Numbering Code	U-ECON00 20020 SJ43	Year/Term	2022 ・ Second semester
Number of Credits	2	Course Type	Seminar
Target Year	2nd year students	Target Student
Language	Japanese	Day/Period	Wed.3
Instructor name	TAKEZAWA HIROYUKI (Graduate School of Economics Associate Professor)
Outline and Purpose of the Course	Modern society and its guiding principles, which initially took shape in Europe during the second half of the 18th century, have had a major impact on the shape of contemporary society. This is the case not only in Europe, but also in regions, which have inherited these principles such as Japan. While this "inheritance" is continually undergoing revision, it includes a number of important inventions, which contribute toward the modern Japanese society we are familiar with today. Examples include the atomistic (i.e., instead of status- or class-based) approach toward viewing human beings (and viewing human equality); the attempt to explain the formation of society on the basis of the consent of individual members (i.e., social contract theory); and the perspective of considering the composition and governing of society on the basis of economic activity. Furthermore, this act of looking back historically, considering the process by which the "obvious" "common sense" values or social structure of our society were formed, and thereby questioning them, is also in fact an extremely modern practice. In this seminar, we shall be carefully reading a number of well-regarded texts that cover various problems relating to modern economic society and Japanese society. At the same time, we shall be discussing the characteristics and problems of the horizon we are standing on, as well as possible future directions.
Course Goals	1. The ability to comprehend texts: Students will be able to acquire the ability to thoroughly read and comprehend foundational texts in the humanities and social sciences. 2. The ability to engage in dialogue: Students with differing views will be able to acquire the ability to engage in dialogue while searching for common ground. 3. The ability to explain: Students will be able to acquire the ability and technique of clearly stating their own opinions and interpretations. 4. The ability to investigate: Students will be able to acquire the ability to thoroughly investigate areas relating to the core subjects covered in the seminar.
Schedule and Contents	Of the many examples of "obvious" states of affairs or "common sense" ways of doing things that we can pinpoint in contemporary society, how many of these are transmitted in a conscious fashion? Think, for example, among the kinds of "obvious" positions that exist in our society today such as respect for basic human rights, the valuing of labor or economic activity, consideration for a diversity of perspectives, and the now very topical subject of the principles of constitutionalism. These kinds of "obvious" or "common sense" positions present a kind of "verification problem," in that they require the constant repetition of demonstrations. It is not possible to simply memorize the answers to such topics and consciously pass them down. Indeed, any such "obvious" or "common sense" positions that are simply memorized have a tendency of crumbling away without a trace in the face of staunch criticism from those who do not accept their status as "obvious common sense." This kind of tendency could be observed in the recent outbursts or chaotic nature of society. Furthermore, in light of globalization, it is not simply the old "obvious" that is being abandoned. We have also entered an era wherein we are increasingly questioning what kind of "obvious" or "common sense" ought to be consciously maintained. 　Of course, such a conscious passing on is not an uncritical inheritance of the "common sense" of the past. The "common sense" of the past was supported by the conditions, which it created. Once those conditions changed, then the "obvious common sense" that we thought we should support also changed, or it must be supported in a manner that is applicable to the new circumstances. 　What kind of "obvious common sense" should we preserve today, and in what form? In this seminar, rather than the teacher delivering a one-sided answer to such a difficult question, the aim is for the participating students to reach their own conclusions as a group through engaging in dialogue. Any easily reached conclusion here (even if it is in alignment with the teacher’s view) would actually be counterproductive. What I hope to see is the students both engaging in serious discussion and gaining an appreciation for the kinds of methods that are suitable for such discussion. 　However, in order to conduct this kind of seminar, students must first secure the necessary knowledge of a broad range of subjects. For this purpose, I would like to begin by training students to thoroughly read as many books as possible. More specifically, of the texts listed below, the number we read will depend on the preferences of the participants. We will then read these texts carefully, while at the same time discussing their contents. Our pace can be adjusted based. on the feedback from the participants. However, I aim to see students working through around one volume per class. In this sense, this seminar is somewhat like a "reading marathon" of texts on modern society. 　At the same time, I would like to ensure that the students learn effective methods for conducting discussions. To this end, I would like to go beyond the consensus method that I assume everybody has already sufficiently acquired. Instead, (and this may seem counterintuitive) I wish to see students learn how to engage in productive opposition through a constant process of trial and error. We shall also be paying attention to the acquisition of fundamental academic techniques (e.g., interpreting texts, utilizing the library and the Internet, creating handouts, methods for effective discussion, etc.). Graduate student teaching assistants and research center graduate students will also likely offer their advice regarding such subjects. 　As well as the above, from several years prior, we have been holding jointly run summer camps in coordination with other universities (K?chi University, Kansai Gakuin University, etc.). I hope to see the seminar students proactively contributing in the planning and running of these camps. I shall also be organizing one-on-one consultations for students who require extra assistance.
Evaluation Methods and Policy	Regular attendance (20%), shared reports (30%), submission of 10,000-character seminar paper (50%）. Even if you have no experience in writing reports, support will be provided during class. What is most important is that you have the willingness to try and learn. Senior students have also completed excellent papers after working through topics in group discussion. I would like students to get a taste of academic achievement through this work. Please note that credit for the class will not be awarded to students who miss more than four classes. I will also be marking shared reports and seminar papers based on the degree to which they achieve the set goals.
Course Requirements	１．Enjoyment of discussion, and a keen interest in human beings and history. ２．A desire to proactively contribute to the seminar proceedings. ３．Attendance in introductory seminars. ４．Confidence in operating word processing software, and the ability to conduct exchanges via email. ５．Fundamental competency in searching for research literature.
Study outside of Class (preparation and review)	The core of this class involves the close reading of selected literature. Accordingly, students are required to constantly develop their reading comprehension and ability to conduct dialogue. Furthermore, students are required to carefully think over the material (specified sections of books) that will be discussed in each class, and identify the main points of the arguments on their own prior to attending. When it is your turn to give a report, please print out a list beforehand that clearly indicates the main points of the argument under discussion, as well as your own comments.
Textbooks	Textbooks/References	Uchida Yoshihiko, 『読書と社会科学』 (Iwanami Shoten) Iwanami Shinsho; Uchida Yoshihiko,『社会認識の歩み』 (Iwanami Shoten) Iwanami Shinsho; Uchida Yoshihiko, 『作品としての社会科学』 (Iwanami Shoten); ?tsuka Hisao, 『社会科学における人間』 (Iwanami Shoten) Iwanami Shinsho; ?tsuka Hisao, 『社会科学の方法』 (Iwanami Shoten) Iwanami Shinsho; Maruyama Masao, 『日本の思想』 (Iwanami Shoten) Iwanami Shinsho, Maruyama et. al, 『翻訳と日本の近代』 (Iwanami Shoten) Iwanami Shinsho; Yanabu Akira, 『翻訳語成立事情』 (Iwanami Shoten) Iwanami Shinsho; Fukuda Kanichi, 『近代の政治思想』 (Iwanami Shoten) Iwanami Shinsho, Sasaki Takeshi,『近代政治思想の誕生』 (Iwanami Shoten) Iwanami Shinsho; Hashimoto Osamu, 『乱世を生きる─市場原理は嘘かもしれない─』 (Sh?eisha) Sh?eisha Shinsho; Hashimoto Osamu, 『大不況には本を読む』 (Ch?? K?ron-sha) Ch?k? Shinsho Rakure; E.H. Carr,『歴史とは何か』 (Iwanami Shoten) Iwanami Shinsho; Abe Kinya, 『ヨーロッパを見る視角』 (Iwanami Shoten) Iwanami Gendai Bunko; Abe Kinya, 『日本人の歴史意識』 (Iwanami Shoten) Iwanami Shinsho.
References, etc.	Introduced during class