Cells utilize diverse organelles to maintain homeostasis and to respond to extracellular stimuli. Recently, multifaceted aspects of organelle stress caused by various factors have been emerging. The endosome is an essential organelle, functioning as the central hub for membrane trafficking in cooperation with the ubiquitin system. However, knowledge regarding endosomal stress, which refers to organelle stress of the endosome, is currently limited. We recently revealed ubiquitin‐mediated endosomal stress of early endosomes (EEs) and its responsive signaling pathways. These findings shed light (...) on the relevance of ubiquitin‐mediated endosomal stress to physiological and pathological processes. Here, we present a hypothesis that ubiquitin‐mediated endosomal stress may have significant roles in biological contexts and that ubiquitin‐specific protease 8 is a key regulator of ubiquitin clearance from EEs. (shrink)

Standard notions of democracy assume people’s equality. This poses a dilemma for conceptualising democracy in the context of caregiving and receiving among asymmetrically positioned people. One way to overcome this dilemma is to generalise dependency as a universal human condition. However, addressing how democracy is possible among unequally situated people is necessary for developing a distinctive theory of democracy that takes the fact of human dependency seriously. To this end, I develop an expanded conception of democracy that goes beyond the (...) individual exercise of voice to that of interacting with others according to an ethic of care that supports the autonomy of others. Drawing on Hannah Arendt’s notion of a ‘common world’ as a web of narratives arising from the complex interaction of plural perspectives, I argue that democracy conceived as ‘being part of the story’ can foster such an ethic. This has practical relevance for societies where the sites of social cooperation are shifting from employment to care. (shrink)

This article discusses three policy ideas that address the limitations of the traditional welfare state: universal basic income (UBI), universal basic services (UBS), and the social economy. As a lens from which to evaluate these policy alternatives, we develop a concept of active citizenship as an interactive and recursive process between people’s equal political influence and the institutional conditions in which they are placed. While the social policy discourse on active citizenship has centred on the debate between increasing individual responsibilities (...) or enhancing people’s capabilities, our conception recentres the political dimension of active citizenship as people’s capacity, not only to exercise individual self-determination, but also collective self-determination over shared conditions. We conclude that, in addition to the conditions for security and autonomy, opportunities for organised social cooperation are necessary to achieve a virtuous cycle between people’s political influence and the institutions that support it. (shrink)

江戸後期に活躍した平田篤胤の思想を宗教性に注目して内在的に把握し、さらにその展開を門人組織=気吹舎の実践が幕末社会ではたした役割から捉えかえし、思想史研究・社会史研究・宗教史研究の三つの視点と方法を有 機的に結びつけた注目の成果。.

「カワイイ」価値をめぐる冒険の旅へ。「カワイイ」に代表されるポピュラーな感性的価値に、一流の研究者たちが学問領域の枠を超えて真摯に向き合う。社会のダイナミズムとメカニズムの実態に迫る、シリーズ第二弾。 .

320年あまり続く不変不滅の「先用後利」は、いかに生まれ、いかに「富の山」を築いたか。仕事スタイルを一新する「完全な商人」の物語。.

いま、この危機と混迷の時代に、憲法学者・樋口陽一が、基本に立ち戻り、戦後日本を代表する英知・加藤周一と丸山眞男の「憲法論」と「思想」を再読し、その本質を語り尽くす。.

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)