日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（総合系）/University-wide Liberal Arts Courses (Comprehensive Courses)University-wide Liberal Arts Courses (Comprehensive Courses) |
| 科目コード等/ Course CodeCourse Code |
FE503/FE503FE503 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
持続可能な社会と食、農/Sustainable Soceity, Food and Agriculture |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
金2/Fri.2 Fri.2 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
CMP2531 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選他/Exceptional Lottery RegistrationExceptional Lottery Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/qo9edr0000006ur7-att/zengakukyoutu_sougou.pdf |
| 備考/ NotesNotes |
Building on the long-term historical trajectory from the emergence of humankind through the Out-of-Africa dispersal to the transition to sedentary life, students will understand the origins of agriculture and its significance for human societies, and will be able to explain—using both theory and empirical cases—the roles agriculture has played in economic development. Furthermore, students will organize how issues surrounding food, agriculture, and the environment have come to the fore over this historical process, and how the need for the concept of “sustainable development” has been formed, enabling them to integratively analyze contemporary challenges.
In this course, we examine the long-term historical trajectory from the emergence of humankind through the Out-of-Africa dispersal to the transition to sedentary life, and discuss the origins of agriculture and its significance for human societies. We also explain—based on theory and empirical cases—the roles agriculture has played in supporting economic development by enhancing productivity and interacting with industrialization, including developments associated with the Green Revolution.
Next, we address key challenges that have emerged through the process of agricultural development, such as the depletion of soil nutrients, soil degradation, and the growing environmental burdens imposed by agriculture, and we clarify both the achievements and the limitations of these developments.
Finally, we review the historical background that led to the need for the concept of “sustainable development,” and introduce an integrative perspective for analyzing contemporary issues, including agriculture-related environmental problems, challenges in modern food systems, and impacts on human health.
| 1 | イントロダクション：食・農・環境の長期史と現代的課題 授業形態：講義＋討論 授業内学修：講義の中心的問いを提示し、食料システムを「長期史（人類史）—経済発展—環境・健康—持続可能な開発」の連関として捉える枠組みを講義する。短い資料や具体例を用いて、受講者が各自の関心（食、農、環境、健康、開発）を言語化し、討論で共有する。本講義の枠組みと主要論点を理解し、自分の関心を「食・農・環境・健康・開発」の観点で説明できることを目標とする。 Introduction: The Long-Term History and Contemporary Challenges of Food, Agriculture, and the Environment Class format: Lecture + Discussion In-class learning activities: The course begins by presenting the central questions and introducing an analytical framework that views the food system as an interconnected trajectory of “long-term history (human history) – economic development – environment and health – sustainable development.” Using short readings and concrete examples, students articulate their own interests (food, agriculture, environment, health, and development) and share them through discussion. The goal is for students to understand the course framework and key issues, and to be able to explain their interests from the perspectives of food, agriculture, the environment, health, and development. |
| 2 | 人類誕生と出アフリカ：移動・適応と食資源利用 授業形態：講義＋討論 授業内学修：狩猟採集社会における食資源利用と環境適応を講義し、出アフリカ以降の拡散と定住化を整理する。簡単な図表・資料を読み取り、定住化がもたらした利点と制約を討論する。移動と環境適応と定住化の関係を、具体例を挙げて説明できることを目標とする。 The Emergence of Humankind and the Out-of-Africa Dispersal: Mobility, Adaptation, and the Use of Food Resources Class format: Lecture + Discussion In-class learning activities: We examine how hunter-gatherer societies used food resources and adapted to their environments, and then review the dispersal of human populations after the Out-of-Africa event and the subsequent transition toward sedentary life. Students read and interpret simple figures and short materials, and discuss the benefits and constraints brought about by sedentism. The goal is for students to be able to explain—using concrete examples—the relationships among mobility, environmental adaptation, and the shift to sedentary life. |
| 3 | 農業の起源：複数起源と栽培化・家畜化 授業形態：講義＋討論 授業内学修：農業の主要起源地と複数起源の考え方を講義し、栽培化・家畜化のプロセスと成立要因（気候、人口圧、社会要因など）を整理する。農業成立の主要仮説を踏まえ、どの条件で定住化が進むかを論理的に説明できることを目標とする。 The Origins of Agriculture: Multiple Centers of Origin and the Processes of Domestication and Cultivation Class format: Lecture + Discussion In-class learning activities: This session introduces the major centers where agriculture emerged and the idea of multiple, independent origins. We examine the processes of cultivation and animal domestication, and organize key factors that contributed to the emergence of agriculture (e.g., climate, population pressure, and social factors). Building on major hypotheses about the origins of agriculture, the goal is for students to be able to explain logically under what conditions sedentary life tends to advance. |
| 4 | 定住化：人口増加、資源管理、社会組織の変化 授業形態：講義＋討論 授業内学修：定住化が食料確保、労働分業、所有・制度、疾病や栄養状態に与えた影響を講義する。定住化の利点とコストを比較し、資源管理の課題を討論で明確化する。定住化の利点と課題を整理し、資源管理問題が生じる要因を説明できることを目標とする。 Sedentism: Population Growth, Resource Management, and Changes in Social Organization Class format: Lecture + Discussion In-class learning activities: This session examines how the transition to sedentary life affected food security, the division of labor, property and institutions, as well as disease and nutritional conditions. Students compare the benefits and costs of sedentism and clarify key challenges of resource management through discussion. The goal is for students to be able to organize the advantages and challenges of sedentism and explain why resource management problems arise. |
| 5 | 農業が人間社会にもたらした意味：余剰、都市、国家、交易 授業形態：講義＋討論 授業内学修：余剰の生成が都市化・国家形成・交易拡大に与えた影響を講義し、食と権力、制度の関係を整理する。歴史事例を素材に、制度が食と農のあり方をどう規定したかを討論する。農業余剰が社会制度と経済活動を変化させた経路を、事例に基づいて説明できることを目標とする。 The Significance of Agriculture for Human Societies: Surplus, Cities, States, and Trade Class format: Lecture + Discussion In-class learning activities: This session explains how the generation of agricultural surplus influenced urbanization, state formation, and the expansion of trade, and organizes the relationships among food, power, and institutions. Using historical cases, students discuss how institutions have shaped the organization of food and agriculture. The goal is for students to be able to explain—based on empirical examples—the pathways through which agricultural surplus transformed social institutions and economic activities. |
| 6 | 土壌養分の喪失と土壌劣化：農業の基盤問題 授業形態：講義＋討論 授業内学修：土壌養分収支、侵食、塩害、地力維持の考え方や対策を技術・制度・行動の観点で整理しする。到達目標：土壌劣化の主要メカニズムを説明し、対策を複数の観点から説明できることを目標とする。 Soil Nutrient Depletion and Soil Degradation: Foundational Challenges for Agriculture Class format: Lecture + Discussion In-class learning activities: This session organizes key concepts and responses related to soil nutrient balances, erosion, salinization, and the maintenance of soil fertility, drawing on technical, institutional, and behavioral perspectives. The goal is for students to be able to explain the main mechanisms of soil degradation and to describe countermeasures from multiple perspectives. |
| 7 | 農業と経済発展：農業生産性と構造変化の理論 授業形態：講義＋討論 授業内学修：農業生産性向上、労働移動、産業化、所得上昇の連関を説明する基本理論を講義する。農業生産性と構造変化が経済発展に結びつく仕組みを、理論用語を用いて説明できることを目標とする。 Agriculture and Economic Development: Theories of Agricultural Productivity and Structural Change Class format: Lecture + Discussion In-class learning activities: This session introduces core theories that explain the linkages among rising agricultural productivity, labor reallocation, industrialization, and income growth. The goal is for students to be able to explain—using key theoretical concepts—how agricultural productivity and structural change contribute to economic development. |
| 8 | 緑の革命：食料安全保障への貢献と科学技術の農業への応用 授業形態：講義＋討論 授業内学修：品種改良、灌漑、化学肥料、農薬が収量を高めた仕組みを講義し、同時に生じた外部投入依存、格差、環境負荷の論点を整理する。緑の革命を、生産性向上の成果と社会・環境面への影響の両面から考察できることを目標とする。 The Green Revolution: Contributions to Food Security and the Application of Science and Technology to Agriculture Class format: Lecture + Discussion In-class learning activities: This session explains how improved crop varieties, irrigation, chemical fertilizers, and pesticides increased yields, and organizes related issues that emerged at the same time, such as dependence on external inputs, inequalities, and environmental burdens. The goal is for students to be able to examine the Green Revolution from both perspectives: its achievements in raising productivity and its social and environmental impacts. |
| 9 | 水と農：灌漑、地下水、流域ガバナンス 授業形態：講義＋討論 授業内学修：灌漑の便益と外部性、地下水依存、流域管理を講義し、水制約が農業と地域社会に与える影響を整理する。農業と水資源の相互依存を整理し、持続的な水利用の条件を説明できることを目標とする。 Water and Agriculture: Irrigation, Groundwater, and Basin Governance Class format: Lecture + Discussion In-class learning activities: This session examines the benefits and externalities of irrigation, dependence on groundwater, and approaches to watershed (river-basin) management, and organizes how water constraints affect agriculture and local communities. The goal is for students to be able to articulate the interdependence between agriculture and water resources and to explain the conditions for sustainable water use. |
| 10 | 持続可能な開発概念の必要性：持続可能な開発目標の形成史とその位置づけ 授業形態：講義＋討論 授業内学修：なぜ「持続可能な開発」の概念が要請されたのかを歴史的に整理し、現代の枠組みとしてSDGsを位置づける。食・農・環境・健康の相互連関をSDGsの観点で整理し、討論でトレードオフの扱いを検討する。持続可能な開発概念の必要性を歴史的経緯から説明し、SDGsの相互連関を整理できることを目標とする。 Why the Concept of Sustainable Development Became Necessary: The Historical Formation of the SDGs and Their Role Today Class format: Lecture + Discussion In-class learning activities: This session reviews, from a historical perspective, why the concept of “sustainable development” came to be required, and positions the Sustainable Development Goals (SDGs) as a contemporary framework. Using the SDGs as an analytical lens, students organize the interlinkages among food, agriculture, the environment, and health, and examine how to handle trade-offs through discussion. The goal is for students to be able to explain the necessity of the sustainable development concept based on its historical background and to map key interconnections across the SDGs. |
| 11 | 農業に起因する環境問題：気候変動、森林減少、生物多様性 授業形態：講義＋討論 授業内学修：土地利用転換、温室効果ガス排出、生物多様性損失の主要メカニズムを講義し、緩和と適応の選択肢を整理する。農業由来の主要な環境影響を因果関係として説明し、対策のトレードオフを指摘できることを目標とする。 **Agriculture-Driven Environmental Problems: Climate Change, Deforestation, and Biodiversity Loss** **Class format:** Lecture + Discussion **In-class learning activities:** This session explains the main mechanisms behind land-use change, greenhouse gas emissions, and biodiversity loss, and organizes key mitigation and adaptation options. The goal is for students to be able to describe major agriculture-related environmental impacts in terms of causal relationships and to identify trade-offs among policy and technological responses. |
| 12 | フードシステムの現代的課題：加工・流通・消費・廃棄 授業形態：講義＋討論 授業内学修：生産だけでなく、加工・流通・消費・廃棄まで含めたフードシステムとして、その課題を講義する。フードロスや供給ショックを題材に、どこで負荷と脆弱性が生まれるかを整理する。フードシステム全体を俯瞰し、課題の発生点と改善策を説明できることを目標とする。 **Contemporary Challenges in Food Systems: Processing, Distribution, Consumption, and Waste** **Class format:** Lecture + Discussion **In-class learning activities:** This session examines key challenges of the food system as a whole, extending beyond production to include processing, distribution, consumption, and waste. Using food loss and supply shocks as focal examples, students identify where environmental and social burdens arise and where vulnerabilities are created along the chain. The goal is for students to be able to take a system-wide view of food systems and explain both where problems originate and what practical improvement measures can address them. |
| 13 | 食と健康：飢餓から肥満まで、栄養課題の構造 授業形態：講義＋討論 授業内学修：飢餓、微量栄養素欠乏、肥満・生活習慣病が同時に存在する構造を講義し、農と健康の接続点を整理する。介入策を食・農・政策の連携として捉え、検討する。栄養課題と健康影響を食・農の構造と結びつけて説明することができることを目標とする。 **Food and Health: The Structure of Nutrition Challenges from Hunger to Obesity** **Class format:** Lecture + Discussion **In-class learning activities:** This session examines the structural conditions under which hunger, micronutrient deficiencies, and obesity/non-communicable diseases can coexist, and clarifies the key linkages between agriculture and health. Students consider intervention options as coordinated approaches across food, agriculture, and policy, and discuss their feasibility and implications. The goal is for students to be able to explain nutrition challenges and health impacts by linking them to the underlying structures of food and agriculture. |
| 14 | 統合：歴史—経済—環境—健康をつなぐ総合分析 授業形態：講義＋討論 授業内学修：講義全体を統合し、歴史—経済—環境—健康を講義する。歴史・経済・環境・健康の観点を統合して、現代の食と農の課題を分析できることを目標とする。 **Integration: A Comprehensive Analysis Linking History, Economy, Environment, and Health** **Class format:** Lecture + Discussion **In-class learning activities:** This final session synthesizes the entire course and presents an integrated perspective connecting history, economic development, the environment, and health in the analysis of food and agriculture. The goal is for students to be able to analyze contemporary challenges in food and agriculture by integrating these four perspectives. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
関連する事項について参考文献や配布資料を基に予習しておくこと（各回約2時間）。講義後に課題等が課された場合は、指定された課題に取り組むこと（各回約2時間）。
Please complete the assigned preparatory reading based on the reference materials and handouts related to each session (approximately 2 hours per class). If any assignments are given after the lecture, work on the specified tasks (approximately 2 hours per class).
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
授業内に行う小テスト20%×5回 / Five in-class quizzes. Each quiz is worth 20%.(100%) |
| 備考 (Notes) | ||
なし/None
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | ルースドフリース | 『食糧と人類: 飢餓を克服した大増産の文明史』 | 日本経済新聞出版社 | 2016 | 9784532169817 |
| 2 | Ruth DeFries | The Big Ratchet: How Humanity Thrives in the Face of Natural Crisis | Basic Books | 2014 | 9780465044979 |
| 3 | ジャレド・ダイアモンド | 『銃・病原菌・鉄 （上）（下）』 | 草思社 | 2012 | |
| 4 | Jared Diamond | Guns, Germs And Steel | Vintage | 1998 | 9780099302780 |
資料の配付，授業中の課題の提出などに「Canvas LMS」を使用するので，授業にPCを持参すること。
Canvas LMS will be used to distribute materials and collect in-class assignments, so please bring a PC to class.
・F科目中級（外国語による総合系科目）
・他に特別外国人学生が履修
・この授業は英語で実施する
・履修者はTOEIC®L&R 550点相当以上の英語力を有することが望ましい
・多彩な学び科目
人類誕生から出アフリカ、定住化に至る長期史の流れを踏まえ、農業の起源とその人間社会にはたした意味を理解し、農業が経済発展に果たしてきた役割を理論と事例に基づいて説明できるようになる。さらに、その歴史的過程の中で、食・農・環境をめぐる課題がどのように顕在化し、「持続可能な開発」という概念の必要性がどのように形成されてきたかを整理し、現代的課題を統合的に分析できるようになる。
Building on the long-term historical trajectory from the emergence of humankind through the Out-of-Africa dispersal to the transition to sedentary life, students will understand the origins of agriculture and its significance for human societies, and will be able to explain—using both theory and empirical cases—the roles agriculture has played in economic development. Furthermore, students will organize how issues surrounding food, agriculture, and the environment have come to the fore over this historical process, and how the need for the concept of “sustainable development” has been formed, enabling them to integratively analyze contemporary challenges.
本講義では、人類誕生から出アフリカ、定住化に至る長期史を踏まえ、農業の起源とそれが人間社会にもたらした意味を講義する。あわせて、緑の革命に起因する農業が生産性向上や産業化と結びつきながら経済発展を支えてきた役割を、理論と事例に基づいて説明する。
次に、農業の発展過程で顕在化した課題として、土壌養分の喪失や土壌劣化、農業による環境負荷の増大などを取り上げ、その成果と限界を整理する。
さらに、持続可能な開発概念が要請されるに至った背景を確認し、農業に起因する環境問題やフードシステムの現代的課題、健康への影響などを統合的に分析する視点を講義する。
In this course, we examine the long-term historical trajectory from the emergence of humankind through the Out-of-Africa dispersal to the transition to sedentary life, and discuss the origins of agriculture and its significance for human societies. We also explain—based on theory and empirical cases—the roles agriculture has played in supporting economic development by enhancing productivity and interacting with industrialization, including developments associated with the Green Revolution.
Next, we address key challenges that have emerged through the process of agricultural development, such as the depletion of soil nutrients, soil degradation, and the growing environmental burdens imposed by agriculture, and we clarify both the achievements and the limitations of these developments.
Finally, we review the historical background that led to the need for the concept of “sustainable development,” and introduce an integrative perspective for analyzing contemporary issues, including agriculture-related environmental problems, challenges in modern food systems, and impacts on human health.
| 1 | イントロダクション：食・農・環境の長期史と現代的課題 授業形態：講義＋討論 授業内学修：講義の中心的問いを提示し、食料システムを「長期史（人類史）—経済発展—環境・健康—持続可能な開発」の連関として捉える枠組みを講義する。短い資料や具体例を用いて、受講者が各自の関心（食、農、環境、健康、開発）を言語化し、討論で共有する。本講義の枠組みと主要論点を理解し、自分の関心を「食・農・環境・健康・開発」の観点で説明できることを目標とする。 Introduction: The Long-Term History and Contemporary Challenges of Food, Agriculture, and the Environment Class format: Lecture + Discussion In-class learning activities: The course begins by presenting the central questions and introducing an analytical framework that views the food system as an interconnected trajectory of “long-term history (human history) – economic development – environment and health – sustainable development.” Using short readings and concrete examples, students articulate their own interests (food, agriculture, environment, health, and development) and share them through discussion. The goal is for students to understand the course framework and key issues, and to be able to explain their interests from the perspectives of food, agriculture, the environment, health, and development. |
| 2 | 人類誕生と出アフリカ：移動・適応と食資源利用 授業形態：講義＋討論 授業内学修：狩猟採集社会における食資源利用と環境適応を講義し、出アフリカ以降の拡散と定住化を整理する。簡単な図表・資料を読み取り、定住化がもたらした利点と制約を討論する。移動と環境適応と定住化の関係を、具体例を挙げて説明できることを目標とする。 The Emergence of Humankind and the Out-of-Africa Dispersal: Mobility, Adaptation, and the Use of Food Resources Class format: Lecture + Discussion In-class learning activities: We examine how hunter-gatherer societies used food resources and adapted to their environments, and then review the dispersal of human populations after the Out-of-Africa event and the subsequent transition toward sedentary life. Students read and interpret simple figures and short materials, and discuss the benefits and constraints brought about by sedentism. The goal is for students to be able to explain—using concrete examples—the relationships among mobility, environmental adaptation, and the shift to sedentary life. |
| 3 | 農業の起源：複数起源と栽培化・家畜化 授業形態：講義＋討論 授業内学修：農業の主要起源地と複数起源の考え方を講義し、栽培化・家畜化のプロセスと成立要因（気候、人口圧、社会要因など）を整理する。農業成立の主要仮説を踏まえ、どの条件で定住化が進むかを論理的に説明できることを目標とする。 The Origins of Agriculture: Multiple Centers of Origin and the Processes of Domestication and Cultivation Class format: Lecture + Discussion In-class learning activities: This session introduces the major centers where agriculture emerged and the idea of multiple, independent origins. We examine the processes of cultivation and animal domestication, and organize key factors that contributed to the emergence of agriculture (e.g., climate, population pressure, and social factors). Building on major hypotheses about the origins of agriculture, the goal is for students to be able to explain logically under what conditions sedentary life tends to advance. |
| 4 | 定住化：人口増加、資源管理、社会組織の変化 授業形態：講義＋討論 授業内学修：定住化が食料確保、労働分業、所有・制度、疾病や栄養状態に与えた影響を講義する。定住化の利点とコストを比較し、資源管理の課題を討論で明確化する。定住化の利点と課題を整理し、資源管理問題が生じる要因を説明できることを目標とする。 Sedentism: Population Growth, Resource Management, and Changes in Social Organization Class format: Lecture + Discussion In-class learning activities: This session examines how the transition to sedentary life affected food security, the division of labor, property and institutions, as well as disease and nutritional conditions. Students compare the benefits and costs of sedentism and clarify key challenges of resource management through discussion. The goal is for students to be able to organize the advantages and challenges of sedentism and explain why resource management problems arise. |
| 5 | 農業が人間社会にもたらした意味：余剰、都市、国家、交易 授業形態：講義＋討論 授業内学修：余剰の生成が都市化・国家形成・交易拡大に与えた影響を講義し、食と権力、制度の関係を整理する。歴史事例を素材に、制度が食と農のあり方をどう規定したかを討論する。農業余剰が社会制度と経済活動を変化させた経路を、事例に基づいて説明できることを目標とする。 The Significance of Agriculture for Human Societies: Surplus, Cities, States, and Trade Class format: Lecture + Discussion In-class learning activities: This session explains how the generation of agricultural surplus influenced urbanization, state formation, and the expansion of trade, and organizes the relationships among food, power, and institutions. Using historical cases, students discuss how institutions have shaped the organization of food and agriculture. The goal is for students to be able to explain—based on empirical examples—the pathways through which agricultural surplus transformed social institutions and economic activities. |
| 6 | 土壌養分の喪失と土壌劣化：農業の基盤問題 授業形態：講義＋討論 授業内学修：土壌養分収支、侵食、塩害、地力維持の考え方や対策を技術・制度・行動の観点で整理しする。到達目標：土壌劣化の主要メカニズムを説明し、対策を複数の観点から説明できることを目標とする。 Soil Nutrient Depletion and Soil Degradation: Foundational Challenges for Agriculture Class format: Lecture + Discussion In-class learning activities: This session organizes key concepts and responses related to soil nutrient balances, erosion, salinization, and the maintenance of soil fertility, drawing on technical, institutional, and behavioral perspectives. The goal is for students to be able to explain the main mechanisms of soil degradation and to describe countermeasures from multiple perspectives. |
| 7 | 農業と経済発展：農業生産性と構造変化の理論 授業形態：講義＋討論 授業内学修：農業生産性向上、労働移動、産業化、所得上昇の連関を説明する基本理論を講義する。農業生産性と構造変化が経済発展に結びつく仕組みを、理論用語を用いて説明できることを目標とする。 Agriculture and Economic Development: Theories of Agricultural Productivity and Structural Change Class format: Lecture + Discussion In-class learning activities: This session introduces core theories that explain the linkages among rising agricultural productivity, labor reallocation, industrialization, and income growth. The goal is for students to be able to explain—using key theoretical concepts—how agricultural productivity and structural change contribute to economic development. |
| 8 | 緑の革命：食料安全保障への貢献と科学技術の農業への応用 授業形態：講義＋討論 授業内学修：品種改良、灌漑、化学肥料、農薬が収量を高めた仕組みを講義し、同時に生じた外部投入依存、格差、環境負荷の論点を整理する。緑の革命を、生産性向上の成果と社会・環境面への影響の両面から考察できることを目標とする。 The Green Revolution: Contributions to Food Security and the Application of Science and Technology to Agriculture Class format: Lecture + Discussion In-class learning activities: This session explains how improved crop varieties, irrigation, chemical fertilizers, and pesticides increased yields, and organizes related issues that emerged at the same time, such as dependence on external inputs, inequalities, and environmental burdens. The goal is for students to be able to examine the Green Revolution from both perspectives: its achievements in raising productivity and its social and environmental impacts. |
| 9 | 水と農：灌漑、地下水、流域ガバナンス 授業形態：講義＋討論 授業内学修：灌漑の便益と外部性、地下水依存、流域管理を講義し、水制約が農業と地域社会に与える影響を整理する。農業と水資源の相互依存を整理し、持続的な水利用の条件を説明できることを目標とする。 Water and Agriculture: Irrigation, Groundwater, and Basin Governance Class format: Lecture + Discussion In-class learning activities: This session examines the benefits and externalities of irrigation, dependence on groundwater, and approaches to watershed (river-basin) management, and organizes how water constraints affect agriculture and local communities. The goal is for students to be able to articulate the interdependence between agriculture and water resources and to explain the conditions for sustainable water use. |
| 10 | 持続可能な開発概念の必要性：持続可能な開発目標の形成史とその位置づけ 授業形態：講義＋討論 授業内学修：なぜ「持続可能な開発」の概念が要請されたのかを歴史的に整理し、現代の枠組みとしてSDGsを位置づける。食・農・環境・健康の相互連関をSDGsの観点で整理し、討論でトレードオフの扱いを検討する。持続可能な開発概念の必要性を歴史的経緯から説明し、SDGsの相互連関を整理できることを目標とする。 Why the Concept of Sustainable Development Became Necessary: The Historical Formation of the SDGs and Their Role Today Class format: Lecture + Discussion In-class learning activities: This session reviews, from a historical perspective, why the concept of “sustainable development” came to be required, and positions the Sustainable Development Goals (SDGs) as a contemporary framework. Using the SDGs as an analytical lens, students organize the interlinkages among food, agriculture, the environment, and health, and examine how to handle trade-offs through discussion. The goal is for students to be able to explain the necessity of the sustainable development concept based on its historical background and to map key interconnections across the SDGs. |
| 11 | 農業に起因する環境問題：気候変動、森林減少、生物多様性 授業形態：講義＋討論 授業内学修：土地利用転換、温室効果ガス排出、生物多様性損失の主要メカニズムを講義し、緩和と適応の選択肢を整理する。農業由来の主要な環境影響を因果関係として説明し、対策のトレードオフを指摘できることを目標とする。 **Agriculture-Driven Environmental Problems: Climate Change, Deforestation, and Biodiversity Loss** **Class format:** Lecture + Discussion **In-class learning activities:** This session explains the main mechanisms behind land-use change, greenhouse gas emissions, and biodiversity loss, and organizes key mitigation and adaptation options. The goal is for students to be able to describe major agriculture-related environmental impacts in terms of causal relationships and to identify trade-offs among policy and technological responses. |
| 12 | フードシステムの現代的課題：加工・流通・消費・廃棄 授業形態：講義＋討論 授業内学修：生産だけでなく、加工・流通・消費・廃棄まで含めたフードシステムとして、その課題を講義する。フードロスや供給ショックを題材に、どこで負荷と脆弱性が生まれるかを整理する。フードシステム全体を俯瞰し、課題の発生点と改善策を説明できることを目標とする。 **Contemporary Challenges in Food Systems: Processing, Distribution, Consumption, and Waste** **Class format:** Lecture + Discussion **In-class learning activities:** This session examines key challenges of the food system as a whole, extending beyond production to include processing, distribution, consumption, and waste. Using food loss and supply shocks as focal examples, students identify where environmental and social burdens arise and where vulnerabilities are created along the chain. The goal is for students to be able to take a system-wide view of food systems and explain both where problems originate and what practical improvement measures can address them. |
| 13 | 食と健康：飢餓から肥満まで、栄養課題の構造 授業形態：講義＋討論 授業内学修：飢餓、微量栄養素欠乏、肥満・生活習慣病が同時に存在する構造を講義し、農と健康の接続点を整理する。介入策を食・農・政策の連携として捉え、検討する。栄養課題と健康影響を食・農の構造と結びつけて説明することができることを目標とする。 **Food and Health: The Structure of Nutrition Challenges from Hunger to Obesity** **Class format:** Lecture + Discussion **In-class learning activities:** This session examines the structural conditions under which hunger, micronutrient deficiencies, and obesity/non-communicable diseases can coexist, and clarifies the key linkages between agriculture and health. Students consider intervention options as coordinated approaches across food, agriculture, and policy, and discuss their feasibility and implications. The goal is for students to be able to explain nutrition challenges and health impacts by linking them to the underlying structures of food and agriculture. |
| 14 | 統合：歴史—経済—環境—健康をつなぐ総合分析 授業形態：講義＋討論 授業内学修：講義全体を統合し、歴史—経済—環境—健康を講義する。歴史・経済・環境・健康の観点を統合して、現代の食と農の課題を分析できることを目標とする。 **Integration: A Comprehensive Analysis Linking History, Economy, Environment, and Health** **Class format:** Lecture + Discussion **In-class learning activities:** This final session synthesizes the entire course and presents an integrated perspective connecting history, economic development, the environment, and health in the analysis of food and agriculture. The goal is for students to be able to analyze contemporary challenges in food and agriculture by integrating these four perspectives. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
関連する事項について参考文献や配布資料を基に予習しておくこと（各回約2時間）。講義後に課題等が課された場合は、指定された課題に取り組むこと（各回約2時間）。
Please complete the assigned preparatory reading based on the reference materials and handouts related to each session (approximately 2 hours per class). If any assignments are given after the lecture, work on the specified tasks (approximately 2 hours per class).
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
授業内に行う小テスト20%×5回 / Five in-class quizzes. Each quiz is worth 20%.(100%) |
| 備考 (Notes) | ||
なし/None
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | ルースドフリース | 『食糧と人類: 飢餓を克服した大増産の文明史』 | 日本経済新聞出版社 | 2016 | 9784532169817 |
| 2 | Ruth DeFries | The Big Ratchet: How Humanity Thrives in the Face of Natural Crisis | Basic Books | 2014 | 9780465044979 |
| 3 | ジャレド・ダイアモンド | 『銃・病原菌・鉄 （上）（下）』 | 草思社 | 2012 | |
| 4 | Jared Diamond | Guns, Germs And Steel | Vintage | 1998 | 9780099302780 |
資料の配付，授業中の課題の提出などに「Canvas LMS」を使用するので，授業にPCを持参すること。
Canvas LMS will be used to distribute materials and collect in-class assignments, so please bring a PC to class.
・F科目中級（外国語による総合系科目）
・他に特別外国人学生が履修
・この授業は英語で実施する
・履修者はTOEIC®L&R 550点相当以上の英語力を有することが望ましい
・多彩な学び科目