日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
社会デザイン研究科（MSDA）/Graduate School of Social Design Studies (MSDA)Graduate School of Social Design Studies (MSDA) |
| 科目コード等/ Course CodeCourse Code |
VP217/VP217VP217 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 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3/Fri.3 Fri.3 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 |
SDM6211 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code 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 |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system 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。 |
| 備考/ NotesNotes |
The term ‘Anthropocene’ emerged in the early 21st century, which refers to a new geological epoch that characterises the human-caused transformation of the Earth system since the industrial revolution. The academic society of geologists has not approved this term, yet the term rapidly gained currency and stimulated the reframing of the way we are discussing climate politics as well as the way we are doing natural, social, and human sciences.
The objectives of this course are: (1) to examine diverse academic discourses on climate change and the Anthropocene and (2) how they affect the global debate on social and ecological transition. In particular, the course examines different perspectives and scenarios of economic and technological choices and the underlying philosophy of development.
The course draws on Christophe Bonneuil (2015)’s classification and divides the discourses on the Anthropocene into four grand narratives: (1) the naturalist narrative; (2) the post-nature narrative; (3) the eco-catastrophist narrative; and (4) the eco-Marxist narrative. Each class discusses major research articles or book chapters related to each narrative, mapping out competing scenarios of socio-ecological transition and conflicts of the underlying development paradigms. In addition, the course introduces alternative narratives not covered by these four, notably the cosmologies of Indigenous peoples and traditional livelihoods in the Global South.
| 1 | Introduction |
| 2 | Naturalist narrative 1: Scientific discourse of the Anthropocene -problems and perspectives |
| 3 | Naturalist narrative 2: Climate of history in a planetary age -examining Dipesh Chakrabarty's theses |
| 4 | Post-nature narrative 1: From ecological modernization to ecomodernism -a case of UN sustainable development discourse |
| 5 | Post-nature narrative 2: From ecological modernization to ecomodernism -a case of EU bioeconomy policy discourse |
| 6 | Eco-catastrophist narrative 1: Transition discourse and localization strategies |
| 7 | Eco-catastrophist narrative 2: Degrowth |
| 8 | Eco-Marxist narrative 1: Anthropocene or Capitalocene? |
| 9 | Eco-Marxist narrative 2: Political ecology of the Technocene |
| 10 | Indigenous perspective 1: Latin America |
| 11 | Indigenous perspective 2: Africa and others |
| 12 | Renewal of eco-politics in the Anthropocene |
| 13 | Final presentation |
| 14 | Final presentation |
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
Students are required to read indicated reading materials and prepared for in-class discussion and presentation.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class presentations (20%) Active participation in discussion(20%) Final presentation(20%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbook is specified. Lecturer provides reading materials every week. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Hamilton, C., Bonneuil, C. and Gemenne, F. | The Anthropocene and the Global Enviroinmental Crisis: Rethinking modernity in a new epoch | Earthscan | 2015 | |
| 2 | Bonneuil, C. and Fressoz, J.-B. | The Shock of the Anthropocene: The Earth, History and Us | Verso | 2016 | |
| 3 | Moore, J. | Anthropocene or Capitalocene? | PM Press | 2016 |
(1) Students are required to have a good ability of reading academic literature related to the subject topic.
(2) Students are required to actively participate in in-class presentation and discussion.
(3) Students are required to have a good ability of academic writing in English.
It is recommended to have a copy of Hamilton et al (2015) as this book is frequently referred to and used in the class (Not compulsory).
Lecturer's Personal Website: https://postcapitalism.jp/index/
The term ‘Anthropocene’ emerged in the early 21st century, which refers to a new geological epoch that characterises the human-caused transformation of the Earth system since the industrial revolution. The academic society of geologists has not approved this term, yet the term rapidly gained currency and stimulated the reframing of the way we are discussing climate politics as well as the way we are doing natural, social, and human sciences.
The objectives of this course are: (1) to examine diverse academic discourses on climate change and the Anthropocene and (2) how they affect the global debate on social and ecological transition. In particular, the course examines different perspectives and scenarios of economic and technological choices and the underlying philosophy of development.
The course draws on Christophe Bonneuil (2015)’s classification and divides the discourses on the Anthropocene into four grand narratives: (1) the naturalist narrative; (2) the post-nature narrative; (3) the eco-catastrophist narrative; and (4) the eco-Marxist narrative. Each class discusses major research articles or book chapters related to each narrative, mapping out competing scenarios of socio-ecological transition and conflicts of the underlying development paradigms. In addition, the course introduces alternative narratives not covered by these four, notably the cosmologies of Indigenous peoples and traditional livelihoods in the Global South.
| 1 | Introduction |
| 2 | Naturalist narrative 1: Scientific discourse of the Anthropocene -problems and perspectives |
| 3 | Naturalist narrative 2: Climate of history in a planetary age -examining Dipesh Chakrabarty's theses |
| 4 | Post-nature narrative 1: From ecological modernization to ecomodernism -a case of UN sustainable development discourse |
| 5 | Post-nature narrative 2: From ecological modernization to ecomodernism -a case of EU bioeconomy policy discourse |
| 6 | Eco-catastrophist narrative 1: Transition discourse and localization strategies |
| 7 | Eco-catastrophist narrative 2: Degrowth |
| 8 | Eco-Marxist narrative 1: Anthropocene or Capitalocene? |
| 9 | Eco-Marxist narrative 2: Political ecology of the Technocene |
| 10 | Indigenous perspective 1: Latin America |
| 11 | Indigenous perspective 2: Africa and others |
| 12 | Renewal of eco-politics in the Anthropocene |
| 13 | Final presentation |
| 14 | Final presentation |
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
Students are required to read indicated reading materials and prepared for in-class discussion and presentation.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class presentations (20%) Active participation in discussion(20%) Final presentation(20%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbook is specified. Lecturer provides reading materials every week. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Hamilton, C., Bonneuil, C. and Gemenne, F. | The Anthropocene and the Global Enviroinmental Crisis: Rethinking modernity in a new epoch | Earthscan | 2015 | |
| 2 | Bonneuil, C. and Fressoz, J.-B. | The Shock of the Anthropocene: The Earth, History and Us | Verso | 2016 | |
| 3 | Moore, J. | Anthropocene or Capitalocene? | PM Press | 2016 |
(1) Students are required to have a good ability of reading academic literature related to the subject topic.
(2) Students are required to actively participate in in-class presentation and discussion.
(3) Students are required to have a good ability of academic writing in English.
It is recommended to have a copy of Hamilton et al (2015) as this book is frequently referred to and used in the class (Not compulsory).
Lecturer's Personal Website: https://postcapitalism.jp/index/