東アジア共通の知の基盤を創った99人。日本・中国・韓国の3か国から各33名、近世の代表的思想家を紹介。単なる技術の学ではなく、儒学を基調として、自己修養や自然への畏敬など「心」を重んじる実心実学思想は 、東アジア世界の独自かつ共通の知的達成であった。近代以降を席巻した西洋の知的体系が大きな見直しを迫られるいま、東アジア独自の知の源泉を再認識する。.

ポピュリズム、思弁的実在論、OOO...ポスト・グローバル化が進行する新時代を生き抜くために、最低限おさえるべき思想はこれだ!

文献的知識の皮相ではなく、内部にひそむ日本独特の悲哀の感情を読む梅原日本学。縁故をもつ著者達が回顧しつつ思想的意義を説く。.

メタ倫理学、規範倫理学、応用倫理学を体系的に概説した入門書。大学における倫理学教育のミニマム・エッセンスを体系的に学べるユニークなテキスト。.

Web-based learning resources provide learners with hyperspace where they can navigate in a self-directed way to learn the contents included in the Web pages. The navigation involves making a sequence of the pages visited, which is called navigation path. However, learners often fail in making the navigation path due to a cognitive overload, which is caused by diverse cognitive efforts at comprehending the contents in Web pages, and monitoring the navigation process such as planning and reflection of navigation path. In (...) the self-directed learning, in particular, it is difficult for learners to maintain the navigation monitoring. Focusing on navigation planning, this paper addresses the issue of how to facilitate learners' navigation monitoring to promote their learning in hyperspace provided by Web-based learning resources. Our approach to this issue is to provide learners with a space, in which they can see through the learning resources to plan a navigation path, apart from hyperspace. In this paper, we also demonstrate an assistant system for the navigation planning, which is composed of hyperspace map, page previewer, and path previewer. These facilities give learners an overview of Web pages and navigation path to help them make a navigation path plan without visiting Web pages in hyperspace. This paper also describes a case study with the assistant system. The results indicate that the system facilitates navigation particularly in a more complicated hyperspace. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went from (...) two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

越後長岡藩の知られざる逸材、藩儒・秋山景山に焦点を結び、文武にわたって藩政改革を担った藩儒の存在と歴史の実相を描く。.

コンピュータの歴史、アルゴリズムの理論の解説を経て、未解決であるミレニアム問題のひとつ、「P≠NP問題」に迫ります!

The present study collected a larger set of three-dimensional data on human crania from the Kofun period (as well as from previous periods, i.e., the Jomon and Yayoi periods) in the Japanese archipelago (AD 250 to around 700) than previous studies. Three-dimensional geometric morphometrics were employed to investigate human migration patterns in finer-grained phases. These results are consistent with those of previous studies, although some new patterns were discovered. These patterns were interpreted in terms of demic diffusion, archaeological findings, and (...) historical evidence. In particular, the present results suggest the presence of a gradual geological cline throughout the Kofun period, although the middle period did not display such a cline. This discrepancy might reflect social changes in the middle Kofun period, such as the construction of keyhole-shaped mounds in the peripheral regions. The present study implies that a broader investigation with a larger sample of human crania is essential to elucidating macro-level cultural evolutionary processes. (shrink)

This essay retrieves the meaning and importance of renga, or linking poetry. Long forgotten, even in Japan, it was the form of which the great Bashō was the mater (not haiku as is now believed). When examining renga poetry, one can see that it is based not on authorial vision, but rather the trans-subjective mood that guides the different links made by the various poets who collaborate in the “rolling” of a renga. The radical implications of this form for both (...) aesthetics and ethics will be considered. (shrink)

The author reflects on his long career as an educational psychologist and on the role of literature in his vision of psychological science. The author followed with great interest the major developments in psychology around the world, but he felt himself progressively alienated from the revealing power of art and literature. At one moment, he realized that a simple narrative constitutes the most profound and also the most effective means of transmitting genuine insights about teaching from one generation to another. (...) This narrative reveals a career guided by high ideals and compromised by the harsh realities of the discipline of psychology. (shrink)

RésuméDans la partie duŠifāʾqui porte “sur les plantes”, Avicenne aboutit à cette conclusion inattendue que celles-ci ne seraient pas vivantes. Cette thèse surprend étant donné l'opinion d'Aristote voulant que tout ce qui a une âme est vivant. Cet article montre qu'Avicenne a évolué quant à la question de la vie des plantes. Il commence par adopter la conception aristotélicienne selon laquelle les plantes sont vivantes dans la mesure où elles sont dotées d'une âme, comme il ressort de son œuvre précoce (...) qu'est leCompendium sur l'âme.Ensuite cependant, une fois qu'Avicenne a analysé les facultés de l'âme comme il le fait principalement dans sonCanon de Médecine, il est conduit à conclure que les plantes ne pouvaient pas être dites vivantes. Cet article illustre ainsi l'intérêt qu'il y a, lorsqu'on étudie le développement de la pensée d'Avicenne, à prendre en compte l'impact de ses découvertes médicales sur ses réflexions philosophiques. (shrink)

Previous studies have suggested that musical training in childhood is beneficial for sociability. However, it remains unclear how age of onset of group music lessons is associated with the late sociability of children from a long-term perspective. This study investigated associations between group music lessons conducted at a music school and children’s levels of sociability by focusing on the age of onset of the lessons. We conducted a survey of 276 children aged 4–5 years (M = 58.5 months) and 6–7 (...) years (M = 82.7 months) who commenced music lessons at ages 1, 2, 4, and 6 years. We found that (1) the empathy scores of children aged 6–7 years who began lessons when 1-year-old were greater than those who began lessons when 4-years-old, (2) the communication scores of children aged 4–5 years who began lessons when 1-year-old were greater than those who began lessons when older than 1 year, and (3) the empathy and extraversion scores were high in those aged 6–7 years who began lessons in that age range. The results suggest that early onset of music lessons could positively influence children’s sociability; in contrast, after about age 7 years, children who already had high sociability may be more inclined to select group music lessons. By focusing on the impact of regular group music lessons from a very young age on later levels of sociability, these results further elucidate the effects of musical lessons. In sum, participation in group music lessons 2–4 times per month can be effective social training for very young children and foster their later sociability. (shrink)

We discuss the work of Paul Cohen in set theory and its influence, especially the background, discovery, development of forcing.

Set theory is an autonomous and sophisticated field of mathematics, enormously successful not only at its continuing development of its historical heritage but also at analyzing mathematical propositions cast in set-theoretic terms and gauging their consistency strength. But set theory is also distinguished by having begun intertwined with pronounced metaphysical attitudes, and these have even been regarded as crucial by some of its great developers. This has encouraged the exaggeration of crises in foundations and of metaphysical doctrines in general. However, (...) set theory has proceeded in the opposite direction, from a web of intensions to a theory of extensionpar excellence, and like other fields of mathematics its vitality and progress have depended on a steadily growing core of mathematical structures and methods, problems and results. There is also the stronger contention that from the beginning set theory actually developed through a progression ofmathematicalmoves, whatever and sometimes in spite of what has been claimed on its behalf.What follows is an account of the development of set theory from its beginnings through the creation of forcing based on these contentions, with an avowedly Whiggish emphasis on the heritage that has been retained and developed by current set theory. The whole transfinite landscape can be viewed as the result of Cantor's attempt to articulate and solve the Continuum Problem. (shrink)

For the modern set theorist the empty set Ø, the singleton {a}, and the ordered pair 〈x, y〉 are at the beginning of the systematic, axiomatic development of set theory, both as a field of mathematics and as a unifying framework for ongoing mathematics. These notions are the simplest building locks in the abstract, generative conception of sets advanced by the initial axiomatization of Ernst Zermelo [1908a] and are quickly assimilated long before the complexities of Power Set, Replacement, and Choice (...) are broached in the formal elaboration of the ‘set of’f {} operation. So it is surprising that, while these notions are unproblematic today, they were once sources of considerable concern and confusion among leading pioneers of mathematical logic like Frege, Russell, Dedekind, and Peano. In the development of modern mathematical logic out of the turbulence of 19th century logic, the emergence of the empty set, the singleton, and the ordered pair as clear and elementary set-theoretic concepts serves as amotif that reflects and illuminates larger and more significant developments in mathematical logic: the shift from the intensional to the extensional viewpoint, the development of type distinctions, the logical vs. the iterative conception of set, and the emergence of various concepts and principles as distinctively set-theoretic rather than purely logical. Here there is a loose analogy with Tarski's recursive definition of truth for formal languages: The mathematical interest lies mainly in the procedure of recursion and the attendant formal semantics in model theory, whereas the philosophical interest lies mainly in the basis of the recursion, truth and meaning at the level of basic predication. Circling back to the beginning, we shall see how central the empty set, the singleton, and the ordered pair were, after all. (shrink)