構造主義からアクターネットワークセオリーまで、哲学と人類学という二つの知的実践は交錯してきた。その現代的な意義を考える。 ドゥルーズ=ガタリ、メルロ=ポンティ、サルトル、モース、デュルケム、ヴィヴェイロス・デ・カストロ、デスコラ、ストラザーン――いずれも「自然」をめぐり、レヴィ=ストロースの神話論理の再解釈や「構造」の捉 えなおしとして進行してきた哲学と人類学について、思考様式の違いや歴史的な影響関係、主題の反復を浮き彫りにする。.

The electron double-slit interference is re-examined from the point of view of temporal topos. Temporal topos (or t-topos) is an abstract algebraic (categorical) method using the theory of sheaves. A brief introduction to t-topos is given. When the structural foundation for describing particles is based on t-topos, the particle-wave duality of electron is a natural consequence. A presheaf associated with the electron represents both particle-like and wave-like properties depending upon whether an object in the site (t-site) is specified (particle-like) or (...) not (wave-like). It is shown that the localization of the electron at one of the slits is equivalent to choosing a particular object in the t-site and that the electron behaves as a wave when it passes through a double-slit because there are more than one object in the t-site. Also, the single-slit diffraction is interpreted as a result of the possibility of many different ways of factoring a morphism between two objects. (shrink)

In this paper, we discuss uniform versions of some axioms of second order arithmetic in the context of higher order arithmetic. We prove that uniform versions of weak weak König's lemma WWKL and Σ01 separation are equivalent to over a suitable base theory of higher order arithmetic, where is the assertion that there exists Φ2 such that Φf1 = 0 if and only if ∃x0 for all f. We also prove that uniform versions of some well-known theorems are equivalent to (...) or the axiom of the existence of the Suslin operator. (shrink)

江戸派国学は、江戸下町文化が大きく花開いた19世紀初頭の化政期に、町人たちを主体に形成された。村田春海・加藤千蔭らの江戸派国学を、“春満‐真淵‐宣長”の国学に連なる系譜に位置づけた、国学史上劃期的名著 の復刻。.

Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included (...) studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional. (shrink)