研究者情報

• リベラルアーツ学部　ﾘﾍﾞﾗﾙｱｰﾂ学科　准教授

学歴・取得学位

• コロンビア大学大学院　2006/05　修了　哲学修士
• コロンビア大学大学院　宗教学研究科　日本と東アジア宗教　2006/02　修了　修士
• ロックフェラー大学大学院　分子生物学生化学研究室　分子生物学生化学　1998/06　修了　博士
• ヨーク大学　生物学部　遺伝学　1991/07　卒業

経歴

• 2008/04　～　2010/03　法政大学　国際交流センター　非常勤教師
• 2006/07　～　2006/08　コロンビア大学　宗教研究科　非常勤教師
• 2006/01　～　2006/05　バーナード大学、コロンビア大学　東アジア言語文化研究科　非常勤教師
• 2005/09　～　2005/12　コロンビア大学　宗教学研究科　教師補佐
• 2005/01　～　2005/05　コロンビア大学　宗教研究科　非常勤教師

研究分野

• 宗教学　宗教学、富士信仰、江戸文化、山岳信仰、庶民信仰、思想史、宗教と科学の関係
• 地域研究　ルンファルドのメタヒストリー；ルンファルドと記号論；アルゼンチンの文化的アイデンティティ；ブエノスアイレスの多文化社会の歴史

研究キーワード

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資格，免許

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論文

• アルゼンチンでの国民的文化的アイデンティティの創造プロセスにおけるルンファルドと大衆文化。　玉川大学リベラルアーツ学部研究紀要　ゴッタルド　マルコ　2025/03/31
• 20 世紀初頭のアルゼンチンにおける犯罪と移民に関する言説の中にルンファルドに対して最古の記述を位置付ける研究。　玉川大学リベラルアーツ学部研究紀要　ゴッタルド　マルコ　2024/03/31
• 言語によるナショナル・アイデンティティの構築： アルゼンチンにおけるルンファルドに対しての最古の記述の分析　玉川大学リベラルアーツ学部研究紀要　ゴッタルド　マルコ　2023/03/31
• A Study in the Development of the Program for Incoming International Students in the Department of English Language Education, Tamagawa University　玉川大学文学部紀要「論叢」　2017/03/31
• 富士山の聖なる者のアイデンティティ - 富士信仰の発展に関する弁才天の役割についての検討　玉川大学文学部紀要「論叢」　ゴッタルド　マルコ　2017/03/31

MISC

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著書

• "Pilgrimage: Buddhism"(in Malti-Douglas, Fedwa (ed.), "Encyclopedia of Sex and Gender")　Macmillan reference USA　2007/08　単著
• "Dogen" (in Shirane, Haruo (ed.), "Traditional Japanese Literature: An Anthology, Beginning to 1600")　Columbia University Press　2007/05　単著
• "Molecular Characterization of an RNA-Dependent Transcription Reaction Catalyzed by RNA Polymerase II"　（博士論文）　ロックフェラー大学　1998/04　単著

講演・口頭発表等

• Between civilization and barbarism: a re-contextualization of the early definitions of Lunfardo, and re-evaluation of its role in the creation of an Argentine cultural identity.　2021/04/15
• "From the margins to the center: a study on the role of Lunfardo in the creation of a cultural identity in Argentina"　2019/04/04
• 「『ひとりは誰でもなく，また十万人』?富士山の祭神はだれですか？」　学会「東アジアの宗教における仏教のダイナミックス」　2011/06/18
• 「民衆の空間観と聖なる空間　?　江戸時代における富士信仰の地下世界観」　アジア研究協会で日本宗教研究会　2011/04/02
• 「魔法と薬の間における富士信仰」　ワークショップ 「MANABU・学ぶ」、イタリア国立東方学研究所、京都　2010/06/30

Works(作品等)

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研究課題（競争的資金等）

• 研究テーマ　個人研究
• 研究プロジェクト1：巡礼と記号論　個人研究
• 研究プロジェクト2：科学と宗教　個人研究
• 研究プロジェクト3：江戸時代における庶民の宗教と文化　個人研究
• ルンファルドとブエノスアイレスの文化史

特許等

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学会

• ラテンアメリカア研究協会　メンバー　国外　2018　～ 現在
• ラテンアメリカ研究協会　メンバー　国外　2018　～ 現在
• アジア研究協会　メンバー　国外　2010/11　～ 現在
• 日本意識プロジェクト、法政大学　メンバー　国内　2010/05　～ 現在

委員歴

• 玉川大学　Cosmos Fair Organizing Committee　co-organizer, advisor　2025
• 玉川大学　Cosmos Fair Organizing Committee　co-organizer, advisor　2024
• 玉川大学　Cosmos Fair Organizing Committee　co-organizer, advisor　2023
• 玉川大学　Department of English Language Education Study Abroad Program (University of Oregon)　Advisor　2019
• 玉川大学　Evergreen College Program - Department of English Language Education　Co-organizer, advisor　2019

受賞

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社会貢献活動

• Mandalas, mummies, and miniatures: embodying the sacred in Japanese religion　2018/04/01
• The cult of Mt. Fuji: popular religion and popular episteme in the Edo Period　2017/04/01
• "Mandalas, mummies, and miniatures: embodying the sacred in Japanese religion"　2017/04/01
• Japanese Religion seminar　2016/04/01
• The cult of Mt. Fuji: popular religion and the popular understanding of reality in the Edo period　2015/04/01

メディア報道

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学術貢献活動

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その他（研究者活動情報）

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教育方法の実践例

• 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.

作成した教科書，教材

• 2024/04/01　作成した教科書・教材・参考書　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　作成した教科書・教材・参考書　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　作成した教科書・教材・参考書　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　作成した教科書・教材・参考書　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　作成した教科書・教材・参考書　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.

その他（引率・実習・課外活動等）

• ゼミ旅行　Seminar research field trip to Enoshima
• ゼミ旅行　Seminar research field trip to Mt. Fuji
• ゼミ旅行　Seminar research field trip at Nikko
• Visit to the National Diet Library
• ゼミ旅行　Seminar research field trip to Mt. Fuji's lakes

担当経験のある科目

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担当授業科目（通学課程）

• 2025　春学期　English for Liberal Arts　学科科目
• 2025　春学期　学際ｱｶﾃﾞﾐｯｸｽｷﾙｽﾞ (ﾘｰﾃﾞｨﾝｸﾞ)　学科科目
• 2025　春学期　宗教学　US
• 2025　春学期　宗教学　学科科目
• 2025　春学期　現代文化論　学科科目

担当授業科目（通信教育課程）

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その他授業

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学校現場等での実務経験

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その他の実務経験

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