Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Teaching has been one of the central themes in educational research. Not only empirical researchers of education but also philosophers of education inquire into the activity. Philosophers used to analyse the concept of teaching. The merely analytic approach, however, is no longer the main one in educational research. Will philosophical consideration of teaching, then, never contribute to our educational activity or any other activities in our life at all? In order to explore the possibilities for philosophical consideration of teaching, I (...) will examine three philosophers' distinction between teaching and telling. The philosophers are Israel Scheffler, Karatani Kojin, and Ludwig Wittgenstein. I will conclude that Wittgenstein deconstructs the distinction between teaching and telling, and that he requires us to change our attitude to the recognition of the others. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 19-26 [Access article in PDF] Restriction and Individual Expression in the "Play Activity / Zokei Asobi " Since World War II, art teachers in Japan have wavered between two senses of value. The first issue is whether they should foster children's specific artistic ability (for example, drawing, painting, or sculpture) in art class. Many art teachers believe that there is a standard (...) body of knowledge about art that should be taught, much like chemistry or mathematics. In fact, teachers do set these restrictions by giving teaching materials or subjects of expression to children in art class. On the other hand, art teachers recognize the need to encourage the expression of each child's individual emotions and creativity. So, Japanese art teachers are faced with a contradiction: requiring [End Page 19] each child to express herself "freely" within an environment restricted by a set curriculum.In Japan, when the government guidelines for teaching were revised about 25 years ago, a new domain was instituted in the elementary school art class. The domain is called "Play Activity/Zokei Asobi." The field of expression consists of two domains: the making of works (visual objects) according to a theme or subject and the "Play Activity" using various materials. The former is equivalent to the basic picture, craft, design, and sculpture education. The Play Activity is based on the viewpoint that children's expression naturally comes from within and is expressed as spontaneous play, such as playing in the sand or with blocks. Because children have a natural curiosity, play is not to be directed by someone else, but by their own will. Children's spontaneous play is viewed as the beginning of individual expression. Although the Play Activity has not yet fully permeated into art education of Japan, it has brought some changes to art class. The Play Activity has forced art teachers to think about their role: whether one should emphasize restriction — "shall I teach something to children?" or freedom — "how should I deal with each child's individual expression?" In this essay, I explore teachers' stream of consciousness about children's expression and meanings and subjects of the Play Activity in Japan. Child's Expression and Works of Art The Japanese art class consists of two fields: "expression" and "appreciation." In the past, children's main activity has been expression in art class. In recent years, appreciation has gradually come to be thought of as important as expression. There are historical reasons for this general philosophy about "art".Many Japanese people think that only talented and famous painters or sculptors create "art." In their minds, "art" consists of highly valued "works of art" like those seen in museums and galleries. So, because it is quite different from that of a talented artist's masterpiece, children's expression has not been considered as art.On the other hand, children's expression is considered to be an important part of ego formation. In order to accomplish this, suitable materials and techniques must be part of the various formative experiences in art class. In this way, their inner emotions and thoughts can be communicated through the process and product of their expression. Because art teachers know such intuitive expression is an important part of life, it has been regarded as more important than appreciation. In this art class, children have not made "works of art" but have "expressed" themselves, thus they have been distanced from "Real art" (famous masterpieces). The Restriction Born of Confusion about the Sense of "Art" The Japanese general sense of "art" has brought a contradiction into art class. Because the works of talented and famous artists are highly valued in [End Page 20] many adults' minds, teachers often unrealistically expect young children to express as well as an adult.For example, many Japanese value lifelike pictures as excellent. Consequently, many adults expect children to draw objects exactly as they appear. A college student who grew up surrounded by this value system retains such a sense of value. And if she cannot draw a lifelike... (shrink)

Thomas Nagel's conservative position of the political conception for world politics and his insightful ?Minimum Humanitarian Morality? (MHM) view on global justice are laudable. He admits that the path from anarchy to justice must go through injustice. But Nagel does not clearly identify the conditions under which we put up with global injustice. This paper reviews the conception of MHM through the lens of the institutional political economy. In my view, to recognize the degree of structural failure (weakness in governance) (...) as well as the degree of transition failure (elite bargain or personalization of power being interlocked) in each state can give us a hint on how to conceptualize and apply Nagel's MHM. We also argue that the scope and degree of humanitarian aid may vary in accordance with the options to global justice open to each state. (shrink)

Surface and line elements in three-dimensional space are given in terms of the delta function. We extend the representation to N-dimensional phase space to obtain the relation between the equi-energy surface and the density of states.

Nearly all philosophers refer to Kant when debating the concept of dignity, and many approve of Kant’s conception, unaware of the tensions between Kant’s conception and the modern idea of dignity intimately connected to the idea of human rights. What exactly is Kant's conception of dignity? Is there a connecting tie between dignity and the legal sphere of human rights at all? Does Kant’s concept refer to a superior status human beings seem to own in comparison to non-rational beings? Or (...) does it refer to an absolute value? The contributions of this volume are organised in five broader topics. In the first section tensions within the Kantian conception of dignity are discussed (C. Horn, D. Birnbacher, G. Schönrich). The second group of articles illuminates the intimate connections between dignity and human rights (R. Mosayebi, M. Kettner). The third group discusses the prevailing moral conception of dignity (S. Yamatsuta, S. Shell, O. Sensen). The fourth group focuses on the relation of dignity and end in itself (T. Hill, D. Sturma, A. Wood). The central theme of the fifth group of contributions are the social, political, and cultural dimensions of dignity (Y. Kato, K. Ameriks, K. Flikschuh, T. Saito). (shrink)

Ascidian tadpole larvae, composed of only about 2500 cells, have a primitive nervous system which is derived from the neural plate. The stereotyped cell cleavage pattern and well characterized cell lineage in these animals allow the isolation and culture of identified blastomeres in variable combinations. Ascidian embryos express cell‐type‐specific markers corresponding to their cell fates, even when cultured under cleavage‐arrest by cytochalasin B. This system provides us with a unique opportunity to study the roles of cell lineage and cell contact (...) in early neuronal differentiation in the absence of events associated with complex morphogenesis. In addition, the isolated, cleavage‐arrested blastomeres are ideally suited to electrical recording, permitting the use of ionic channels as specific markers for differentiation. In the cleavage‐arrested embryos, suppression of one type of K+ channel, and induction of two types of Na+ channels, occur following cell contact with the vegetal blastomere. The combination of molecular and electrophysiological analyses on this simple animal system may provide insights into the nature of the cell interactions important in early neurogenesis, both in ascidians and in vertebrates. (shrink)

Henri Bergson critiques the traditional view of time as a mere succes­sion of states, arguing that it fails to capture the crucial aspect of time’s speed or pace. The paper explores Bergson’s concept of time’s speed through the lens of modern scientific insights and analytic philosophy, addressing critiques from cognitive science and logical analysis. By introducing the concept of “time qualia,” which distinguishes between the quantitative and qualitative aspects of temporal experience, the author defends Bergson’s position and provides a new (...) theoretical framework for understanding the relationship between external motion, its measurement, and conscious durée. The formulation of this concept not only sheds light on the intrinsic connections between various related texts but also contributes to the differentiation between two distinct types of time speed — time-qualia-based and flow-qualia-based. The author concludes that the qualitative aspects of time experience have an irreducible reality that comple­ments, rather than opposes, the quantitative aspects, arguing that Bergson’s perspective offers a more comprehensive understanding of time’s nature and our experience of it. Keywords: Henri Bergson. Time’s speed. Time qualia. Experience measurement. (shrink)

Dynastic politicians, defined as those whose family members have also served in the same position in the past, occupy a sizable portion of offices in many parts of the world. We develop a model of how dynastic politicians with inherited political advantages affect electoral outcomes and policy choices. Our model predicts that, as compared with non-dynastic legislators, dynastic legislators bring more distributions to the district, enjoy higher electoral success, and harm the economic performance of the districts, despite the larger amount (...) of distributive benefits they bring. We test the implications of the model using data from Japan between 1997 and 2007. (shrink)

トリアージ、ワクチンの分配、ゲノム編集、さらに倫理、思想、文学、政治社会まで、様々な領域の喫緊の問題として「尊厳」を論じる。.

大阪大学大学院文学研究科が所蔵する、会沢正志斎書簡を活字翻刻。会沢正志斎は、後期水戸学を代表する儒学者の一人。本書簡群は、会沢が、弟子で甥でもある寺門政次郎およびその父喜太平に対して宛てた書簡を主とし 、江戸に滞在していた寺門が水戸の会沢に対して定期的に府下の情報を送り続けた、その返答としての性格をもっている。また、会沢著作の書肆とのやりとりに関する記述が多く存在するのも特徴。緊迫する幕末の情勢と、 そのなかで行われた思想の営為を解明するための一級史料。.

This volume brings Bergson's key ideas from Matter and Memory into dialogue with contemporary themes on memory and time in science, across analytic and continental philosophy. Focusing specifically on the application of Bergson's ideas to cognitive science, the circuit between perception and memory receives full explication in 15 different essays. By re-reading Bergson through a cognitive lens, the essays provide a series of alternative analytic interpretations to the standard continental approach to Bergson's oeuvre, without fully discounting either approach. The relevance (...) of philosophies of mind and memory sit alongside the role of a metaphysics of time in exploring connections to psychology, biology, and physics. This eclecticism includes an exciting focus on numerous topics that are not given sufficient attention in extant studies of Bergson, including the precise nature of his ideas on dualism, memory, and ecological theories of perception, especially in relation to his contemporaries. Led by leading Bergson scholars from France and Japan, this book maps the rich terrain of Bergson's contemporary relevance alongside the historical context of his ideas. (shrink)

This paper discusses what constitutes good teaching, taking as its cue the ‘aesthetic’ concept treated in everyday aesthetics and ‘internal good’ accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting ’good teaching’ (...) that confirmed by examining Dreyfus et al. This ‘good teaching’ sensitivity is not specific to the individual practitioner, but is considered to be an ‘in-practice value (internal good?)’ (McIntyre) shared by the community of practice. From the aesthetic perspective, this value could be called ‘aesthetic value in practice’. In the teaching community of practice, ‘good teaching’ is both ‘beautiful teaching’ and ‘ethically good’ teaching. Teaching should be seen as a relational practice, and for this reason, The Ethico-Aesthetics of Teaching should be constructed. (shrink)

Commentary on Aṣṭādhyāyī of Pāṇini, classical work on Sanskrit grammar.