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Basic information
| Name |
GOTTARDO Marco |
| Belonging department |
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| Occupation name |
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| researchmap researcher code |
6000022691 |
| researchmap agency |
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Researcher Basic Information
Researcher Activity Information
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- “Magic words and holy waters: popular divine medicine in the cult of Mt. Fuji”/Symposium "Healing and Divination: The Religion fo the Medieval Japanese", Ritsumeikan University Art Research Center, Kyoto/2010/05/26
- Discussant response presentation/Workshop, “Public and Private Interactions with Esoteric Buddhist Art: Transmission, Transformation, and Context”, Sophia University, Tokyo/2010/05/18
- "The role of "movement" in the creation of a sense of national space at the popular level in the Edo Period"/Workshop "The expression of Nationalism in the Edo period", Hosei University International Japanese Studies Research Center, Tokyo/2009/09/10
- “Il culto del monte Fuji e l’immaginario popolare nel periodo Tokugawa” ("The cult of Mt. Fuji and the popular imaginaire in the Tokugawa period")/Workshop "MANABU", Italian National Institute of East Asian Studies, Kyoto/2009/05/30
- Discussant response presentation/Symposium "Onmyodo", Columbia University, New York/2009/05/02
- Discussant response presentation/Symposium "Shugendo", Columbia University, New York/2008/04/27
- "The cult of Mt, Fuji and the popular episteme"/Alsace European Research Center of Japanese Studies/2007/12/16
- Discussant response presentation/Symposium "Medieval Shinto", Columbia University, New York/2007/04/28
Competitive research funds |
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Academic Society and Social Activity |
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Educational research achievement information: matters concerning educational ability
Example of Education Method |
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- 2024/04/その他教育活動上特筆すべき事項/In both spring and fall semesters I was able to open my research seminar to third-year students of the College of Arts and Sciences. The seminar is conducted entirely in English, focused on the topic of cultural and national identity, from the prospective of the field of Cultural Studies. All the weekly reading materials are in (academic) English, all weekly discussions are carried out in English, all written assignments are in English, and all additional explanations of difficult points I present during the seminar are in English. The purpose of this style of seminar is to give our students as close an experience to a study-abroad advanced content class as possible while here at Tamagawa, as well as to use English as a medium of communication, study, and research, not only as the object of second-language acquisition.
- 2024/04/その他教育活動上特筆すべき事項/In my Japanology course in the Spring semester, I try as much as possible to use only English throughout the whole course. That is all my lectures and answers to the students' questions are in English, all my handouts are in English, all the reading materials are in English, all email correspondence with the students is in English, and all the assignments and exams (and my feedback comments) are in English. The purpose of this style of teaching is to implement fully the ELF philosophy of using English as a shared language to learn and discuss academic content. The model is to try and bring the class time as close as possible to a study-abroad type of experience for the Tamagawa students.
- 2024/04/その他教育活動上特筆すべき事項/In the fall semester, I taught a new course I had proposed for the College of Arts and Sciences entitled "Science and Culture". I designed this course, taught in Japanese but with a bilingual (English) component, in order to introduce some of the most fundamental concepts and understandings of reality from the sciences to our first-year students, and to show where scientific ideas and discoveries interact, overlap, and influence culture (and vice versa). Though the focus of this course is on modern and contemporary science and culture, a historical approach to the subjects of science, mathematics, physics, astrophysics, and biology allowed me to frame both science and culture as historically rooted phenomena. In creating this course, I noticed that especially in the "Culture" field in our College, a certain emphasis on the relationship between religion and culture was evident. One of the aims of this course, therefore, was to balance that emphasis with an equivalent focus on the interactions between science and culture. In this way, students from the first year can understand that science too can be an exciting and deep topic of study and research within the field of "Culture" in our College.
- 2024/04/その他教育活動上特筆すべき事項/In the spring semester, I taught a new course I had proposed for the College of Arts and Sciences, entitled "Cultural Studies". I designed this new course, taught in Japanese but with a bilingual (English) component, to function as an introduction to the academic field of Cultural Studies, aimed to the second-year students of our College. As a faculty member of the "Culture" field in the new curriculum, I created this course to introduce our students to certain seminal issues in Cultural Studies, especially semiology/semiotics, Marxism, the relationships between power and society, and various ideas on "the other". I introduced some of the thinkers most often employed in Cultural Studies analyses, including Marx, Gramsci, Althusser, Baudrillard, Bourdieu, and Foucault.
- 2023/04/その他教育活動上特筆すべき事項/In my Japanology course in the Spring semester, I try as much as possible to use only English throughout the whole course. That is all my lectures and answers to the students' questions are in English, all my handouts are in English, all the reading materials are in English, all email correspondence with the students is in English, and all the assignments and exams (and my feedback comments) are in English. The purpose of this style of teaching is to implement fully the ELF philosophy of using English as a shared language to learn and discuss academic content. The model is to try and bring the class time as close as possible to a study-abroad type of experience for the Tamagawa students.
- 2022/04/その他教育活動上特筆すべき事項/In my Japanology course in the Spring semester, I try as much as possible to use only English throughout the whole course. That is all my lectures and answers to the students' questions are in English, all my handouts are in English, all the reading materials are in English, all email correspondence with the students is in English, and all the assignments and exams (and my feedback comments) are in English. The purpose of this style of teaching is to implement fully the ELF philosophy of using English as a shared language to learn and discuss academic content. The model is to try and bring the class time as close as possible to a study-abroad type of experience for the Tamagawa students.
- 2021/04/その他教育活動上特筆すべき事項/In my Japanology course in the Spring semester, I try as much as possible to use only English throughout the whole course. That is all my lectures and answers to the students' questions are in English, all my handouts are in English, all the reading materials are in English, all email correspondence with the students is in English, and all the assignments and exams (and my feedback comments) are in English. The purpose of this style of teaching is to implement fully the ELF philosophy of using English as a shared language to learn and discuss academic content. The model is to try and bring the class time as close as possible to a study-abroad type of experience for the Tamagawa students.
- 2021/04/教育内容・方法の工夫/During this academic year, as all my classes were taught online, I made sure the students had many possibilities available to them to interact amongst themselves and with me in each course. Toward that aim I organized discussion forums for each weekly class in each course I taught, both in the Spring and Fall semesters, for the students to exchange questions and ideas.
I also encouraged the students to hold, if needed, consultations with me online via Zoom, in lieu of in person office hours.
- 2020/04/その他教育活動上特筆すべき事項/In my Japanology course in the Spring semester, I try as much as possible to use only English throughout the whole course. That is all my lectures and answers to the students' questions are in English, all my handouts are in English, all the reading materials are in English, all email correspondence with the students is in English, and all the assignments and exams (and my feedback comments) are in English. The purpose of this style of teaching is to implement fully the ELF philosophy of using English as a shared language to learn and discuss academic content. The model is to try and bring the class time as close as possible to a study-abroad type of experience for the Tamagawa students.
- 2020/04/教育内容・方法の工夫/During this academic year, as all my classes were taught online, I made sure the students had many possibilities available to them to interact amongst themselves and with me in each course. Toward that aim I organized discussion forums for each weekly class in each course I taught, both in the Spring and Fall semesters, for the students to exchange questions and ideas.
I also encouraged the students to hold, if needed, consultations with me online via Zoom, in lieu of in person office hours.
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- 2024/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2023/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2022/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2021/04/01/Made textbook, teaching materials and reference book/During this academic year, as all my classes were taught online, I was concerned that especially in my lecture classes the students could receive a clear exposition of the contents of each class in each course. Toward that aim, I created "lecture notes" Word files for each class of each lecture course, both in the Spring and Fall semesters, in which I developed my original lecture notes into concise but coherent paragraphs, which the students could read as they would a textbook. For the classes planned in Japanese, these lecture notes were written in Japanese, and for those planned in English, they were in English.
- 2021/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2020/04/01/Made textbook, teaching materials and reference book/During this academic year, as all my classes were taught online, I was concerned that especially in my lecture classes the students could receive a clear exposition of the contents of each class in each course. Toward that aim, I created "lecture notes" Word files for each class of each lecture course, both in the Spring and Fall semesters, in which I developed my original lecture notes into concise but coherent paragraphs, which the students could read as they would a textbook. For the classes planned in Japanese, these lecture notes were written in Japanese, and for those planned in English, they were in English.
- 2020/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2019/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2018/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2017/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
- 2016/04/01/Made textbook, teaching materials and reference book/In all my lecture courses, both in the Spring and Fall semester, I make sure to distribute a handout (in Japanese) summarizing the main points of my class each time I introduce a new theme or topic in the course. This way, the students have a trace to follow when they review the lecture contents at home, and they can use these handouts when they review the course materials before the final exam.
In as many cases as possible, I try to incorporate English translations for some of the most important concepts, so that the students may gradually become familiar with finding English keywords in content classes.
Education research achievement book information (full-time teacher in charge of course subjects): Matters related to job performance
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Special Instructions About Experienced Worker |
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