希望学は終わらない。凄惨で過酷な現実は、希望の母でもある。過去や現在の悲惨な事実に正面から向き合うことなく、未来の希望を語ることはできない。それは、全4巻を通じた希望学全体のメッセージである。.

The studies on the cAMP‐requiring mutants and their suppressors in the yeast, Saccharomyces cerevisiae, revealed that cAMP‐dependent protein phosphorylation is involved in the G1 phase of the cell cycle, in conjugation, and in the post‐meiotic stage of sporulation, and that inhibition of cAMP‐dependent protein phosphorylation is required to induce meiotic division.

Using the dual-route reading model as a framework, this study investigated the following research questions on Hangul reading: Which orthographic units influence the reading performance of Korean-speaking children? In addition, do the influential units change as the children grow up? To answer these questions, we tested the effects of age, frequency, lexicality, and two types of length—the numbers of letters and syllable blocks —and the interactions of these factors in the reading performance of Korean-speaking preschool and primary school children from (...) first to third grade. Regarding reading latencies, there was a significant three-way interaction of age × lexicality × length regardless of the type of length. This interaction indicated that, for words only, the interaction between age and length was significant. Accordingly, the length effect decreased as children’s age increased. When reading latencies for words were analyzed with a mixed-effect model consisting of three factors—age, frequency, and length—neither a main effect of syllable block length nor an interaction of syllable block length with age was significant. In contrast, the interaction of age × letter length in word reading latencies remained significant. The length effect was smaller as children’s age increased. In addition, the frequency effect was significant and interacted significantly with age. The frequency effect increased as children’s age increased. In conclusion, significant frequency effects indicate that Korean-speaking children use the lexical process in addition to the non-lexical process when reading Hangul words. Importantly, as children grow up, a larger orthographic unit, that is, words, is more strongly related to reading performance, whereas the influence of the smaller orthographic unit, that is, letters, decreases. (shrink)

Some individuals with developmental dyslexia show dissociation in reading skills between languages. The occurrence of dissociation depends on differences in the orthographic characteristics and cognitive demands of languages. This article reports on a Korean–Japanese bilingual and biliterate boy, SJ, with developmental dyslexia, who displayed dissociation between Korean and Japanese in reading and writing accuracy. This study aimed to discuss possible accounts for the profile of his literacy skills from orthographic and cognitive perspectives. To accomplish this aim, we measured SJ’s literacy (...) skills, receptive vocabulary, and cognitive abilities in both Korean and Japanese. Then, we compared his skills to those of monolingual and bilingual children. In terms of accuracy, his reading skills in Korean did not differ significantly from those of bilinguals, although they were lower than Korean monolinguals. His spelling skills were within the average range for Korean monolinguals and bilinguals. In contrast, his reading and writing accuracy levels in Japanese were low compared to both Japanese monolinguals and bilinguals. Moreover, his reading and writing deficits were more remarkable in Japanese kanji. However, his cognitive profile was similar between languages. Specifically, he showed deficits in phonological skills and naming speed in both languages, as well as deficits in visual skills. These results were explained by the facts that visual skills are one of the significant predictors of reading and writing accuracy in Japanese but not in Korean, and that visual skills are a key in learning kanji. Thus, our case, SJ, supports the cognitive account, namely, the idea that different cognitive demands on the development of literacy skills can cause dissociation in literacy skills in bilingual children. (shrink)

The role of figurative languages such as metaphor and metonymy in creativity has been studied in cognitive linguistics. These methods can also be applied to analyze non-linguistic data such as pictures and gestures. In this paper we analyze fashion design by focusing on visual metaphor and metonymy. The nature of creativity in fashion design is not fully studied from a cognitive perspective compared to other related fields such as art. We especially focus on the aspect of fashion design as a (...) communication tool between the designer and the audience to convey designer’s image of human. Photos from two fashion shows are analyzed. We carried out an experiment to compare how human images in two shows are interpreted by those who are familiar with fashion and those who are not. We got three results: (1) As far as figurative (metaphorical and metonymic) interpretations of human image are concerned, two groups with different familiarity to fashion have significantly different patterns of responses to two shows. (2) For non-figurative interpretations (such as physical or personal attributes), no significant difference in the pattern of response to the show was observed between two groups. The participants as a whole, however, responded to the two shows differently. (3) In addition for non-figurative interpretation, fashion experts found significantly more attributes in human images than the others. The results show that the analysis of figurative interpreations is effective in seeing how the familiarity to fashion affects the mode of seeing fashion shows. (shrink)

John Henry Newman’s educational ideas, which first became known in Japan before the Pacific War, continue to attract followers, especially as a result of the foundation of the Newman Society of Japan in 1983. However, this interest in Newman has had mixed results: on the one hand, some Japanese secular scholars who have tried to adopt Newman’s educational ideas to Japanese higher education do not seem interested in Catholicism. On the other hand, some post-war educational ideas of Japanese Catholics seem (...) incompatible with Newman’s spirituality and thought. (shrink)

「デモクラシーこそは歴史の未来である」。誕生間もないアメリカ社会にトクヴィルが見いだしたのは、合衆国という特殊性を超えた、歴史の「必然」としての平等化だった。「平等化」をキーワードに、その思想の今日的 意義を甦らせる。.

Some people ask how can you possibly translate Deleuze into Japanese. This is an interesting question that I’d never asked myself previously. According to W. Benjamin, a work’s essence only emerges through translation. Yet, when translating Deleuze and other authors into another language, whatever this may be, it’s also important to translate the text’s voice, along with all the underlying voices it bears within it. As the very flesh of thought, it’s the voice that we want to translate, and in (...) seeking to do so we experiment with the impossible. Whatever may come of this, through experimenting with the impossible many things happen. (shrink)

For Gilles Deleuze's two essays ‘Causes and Reasons of Desert Islands’ and ‘Michel Tournier and the World Without Others’, the crucial question is what the perception is, what its fundamental conditions are. A desert island can be a place to experiment on this question. The types of perception are described in many critical works about the history of art and aesthetical reflections by artists. So I will try to retrace some types of perception especially linked to the ‘haptic’, the importance (...) of which was rediscovered by Deleuze. The ‘haptic’ proposes a type of perception not linked to space, but to time in its aspects of genesis. And something incorporeal has to intervene in a very original stage of perception and of perception of time. Thus we will be able to capture some links between the fundamental aspects of perception and time in its ‘out of joint’ aspects. (shrink)

dai 1-kan. Yōmeigaku nyūmon -- dai 2-3-kan. Ō Yōmei -- dai 4-kan. Riku Shōzan -- dai 5-7-kan. Yōmeimon -- dai 8-10-kan. Nihon no Yōmeigaku -- dai 11-kan. Bakumatsu Ishin Yōmei gakusha shokanshū -- dai 12-kan. Yōmeigaku benran -- [13] bekkan. Denshūroku shochū shūsei.