Religious Discourse in Modern Japan explores the transportation of the Western concept of “religion” in in the modern era; the emergence of discourse on Shinto, philosophy, and Buddhism; and the evolution of the academic discipline of religious studies in Japan.

政治社会への新しい視座を導く案内書。「正義」からではなく「不正義」から見ると自明とされている制度や規範はどのように異なって見えるのか。思想家たちが問題を発見してきた視座に注目し、この社会の政治を問い返 す。.

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)

Children, in their everyday lives, encounter several types of humanoid robots. The purpose of this study was to investigate children’s folk knowledge of robots using the card-choice task. In the task, both adults and five- and six-year-old children were given nine questions concerning the biological and psychological properties of robots. They were asked to choose the appropriate stimuli from among five objects including living things, nonliving things, and a robot. The results revealed that the children tended to attribute certain biological (...) properties to the robot. These results accorded with previous results. However, in our study, contrary to previous such studies, even older children showed such a tendency. Moreover, the children were unable to choose all the cards in the same way as the adults. Thus, it can be concluded that children’s knowledge of robots is incomplete. And the children’s knowledge is changed by method. (shrink)

教育とは「文化的記憶」との接触により生じる学びを意図的に促す試みでもある。教育哲学や文学から記憶/想起について様々に論じる。 記憶(憶えとどめておく能力とそのための仕組み)と想起(特定の内容を再び呼び起こす動的な過程)は、教育および人間形成とどうかかわるのか。この問いに対し、教育哲学を足場として多様な視角から検討する。人間形 成に関する学問と記憶の関係、書くことや記憶継承をめぐる問題について論じつつ、〈記憶の教育学〉モデルを構想する。.

Tosaka Jun (1900-1945) was one of modern Japan's most unique and important critics of capitalism, the emperor system, imperialism, and everyday life in wartime Japan. This collection of translations contains some of Tosaka's most important essays and original articles on Tosaka.

沈黙を強いられた時代にひそかに続けられた抵抗。総動員体制と戦争のさなか名を秘して書き綴られた戦闘的唯物論者の論文を発掘!

We study the computational content of various theorems with reverse mathematical strength around Arithmetical Transfinite Recursion (ATR_0) from the point of view of computability-theoretic reducibilities, in particular Weihrauch reducibility. Our main result states that it is equally hard to construct an embedding between two given well-orderings, as it is to construct a Turing jump hierarchy on a given well-ordering. This answers a question of Marcone. We obtain a similar result for Fraïssé's conjecture restricted to well-orderings.

In this article, I examine Leibniz’s criticism of Spinoza’s notion of priority by nature based on the first proposition in Spinoza’s Ethics. Leibniz provides two counterexamples: first, the number 10’s being 6+3+1 is prior by nature to its being 6+4; second, a triangle’s property that two internal angles are equal to the exterior angle of the third is prior by nature to its property that the three internal angles equal two right angles. Leibniz argues that Spinoza’s notion cannot capture these (...) priority relations. Although this text has received some scholarly attention, Leibniz’s objection in this text has not been fully explained yet. I argue that evaluating Leibniz’s objection relies on how to understand Spinoza’s notion of conception: first, whether conception is co-extensive with inherence and causation; second, whether conception is mental. (shrink)