日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 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 |
VP305/VP305VP305 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Sustainable Education |
| 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) |
Face-to-face (all classes face-to-face) |
| 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 |
水3/Wed.3 Wed.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。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/sd.html |
| 備考/ NotesNotes |
By the end of the course, students should be able to:
1. Critically examine dominant narratives of sustainability, progress, and development, particularly in relation to modernity.
2. Analyze sustainability issues through interdisciplinary lenses, including cultural, historical, ecological, and educational perspectives.
3. Reflect on Japan’s modern history and contemporary society as a case study for understanding global sustainability challenges.
4. Compare sustainability frameworks across different cultural and national contexts, including their own.
5. Develop reflective and relational approaches to learning that integrate intellectual, ethical, and embodied awareness.
6. Communicate insights through written, oral, and/or creative academic formats appropriate to graduate-level study.
This course explores sustainability not only as an environmental or policy concern, but as a cultural, educational, and relational question. Using Japan’s modern history and contemporary society as a primary listening site, students examine how ideas of progress, development, care, and “sustainability” have been shaped by modernity — and what these frameworks make visible or invisible.
Drawing on perspectives from the environmental humanities, education studies, Indigenous studies, and cultural analysis, the course invites students to reflect on sustainability as a lived practice involving relationships between humans, non-human beings, places, histories, and futures. While Japan provides a shared point of reference, students are encouraged throughout the course to connect class themes to their own cultural, national, and personal contexts.
Through readings, guided discussions, reflective and embodied practices, as well as creative-analytical assignments, students will develop the capacity to think critically and comparatively about sustainability, education, and ethical responsibility in a changing world.
| 1 | Sustainability and the House of Modernity Introduction to sustainability through the metaphor of modernity as a “house” with multiple rooms, histories, and contradictions. |
| 2 | Stepping into the House of Modernity Japan’s pathways into modernity: empowerment, erasure, and paradox in historical and contemporary contexts. |
| 3 | From the House to the Plantation: Modernity as Monoculture Modernity’s global logics of extraction, standardization, and monoculture, with comparative examples from Japan and beyond. |
| 4 | Beyond the Plantation: Indigenous Relational Worlds Indigenous perspectives on sustainability, reciprocity, and relational accountability, with a focus on Ainu worldviews. |
| 5 | From Relational Worlds to Represented Worlds Museums, representation, and the politics of cultural visibility; sustainability, memory, and institutional storytelling. |
| 6 | AI and / in the House of Modernity Understanding AI through relational, ecological, and cultural frameworks rather than purely technical or instrumental perspectives, with a view to cultivating more responsible engagement. |
| 7 | Between Rooms, Between Worlds Mid-semester reflection and integration; campus-based listening and embodied learning. |
| 8 | Breathing (with) Forests: Wellness, Shinrin-Yoku, and Colonial Legacies Forests as historical, political, and therapeutic spaces; wellness narratives and their hidden genealogies. |
| 9 | The Nervous System of Modernity Modernity’s effects on bodies, time, and attention; stress, regulation, and lived experience. |
| 10 | The Trouble with “Normal”: Neurodivergence and Education Normativity, education, and sustainability; neurodiversity as a relational and ethical question. |
| 11 | Aging, Disability, and the Trouble with Care Care, dependency, and sustainability across the life course; social structures and ethical responsibility. |
| 12 | Animated Spirits: Yōkai and the Trouble with Domestication Folklore, imagination, and the domestication of relational worlds in modern contexts. |
| 13 | Living and Dying Well: Frankenstein and the Ethics of Relation Responsibility, creation, abandonment, and relational ethics through literary and cultural analysis. |
| 14 | Course Reflection and Looking Ahead Integration of learning; reflecting on sustainability, education, and future pathways. |
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
| 補足事項 (Supplementary Items) |
|---|
| Classes combine short lectures, guided discussions, small-group dialogue, reflective exercises, and occasional embodied or place-based activities. Emphasis is placed on attentive listening, comparative reflection, and the ability to hold complexity and paradox rather than arriving at simple solutions. Students are encouraged to engage actively with course materials and to draw connections between theoretical concepts, lived experience, and their own cultural contexts. The course values thoughtful participation, curiosity, and care over mastery or debate. |
Students should complete the required reading assignments and practical exercises prior to each class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class participation and engagement(30%) Relational journal (ongoing reflective work)(20%) Mid-semester creative-analytical assignment(20%) Final creative-analytical assignment(30%) |
| 備考 (Notes) | ||
| Details and rubrics for each assignment will be provided on Canvas. Students are expected to attend classes regularly and need to attend a minimum of 11 classes to pass the course. Late arrivals will be penalized and, when systematic, counted as absences. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| There are no assigned textbooks for this course. Required and recommended readings will be provided via Canvas. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | De Oliveira, V. M. | Hospicing Modernity: Facing Humanity’s Wrongs and the Implications for Social Activism | North Atlantic Books | 2021 | |
| 2 | De Oliveira, V. M. | Outgrowing Modernity: Navigating Complexity, Complicity, and Collapse with Accountability and Compassion | North Atlantic Books | 2025 | |
| 3 | Yunkaporta, T. | Right Story, Wrong Story: Adventures in Indigenous Thinking | Text Publishing Company | 2023 |
Students are expected to bring assigned readings and written work to class (on their laptops / mobile devices or printed).
AI tools may be used responsibly for specific purposes (e.g., brainstorming, language support, formatting), but misuse constitutes academic misconduct.
By the end of the course, students should be able to:
1. Critically examine dominant narratives of sustainability, progress, and development, particularly in relation to modernity.
2. Analyze sustainability issues through interdisciplinary lenses, including cultural, historical, ecological, and educational perspectives.
3. Reflect on Japan’s modern history and contemporary society as a case study for understanding global sustainability challenges.
4. Compare sustainability frameworks across different cultural and national contexts, including their own.
5. Develop reflective and relational approaches to learning that integrate intellectual, ethical, and embodied awareness.
6. Communicate insights through written, oral, and/or creative academic formats appropriate to graduate-level study.
This course explores sustainability not only as an environmental or policy concern, but as a cultural, educational, and relational question. Using Japan’s modern history and contemporary society as a primary listening site, students examine how ideas of progress, development, care, and “sustainability” have been shaped by modernity — and what these frameworks make visible or invisible.
Drawing on perspectives from the environmental humanities, education studies, Indigenous studies, and cultural analysis, the course invites students to reflect on sustainability as a lived practice involving relationships between humans, non-human beings, places, histories, and futures. While Japan provides a shared point of reference, students are encouraged throughout the course to connect class themes to their own cultural, national, and personal contexts.
Through readings, guided discussions, reflective and embodied practices, as well as creative-analytical assignments, students will develop the capacity to think critically and comparatively about sustainability, education, and ethical responsibility in a changing world.
| 1 | Sustainability and the House of Modernity Introduction to sustainability through the metaphor of modernity as a “house” with multiple rooms, histories, and contradictions. |
| 2 | Stepping into the House of Modernity Japan’s pathways into modernity: empowerment, erasure, and paradox in historical and contemporary contexts. |
| 3 | From the House to the Plantation: Modernity as Monoculture Modernity’s global logics of extraction, standardization, and monoculture, with comparative examples from Japan and beyond. |
| 4 | Beyond the Plantation: Indigenous Relational Worlds Indigenous perspectives on sustainability, reciprocity, and relational accountability, with a focus on Ainu worldviews. |
| 5 | From Relational Worlds to Represented Worlds Museums, representation, and the politics of cultural visibility; sustainability, memory, and institutional storytelling. |
| 6 | AI and / in the House of Modernity Understanding AI through relational, ecological, and cultural frameworks rather than purely technical or instrumental perspectives, with a view to cultivating more responsible engagement. |
| 7 | Between Rooms, Between Worlds Mid-semester reflection and integration; campus-based listening and embodied learning. |
| 8 | Breathing (with) Forests: Wellness, Shinrin-Yoku, and Colonial Legacies Forests as historical, political, and therapeutic spaces; wellness narratives and their hidden genealogies. |
| 9 | The Nervous System of Modernity Modernity’s effects on bodies, time, and attention; stress, regulation, and lived experience. |
| 10 | The Trouble with “Normal”: Neurodivergence and Education Normativity, education, and sustainability; neurodiversity as a relational and ethical question. |
| 11 | Aging, Disability, and the Trouble with Care Care, dependency, and sustainability across the life course; social structures and ethical responsibility. |
| 12 | Animated Spirits: Yōkai and the Trouble with Domestication Folklore, imagination, and the domestication of relational worlds in modern contexts. |
| 13 | Living and Dying Well: Frankenstein and the Ethics of Relation Responsibility, creation, abandonment, and relational ethics through literary and cultural analysis. |
| 14 | Course Reflection and Looking Ahead Integration of learning; reflecting on sustainability, education, and future pathways. |
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
| 補足事項 (Supplementary Items) |
|---|
| Classes combine short lectures, guided discussions, small-group dialogue, reflective exercises, and occasional embodied or place-based activities. Emphasis is placed on attentive listening, comparative reflection, and the ability to hold complexity and paradox rather than arriving at simple solutions. Students are encouraged to engage actively with course materials and to draw connections between theoretical concepts, lived experience, and their own cultural contexts. The course values thoughtful participation, curiosity, and care over mastery or debate. |
Students should complete the required reading assignments and practical exercises prior to each class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class participation and engagement(30%) Relational journal (ongoing reflective work)(20%) Mid-semester creative-analytical assignment(20%) Final creative-analytical assignment(30%) |
| 備考 (Notes) | ||
| Details and rubrics for each assignment will be provided on Canvas. Students are expected to attend classes regularly and need to attend a minimum of 11 classes to pass the course. Late arrivals will be penalized and, when systematic, counted as absences. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| There are no assigned textbooks for this course. Required and recommended readings will be provided via Canvas. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | De Oliveira, V. M. | Hospicing Modernity: Facing Humanity’s Wrongs and the Implications for Social Activism | North Atlantic Books | 2021 | |
| 2 | De Oliveira, V. M. | Outgrowing Modernity: Navigating Complexity, Complicity, and Collapse with Accountability and Compassion | North Atlantic Books | 2025 | |
| 3 | Yunkaporta, T. | Right Story, Wrong Story: Adventures in Indigenous Thinking | Text Publishing Company | 2023 |
Students are expected to bring assigned readings and written work to class (on their laptops / mobile devices or printed).
AI tools may be used responsibly for specific purposes (e.g., brainstorming, language support, formatting), but misuse constitutes academic misconduct.