Studying

Curriculum

This Program will include three fields of learning in order to ensure students gain a systematic understanding of cultural resource studies: tangible cultural resources studies, intangible cultural resources studies, and cultural resources information studies. The Program curriculum will be conducted through multiple trips between classroom and field, where students will experience the reality of how cultural resources are sustained and passed on.

In Years 1 and 2

In Years 1 and 2, students must obtain at least 30 credits, including at least 22 from Cultural Resources Studies subjects (table shown below) from the Cultural Resources Studies course. Over the course of these two years, students will work in teams to discuss questions fundamental to this discipline?What is cultural resources studies? Current issues in the transmission of cultural resources, Issues encountered working in the field?and to create research reports.

In Tangible Cultural Resources Studies (and Practice), students will examine those cultural resources that exist in a tangible form, such as cultural landscapes, sites, all types of buildings, pictures, sculpture, and crafts. This part of the course allows students to build up basic knowledge about tangible culture, which is equivalent to the “tangible cultural heritage” defined by UNESCO, as well as the ways in which such culture can be used. Until now, the term “cultural heritage” has most often been used synonymously with this category of (tangible) culture. It is a field in which Japanese preservation and reparation techniques have been widely applied and appreciated all over the world.

In Intangible Cultural Resource Studies (and Practice), students will concentrate on cultural resources with no physical form, such as language, tradition, myths, world views, performing arts, knowledge and skills. Here, students build up basic knowledge about what is also called “intangible cultural heritage”, as well as the ways in which it can be used. In recent years, UNESCO has been increasingly focused on the significance of this traditional culture.

In Cultural Resources Information Studies (and Practice), students will learn about the historical, ideological and ethical backgrounds to measures that have been put in place thus far in relation to cultural studies. Students will then be introduced to information science, intellectual property management, international law and global economics as fields relevant to the protection, transmission and utilization of cultural resources in the future. Knowledge and competency in the field of cultural resources information is vital if students are to be able to develop better and more efficient utilization strategies not only for those cultural resources yet to be identified but also for those already designated and valued as world cultural heritage.

In Cultural Resources Studies Fieldwork Training (and Practice), students will work in teams to conduct fieldwork in Japan and in the home countries of international students. Fieldwork will focus on the transmission and utilization of cultural resources, and all students should produce research reports based on their fieldwork experience.

In Years 3, 4 and 5

In Years 3, 4 and 5, students must obtain at least 16 credits subjects offered for second-half doctoral program students at the Division of Human and Socio-Environmental Studies. Students should also present their research at international workshops and symposia, using the feedback from such experiences to finalize their doctoral thesis.

This curriculum is therefore designed to enable students to acquire knowledge in the fields of tangible cultural resources studies, traditional cultural resources studies, and cultural resources information studies, and the ability to adopt an international, comprehensive, and interdisciplinary perspective when approaching issues relating to the management of cultural resources. In addition, it will foster in students management, facilitative and networking competencies as the core competencies required in cultural resource managers.

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