Many educators today think that the school's lessons and activities do not stimulate or engage students' imaginations. In order to alleviate this problem, they tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk. However, these principles and methods are based on somewhat misguided or trivial understanding of the importance of imagination in students' lives. Dewey's understanding of the relevance of imagination gives us a useful perspective (...) to better understand where imaginative engagement becomes crucial in education. (shrink)

Study of Vaiśeṣika philosophy with special reference to Vaiśeṣikadaśapadārthaśāstra.

『哲学探究』以後、最晩期に独立した地位を与える。ウィトゲンシュタインの知識の哲学。.

Performance of duty [dharma], without attachment to results, eradicates evil action [karman] and thus promotes the growth ofbhakti, which is the sole means of attainingmoksa. Although associated with such internal (mental or intellectual) activity asdhyāna, jñāna, vedana andvidyā, bhakti nevertheless demands the external practice of daily and occasional activity —karman — prescribed by Scripture. If one neglects to perform thekarman enjoined for one's caste and stage of life, one's mind will be corrupted and will be incapable of attaining knowledge (meditation) (...) of the personalbrahman. If one'skarman is associated withbhakti, one can attain the Lord through His grace. In Rāmānuja's scheme,karman is thus not only a prerequisite for the origination of meditation on the Lord, but also for acquisition of perfect knowledge (para-bhakti) of Him. Obviously,karman, unlikebhakti, is not a direct means of salvation: it is only an auxiliary. Rāmānuja, however, emphasizes thatkarman should be continued as long as one lives. Rāmānuja's discussion ofkarman thus provides a theoretical foundation to his position that the karma-mīmāmsa — the philosophical study and interpretation of ritual activity — is indispensable to the inquiry intobrahman. (shrink)

In this paper, we outline how one might conduct a comprehensive ethical evaluation of human brain organoid transplantation in animals. Thus far, ethical concerns regarding this type of research have been assumed to be similar to those associated with other transplants of human cells in animals, and have therefore not received significant attention. The focus has been only on the welfare, moral status, or mental capacities of the host animal. However, the transplantation of human brain organoids introduces several new ethical (...) issues. Many of these are related to uncertainty regarding whether or not brain organoids might be conscious. While these concerns might not be immediately relevant, they warrant closer scrutiny. We discuss how various ethical issues are relevant to different stages of human brain organoid transplantation and can guide the ethical evaluation of research. Our examination would broaden the horizons of the debate on the transplantation of brain organoids. (shrink)

Human brain organoids (HBOs), three-dimensional neural tissues derived from human pluripotent stem cells, are at the forefront of biomedical research, provoking intricate ethical quandaries (Sawai...

The question of the existence of cultural universals immediately leads us to the problem of intercultural communication and of so-called incommensurability. Over the last few decades, these topics have been the subject of controversy in the philosophy of science, and the stock of universalism has been falling as a result of the rise of Kuhn’s paradigm theory and Quine’s thesis of the indeterminacy of translation. Nowadays cultural pluralism or relativism is rather dominant among philosophers and has begun to appear plausible, (...) too, from an anthropological or sociological point of view. But philosophically, as is well known, relativism harbors many difficulties and paradoxes. As philosophers, therefore, we cannot accept imprudent relativism just as it is. (shrink)

The severe accident at the Fukushima-Daiichi nuclear power plant caused by the March 11 Great East Japan Earthquake in 2011 was a typical disaster in the age of “trans-science,” which means the situation that science and politics are closely connected and inseparable. The stage of trans-science requires a philosophy of trans-science instead of a philosophy of science such as logical positivism. I would like to characterize norms for techno-scientists in the risk society as RISK, which includes Regulatory deliberation, Intergenerational ethics, (...) Social accountability and Knowledge-product liability. (shrink)

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are (...) greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

In his paper “Non-human moral status: problems with phenomenal consciousness,” Joshua Shepherd emphasized an objectivist understanding of welfare to establish the moral status of non-human entities...

Stem cell-derived embryo models (SCEMs) are model embryos used in scientific research to gain a better understanding of early embryonic development. The way humans develop from a single-cell zygote to a complex multicellular organism remains poorly understood. However, research looking at embryo development is difficult because of restrictions on the use of human embryos in research. Stem cell embryo models could reduce the need for human embryos, allowing us to both understand early development and improve assisted reproductive technologies. There have (...) been several rapid advances in creating SCEMs in recent years. These advances potentially provide a new avenue to study early human development. The benefits of SCEMs are predicated on the claim that they are different from embryos and should, therefore, be exempt from existing regulations that apply to embryos (such as the 14-day rule). SCEMs are proposed as offering a model that can capture the inner workings of the embryo but lack its moral sensitivities. However, the ethical basis for making this distinction has not been clearly explained. In this current controversy, we focus on the ethical justification for treating SCEMs differently to embryos, based on considerations of moral status. (shrink)

In the target article, Zilio and Lavazza (2023) persuasively argue that an ontological analysis of human cerebral organoids (HCOs) is necessary to identify their moral status. Although they also pr...

In the October edition of the Journal of Medical Ethics, Akabayashi and colleagues state that ’to establish a heterogeneous [induced pluripotent stem cell] iPSC bank covering roughly 80% of Japan’s population…the Japanese government decided to invest JPY110 billion over 10 years in regenerative medicine research; a quarter of this was to be allocated to the iPSC stock project'. While they claim this amount of money to be an unfair distribution of state resources, we believe their assessment is based on a (...) misunderstanding of the facts. Similarly, other criticisms by them are based on mistaken interpretations. This article is a rebuttal to the arguments that form the basis of Akabayashi and colleagues’ five criticisms by explaining their misinterpretations. (shrink)

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address whether explaining (...) to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

The Routledge Companion to Contemporary Japanese Social Theory breaks new ground in providing a detailed, systematic appraisal of the major traditions of social theory prominent in Japan today – from theories of identity and individualization to globalization studies. The volume introduces readers to the rich diversity of social-theoretical critique in contemporary Japanese social theory. The editors have brought together some of the most influential Japanese social scientists to assess current trends in Japanese social theory, including Kazuhisa Nishihara, Aiko Kashimura, Masahiro (...) Ogino, Yumiko Ehara and Kiyomitsu Yui. The volume also contains dialogues with these Japanese contributors from authoritative Western social theorists – including, among others, Axel Honneth, Roland Robertson, Bryan S. Turner, Charles Lemert and Anthony Elliott – to reflect on such developments. The result is an exciting, powerful set of intellectual exchanges. The book introduces, contextualizes and critiques social theories in the broader context of Japanese society, culture and politics – with particular emphasis upon Japanese engagements and revisions of major traditions of social thought. Divided into two sections, the book surveys traditions of social thought in Japanese social science and presents the major social issues facing contemporary Japan. The book will appeal to students and scholars of sociology, social theory, critical theory, psychoanalysis, risk, gender studies, feminist studies, self and identity studies, media studies and cultural studies. (shrink)

「東洋」の諸思想を包含する、メタ哲学体系の構築は可能か。第一線の研究者・批評家が、井筒思想の現代を析出する。.