Relevant literature will be introduced in class as necessary.

【Outline and objectives】
In this course students from diverse nationalities and cultural
backgrounds will work together in groups using English and Japanese
to do research and learn more about Japanese society in the process. In
the classroom, students will learn and use fieldwork research methods
in order to gain in depth knowledge of Japanese society. Classroom
instruction is comprised of occasional lectures and team-building
activities.
Students will also learn from each other by sharing
information in group discussions.
【Goal】
Students will learn how to work effectively and flexibly in multiculturaland international groups, learning from the diverse perspectives ofgroup members and overcome the challenges of working with people
from different cultural backgrounds. Students will gain in depth
knowledge about Japan and Japanese society through experiential
learning as a result of this course. Personal and academic growth
can be expected. They may even discover something about their own
intercultural self and their strength and weaknesses in the process ofgroup and field work.

【Grading criteria】* Attendance/participation/leadership: 20%* Homework and assignments: 15%* 2nd presentation (group evaluation): 40%* Final paper (individual evaluation): 25%【Changes following student comments】
Student evaluation percentages have been updated to put moreemphasis on the 2nd fieldwork project.
【Others】
There is no textbook for this course. Handouts will be provided andstudents must do outside research on their topics.
*Note: The Tama Campus retreat weekend may cost 2,000 yen. This
includes overnight lodging fee and dinner.
All students who wish to take DJ must also attend the first day of class.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course is exploratory and reflective in approach, and it offers
multilingual and multicultural platforms for students to collaborate andlearn in pairs and in small groups.
Prerequisite for participants: Students are expected to have a strong
desire to participate in diverse (multicultural and mulilingual) groups.
They are also expected to be curious about Japan and Japanese society.
English is the main language of course and students should have astrong willingness to communicate in English. Due to the immersive
nature of the fieldwork assignments International students have atleast intermediate Japanese language ability. However, exceptions may
be made for those showing strong willingness to communicate.
【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme
9/27
Orientation
10/4
Orientation II

10/11
10/18

10/25

11/8
11/15
11/22
11/29
12/6
12/812/9

12/812/9
12/812/9
12/1022

Contents
Outline of the class
Reflection on your assumptions
about culture, and cross-cultural
encounters.
Preparation for
Preparation for the first
fieldwork assignment 1 assignment
Group tutorials for
Reporting project progress to theFieldwork Assignment instructors.
1
Group tutorials for
Reporting project progress to theFieldwork Assignment instructors.
1
Presentations forGroup presentations
Assignment 1
Presentations ofGroup presentations
Assignment 1
Reflections ofReflections on the first assignment
Assignment 1
Preparation for
Preparation for the second
Assignment 2
assignment
Group tutorials
Reporting project progress to the(Assignment 2)
instructors.
(date to be
Fieldwork activities, presentations,confirmed)Final
and reflections at the Fuji Seminar
Presentation Retreat(to be held at Tama
Campus)Same as above
Same as above
Same as above

Same as above

Final tutorials

Individual tutorials— 31 —

発行日：2019/5/1

ARSl323LE

10

Participatory
development

11

Using Japaneseexperiences indevelopment
cooperation

12

International
cooperation throughlocal governments

13International
cooperation by
Japanese NGOs

14

TICAD and Japan’s
cooperation to Africa

ESOP:日本の国際協力 (International Cooperation ofJapan)
Nobuhisa TAKEDA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：木 5/Thu.5【Outline and objectives】
This course aims to provide students a broad understanding ofpolicies and actual practices of Japan’s international cooperation fordeveloping countries and global agendas mainly focused on the Official
Development Assistance (ODA).
【Goal】The goal of this course is to provide the students with a broad
understanding of Japan’s ODA including important issues on development cooperation and role of various actors involved in the Japan’sinternational cooperation.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Lecture and discussion. Discussion is conducted based on related dataand cases. Audio visual materials are also used to enhance students
understanding.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction tointernational
cooperation of Japan

2

Japan’s ODA: history
and policy

3

Trend of international
development andJapan’s ODA

4Implementation
mechanism of Japan’s
ODA

5Comparison with other
donor countries

6

Technical cooperation
project: role of JICA
Experts

7

Project Cycle
Management

8

Infrastructuredevelopment and Yen
loans

9

Human security andpeace building

1) Stakeholders participation indevelopment
2) Role of community, NGOs andlocal government3) Case from JICA Project in South
Sulawesi, Indonesia
1) How Japanese experiences canbe used in international
cooperation
2) MCH handbook for primary
health care3) Application of Kaizen practices
1) Why local governments are
involved in international
cooperation
2) One village one productmovement
3) Jimotogaku (Localogy)
1) History of Japanese NGOs
2) Situation of Japanese NGOs
3) Relationship between NGOs andODA
1) Japan’s cooperation to Africa:
Why?
2) TICAD process and Japan’s
initiative
3) Some cases of Japanese aid to
Africa【Work to be done outside of class (preparation, etc.)】
Students are expected to read the handouts and other reading materials
distributed in the class. Students are required to write mid-term paperand final paper.
【Textbooks】
The instructor will provide handouts and reading materials.

Contents
1) Why international cooperation isneeded?
2) Who involved in theinternational cooperation in Japan?
3) What areas of international
cooperation are necessary?
1) Historical aspect of JapaneseODA2) Japan as a recipient country
3) ODA policy and its trend
1) Historical trend of international
development cooperation
2) Economic theories and events
behind the trends
3) Reflection of international trend
towards Japan’s ODA
1) Different types of ODA2) Project formulation andimplementation process3) Role of MOFA, other Ministries
and JICA
1) OECD-DAC Peer review on
Japan’s ODA
2) Comparison with major donor
countries3) National interest and strategic
use of ODA
1) Approach of technicalcooperation
2) Capacity development
3) Role of JICA Experts
1) Stakeholders Analysis
2) Problem Analysis and Objective
Analysis3) Project Design Matrix (PDM)
1) Economic development and roleof infrastructure2) Master plan study and regional
development
3) Infrastructure and Yen loans
4) Promotion of quality
infrastructure investment
1) Human security concept2) Application of human security
concept in projects
3) Conflict prevention and peacebuilding【References】
The instructor will indicate reference materials in the cource syllabus
provided in the first class.
【Grading criteria】
10% based on participation, 45% mid-term paper, and 45% final paper.
【Changes following student comments】
Not applicable.

— 32 —

発行日：2019/5/1

SOC327LE

8

Documentary
screening I

910

Documentary
screening II
Snowden as a source

11

Driving the discussion

12

Things foreign

13
14

PR and the press
New Media

ESOP:日本におけるジャーナリズムⅡ (Journalism
in Japan II)
Robert SAKAI-IRVINE
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：金 1/Fri.1【Outline and objectives】
News plays a significant role in forming what we all think we know
about the world. Through the lens of print news here in Japan,
Journalism in Japan II asks students to question and discuss the ethics
of reporting, tackling issues including anonymous sourcing, privacy vs.
public interest, and cozying up to information sources. Hopefully, youwill never look at news articles the same way again.
NOTE: You may enroll in this course without having taken Journalism
in Japan I.
【Goal】To achieve the above, you will explore the ins and outs of news reportingby:- exploring how print news media operates in Japan, especially the big
national dailies;- learning the basics of writing articles and penning a few of your own,
from a simple crime story to a major news feature;- looking at real-world examples from both the past and more recent
times, and discussing ethical problems and solutions for each case withclassmates and the instructor;- and choosing real-time news stories to dissect in class, asking the basic
but important questions: What happened? And is it news?
【Which item of the diploma policy will be obtained by taking this class?】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

3

Part I: The Japanese
news media landscapePart II: Building anarticleCoverage

4

Sources5

Kisha clubs

6

Getting personal

7

Anonymity

Discussion of Edward Snowden as
a news source, and his treatment
by reporters.
Advocacy journalism,
agenda-setting and the
purpose of reporting the news.
Article 3 due.
Overseas news coverage in Japan,
and Japanese news coverageoverseas.
What’s news and what’s an ad?
What are the ethical implicationsof instant news? How does thedigital news landscape in Japan
compare to overseas?

【Work to be done outside of class (preparation, etc.)】- Weekly reading assignments.
- Read and be ready to discuss at least one news article about Japaneach week.
- Write three news articles and one short essay.
【Textbooks】
Students will receive readings in each class. Also, students are expected
to keep an eye on current affairs in Japan by following the news
regularly.
【References】
Additional literature will be introduced in class as necessary.

【Method(s)】We will use a mix of comparative readings, presentations, writing
assignments and plenty of class discussion to explore the journalistic
and media landscapes of Japan and get into the nitty-gritty of how thenews is reported.

【Schedule】
No.
Theme
1
What makes a goodnews article?

Citizenfour screening.
Article assignment 3: Long-form
news article or feature, based onprovided information and quotes
plus the student’s own research.
Up to a 5% bonus for originalreporting. Due in Class 11.
Citizenfour cont’d.

Contents
Outline of the class. Class
discussion: What makes a goodnewspaper article? And what are
the ethicalfoundations of writing one? Shortessay assigned. Due in Class 3.
Part I: The Japanese news media
landscape: Who are the big players
in Japan’s news media? What are
its unique features? And what’s itlike to be a Japanese reporter?
Part II: What are the major types ofarticle, and how is each one built?
Who gets coverage? And why?
Short essay due.
Article assignment 1: Write a basic
news article based on provided
information. Due in Class 4.
Goldmines and landmines.
Article 1 due.
Kisha clubs are a fairly uniquefeature of reporting in Japan. But
what are they? And are they anethical source of news?
Article assignment 2: A news piece
about former US President Barack
Obama’s visit to Hiroshima, using
speech excerpts.
Due in Class 7.
Can reporters be friends with theirsources? Case study: The Mainichi
Shimbun and the return of
Okinawa.
The prevalence of anonymous
sources in Japanese articles. Whenis anonymity necessary, and whenis it an ethical misstep? Who does
anonymity serve?Article 2 due.

【Grading criteria】
Participation: 25%
As this is a heavily discussion-focussed class, you should be willing tostate your views on the topics covered and engage both the instructor
and your classmates in debate and exchanges of ideas. Everyone will
have plenty of chances to speak, and you will be given the time you needto express yourself, so make your voice heard.
Preparation: 25%
Be ready to discuss the weekly readings in detail and from multiple
angles. Please note that you will sometimes be asked very specificquestions about the readings, and to make short group presentations
regarding the material.
Also, have at least one Japan-related article from that week’s news
ready to discuss in every class.
Three articles: 40%
Article 1=5%, Article 2=15%, Article 3=20% (+possible bonus)
Note that you should be ready to exchange your work with classmatesfor peer review. That means getting things done on time. In the news
business, missing deadline is not an option.
One short essay: 10%
NOTE: Three unexplained absences will result in an automatic E.
【Changes following student comments】
I have endeavoured to boost the time for group discussions, to help
students test their ideas with a small circle of peers before presenting
them to the class as a whole.
【Others】
This is a practically focussed continuation of Journalism in Japan I,
though it may be taken on its own with no problem. Some foundationmaterial is shared with JiJ I, but the core focus and tasks are different.
【】News plays a significant role in forming what we all think we know
about the world. Through the lens of print news here in Japan,
Journalism in Japan II asks students to question and discuss the ethics
of reporting, tackling issues including anonymous sourcing, privacy vs.
public interest, and cozying up to information sources. Hopefully, youwill never look at news articles the same way again.
NOTE: You may enroll in this course without having taken Journalism
in Japan I.

— 33 —

発行日：2019/5/1

TRS320LF

ESOP:コンテンツツーリズム (Culture Tourism and
J-Pop)【Changes following student comments】
Whenever possible, we will devise the contents to meet students’interests.
【Others】
There are also minor changes to course content.

Toshiyuki MASUBUCHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：木 6/Thu.6【Outline and objectives】
To consider the use of media content in the development of tourism
using both older works and the latest examples within the context ofregional development, as well as, to introduce the contents of the works
themselves.
【Goal】
Through tourists’ consumer behavior, we will consider the degree andpenetration history of pop culture in Japan. The goal is to give an
overview of Japanese pop culture to students.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes are in lecture format, but we use a lot of materials such asimages. And students are also required to actively participate in debate.
【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme
1.
Course introduction

2.

3.

4.

5.

6.
7.

8.
9.

10.

11.

12.
13.
14.

Explanation of a
Cultural Tourism and
J-Pop.
History of a Cultural
Tourism and J-Pop.

The Charm of “Kita no
Kunikara" (From a
North Country)
The Charm of "Taiga
drama" (NHKhistorical dramas)
Korean Boom Drama:"Winter Sonata”
The reasons for thedevelopment of the"Shigeru Mizuki Road"
Anime as Fetish
Historical novels andthe development ofsightseeing
Tourism caused bysongs containing local
references.
A look at sites in"Bokuraga Ita" by Yuki
Obata
A look at sites in"1Q84."
A look at"Your Name."

Contents
In this time, we will introduce
ourselves and guidance of teaching.
Outline of sightseeing using
creative work is described.
I will describe the relationshipbetween creative work andsightseeing.
I will explain the history of
Cultural Tourism and J-Pop in
Japan.
I will describe an example ofsuccessful creation of tourism by
TV drama.
I will explain the NHK Taiga
Drama and sightseeing.
I will describe tourism creation by
Korean drama.
A Case of Tourism Creation
Utilizing Manga
About animation tourism
Relationship between historicalnovel and sightseeing in Japan
About music tourism

A Case of Manga Tourism inKushiro City

About sightseeing behavior overnovel by Murakami Haruki
About "your name" that became aworldwide hit
Summary of this lesson Characteristics of Japanese pop
culture【Work to be done outside of class (preparation, etc.)】
As a pre-class study, students may be asked to read literature on
Japanese pop culture, and to check out specific works introduced in classas learning after class.
【Textbooks】
Instructor will provide readings during the course.
【References】
nothing special【Grading criteria】
20% Classroom participation, 20% Participation in class debate
sessions, and 60% final report— 34 —

発行日：2019/5/1

ECN313LE

ESOP:日本の金融論 (Money and Finance in Japan)
Naotsugu HAYASHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：金 3/Fri.3【Outline and objectives】
Money in the economy corresponds to blood in the human body. This
course explains in plain terms the monetary and financial system,
theory and policy in Japan.
How do households and businesses manage income and expenditure,
how does the government balance tax revenues and fiscal expenditures?
The theme of this class is to understand the mechanism and workthat each economic agent generates to finance money and to make theeconomy work from both theoretical and practical points of view.
It will be very easily understood even by students whose major is not
economics.
The main themes of this course are the following:
1. Basic concepts of our monetary economy: financial markets,
institutions, structure and system in Japan.
2. Basic microeconomic analysis of household finance and corporate
finance in Japan.
3. Basic macroeconomic analysis of the Japanese monetary economy:
financial and goods markets, monetary and fiscal policies, inflation anddeflation, etc..
4. Representative financial markets in Japan: deposits and loan
markets, stock markets, and bond markets.
5. Monetary policies in Japan.

Class 11 Ⅳ Financial Markets
Banking System,
Deposits and Loan
Markets
Class 12 Securities Companies,
Stock and Bond
Markets
Class 13 Ⅴ Monetary Policy
Monetary Policy
Class 14 Review and Final
Examination【Textbooks】
Reading materials and other handouts will be distributed in class.
【References】
Economic Issues in Contemporary Japan : Money, Banking, and Foreign
Investment, Naoyuki YOSHINO, et.al., Yuhikaku, 2000.4.
【Grading criteria】
Students will be evaluated on class participation and attendance(10%),
short reports based on group discussions (40%), and a final examination(50%).
【Changes following student comments】
Students’ opinions will be appreciated.
【Equipment student needs to prepare】
Students should prepare a notebook.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The main method of classes is lectures utilizing PowerPoint slides.
Lectures are very easily explained in order for students whose majors
are not economics to understand them. Two-way quizzes are often usedin the form of Q & A in classes for the purpose of active learning.
Group discussions are also often used in order for Japanese and foreign
students to get aquainted with each other. Moreover, I plan to takestudents to the Bank of Japan and the Tokyo Stock Exchange forfieldwork.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / YesClass 5Class 6

Ⅱ Microeconomic
Analyses
Household FinanceCorporate Finance

Ⅲ Macroeconomic
Analyses
The Supply of and
Demand for Money
Class 8 Macro Analysis of
Monetary and Fiscal
Relationship and
Policies
Class 9 Applied Analysis of
Monetary and Fiscal
Policies
Class 10 Inflation, Deflation andUnemployment

Class 7

Study the stock and bond markets,
Fieldwork at the Tokyo Stock
Exchange
Explain monetary policies andpolicy instruments
Review of the course, Final
examination【Work to be done outside of class (preparation, etc.)】
Readings should be completed before class.

【Goal】The targets of this course are to explain in plain terms monetary andfinancial problems, to promote students’ interest in and understandingof these problems, and to let students make use of these studies for their
daily lives and job hunting.

【Schedule】
No.
Theme
Class 1 Ⅰ Money & Finance
Course Introduction
and Overview of Moneyand FinanceClass 2 Financial Markets andOrganizations
Class 3 Financial Structureand System
Class 4 Japan’s Central Bank;
The Bank of Japan

Explain the deposits and loan
markets

Contents
Outline of the lessons, basic
concepts of money and finance

Formation and roles of financial
markets and organizations
Institutional aspects such as
financial system and structure
What is a central bank, Fieldworkat the Currency Museum of the
BOJ
Basic concepts and theory of
consumer / household finance
Basic concepts and theory ofcorporate finance
Macro analysis of money supply
and demand

Learn macro analysis of monetaryand fiscal relationship and policies

Study applied macro analysis ofmonetary and fiscal and policies
Explain the relationship among
inflation, deflation andunemployment— 35 —

発行日：2019/5/1

SOS302LE

ESOP:日本の若者・大衆文化 (Japanese Youth andPopular Culture)a. They will submit a plan for mini-ethnography by Week 11.
b. After conducting a mini-ethnographic project, they will make apresentation and write a report about it within a week after the endof the course.
【Textbooks】
We will not use a textbook.

Sayako ONO【References】
Steger, B and Koch, A. (2017). Cool Japanese Men: Studying Japanese
Gender at Cambridge, Zurich: Lit Verlag.
Sugimoto, Y. (2014). An Introduction to Japanese Society. Cambridge:
Cambridge University Press.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：金 4/Fri.4【Outline and objectives】
This course uses an anthropological perspective to examine various
aspects of Japanese youth and popular culture that have attracted local /global attention. Students should relate their readings to their everyday
experiences throughout the course.
【Goal】
By the end of the course, students should be able to critically engage
with English language scholarship on topics related to Japanese youthand popular culture; they will also gain a nuanced understanding of key
aspects of Japanese youth and popular culture.

【Grading criteria】
Active class participation, including class discussions and reflections onpresentations (25%)
Weekly assignments (15%)
Prior to the mini-ethnography project: writing a plan (10%)
After the mini-ethnography project: making a presentation (15%) andwriting a 2,000-word report (35%)
【Changes following student comments】
None【Equipment student needs to prepare】
H’etudes e-learning system（授業支援システム）will be used: https://hcms.
hosei.ac.jp【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will start by introducing the anthropological perspective
and its related methods, which will help students to gain fundamental
concepts central to Japanese youth and popular culture. With thisbackground, the class will discuss key performative aspects including
the body, gender and art in Japan, highlighting localised and globalised
performances in Japan.
Students are expected to read the assigned readings, make presentations and discuss related topics in class on a weekly basis. They will
also conduct mini-ethnographic projects of their own and write a reportat the end of the course.

【Others】
You should attend the first class if you are interested in the course.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2

Nihonjinron

3

Japanese sense of self

4

Fieldwork methods

5

Popular music

6

Popular music and
dance

7

Body

8

Gender9

Theatre performances

10

Traditional performingarts
Preparations formini-ethnography I
Preparations formini-ethnography II

11
12

13
14

Post mini-ethnographypresentations I
Post mini-ethnographypresentations II

Contents
Introduction to the course and to
the anthropological perspective on
youth popular culture
Theorising an anthropologicalperspective on Japanese studies
Changing notions of the Japanesesense of self (e.g. individualism vs.
‘traditional’ values)
Lecture on popular dances inJapan based on instructor’s
ethnographic studies
Examining globalised Japanese
popular music (e.g. J-pop, J-rock,
Visual kei)
Examining local appropriation:
Popular music and dance in Japan(e.g. Hip-hop in Japan)
Examining body image in Japan(e.g. Beauty ideals, fashion anddieting/eating disorders)Examining changing gender ideals
among youth (e.g. Herbivorous
boys and Predatory girls)
Examining theatre performances incontemporary Japan (e.g.
Takarazuka)
Lecture on traditional Japanesearts (e.g. Geisha)
Individual/group tutorials formini-ethnography projects
Online database searching: How tosearch and evaluate researchmaterials in social science
Individual/group presentations
based on mini-ethnography projects
Individual/group presentations
based on mini-ethnography projects【Work to be done outside of class (preparation, etc.)】
1. The instructor will provide a weekly discussion question. Students
must answer the question based on the required readings and submit
their answer via H’etudes prior to each class.
2. Students will also use a significant amount of time outside of classto prepare and conduct an individual/group fieldwork project on a topic
covered in class.

— 36 —

発行日：2019/5/1

POL333LE

ESOP:日本のメディアと政治 (Media and Politics inJapan)David McNEILL
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：金 5/Fri.5【Outline and objectives】
This is a media literacy course. Over 14 weeks, it aims to problematise
common-sense ideas about how the mass media works and provide
a working knowledge about how politics influences media content inJapan and around the world.
【Goal】The goal of this course is to give students a more sophisticatedunderstanding of media texts and how they shape our perceptionof the world. By the end of the course you should be able todecode television and newspapers to understand the deeper meanings
underneath everyday media language.
【Which item of the diploma policy will be obtained by taking this class?】【References】
McNamee, R., Zucked (2019) Waking up to the Facebook Catastrophe,(New York: Penguin)Ito, M., (2012)Terebi Wa Genpatsu Jiko Dou Tsutaetenoka? (How Did
Television Cover the Nuclear Accident?),Tokyo: Heibonsha.
Van Wolferen, K. (1993), The Enigma of Japanese Power: People andPolitics in a Stateless Nation, Tokyo: Tuttle.
【Grading criteria】
You will be asked to submit two essays to pass this course. Thereis no exam. The rest of your assessment consists of a presentationand class participation. The final essay is worth 50% of your total
grade. The first essay (due in mid-semester) is worth 30%, thepresentation/participation 20%.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
None.
【Others】
N/A【】
This is a media literacy course. Over 14 weeks, it aims to problematise
common-sense ideas about how the mass media works and provide
a working knowledge about how politics influences media content inJapan and around the world.

【Method(s)】How has the huge media system that provides us with most of our
information about the world developed and evolved, who owns andcontrols it, how does it operate and what are the implications for what
we see, hear, read and watch? We explore these questions week by week
in a lecture-tutorial format, using videos, newspapers and other visual
stimuli. We will also visit a media organisation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
What’s wrong with thispicture?
Problematisingcommon sense ideas ofthe media.
2.
Does the mass media
accurately reflect theworld?
3.
Ownership of the mass
media.

4.

Censorship5.

7.

Taboos in the Japanese
media.
Press clubs in Japan:
what are they and why
are they important?
The rise of fake news

8.

The weeklies in Japan.

9.

The Yomiuri.

10.

Do correspondents get
Japan right?

11.

The English-language
media in Japan.

12.
13.

The Internet and themass media.
Essay seminar

14.

Summing up.

6.

Contents
Teacher and student
introduction.Outline ofcourse.Tutorial:Why are somestories reported?
Lecture 1 "media filters" andscreening of documentary:"Outfoxed".
Lecture: Why ownershipmatters.Tutorial: Rupert Murdoch
and News International
Lecture and screening, followed bydebate:"When it is OK to censor?"
Lecture and discussion
Lecture "Watchdog or Lapdog",anddiscussion/guest lecture.
Lecture: "What is fake news"andshould we be worried?" Screening
and discussion.
Lecture and discussion. Deadline
for first report.
Lecture:"Understanding theworld’s most popular
newspaper."First student
presentation
Lecture:"Confessions of a foreign
correspondent." Second student
presentation
Visit to Foreign Press Club ofJapan or The Japan Times (timing
optional)
Lecture "The great equaliser?"
Student presentation
One-on-one tutorials on final
report.
Lecture and discussion: What have
we learned? How to read the
media. Polysemy, media literacy.

【Work to be done outside of class (preparation, etc.)】
Students are asked to read a newspaper and have some working
knowledge of everyday news events.
【Textbooks】
There is no textbook for this course. Reading lists will be provided per
week.

— 37 —

発行日：2019/5/1
10.

American Occupation(1)

ESOP:日本の戦争と歴史認識 (War and Memory inModern Japan)

11.

American Occupation(2)

Hall Jeffrey James

12.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：
Day/Period：水 3/Wed.3

Postwar Reconciliationand Memory Disputes
(1)

13.

Postwar Reconciliationand Memory Disputes
(2)

14.

Postwar Reconciliationand Memory Disputes(3)

ARS332LE【Outline and objectives】
Japan is a nation that has undergone huge changes in the last 150
years, transforming from a feudal society ruled by warriors, to an
expansionistic imperial state, and then to a modern democracy witha pacifist constitution. This course explores how issues of militarism,
pacifism, and nationalism have shaped Japanese identity and history.
One event that took place over 70 years ago ‒ the Second World War‒ looms large over Japan’s current politics and society. This course will
explore how postwar Japan has struggled to come to grips with a war
that was fought in the name of a “Greater East Asian Co-prosperity
Sphere,” yet resulted in millions of deaths throughout Asia and left
Japan’s major cities in ruins. The war brought about years of American
Occupation and the adoption of a constitution that bans Japan fromofficially maintaining a military or waging war. Through lectures,group discussions, and student presentations, we will gain a better
understanding of how these issues have influenced Japan’s society, its
domestic politics, and its relationship with its Asian neighbors. This
course is not a traditional history of Japan’s conduct in wars. Rather,
it is an interdisciplinary examination of Japan’s war experience and its
impact on postwar Japan. This course will trace Japan’s journey from amilitaristic autocracy to a pacifist democracy.
【Goal】
By the end of the course students will able to:• Demonstrate an understanding of social scientific approaches tohistorical memory, national identity, and nationalism• Express viewpoints on various perspectives of current controversies
in East Asia involving the remembrance of World War II• Evaluate the importance of the pacifist and anti-war movement inpostwar Japanese society & politics• Analyze the domestic and international significance of the atomic
bombings of Hiroshima and Nagasaki• Integrate historical discussions into an understanding of the current
security situation in East Asia, and Japanese political debates over remilitarization• Construct analytical essays, give power-point presentations, and leadacademic discussions.

【Work to be done outside of class (preparation, etc.)】
Students should complete weekly reading assignments, and submit
reading responses online.
【Textbooks】
There is no required textbook. Instead, weekly readings will be
distributed in PDF format via Hosei’s online system.
【References】• Benesch, Oleg. Inventing the Way of the Samurai. London: Oxford
University Press, 2016.
• Dower, John W. Embracing Defeat: Japan in the Wake of World War
II. New York: W.W. Norton &/New Press, 2000.
• Eldridge, Robert D., and Paul Midford. The Japanese GroundSelf-Defense Force: Search for Legitimacy. New York, NY: Palgrave
Macmillan, 2017.
• Seaton, Philip A. Japan’s Contested War Memories: The "Memory
Rifts" in Historical Consciousness of World War II. New York:
Routledge, 2010.
【Grading criteria】
Reading Responses - 20%
Midterm Exam - 30%
Class Participation - 10%
Final Paper - 40%【Changes following student comments】
This is the first time this course is being offered at Hosei, so there wereno student comments from previous semesters.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Class sessions will consist of lectures, active group discussions, andstudent presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction /Background History

2.

3.

4.
5.

6.
7.
8.

9.

The social and political changes
brought about by foreign militaryoccupation of JapanThe social and political changes
brought about by foreign militaryoccupation of Japan
Part 1 of an overview of postwar
attempts at remembrance andreconciliation, and thecontroversies that surround them.
Part 2 of an overview of postwar
attempts at remembrance andreconciliation, and thecontroversies that surround them.
Part 3 of an overview of postwar
attempts at remembrance andreconciliation, and thecontroversies that surround them.

Contents
An introduction to the outline of
the course and some backgroundhistory on pre-modern Japan.
Militarism, Empire,Part 1 of a discussion of Pre-Worldand War in Meiji Era
War I Japanese society and theJapan (2)military.
Militarism, Empire,Part 2 of a discussion ofand War in Meiji Era
Pre-World War I Japanese society
Japan (2)and the military.
The Interwar Years
World War I, Taisho Democracy,
and the rise of Military influence
The Pacific War (1)A discussion of the international
events leading the World War II, as
well as gender and wartime JapanThe Pacific War (2)A discussion of the home front and
air raids in JapanThe Pacific War (3)A discussion of the atomic
bombings of Japan
Mid-Term Exam
There will be an in-class written
exam, covering the materials fromweeks 1-7
Defeat and War Crimes
A discussion of Japan’s
Trialssurrender and the postwar war
crimes trials conducted by the
Allied Powers— 38 —

発行日：2019/5/1
9.

SOS334LE

ESOP:多様な日本̶安定と流転 (Multiple Japan:
Stability and Flux)
Diana KHOR
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：
Day/Period：火 4/Tue.4

10.

【Outline and objectives】
This is a team-taught course aims at giving students an in-depth look at
the multiple sides of Japan through a series of lectures given by scholars
from diverse fields. The theme varies by year, and in 2019, the focus
is on gender and sexuality. Through this course, students will not only
acquire critical knowledge about gender and sexuality in Japan, but will
also learn to connect gender and sexuality issues to other aspects ofJapanese society.
【Goal】
Students will learn to understand and think about gender and sexuality
from diverse perspectives, including the representation of gender andsexuality in traditional performance art and contemporary popular
culture, the connections of gender and sexuality to race/ethnicity in theemperor system, through World War II and in contemporary Japan, andthe most updated research on gender and sexual minorities, including
how gender is shaped in the Japanese urban space. Towards theend of the course, students will be able to make connections among
these apparently disparate topics and develop a deep and criticalunderstanding of gender and sexuality in Japan.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will be taught through lectures, discussion, presentations aswell as fieldwork.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1.
Overview

2.

3.

4.

5.

6.

7.

8.

Contents
Explanation of the course, itstheme this year, and requirements.
Warm-up discussion on gender andsexuality issues.
Representation 1:
This class discusses
Kabuki [A. Takeuchi]
cross-gender-performance ofKabuki in comparison with that ofother theatrical traditions in theWest.
Representation 2: Boys’ “Boys’ Love” (BL) is a genre
Love [A. Mizoguchi]
consisting of male-male romance
manga (comics) and illustrated
novels created by women and for
women in Japan. Throughexamining how BL functions at
various levels at once, this classconsiders the complex relationships
between representation, fantasy
and reality.
Student presentation
Based on materials covered in theon gender, sexuality
previous two classes, students will
and representation
do presentations to further explore
issues that interest them.
War, Violence and theThis class takes a critical look at
Nation 1: The Emperor the emperor system and explore
system [Y. Horie]
how it connects to gender andsexuality in the context of thenation.
War, Violence and theThis class examines the facts
Nation 2: The Comfort concerning the comfort women
Women Issue [D. Khor] issue and discusses the framing of
the issue primarily in Japan, butalso Korea.
Visit to the Women’s
Fieldtrip to the museum andActive Museum of War discussion afterwards.
and Peace (WAM)[K.H. Ha]
Ethnic and Racial
This class explores the
Minorities: A Focus on intersectionality of gender,
Zainichi Koreans [K.H. sexuality and race/ethnicity andHa]
how that affects Zainichi Korean
women in the era of rising “hatespeech” in Japan.

11.

12.

13.

14.

Gender and Sexuality
in Today’s Japan:
X-Gender [SPF Dale]

X-gender is a term used to refer tonon-binary gender identity inJapan, or to identifying as
specifically neither female nor
male. This class discusses what
gender identity is, and how
non-binary gender identity such as
x-gender is understood andconstructed in Japan.
Gender and Sexuality
This class will cover legal andin Today’s Japan: SOGI social issues of sexual orientation
issues [S. Kamano]and gender identity, as well as thelatest research on public attitudes
toward sexual minorities.
Student presentation
Based on materials covered in theon "minorities" inprevious three classes, studentsJapanwill do presentations to further
explore issues that interest them.
Urban Space, Identity
This class looks at how urban
and Gender [H. Imai]space, identity and gender shapeeach other.
Fieldwork: Urban
This class focuses on genderSpace, Body andperformativity, making use of
Performativity
fieldwork methods as observation,[H.Imai]
photography and flanerie.
Gender and Sexuality: Student presentations on the
Revisitedknowledge they have acquired anddiscussion of related issues notcovered in this course.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the prescribed readings andassignments by the deadline.
【Textbooks】
No textbook is used, but readings will be uploaded on H’etudes or
distributed in class.
【References】
References will be provided each week.
【Grading criteria】
Participation in class: 10%
Presentations: 25%
Reflection papers: 15%
Final paper: 50%【Changes following student comments】
This class is taught for the first time.

— 39 —

2019年度
法学部講義概要︵シラバス︶

2019年度

法学部講義概要（シラバス）