科目ナンバー

LE-SC1-WE02

履修条件・関連科目等

授業で使用する言語

英語

授業で使用する言語（その他の言語）

授業の概要

This course is designed to provide students with an overview of current global issues, focusing on crises faced by three key regions—namely, America, Europe, and East Asia—as well as the world at large. It aims to facilitate an understanding of “why the crisis occurs, why the crisis is so deep and broad, how the crisis affects our daily life, how this crisis will affect our future, and how we should respond to the crisis.” Students will be exposed to a diverse range of topics including American hegemony, its inequality, its political crisis, the Russia-Ukraine war, the liberal international order, European integration, Europeanization, the rise of Euroscepticism, ‘history problem’ in East Asia, China’s ascent, and climate disasters. In addition, students will acquire familiarity with key concepts and approaches developed by scholars and practitioners in social science in order to make sense of world.

科目目的

The objectives of this course are to help the student sharpen their “skills” as a critical thinker, an analyst, and an effective communicator. It is hoped that by the end of the semester you will find the course to be informative, interesting and enjoyable.

到達目標

The students will acquire familiarity with key concepts and approaches developed by scholars and practitioners in social science in order to make sense of our world. It is hoped that by the end of the semester you will find the course to be informative, interesting and enjoyable.

授業計画と内容

PART I THEORIZING THE CRISIS

1. Introduction and Overview

PART II THE END OF AMERICAN CENTURY?

2. The Road to Supercapitalism in America
Robert Reich (2008) “The Paradox” and “The Road to Supercapitalism,” in Supercapitalism: The Transformation of Business, Democracy, and Everyday Life (New York: Vintage), 3-14 and 50-87.

3. The Crisis of American Politics
Francis Fukuyama (2015) “America the Vetocracy,” in Political Order and Political Decay: From the Industrial Revolution to the Globalization of Democracy (New York: Profile Book), 488-505.

4. The End of American Century
Donald Puchala (2004) “International Theory and Cyclical History,” in Theory & History in International Relations (New York: Routledge), 51-72.

5. Putin’s Invasion of Ukraine and the Ending of International Orders
William Mulligan (2022) “Erosions, Ruptures, and the Ending of International Orders: Putin’s Invasion of Ukraine in Historical Perspective,” Society, 59: 259–267

PART III THE EUROPEAN INTEGRATION AND THE RISE OF EUROSCEPTICISM

6. History of the European Integration
Donald J. Puchala (2000) “Building Peace in Pieces: The Promise of European Unity,” in The Global Agenda, Charles Kegley and Eugene Wittkopf (eds.) (New York: McGraw-Hill, Inc.), 158-172.

7. Mid-term Exam

8. European Identity and Europeanization
Martin Marcussen, Thomas Risse, Daniela Engelmann-Martin, Hans Joachim Knopf and Klaus Roscher. (1999) “Constructing Europe? The Evolution of French, British and German Nation State Identities.” Journal of European Public Policy. 6(4): 614-633.

9. The Rise of Euroscepticism
Cécile Leconte (2010) “Varieties of Euroscepticism,” in Understanding Euroscepticism (New York: Palgrave Macmillan), 43-67.

PART IV RIPE FOR RIVALRY IN EAST ASIA

10. Ripe for Rivalry in East Asia
Aaron Friedberg (1993/94) “Ripe for Rivalry: Prospects for Peace in a Multipolar Asia,” International Security, 18(3): 5-33.

11. History Problem: Sorry Seems to be the Hardest Word
Jennifer Lind (2009) “The Perils of Apology: What Japan Shouldn’t Learn from Germany,” Foreign Affairs, 88(3): 132-146.

12. Will China Rule East Asia?
Sam-Sang Jo (2015) “The Blind Men, the Elephant and Regional Order in Northeast Asia: Towards a New Conceptualization,” Japanese Journal of Political Science, 10(4): 507-531.

PART V CLIMATE CRISIS

13. Climate Disaster
Bill Gates (2022) “Introduction: 52 Billion to Zero” and “What Each of Us can Do,” in How to Avoid a Climate Disaster: The Solutions We Have and the Breakthroughs We Need (London: Penguin Books Ltd).

14. Final Exam

授業時間外の学修の内容

指定したテキストやレジュメを事前に読み込むこと

授業時間外の学修の内容（その他の内容等）

Students are expected to engage in a fair amount of reading and will be evaluated through class participation and written assignments. The intent behind these requirements is to have you study and think about the course material throughout the semester in order to maximize your ability to learn and grow as a student.

In order to get the most out of class, you must be prepared when you come to class. Students are required to complete the readings prior to class meetings and to come to class ready to discuss them. I expect everyone to participate actively in the discussion of the day. Every student should be able to summarize, analyze, synthesize, and evaluate each assigned reading by addressing the following questions:

i. What is the author’s purpose?
ii. What is the basic theme(s) or argument(s) of the reading?
iii. What are the most important historical events, information, concepts, etc. discussed in the reading?
iv. How does this reading relate to the other readings and to the central themes of the course?

授業時間外の学修に必要な時間数／週

・毎週１回の授業が半期（前期または後期）または通年で完結するもの。１週間あたり４時間の学修を基本とします。
・毎週２回の授業が半期（前期または後期）で完結するもの。１週間あたり８時間の学修を基本とします。

成績評価の方法・基準

成績評価の方法・基準（備考）

Your grade will be based, not on how well you do compared to others in the class, but on the quality of substantive knowledge, quality of analysis, and effective communication demonstrated--in other words, the level of understanding demonstrated. S represents “excellence”, A represents “good”; Grades below B (C+, C, D+, D, and F) indicate that the level of work in the course is below the level expected. Therefore, you should work together and help each other out.

課題や試験のフィードバック方法

その他

課題や試験のフィードバック方法（その他の内容等）

Provide comments

アクティブ・ラーニングの実施内容

ディスカッション、ディベート

アクティブ・ラーニングの実施内容（その他の内容等）

The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture, discussion and, in particular, the Socratic method. I will often play the role of provocateur and advocate to stimulate participation. The class dialogue emphasizes the importance of student participation and active learning as a means to improve one’s skills, interest, information, knowledge, and, ultimately, understanding. In essence, class discussions will consist of an active exchange between the student and professor.

授業におけるICTの活用方法

実施しない

授業におけるICTの活用方法（その他の内容等）

実務経験のある教員による授業

はい

【実務経験有の場合】実務経験の内容

Sam-Sang Jo received Ph.D. in international studies from the University of South Carolina. He was visiting scholar of East-West Center in Hawaii, Chinese Academy of Social Science, University of Cambridge, Fudan University, Tohoku University, and University of Tokyo. He was also visiting scholar of East-West Center in Hawaii, Chinese Academy of Social Science, University of Cambridge, Fudan University, Tohoku University, and University of Tokyo. He has taken courses, conducted research in, or otherwise visited for professional or personal purposes, America, Britain, France, Germany, Denmark, Sweden, Austria, Russia, Poland, Hungary, Belgium, Switzerland, Italy, China, South Korea, Taiwan, Hong Kong, Indonesia and Costa Rica. His teaching and research interests cover regional integration, international cooperation, Western European politics, East Asian politics, comparative analysis of Europe and East Asia, and US foreign policy. He is the author of The Clash of Ideologies: American Liberal Democracy versus Socialism with Chinese Characteristics (Palgrave Macmillan, 2026) and European Myths (Rowman & Littlefield/University Press of America 2007). His publications have appeared in such scholarly journals as The Chinese Journal of International Politics, Asian Perspective, Japanese Journal of Political Science, Asia Europe Journal, Journal of Contemporary European Studies, Northeast Asian Studies (Tohoku University), Korea Observer, Korean Journal of Political Science, 中央大学 社会科学研究所年報, and 中央大学 紀要 社会学・社会情報学, among others. He has received several merit-based fellowships, awards, grants and prizes.

【実務経験有の場合】実務経験に関連する授業内容

Sam-Sang Jo is currently teaching at Chuo University and International Christian University as well. He had taught at Graduate School of International Relations, Pusan National University, Graduate School of International Relations and Diplomacy, Beijing Foreign Studies University, Monmouth College and University of South Carolina.

テキスト・参考文献等

A course packet containing all assigned articles, book chapters, and the handouts will be posted on Manaba.

その他特記事項

TEACHING PHILOSOPHY

The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture, discussion and, in particular, the Socratic method. I will often play the role of provocateur and advocate to stimulate participation. The class dialogue emphasizes the importance of student participation and active learning as a means to improve one’s skills, interest, information, knowledge, and, ultimately, understanding. In essence, class discussions will consist of an active exchange between the student and professor.

参考URL