タイトル
時間割コード:VA06006 日本語シラバス 英語
Structure and Dynamics of Developing Economies[Structure and Dynamics of Developing Economies]
 
担当教員
山崎 圭一[YAMAZAKI KEIICHI]
開講学部等 国際社会科学府 対象年次 1〜3 単位数 2 使用言語 英語
開講時期 秋学期 開講曜限   クラス  
授業形態 授業形態(詳細) 授業方法
特記事項  
ナンバリングコード 実務経験のある教員による授業
授業の目的  
This course is intended to help students deepen their understanding of selected topics and concepts. The lectures will deal with
(1) an advanced examination of the idea of human development by introducing John Ruskin’s concept of ‘intrinsic value’ and Jun Ikegami’s comprehensive theory about capabilities and cultural (art) goods;
(2) the study of ‘traps’ of low-income countries, with a focus on natural resource curse, civil war, trust and network and ethnic diversity;
(3) a basic review of the theories and facts about state-society relationship, and
(4) an analysis of the effectiveness of ODA (official development aid).
　　Through these studies, we will search for a more effective path for endogenous and sustainable development of less developed countries. It may be an ‘elusive quest’, as is argued by Prof. William Easterly of New York University, but we hope to find a small step forward through this course.
 
授業計画
（項目説明）授業全体のスケジュールを示しています。学修計画を立てる際の参考にしてください。  
1. Amartya Sen’s concept of human development and capabilities
2. Sen's limitations and John Ruskin's idea of intrinsic value
3. Limitations of Ruskin's approach and comprehensive method of Jun Ikegami (Professor Emeritus of Kyoto University, Japan)
4. Traps of developing countries: part 1) natural resource curse
5. Traps of developing countries: part 2) trust and network
6. Traps of developing countries: part 3) civil war
7. Traps of developing countries: part 4) ethnic diversity
8. State and society: weak state and strong state from Joel Migdal's works
9. Mutual empowerment relationship between state and society
10. Embedded relative autonomy of state initiated by Prof. Peter Evans
11. System of bilateral and multi-lateral ODA
12. Challenges faced by ODA operations
13. Endogenous development vs ODA
14. Towards endogenous and sustainable development
15. How can the Japanese experiences of regional development be helpful for developing countries?
16. Written examination
 
授業時間外の学修内容
（項目説明）授業全体を通して授業前に予習すべき内容、授業後に復習すべき内容を示しています。単位は、授業時間前後の予習復習を含めて認定されます。  
The students are requested to read through the reading material which will be distributed beforehand (a week or two before the session) at home carefully and come to the class with questions to share with the other students.
 
履修目標
（項目説明）授業で扱う内容（授業のねらい）を示す目標です。より高度な内容は自主的な学修で身につけることを必要としています。  
1. The students are expected to acquire a deeper knowledge about the concept of human development as well as the relationship between human beings and Nature. They will also learn about basic differing views regarding art goods and intrinsic value. They will learn about the fundamental and structural hurdles faced by developing countries, which will help students develop plans for more effective ODA activities.
2. At the end of the course, you will be able to write a short essay on such complicated questions as (1) how human beings can develop through the consumption and production of goods with intrinsic value, (2) why not only ordinary goods but art goods should be offered in the market of developing countries for promotion of human development, and (3) how ODA activities can be reformed in order to overcome fundamental traps caused by the particular political and economic structure of a developing country.
 
到達目標
（項目説明）授業を履修する人が最低限身につける内容を示す目標です。履修目標を達成するには、さらなる学修を必要としている段階です。  
1. The students can explain about the key concepts on the poverty of the developing world in his/her own words. The 'key concepts' include Dutch disease, trap of middle income countries, relationship between ethnic diversity and political instability, general election and civil war and dictatorship and economic growth/stagnation.
2. The students can explain about his/her own research topic using some of the key concepts he/she has learned from this course.
 
成績評価の方法
（項目説明）成績評価の方法と評価の配分を示しています。  
Attendance and participation in discussion: 50 %
Report: 20 %
Written Examination: 30 %
 
成績評価の基準 -ルーブリック-
（項目説明）授業別ルーブリックでは評価の項目と、成績評価の基準との関係性を確認できます。（表示されない場合もあります。）  
【成績評価の基準表】
秀(S)優(A)良(B)可(C)不可(F)
履修目標を越えたレベルを達成している履修目標を達成している履修目標と到達目標の間にあるレベルを達成している到達目標を達成している到達目標を達成できていない
履修目標：授業で扱う内容（授業のねらい）を示す目標
到達目標：授業において最低限学生が身につける内容を示す目標
【授業別ルーブリック】
評価項目評価基準
期待している以上である十分に満足できる(履修目標)やや努力を要する努力を要する(到達目標)相当の努力を要する
Theory/ methodologyThe student has polished and advanced the current model/method through his empirical study.The student has a clear idea about his/her research question of the thesis which he/her is working on.The student is developing his/her own method to advance his/her study.The student has his/her own methodology to build the research on.The student is not sure about the differences among different methodologies.
Target country to analyzeThe student's analysis is as convincing as the analysis of the professional researchers from the target country.The student can make a good presentation on the question of how to develop the theories.The student can discuss the causes of the problems faced by his/her target country.The student can explain about basic economic structure of his/her target country to examine.The student does not have a clear target country to analyze.
LanguageThe student can publish his/her article in a journal published in the target country in the language of the country.The student can write an academic thesis in the language of his/her target country.The student can make an academic presentation in the language of his/her target country.The student can read the articles written in the language of his/her target country.The student cannot speak the language of his/her target country.
 
授業の方法
（項目説明）教員が授業をどのように進めるのか、課題提出などの情報もあわせて示しています。  
We will read some classic and contemporary books related to the topics introduced in this course. In each session, one student is requested to make a fifteen-minute presentation about an assigned part of the textbook. I will make additional comments and explanation after the student’s presentation. All students are requested to submit one report during this one-semester course.
The report can be about any topic he or she prefers as far as it is related to (1) human development and intrinsic value, (2) traps of developing countries, (3) endogenous development or (4) reform of ODA. One or two books will be chosen as the textbook(s) from the list below after consultation with the participants in this lecture.
 
教科書  
教科書1 ISBN 9780262550420
書名 The Elusive Quest for Growth
著者名 William Easterly 出版社 MIT press 出版年 2002
教科書2 ISBN 9780143038825
書名 The White Man’s Burden
著者名 William Easterly 出版社 Penguin 出版年 2007
教科書3 ISBN 9780195373387
書名 The Bottom Billion
著者名 Paul Collier 出版社 Oxford University Press 出版年 2008
教科書4 ISBN 9780691037363
書名 Embedded autonomy : states and industrial transformation
著者名 Peter Evans 出版社 Princeton University Press 出版年 1995
教科書5 ISBN 9780691010731
書名 Strong Societies and Weak States
著者名 Joel Migdal 出版社 Princeton University Press 出版年 1988
 
教科書補足  
We will decide which textbook to use for this course through consultation with the participating students.
 
参考書  
参考書1 ISBN 9781610390934
書名 Poor Economics
著者名 Abhijit Banerjee and Esther Duflo 出版社 Public Affairs 出版年 2012
 
参考書補足  
More books will be introduced to the students during the lecture sessions according to specific interests of the students.
 
キーワード  
Intrinsic value, human development, trust, industrial cluster, endogenous development
 
備考  
We will take into consideration the predicaments faced by the poorest segment of the world population. The conventional policy of offering only ordinary goods (foods, clothes and shelter) and of meeting basic human needs will be reviewed from a critical viewpoint. The concept of quality of life will be studied from a radical and fundamental level through attention to intellectual excitement enjoyed by the production and consumption of art and cultural goods.
 
教員からの一言  
　９０分間、高位の集中力と緊張を維持することは、講師も受講生も不可能ですし、疲労して、かえって不効率です。緊張と緩和をバランスよく配し、最大限の教育効果が生じるような授業をこころがけます。受講生のみなさんも、（予習、復習を含めて）最大限に内容を吸収できるような受講方法を考えましょう。
 
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