A dialectical contradiction can be appropriately described within the framework of classical formal logic. It is in harmony with the law of noncontradiction. According to our definition, two theories make up a dialectical contradiction if each of them is consistent and their union is inconsistent. It can happen that each of these two theories has an intended model. Plenty of examples are to be found in the history of science.

An autonomous agent in the real world should learn its own sensor-motor coordination through interactions with the environment; otherwise the behaviors can not be grounded and they can easily be inappropriate in the variety of the environment. The sensor-motor signals are usually complex time sequence, therefore the cognitive action system of the agent has to handle them.In this paper, we propose a computational model of the cognitive action system that consists of a sensor space HMM-SOM, a motor space HMM-SOM and (...) connection mapping between the two HMM-SOMs. A HMM-SOM can be recognized as a set of HMMs that are placed in a SOM space. It can model a set of complex time series signal in a self-organizing manner.We apply this HMM-SOM based cognitive action system on vision-motion and auditory-articulation signals. The experimental results show that this system is basically capable of constructing sensor-motor coordination structure in a self-organizing manner, handling complex time series signals. (shrink)

全国各地で活躍した近江商人の優れた経営手腕や活動の根底には、仏教があった。近江商人と成功に導いた、特有の生活態度を考察する。.

Ben shu ji shu le ri ben xian xian er gong zun de de si xiang he shi ji,Nei rong bao kuo:er gong jia de shi fa,Fu bu jia de shi fa,Ying ding de shi fa,Qing mu cun de shi fa,Wu shan de shi fa,Xiao tian yuan shi fa,Xiang dou di qu de shi fa,Xia guan shi fa deng.

古代の土俗的にカミ信仰は、中世になると仏教の影響を受けて、教説としての「神道」を形成する。そして近世には儒教の影響を受けて、広く学問と思想の世界を席巻していく。そこには、外来思想の流入に対する。民族の 文化的アイデンティティを追求しようとする日本人の思想的営為があった。カミ信仰の系譜。.

熊本大学生命倫理論集第3巻のテーマは「生命の価値」そのものである。生命倫理が前提とする生命という価値についての根本的問いかけに、哲学、倫理学、法学、医学、脳科学、生物学等の様々な分野の専門家が本気で取 り組み、学問の境界を越えた議論を展開する。.

The teikei movement is a Japanese version of the alternative food movement, which emerged around the late 1960s and early 1970s. Similar to now well-known Community Supported Agriculture, it is a farmer-consumer partnership that involves direct exchanges of organic foods. It also aims to build a community that coexists with the natural environment through mutually supportive relationships between farmers and consumers. This article examined the history of the teikei movement. The movement began as a reaction to negative impacts of mechanized (...) and chemically intensive agriculture promoted by the Japanese government. The movement experienced a rapid expansion in the early 1980s, and then gradually declined thereafter. The organic market expansion and certification system intersected with both cultural and gender role changes, impacting the teikei movement negatively. Consequently, the membership of teikei consumer groups has shrunk. Furthermore, the March 2011 Fukushima Daiichi nuclear power plant accident caused unprece dented damage to organic farmers in the affected regions. Despite the scientific uncertain about the safety level of radiation exposure, the organic farmers and the teikei consumer groups managed the situation and found a way to inspect radiation contamination. They did so with the support by networking with other teikei-related actors. This response to the nuclear power plant accident suggests that although the level of embeddedness presumably varies among teikei actors, ethics guided by the teikei principles are effective in forging a resilient partnership between farmers and consumers and in keeping the teikei system alive as an agent for social change. (shrink)

This book is an excellent book on business ethics and will be an invaluable resource for all readers who are keen to learn about the business ethics and key characteristics of a successful company. It focuses on the case study of a global company, Johnson & Johnson (J&J), which oversees more than 250 operating units throughout the world. Through extensive interviews with top executives at J&J's headquarters, including Masami Atarashi and Mitsuo Hirose and attending workshops, Prof Hiroo Takahashi acquired (...) an in-depth understanding of the management style of J&J, grasped the company's ethics and the code of business conduct which is shared by J&J's members throughout the world. (shrink)

Hegel, in his work _Philosophy of Right_, defines ownership through three elements: acquisition by occupation, use, and transfer. To own something involves mere acquisition and encompasses its appropriate use and potential transfer to others. Subsequently, the final aspect mentioned was the concept of infinite judgement. The acts of owning and transferring to others are diametrically opposed, and Hegel’s unique logic forcibly connects these opposing concepts. This form of infinite judgement was advocated by the young Hegel during the era of _Phenomenology (...) of Spirit_. There, he stated, “Spirit is a bone”. However, when he later wrote _Science of Logic_ or _Encyclopedia_, the formulation of infinite judgement changed to “Spirit is not something that is bone”. This shift was influenced by Kant. In _Logic_, the discourse advances into syllogism, inferential theory, leading to “Spirit is a bone for such-and-such reasons”. In essence, Hegel binarily connected spirit and bone in his youth and introduced a mediating term in this connection later in his life, establishing inferential links. However, the notion of forcibly connecting opposing concepts remains. Therefore, the statement “Ownership is transfer” represents an infinite judgement while simultaneously signifying syllogism that “I truly own this object if I can transfer it to others”. This contributes to the reasoning that “I and objects can be connected through the intermediary of others”, progressing to the inference that “I and others can be connected through objects”, thereby laying the foundation for society. (shrink)

In this paper, we propose an annotated logic program called aVALPSN to dealwith defeasible reasoning. We propose a translation from Billington’s defeasible theory into VALPSN and clarify the relation between them based onthe translation.

人間の愛は「不合理」なもの?自由だと勝手に信じている人間が実際には「不自由」なのではないか?なぜ人間は生まれて死ななければならないという「不条理」に遭遇しているのか?そもそも、人間とは何か...?―「 行為」「意志」「存在」の限界をテーマに、行動経済学者や認知科学者、進化論者、実存主義者など多様な分野の学者からカント主義者や急進的フェミニスト、会社員、運動選手、大学生も加わり、楽しく深い広い議論を繰 り広げる。そこから見えてくる人間の姿とは―。.

Analyses of the role of technological development in agriculture are central to an understanding of social change in agri-food systems. The objective of this paper is to contribute to the formation of a broader perspective of how farmers are positioning themselves with respect to controversial agricultural technologies through an empirical analysis of Washington State farmers’ willingness or unwillingness to try Genetically Modified Organisms (GMOs) technology on their farms. The use of this type of biotechnology in farming has been criticized for (...) its potential harmful effects on natural environments and socio-cultural systems, while proponents highlight the possibilities for increasing production with minimal use of other inputs. An analysis of the extent of farmers’ expressed willingness to use GMOs provides an opportunity to better understand how their diverse thoughts about controversial agricultural technologies are shaped not only by their own experiences but also by social context. The present study does this by analyzing data from a farm survey conducted on a random sample of farmers from across Washington State. The results show that the production practices farmers utilize and the market strategies they employ may be at least as useful as farmers’ socio-economic characteristics in explaining what types of farmers appear to be more or less interested in potentially using this technology. Furthermore, the relationship between level of formal education and willingness to use GMOs is not straightforward. It may hide differences between farmers with respect to where and how they received their formal education as well as the type(s) of knowledge they gained. It is argued that future research should recognize the diversity that exists in farmers’ interests vis-á-vis particular technologies and should also explore how these interests are shaped by farmers’ past and present social networks and life experiences. (shrink)

自己決定概念は、患者の自律やインフォームド・コンセント、プライバシー概念等の基礎にあり、生命倫理において核となる重要な概念である。しかし、その歴史的由来について、またその概念の意味するところについて、 これまで本巻のように主題的に扱われることはほとんどなかった。ここでの諸論考は、「自己決定権」や「自律」概念の理解にも大いに役立つはずである。.

Recently, agent technologies have attracted a lot of interest as an emerging programming paradigm. With such agent technologies, services are provided through collaboration among agents. At the same time, the spread of mobile technologies and communication infrastructures has made it possible to access the network anytime and from anywhere. Using agents and mobile technologies to realize ubiquitous computing systems, we propose a new framework based on KODAMA and VPC. KODAMA provides distributed management mechanisms by using the concept of community and (...) communication infrastructure to deliver messages among agents without agents being aware of the physical network. VPC provides a method of defining peer-to-peer services based on agent communication with policy packages. By merging the characteristics of both KODAMA and VPC functions, we propose a new framework for ubiquitous computing environments. It provides distributed management functions according to the concept of agent communities, agent communications which are abstracted from the physical environment, and agent collaboration with policy packages. Using our new framework, we conducted a large-scale experiment in shopping malls in Nagoya, which sent advertisement e-mails to users' cellular phones according to user location and attributes. The empirical results showed that our new framework worked effectively for sales in shopping malls. (shrink)

人道的介入がもたらす非人道性、対テロ戦争における標的殺害の是非、平和構築や民主化の直面する矛盾―現代の国際社会が直面する、戦争と平和をめぐる「道義的難問」に挑む。.

本居宣長が師とした儒学者堀景山の初めての研究書。現在調査可能な資料を詳細に検討し、学問観や人物像の全貌を明らかにする。.

3. Benshōhōteki yuibutsuron e no michi.

教育における「教養」のあり方を、思想史や教育史、文化概念の問題から多角的に考察。多文化時代に人間性を養うことの意義を論じる。.

ケア概念の新しい解釈を機軸にして，生命と環境をめぐる倫理的諸問題を統一的に捉え，その構造と連関を読み解くとともに，安楽死やエンハンスメント問題等に対処する，従来とは異なる視点も提示している。また，日本 文化の基底にケア的なものを見出すことによって，本書は日本的な生命倫理の可能性を問うものでもある。.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)