篤胤において死の問題は、死後の存在としての霊魂の問題となり、さらには霊魂の行き場所の問題となる。もし人が死後に霊魂となることが確実であり、霊魂の行き着く場所が特定されるのであれば、先に現在の私たちに即 して述べたような死の問題は、「解決」されるに違いない。篤胤はまさにそのことを『霊の真柱』において試み、「幽冥界」という観念を提示することになる。.

新資料から、現代にも通ずる日本独自の豊かな死生観を探求した、江戸後期を代表する思想家としての新たな篤胤像を描き出す意欲作。.

儒教・仏教という知的伝統と、西洋哲学という新たな知が出会った明治。近代化と伝統の間で花開く新たな知の深層を明らかにする!

「近代の超克」から「近代の止揚」への“燎爛たる分裂”。西田幾多郎、三木清、戸坂潤の哲学を「個人‐市民‐大衆」形成論として捉える。.

As I have pointed out in a series of papers, which appeared about fifteen years ago in the Revue de l'histoire des religions, there are numerous resemblances between the ancient myths of the Indo-Europeans, on the one hand, and those of Japan, on the other. These resemblances, relating both to the fundamental structures of the two mythological systems and to a number of curious details, constitute an assemblage which seems too conspicuous to be regarded as either accidental or the result (...) of a similitude of human mentalities, manifesting itself, so it seems, through the creation of a great many similar myths and legends throughout the length and breadth of the surface of our planet. (shrink)

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However, little is known how this learning effect itself emerges among children, whose memory and attention are much more limited compared to adults. Two experiments were conducted using (...) different versions of the general highlighting paradigm: Experiment 1 tested 3 to 6 year olds with a newly developed image-based version of the paradigm, which was designed specifically to test young children. Experiment 2 tested the validity of an image-based implementation of the highlighting paradigm with adult participants. The results from Experiment 1 provide evidence for the highlighting effect among children 3–6 years old, and they suggest age-related differences in dividing attention among multiple cues during learning. Experiment 2 replicated results from previous studies by showing robust biases for both image-based and text-based versions of the highlighting task. This study suggests that sensitivity to learning order emerges early through the process of cued attention, and the role of the highlighting effect in early language learning is discussed. (shrink)