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SEMINAR A
| Lecturer(s) | OKI, SATOKO |
|---|---|
| Credit(s) | 4 |
| Academic Year/Semester | 2025 Spring |
| Day/Period | Fri.2,3 |
| Campus | SFC |
| Class Format | Face-to-face classes (conducted mainly in-person) |
| Registration Number | 37770 |
| Faculty/Graduate School | POLICY MANAGEMENT / ENVIRONMENT AND INFORMATION STUDIES |
| Year Level | 1, 2, 3, 4 |
| Field | RESEARCH SEMINARS SEMINARS |
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| Prerequisites(Recommended) | C2132 地球システムA/EARTH SYSTEM A C2133 地球システムB/EARTH SYSTEM B C1012 社会安全政策（防災）/SOCIAL SECURITY POLICY(DISASTER) C2017 地球システム設計論/THEORY OF EARTH SYSTEM DESIGN |
| Related Classes | C2132 地球システムA/EARTH SYSTEM A C2133 地球システムB/EARTH SYSTEM B C1012 社会安全政策（防災）/SOCIAL SECURITY POLICY(DISASTER) C2017 地球システム設計論/THEORY OF EARTH SYSTEM DESIGN |
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| Location | SFC;Other |
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Student Screening Courses requiring entry to selection should be registered via SOL-A. *Only students who have a CNS account and who are not students of the Faculty of Policy Studies, Faculty of Environment and Information Studies, Graduate School of Media and Governance, Faculty of Nursing and Medical Care, and Graduate School of Health Management can enter via the system. Please check K-Support News for the details. | This item will appear when you log in (Keio ID required). |
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| K-Number | FPE-CO-05003-211-88 |
| Course Administrator | Faculty/Graduate School | FPE | POLICY MANAGEMENT / ENVIRONMENT AND INFORMATION STUDIES |
|---|---|---|---|
| Department/Major | CO | ||
| Main Course Number | Level | 0 | Faculty-wide |
| Major Classification | 5 | Research Seminars | |
| Minor Classification | 00 | Seminar | |
| Subject Type | 3 | Elective subject | |
| Supplemental Course Information | Class Classification | 2 | Lecture |
| Class Format | 1 | Face-to-face classes (conducted mainly in-person) | |
| Language of Instruction | 1 | Japanese | |
| Academic Discipline | 88 | Comprehensive / Integrated Areas (Interdisciplinary Studies) | |
Course Summary
Natural, Human, and Social Science Research on Disasters.
Each seminar consists of 3 parts: book/journal reading, teaching, and groupwork.
Each seminar consists of 3 parts: book/journal reading, teaching, and groupwork.
Course Description/Objectives/Teaching Method/Intended Learning Outcome
Disasters occur when natural phenomena such as earthquakes, tsunamis, volcanic eruptions, and torrential rains exceed the response capabilities of people and society. Phenomena such as earthquakes and tsunamis are not disasters in themselves; they are disasters only when they are related to human society. Based on this, disaster prevention and mitigation can be achieved by making people and society stronger and more resilient, without waiting for natural phenomena to be clarified.
This research group welcomes not only those who are interested in geoscientific natural phenomena, but also those who wish to contribute to the protection of people's lives by encouraging people and society to mature in a stronger and more flexible manner. Specifically, we will conduct research from the viewpoints of earth science, social psychology, disaster informatics, and education on what is necessary to achieve disaster prevention and mitigation in the fields of various regions of Japan, where we are facing an era of frequent disasters, and put it into practice. You can approach this from anywhere. The following are some examples of problem consciousness and approaches.
Problems to solve
Everyone knows that earthquakes occur in Japan. Despite this, only a small percentage of people take disaster prevention measures such as securing furniture. This means that knowledge alone is not enough to take effective disaster prevention measures. Why is this so? We will repeat the feedback process of surveying and analyzing through questionnaires and interviews what kind of communication would raise awareness of disaster reduction and lead to disaster reduction actions, and then devising and implementing better communication methods.
In the Great East Japan Earthquake, the damage was caused by the failure of science to predict that an earthquake of magnitude 9 would occur in Japan. In general, however, experts are reluctant to communicate the limitations of the science they are involved in, while non-experts are inclined to believe that science is all-powerful. There are examples in other countries where the failure to communicate the limitations of science has resulted in increased damage. This paper discusses and practices communication between experts and non-specialists as a social theory of science and technology to solve this problem.
Although seismic phenomena themselves are familiar to Japan and other seismic-prone countries, they are not as easily investigated as astronomical or meteorological observations, analyzed with familiar software, or provided with participatory platforms for reporting one's own experiences and findings. What kind of web platforms are available for easy participation from cell phones and smartphones?
Approach
Quantitative and qualitative research on risk perception and disaster prevention behavior/intentions
Survey on the actual situation and educational practice of disaster prevention education at schools based on the theory of communities of practice (or other sociological theories).
Analysis of information disseminated by experts or media (disaster information theory)
Visualization of existing research results
Research field
Schools (kindergarten, elementary school, middle school, high school, and special support) and local communities that have not experienced a disaster in recent years
Schools and local communities that have experienced disasters in recent years
Possible deliverables
Educational materials and contents for disaster education that can be used in schools (either digital or analog)
Development of more effective disaster prevention lectures and workshops that can be conducted by local government officials and experts.
Web tools and cell phone applications that make the results of research on disaster science, such as earthquakes, visible or experiential, etc.
This research group welcomes not only those who are interested in geoscientific natural phenomena, but also those who wish to contribute to the protection of people's lives by encouraging people and society to mature in a stronger and more flexible manner. Specifically, we will conduct research from the viewpoints of earth science, social psychology, disaster informatics, and education on what is necessary to achieve disaster prevention and mitigation in the fields of various regions of Japan, where we are facing an era of frequent disasters, and put it into practice. You can approach this from anywhere. The following are some examples of problem consciousness and approaches.
Problems to solve
Everyone knows that earthquakes occur in Japan. Despite this, only a small percentage of people take disaster prevention measures such as securing furniture. This means that knowledge alone is not enough to take effective disaster prevention measures. Why is this so? We will repeat the feedback process of surveying and analyzing through questionnaires and interviews what kind of communication would raise awareness of disaster reduction and lead to disaster reduction actions, and then devising and implementing better communication methods.
In the Great East Japan Earthquake, the damage was caused by the failure of science to predict that an earthquake of magnitude 9 would occur in Japan. In general, however, experts are reluctant to communicate the limitations of the science they are involved in, while non-experts are inclined to believe that science is all-powerful. There are examples in other countries where the failure to communicate the limitations of science has resulted in increased damage. This paper discusses and practices communication between experts and non-specialists as a social theory of science and technology to solve this problem.
Although seismic phenomena themselves are familiar to Japan and other seismic-prone countries, they are not as easily investigated as astronomical or meteorological observations, analyzed with familiar software, or provided with participatory platforms for reporting one's own experiences and findings. What kind of web platforms are available for easy participation from cell phones and smartphones?
Approach
Quantitative and qualitative research on risk perception and disaster prevention behavior/intentions
Survey on the actual situation and educational practice of disaster prevention education at schools based on the theory of communities of practice (or other sociological theories).
Analysis of information disseminated by experts or media (disaster information theory)
Visualization of existing research results
Research field
Schools (kindergarten, elementary school, middle school, high school, and special support) and local communities that have not experienced a disaster in recent years
Schools and local communities that have experienced disasters in recent years
Possible deliverables
Educational materials and contents for disaster education that can be used in schools (either digital or analog)
Development of more effective disaster prevention lectures and workshops that can be conducted by local government officials and experts.
Web tools and cell phone applications that make the results of research on disaster science, such as earthquakes, visible or experiential, etc.
Research Seminar Theme
Earthquake Disaster Laboratory -Social Design for Disaster Prevention-
Project Theme (next semester)
Exploring Competencies in Disaster Preparedness Education
Active Learning MethodsDescription
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Preparatory Study
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Course Plan
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Method of Evaluation
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Textbooks
"Listen to the Voice of the Earth -Learn about earthquakes to save lives", Satoko Oki
Reference Books
"Listen to the Voice of the Earth -Learn about earthquakes to save lives", Satoko Oki
Lecturer's Comments to Students
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