Unlearning is a recurrent theme in Japan. To further understanding of what this entails, we focus on the view of learning laid out by a revered 13th century Zen-inspired playwright. For Zeami, learning involved a movement from the acquisition to unlearning of skills, punctuated by an experience of mushin, followed by creative reemergence. To deepen understandings of this unlearning model, we turn to draw comparison with recent discussions in the Western literature, focusing on Double-Loop Learning and Learning III, both inspired (...) by Bateson. Learning III, which Bateson utilized several Zen references to explicate, appears to gesture towards the alternative punctuation of learning envisaged by Zeami, although differences remain. We then shift to highlight empirical work on contemporary Japanese schooling, highlighting practices which suggest elements of a Zeami-like worldview continue to live on in Japan’s learning culture. Unlearning, when viewed as a living tradition embedded in culture, rather than merely a premodern past or future philosophical possibility, help sets the stage for a transnational, transdisciplinary dialogue on how we learn. We perform our own extended dialogue that led to this piece, a mode of engagement we view as methodological innovation, as we work to unlearn our past parochialisms. (shrink)

本書は、人間的営みとしての学びの広さ・深さ・自由さを確認していく。人間の成長、人間形成という視点から、学びの実践を通して「学び」の人間学的原理、学ぶ主体にとっての意味を考察。個人の具体的な経験を通して 、多様な学びのあり方を提示。日本人の学び方、教え方の伝統や特徴とその問題について考察。.

This essay introduces Walter Benjamin’s historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a critique of politics though encounters with historical objects. The rise of the alt-right, alternative facts, and fake news sites necessitates social studies methods that intervene into the fascist seductions of narrative (...) in history. A Benjaminian pedagogy emphasizes reading practices that acknowledge the political layers of history inscribed within the objects. This generates space for forms of pessimism and dialectic critiques of barbarism that students may experience with history beyond the teacher’s capacity for understanding. In the name of democracy over fascism, the article adds a political critique to students’ historical and critical thinking skills. (shrink)

Today, at the close of the twentieth century, we are confronted by radical changes in the nature of intercultural relations. Those who in previous centuries were unable to venture far from their native villages are today able to visit foreign lands as a matter of course, not only as tourists but also for reasons of commerce or employment. A high degree of intercultural understanding is manifested thereby. But at the same time there arise cultural conflicts and friction. How is that (...) sort of understanding which transcends cultural frontiers possible at all? And what is the root of the different sorts of failure to achieve intercultural communication? These are pressing problems by which mankind as a whole is confronted, and they are problems which philosophers, too, are called upon to face. (shrink)

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)

巧緻を極めた完全犯罪の罠ともいうべき言葉の繭を破り「神」と「死」の謎に迫る、躍動感溢れる究極の探究報告。「いま」生きているこの現場の徹底究明。.

カミの言葉から人の言葉へ。声の伝達から文字による記録へ。思想はどのように記録され、何を媒介にして人びとに伝えられてきたのか。その実態と変遷をさぐる。.

秩序と規範はいかにもたらされ、どのようにいだかれるか。イエ、クニ、社会、「国家」など、さまざまな位相における秩序と規範のあり方、時代のなかでのその変容について検証する。.