タイトル
     2017 年度   世界教養プログラム
  
英語A1   
時間割コード
150504
担当教員(ローマ字表記)
  マキン, ウィズ, 鈴木 陽子 [MACKIN, Zane, WIZ, Charles, SUZUKI Yoko]
授業開講形態 授業形態 単位数 学期 曜日・時限 実務経験のある教員による授業
    1 夏学期 集中 -
授業題目(和文)   
Summer Intensive English A (TOEIC 785以上)
 
Title(English)   
Summer Intensive English A (TOEIC 785以上)
 
授業の目標   
[Mackin, Tuesday]
Perfection of English

[Wiz, Thursday]
In this intensive course, we will explore ideas about the human mind, learn about past and current trends in technology, attempt to assess how education has adapted to technological changes, and try to discern future trends based on current developments. Most importantly, we will work together to help you define and develop essential intellectual and academic skills that will benefit you in the future, such as critical thinking, creative thinking, and problem solving skills.
 
Goals of the course   
[Mackin, Tuesday]
Perfection of English

[Wiz, Thursday]
In this intensive course, we will explore ideas about the human mind, learn about past and current trends in technology, attempt to assess how education has adapted to technological changes, and try to discern future trends based on current developments. Most importantly, we will work together to help you define and develop essential intellectual and academic skills that will benefit you in the future, such as critical thinking, creative thinking, and problem solving skills.
 
授業の概要   
[Mackin, Tuesday]
This course intends to improve English skills on all fronts (reading, writing, listening, speaking), by exploring robots and artificial intelligence.

What do we think of robots? Are they our future servants, or our future overlords? Is it possible for an AI to “live”? To be “human”? And how would we test that aliveness, that humanness, anyway? While we’re at it, how can we confirm that any of us are not robots? How does the discussion of robots reveal our own uncertainties about what it means to be alive?

In-class time will be spent viewing and discussing relevant videos or doing short reading assignments. Videos will come with word lists and transcripts, and students will be drilled on comprehension. Students will occasionally perform in class reading and writing assignments. There are two take-home writing assignments, which will be based on weekly readings. In this class students will also read Karl Capek’s play R.U.R., and will act out scenes from the play in the third week of class.

[Wiz, Thursday]
The course will be a combination of mini-lectures, videos, readings, discussions, student presentations, problem solving activities, and creative thinking exercises.
 
Overview of the course   
[Mackin, Tuesday]
This course intends to improve English skills on all fronts (reading, writing, listening, speaking), by exploring robots and artificial intelligence.

What do we think of robots? Are they our future servants, or our future overlords? Is it possible for an AI to “live”? To be “human”? And how would we test that aliveness, that humanness, anyway? While we’re at it, how can we confirm that any of us are not robots? How does the discussion of robots reveal our own uncertainties about what it means to be alive?

In-class time will be spent viewing and discussing relevant videos or doing short reading assignments. Videos will come with word lists and transcripts, and students will be drilled on comprehension. Students will occasionally perform in class reading and writing assignments. There are two take-home writing assignments, which will be based on weekly readings. In this class students will also read Karl Capek’s play R.U.R., and will act out scenes from the play in the third week of class.

[Wiz, Thursday]
The course will be a combination of mini-lectures, videos, readings, discussions, student presentations, problem solving activities, and creative thinking exercises.
 
キーワード   
[Mackin, Tuesday]
intensive

[Wiz, Thursday]
Technology, artificial intelligence (AI), automation, robotics, education, critical thinking, creativity, problem solving.
 
Keywords   
[Mackin, Tuesday]
intensive

[Wiz, Thursday]
Technology, artificial intelligence (AI), automation, robotics, education, critical thinking, creativity, problem solving.
 
授業の計画   
[Mackin, Tuesday]
Week 1 Lesson 1 (July 11)
Unit I: Historical Representations of Robots and Artificial Intelligences
1. Invasion of the Robots! An overview
Video: Day the Earth Stood Still; Ex Machina
In class writing assignment.

Week 1 Lesson 2
2. The Robot in the Pre-Digital Age: Golems and Reanimated Corpses.
Video: Mary Shelley’s Frankenstein (1994)
In class reading and writing: The Golem of Prague

Take-home reading: Isaac Asimov. I Robot, “Evidence”

Week 2 Lesson 3 (July 18)
Unit II: Robots and Labor: Helpers, Slaves, or Job Destroyers?
3. Work and Jobs
Video: Metropolis; Ghibel Sensatsii (Loss of Feeling); 60 Minutes, “March of the Machines”
In class comprehension test.

Week 2 Lesson 4
4. Superintelligent Computers and the Singularity
Video: “Ray Kurtsweil: the Coming Singularity”; “What is Deep Mind?”
Reading/Listening: Wired,“Deep Mind: Inside Google’s super-brain”
In class writing assignment.

Due: Response essay 1
Take-home reading: John Lanchester, “The Robots are Coming”; Karel Čapek. R.U.R. (Rossum’s Universal Robots)

Week 3 Lesson 5 (July 25)
Unit III: Robots and Personhood
5. Are robots human?
Video: AI; Blade Runner; Her
Comprehension quiz.
Performance: Student scenes from R.U.R.

Week 3 Lesson 6
6. Are humans robots?
Video: The Matrix; The Creation of the Humanoids
In class reading & writing: Genesis; The Epic of Gilgamesh (excerpts)
Performance: Student scenes from R.U.R.

Due: response essay 2

Week 3 Lesson 7
7. Performance: Student scenes from R.U.R.

[Wiz, Thursday]
Week 1 Lesson 1 (July 13)
Course introduction.
What is education for?
How does technology affect us?
What is wetware?
What is does it mean to have a mind?

Week 1 Lesson 2
What kinds of different minds are there?
Understanding different types of intelligence.
Introduction to problem solving.

Week 2 Lesson 3 (July 20)
Problem solving activity.
What is creativity and why is it important?
How can creativity be intergrated into school?

Week 2 Lesson 4
Review.
Creative thinking activity.
Graded discussions.

Week 3 Lesson 5 (July 27)
A short history of technology.
What jobs can machines do?
AI, robotics, and the future of work

Week 3 Lesson 6
Review.
Student presentations.
Problem solving activity.

Week 3 Lesson 7
Introduction to cognitive biases.
Are people rational agents?
How will people engage with machines that think?
 
Plan   
[Mackin, Tuesday]
Week 1 Lesson 1 (July 11)
Unit I: Historical Representations of Robots and Artificial Intelligences
1. Invasion of the Robots! An overview
Video: Day the Earth Stood Still; Ex Machina
In class writing assignment.

Week 1 Lesson 2
2. The Robot in the Pre-Digital Age: Golems and Reanimated Corpses.
Video: Mary Shelley’s Frankenstein (1994)
In class reading and writing: The Golem of Prague

Take-home reading: Isaac Asimov. I Robot, “Evidence”

Week 2 Lesson 3 (July 18)
Unit II: Robots and Labor: Helpers, Slaves, or Job Destroyers?
3. Work and Jobs
Video: Metropolis; Ghibel Sensatsii (Loss of Feeling); 60 Minutes, “March of the Machines”
In class comprehension test.

Week 2 Lesson 4
4. Superintelligent Computers and the Singularity
Video: “Ray Kurtsweil: the Coming Singularity”; “What is Deep Mind?”
Reading/Listening: Wired,“Deep Mind: Inside Google’s super-brain”
In class writing assignment.

Due: Response essay 1
Take-home reading: John Lanchester, “The Robots are Coming”; Karel Čapek. R.U.R. (Rossum’s Universal Robots)

Week 3 Lesson 5 (July 25)
Unit III: Robots and Personhood
5. Are robots human?
Video: AI; Blade Runner; Her
Comprehension quiz.
Performance: Student scenes from R.U.R.

Week 3 Lesson 6
6. Are humans robots?
Video: The Matrix; The Creation of the Humanoids
In class reading & writing: Genesis; The Epic of Gilgamesh (excerpts)
Performance: Student scenes from R.U.R.

Due: response essay 2

Week 3 Lesson 7
7. Performance: Student scenes from R.U.R.

[Wiz, Thursday]
Week 1 Lesson 1 (July 13)
Course introduction.
What is education for?
How does technology affect us?
What is wetware?
What is does it mean to have a mind?

Week 1 Lesson 2
What kinds of different minds are there?
Understanding different types of intelligence.
Introduction to problem solving.

Week 2 Lesson 3 (July 20)
Problem solving activity.
What is creativity and why is it important?
How can creativity be intergrated into school?

Week 2 Lesson 4
Review.
Creative thinking activity.
Graded discussions.

Week 3 Lesson 5 (July 27)
A short history of technology.
What jobs can machines do?
AI, robotics, and the future of work

Week 3 Lesson 6
Review.
Student presentations.
Problem solving activity.

Week 3 Lesson 7
Introduction to cognitive biases.
Are people rational agents?
How will people engage with machines that think?
 
成績評価の方法・基準   
The final course grade (100%) will be calculated from the average of the scores from the two instructors (90%) plus ELC assignments (10%).

ELC Assignments 10%

[Mackin, Tuesday]
Response essays 20%
In class discussion 20%
In class assignments 30%
R.U.R. performance 10%
Final essay 10%

Because of the intensive nature of this course, any absence leads to automatic failure of the course.

[Wiz, Thursday]
Participation: 15%
In class discussions: 30%
In-class presentations: 30%
Problem solving and creative thinking activities: 15%
 
Grading system for assessment   
The final course grade (100%) will be calculated from the average of the scores from the two instructors (90%) plus ELC assignments (10%).

ELC Assignments 10%

[Mackin, Tuesday]
Response essays 20%
In class discussion 20%
In class assignments 30%
R.U.R. performance 10%
Final essay 10%

Because of the intensive nature of this course, any absence leads to automatic failure of the course.

[Wiz, Thursday]
Participation: 15%
In class discussions: 30%
In-class presentations: 30%
Problem solving and creative thinking activities: 15%
 
事前・事後学習【要する時間の目安】   
[Wiz, Thursday]
Students will be expected to read the material that will be discussed and used in the following class, to think deeply about the issues under consideration, and be prepared to actively take part in discussions and activities with their classmates, The readings and assignments will be explained on the first day of class.
 
Preview/review   
[Wiz, Thursday]
Students will be expected to read the material that will be discussed and used in the following class, to think deeply about the issues under consideration, and be prepared to actively take part in discussions and activities with their classmates, The readings and assignments will be explained on the first day of class.
 
履修上の注意   
※Summer Intensive Englishは夏学期の履修登録期間中に履修登録を行います。履修希望者は事前に申し込みが必要です。希望者が多い場合には抽選となります。申し込みの方法は掲示等で指示します。
問い合わせ先:GILP英語科目コーディネーター 鈴木陽子(yoko.suzuki@tufs.ac.jp)
 
Notes   
※Summer Intensive Englishは夏学期の履修登録期間中に履修登録を行います。履修希望者は事前に申し込みが必要です。希望者が多い場合には抽選となります。申し込みの方法は掲示等で指示します。
問い合わせ先:GILP英語科目コーディネーター 鈴木陽子(yoko.suzuki@tufs.ac.jp)
 
教科書  
 
参考書  
 
使用言語  
英語(E)
 
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