His book Some Japanese flowers of 1896. an original copy of which is in the collection of the J. Paul Getty Museum, features handcolored collotypes of flowers native to Japan, including the lotus, several varieties of chrysanthemum and lily ...

This article will engage with the current disasters in Japan from the perspective of semiotic anthropology. Disaster seems to produce two moments of the sign: signa naturalia and signa data. The translation of the sign mirrors the architectonic of the signified of disaster, which is mediated by a token-level instantiation of signifiers that initially appears either absent or in excess. The conceptualization of disaster as a zero sign, that is, unlimited possibility, allows an investigation of “a struggle of interpretants” in (...) stipulating the interpretative grounds of the signified amid regenerative processes of social regularity. It is this very exact moment of translation that the sustained continuity reveals its culture-specific “deep social grammar.” Disaster or “shaking grounds” has the presenting effect of cultural palimpsests. These unearthed palimpsests enable a heightened metasemiotic awareness of institutional and ideological regimentations, on the one hand, and token-level recontexualizations, assimilations, and hybridizations of the depository of signs in society in the post-disaster contexts, on the other. The article concludes with an attempt to synthesize Peircean semeiotics and Saussurean semiology by assessing the two distinct modes of semiosis, culture and trauma, upon a sudden threat of the experience of discontinuity. (shrink)

9th and 10th Nov. 2013 at Kyoto University. Organizers: Takeshi Sato and Shunsuke Sugimoto.

Detection of genuine altruists could be a solution to the problem of subtle cheating. Brown et al. (Evol Psychol 1:42–69, 2003) found that humans could detect altruists using nonverbal cues. However, their experiments can be improved upon in several ways, and further investigation is needed to determine whether altruist-detection abilities are human universals. In our experiment, we used video clips of natural conversations as the stimulus. We asked a sample of Japanese undergraduates to rate their own level of altruism and (...) then to estimate the videotaped targets’ altruism using the same scale. The perceivers were able to estimate the targets’ altruism levels accurately. Perceivers’ altruism score did not affect their ability to discriminate between altruists and non-altruists. Perceivers’ impressions of the altruist and non-altruist targets were also found to be different. Coding of nonverbal behavior of the targets revealed that altruists exhibited more “felt smiles” than non-altruists, which also supports the results of the previous study. (shrink)

One influential positive argument for moral realism is the Explanatory Indispensability Argument. A crucial premise of this argument is the explanatory relevance of moral properties. On this premise, moral properties, such as wrongness, rightness, courage, and cowardice, are explanatorily indispensable to some empirical phenomena. Although there has been a lively debate on this premise, one crucial challenge to this thesis, what I call the Scientific Standard Challenge, has not been properly discussed. After explaining this challenge and a related concern, I (...) argue that in response to this central challenge, the proponents of the argument should take what I call the localist turn to defend the explanatory indispensability of moral properties. The localist turn encourages the defenders of moral explanations to be more sensitive to the nature of each moral explanation. For instance, some moral explanations are explanations of social matters, so the standards they need to meet are provided by relevant branches of the social sciences. On the other hand, some other moral explanations are about our psychology, so the theoretical standards those explanations need to meet should come from psychology. I illustrate how this localist project can be conducted in the case of the moral explanation that appeals to injustice. I argue that the field of comparative politics provides the theoretical standards moral explanations of institutional change need to meet. I shall then illustrate how a sophisticated moral explanation can meet those theoretical standards and how this moral explanation can be strong evidence of injustice’s explanatory indispensability. (shrink)

This paper demonstrates an empirical analysis of the visual order of membership categories in a way consistent with both an early ethnomethodological research interest and recent arguments in membership categorization analysis. Early ethnomethodological studies have highlighted that we can infer and understand the membership categories of observed people about whom we have no information in advance, even without talking to them. Recent membership categorization analysts have argued the methodological importance of using video data. Given this, fictional films serve as video (...) data to advance the investigation into the visual order of membership categories since audiences do not know the fictional characters’ information in advance and cannot talk to them. We analyze how potential audiences understand fictional characters’ membership categories and how production crew members organize the visual and conversational order of membership categories. The analysis illustrates that our practical inferences of fictional characters’ membership categories are based on conversations among characters and visually available information. Such visually available information includes environments and lighting, as well as characters’ clothes, body orientations, facial expressions, and physical distance from each other. In other words, production crew members of fictional films design the visual and conversational order for remote audiences by arranging visually available information and fictional characters’ conversations. The findings provide insights into the “possible correctness” and “defeasibility” of membership categorization practices. Particularly regarding fictional characters’ membership categories, production crew members can employ the “possible correctness” and “defeasibility” of categorization practices to mislead audiences. (shrink)

To investigate the relationship between logical reasoning and majority voting, we introduce logic with groups Lg in the style of Gentzen’s sequent calculus, where every sequent is indexed by a group of individuals. We also introduce the set-theoretical semantics of Lg, where every formula is interpreted as a certain closed set of groups whose members accept that formula. We present the cut-elimination theorem, and the soundness and semantic completeness theorems of Lg. Then, introducing an inference rule representing majority voting to (...) Lg, we introduce logic with majority voting Lv. Formalizing the discursive paradox in judgment aggregation theory, we show that Lv is inconsistent. Based on the premise-based and conclusion-based approaches to avoid the paradox, we introduce logic with majority voting for axioms Lva, where majority voting is applied only to non-logical axioms as premises to construct a proof in Lg, and logic with majority voting for conclusions Lvc, where majority voting is applied only to the conclusion of a proof in Lg. We show that both Lva and Lvc are syntactically complete and consistent, and we construct collective judgments based on the provability in Lva and Lvc, respectively. Then, we discuss how these systems avoid the discursive paradox. (shrink)

The topic of translation is in my view not only a linguistic problem, but also a problem in the philosophy of culture. In the lexicon of a foreign language we may find an unfamiliar word that designates an object that is unknown in the eyes of our own culture. Instruments employed in a religious ceremony of the Catholic church, for example, an “encensoir,”, “reposoir,”, or “ostensoir,” will have no corresponding word in the Japanese language. But you must translate words of (...) this type if you wish to translate Baudelaire’s poem “Harmonie du soir.” If these Catholic words are translated into Japanese, then we must use some traditional Japanese word as a rough equivalent of the original word, or we have to make up some new word in order to effect a translation. Through this, however, the single signans of the original word yields two meanings, since the new use of the old word or the new word must somehow carry the traditional meaning also. In the first case two meanings come to be involved, meanings derived from two different cultures. In the second case, the new word must somehow be explained in terms of Japanese, if it is to bear the new linguistic load. (shrink)

Let ℸ be the set of Gödel numbers Gn of function symbols f such that PRA ⊢ and let γ be the function such that equation imageWe prove: The r. e. set ℸ is m-complete; the function γ is not primitive recursive in any class of functions {f1, f2, ⃛} so long as each fi has a recursive upper bound. This implies that γ is not primitive recursive in ℸ although it is recursive in ℸ.

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went from (...) two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

Philosophy is global, insofar as it is a relation of a human being towards its world and as such a thinking of the »betweenness«, of logos and of structure, as they disclose themselves in the relations between the Ego and the world, between the beginning and the end, between the Ego and the others. e theme of »the relational thinking« transcends boundedness to a particular cultural sphere. e transcendence is possible because of the insight into the identity of structures in (...) every culture, which is founded on the performance of a deliberation upon a repeated analysis of the most fundamental issues. e thinking of the relation is the heart of philosophy. (shrink)

朱子学は現代に生きる私たちにとって価値なきものなのだろうか? 儒教思想と近代的権利概念の親和性に着目、再検証を試みる。.

This essay retrieves the meaning and importance of renga, or linking poetry. Long forgotten, even in Japan, it was the form of which the great Bashō was the mater (not haiku as is now believed). When examining renga poetry, one can see that it is based not on authorial vision, but rather the trans-subjective mood that guides the different links made by the various poets who collaborate in the “rolling” of a renga. The radical implications of this form for both (...) aesthetics and ethics will be considered. (shrink)