Ideas about child education are inevitably underpinned by particular views of children, including their nature and development. The purpose of this paper is to discuss C. G. Jung's account of child education in relation to his psychological theory and view of children. However, as Jung's theory predominantly concerns the psychological development of adults and not children, the current paper makes selective use of Jung's texts that focus on children, and examines what Jung calls ‘the other half’ of education that works (...) through the teacher's personality indirectly affecting the student's development of personality. From a close study of Jung's texts, the paper discusses the nature and the extent of children's involvement in ‘the other half’ of education and considers some problems with Jung's account of unconscious education. The paper identifies the active and autonomous roles played by children in unconscious education and suggests that Jung's account of ‘the other half of education’ could provide fresh insights about the meaning and quality of education. (shrink)

Enhancers are short segments of regulatory DNA that control when and in which cell‐type genes should be turned on in response to a variety of extrinsic and intrinsic signals. At the molecular level, enhancers serve as a genomic scaffold that recruits sequence‐specific transcription factors and co‐activators to facilitate transcription from linked promoters. However, it remains largely unclear how enhancers communicate with appropriate target promoters in the context of higher‐order genome topology. In this review, we discuss recent progress in our understanding (...) of the functional interplay between enhancers, genome topology, and the molecular properties of transcription machineries in gene regulation. We suggest that the activities of transcription hubs are highly regulated through the dynamic rearrangement of enhancer‐promoter and promoter‐promoter connectivity during animal development. (shrink)

The present study investigated the comprehension processes of verbal irony by clarifying the temporally distinct contributions of three information sources, namely, salience-based lexical meaning, egocentric context, and allocentric Theory of Mind. We predicted that salience-based lexical meaning initially activates the literal representation of an ironic utterance. This is immediately followed by the activation of the ironic representation supported by the automatic interaction between salience-based lexical meaning and egocentric context. Finally, overall interpretation is achieved by incorporating the information from Theory of (...) Mind, which is provided by effortful processing. Salience-based representations are retained rather than suppressed. Cognitive load prevents incorporating the allocentric information given by Theory of Mind, resulting in an egocentric interpretation. The experimental results supported our hypothesis: both ironic representations (Experiment 1) and salience-based literal representations (Experiment 2a) become active early on. Cognitive load prevented the deactivation of unintended ironic representations (Experiment 3) and did not affect the retention of salience-based representations (Experiment 4). Intentional irony required longer reading times than unintentional irony and literal utterances (Experiment 5). (shrink)

dai 1-kan. Hōgaku no kiso riron -- dai 2-kan. Gendai hōgaku no taikei. Kōhō, shakaihō -- dai 3-kan. Gendai hōgaku no taikei. Shihō, gaikokuhō.