This book provides a systematic exposition of mathematical economics, presenting and surveying existing theories and showing ways in which they can be extended. One of its strongest features is that it emphasises the unifying structure of economic theory in such a way as to provide the reader with the technical tools and methodological approaches necessary for undertaking original research. The author offers explanations and discussion at an accessible and intuitive level providing illustrative examples. He begins the work at an elementary (...) level and progessively takes the reader to the frontier of current research. This second edition brings the reader fully up to date with recent research in the field. (shrink)

This article is an attempt to develop the idea of peace education for adults through the assumption that, compared to peace education for children, educational approaches for adults are as yet undeveloped. This article also assumes that the progress of educational approaches for adults is necessary to the further development of peace education for children, as well as to the expansion of the theory. In navigating the argument around issues of peace education for adults, the article uses the example of (...) educational issues faced by Amerasians in Okinawa. The article argues that language education is a fundamental aspect of peace education for adults. It also demonstrates that the content of language education for adults is different from the content of language education for children. Furthermore, the article defends peace education for adults, through language education, as the very first step towards creating peaceful conditions for the education of Amerasians in Okinawa. (shrink)

This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the Japanese public order is consistent (...) with democratic principles. Jane Roland Martin's examination of the concept of domestic tranquility is shown relevant. Martin's language analysis helps to distinguish whether or not Japanese domestic tranquility under nuclear crisis is democratic. I propose that post-Fukushima disaster peace education should be reformed as consistent with two democratic principles: acceptance of the diversity of peace and continuous negotiation among these different narratives. (shrink)

The article discusses a sustainable educational approach for developing a moral value of peace by using a historical event, the bombing of Hiroshima. To make the case, the article uses the care theory of Nel Noddings to discuss the interpersonal aspects of peace education. The article asks how care theory handles tragedies like Hiroshima and it can contribute to a moral value of peace. The idea of caring is also examined, through Hiroshima, from a different angle, of the relationship between (...) nature and human beings. The political position of this article is to expand the idea of sustainability by creating values for peace using material related to the bombing. (shrink)

The debate over patriotic education in Japan is marked by power shifts between the two different political groups that have different views of the role of patriotic education. By analyzing the power shift from a historical perspective, this essay makes a point that one of the problems of the debate over patriotic education in Japan is that the debate has never been discussed in terms of the conception of patriotism.

This chapter contains sections titled: Preamble Introduction Three Historical Periods Contemporary Debate Virtue and Tradition in Japan Conclusion Acknowledgements Notes References.

Posttraumatic growth and resiliency have been observed among people who experienced life crises. Given that the direct relationships between PTG and resiliency have been equivocal, it is important to know how they are different in conjunction with cognitive ability. The purpose of this study is to examine how perceived PTG and resiliency would be, respectively, associated with empathy and emotion recognition ability. A total of 420 college students participated in an online survey requiring them to identify emotions based on photographs (...) of facial expressions, report their traumatic experiences, and respond to the PTG Inventory, Brief Resilience Scale, and Questionnaire of Emotional Empathy. The results suggest that perceived PTG was not associated with empathy but significantly predicted increased emotion recognition, whereas resiliency showed a negative relationship with empathy but no significant relationship with emotion recognition. These findings demonstrate that self-perceived PTG may be associated with cognitive ability, which could be due to one’s growth within relationships and social interactions. Even though growing after trauma may promote resilient characteristics, the current results indicate that PTG and resiliency may foster different outcomes. Since empathy and emotion recognition are affected by other contextual factors, future studies should assess how empathy and the type of errors in emotion recognition may be associated with situational factors that are beyond personal factors such as post-traumatic life experiences or personality. (shrink)

Drosophila melanogaster is often considered to lack genomic 5‐methylcytosine (m5C), an opinion reinforced by two whole genome bisulfite‐sequencing studies that failed to find m5C. New evidence, however, indicates that genomic methylation is indeed present in the fly, albeit in small quantities and in unusual patterns. At embryonic stage 5, m5C occurs in short strand‐specific regions that cover ∼1% of the genome, at tissue levels suggesting a distribution restricted to a subset of nuclei. Its function is not obvious, but methylation in (...) subsets of nuclei would obscure functional associations since transcript levels and epigenetic modifications are assayed in whole embryos. Surprisingly, Mt2, the fly's only candidate DNA methyltransferase, is not necessary for the observed methylation. Full evaluation of the functions of genome methylation in Drosophila must await discovery and experimental inactivation of the DNA methyltransferase, as well as a better understanding of the pattern and developmental regulation of genomic m5C. (shrink)

This book contains short analyses of Ogyū Sorai’s most important works, as well as a biography and a number of essays. The essays explore various aspects of his teachings, of the origins of his thought, and of the reception of his ideas in Japan, China, and Korea before and after "modernization" struck in the second half of the nineteenth century. Ogyū Sorai has come to be considered the pivotal thinker in the intellectual history of Early Modern Japan. More research has (...) been done on Sorai than on any other Confucian thinker of this period. This book disentangles the modern reception from the way in which Sorai's ideas were understood and evaluated in Japan and China in the century following his death. The joint conclusion of the research of a number of the foremost specialists in Japan, Taiwan, and the West is that Sorai was and remains an original, innovative, and important thinker, but that his position within East-Asian thought should be redefined in terms of the East-Asian tradition to which he belonged, and not in the paradigms of European History of Philosophy or Intellectual History. The book represents up-to-date scholarship and allows both the young scholar to acquaint himself with Sorai, and the intellectual historian to compare Sorai with other thinkers of other times and of other philosophical traditions. (shrink)

啓蒙思想の系譜を繙き、理性の力を問い直す。古代ギリシアから、ホッブズ、カント、フランクフルト学派を経て最新の議論まで。啓蒙を巡る問題意識の変遷を追う論考集。.

Este artigo pretende fazer uma breve apresentação do platonismo não-realista de Abelardo através da solução dada na Logica Ingredientibus à célebre “querela dos universais”.

ABSTRACT In volume two of his work Democracy in America, Alexis de Tocqueville argued that religion could guarantee individual liberties against the tyranny of the majority. However, in volume one of this work, Tocqueville presented a conventional ‘civil religion’ as a phenomenon that was identical to or subsumed by American social mores or opinions. Thus, the following questions are raised: How can such a religion represent a brake on potential tyranny? How can genuine religion be distinguished from common opinion? Consequently, (...) understanding Tocqueville’s approach to religion remains a major problem. This article demonstrates that in the second volume of Democracy in America, Tocqueville suggested a different type of civil religion, one that has a transcendent authority that distinguishes it from public opinion but that, nevertheless, facilitates intellectual liberty. It also shows how Tocqueville resolved the dilemmas of authority and liberty in the civil religion, by focusing on, with his observations of American Christianity, his reading of Blaise Pascal’s works regarding religious authority and human reason, in which Pascal exhorted human beings to willingly recognise the limits of reason. (shrink)

第5回東京大学南原繁記念出版賞受賞作。徳川日本の思想家らが構想した、美しく「人に接」わるための制度とその実践を鋭利に分析。思想史、文学史、文化史研究の新たな地平。.

教科書には絶対に載らない真実の数々―かの米国総司令官の初仕事は、日本に慰安婦を供出させることだった!「週刊新潮」連載の超辛口名物コラム。傑作選、第八弾。.

The COVID-19 pandemic has witnessed an increase and amplification of anti-Asian racism and violence across the globe. Stop AAPI Hate1 in the United States and the COVID-19 Racism Incident Report2 i...

In lieu of an abstract, here is a brief excerpt of the content:Discover the Unknown Chekhov in Your ESL ClassroomNinah Beliavsky (bio)I was born in Moscow, ate aladushki, and listened to my mother read Chekhov in Russian. Kashtanka, a tale about a young, ginger-colored pup who gets lost, made me cry. And when I read about the death of Ivan Dmitrich Kreepikov, in The Death of a Civil Servant, I did not know whether to laugh or to cry. The poor (...) civil servant was sitting and watching an opera in a theater when all of a sudden he sneezed and spattered an old gentlemen, General Shpitzalov, in front of him. Now, as Chekhov writes, sneezing is not prohibited to any one or in any place; peasants sneeze, and even the chiefs of police sneeze. But, you see, the poor civil servant, being very much rank-conscious, could no longer live with himself after committing such a misconduct. He apologized profusely and went home, and without taking off his uniform, he lay down on the sofa, and... died.And what about Van'ka Zhukov, an orphan boy of nine apprenticed to a shoemaker who is being beaten and overworked. He writes a letter to his grandfather on Christmas Eve, begging him for the dear Lord's sake to take him away from his misery. After scratching his head and thinking for a moment, he dips his pen in ink and addresses his envelope: "The Village. To Grand Dad." He then dashes out into the street and pushes his precious letter through the opening of the postbox...The second part of my childhood I spent in Jerusalem; there I ate falafel with humus, was obsessed with perfecting the pronunciation of the Hebrew guttural "r," and read Miriam Yalan Shtekelis's children's poetry, which was filled with magical objects that laughed and cried. By the time I was in high school I was living in Milwaukee, eating fries and ice cream sundaes and reading O. Henry.The literature that one comes in contact with during childhood and young [End Page 101] adulthood is often deeply engraved on a person's psyche. It is similar to an adult craving sweets because of the psychological association with her childhood and a safe and protected environment. We tend to think back to the "good old days" because we find comfort in our past. Today, as an adult, a wife, and a mother, I often find refuge in my childhood memories. And, like most people, much of what I encounter and read today I tend to associate with my past. If I come across a story that I heard in my childhood, as I search for something new and amusing to give to my college English-as-a-Second-Language (ESL) students, I try to incorporate it into my curriculum. A few years ago I came across the story The Necklace by Guy de Mappassant and immediately recalled reading it in my adolescence. This story brought back the warm memories of home that I felt would be understood and identified with by my foreign students. Today, this story is one of my students' favorites. By using stories from my own past, I feel that I can bring to my class discussions a unique perspective—my own recollections and feelings and an interpretation not only academic in nature but also personal. Often, my international students will recall hearing or reading some of the same stories (that I bring to class) in their childhood, in their native tongues, and thus these stories will not seem out of context anymore because there will be a sense of connection.I teach ESL to college students—reading and writing at the intermediate and advanced levels. Aside from following the standard curriculum of using grammar and writing textbooks, I bring to my ESL classes music, opera, art, young adult novels by American writers, and short stories by both international and American writers. For instance, my students enjoy reading O. Henry's "The Christmas Present," "The Last Leaf," and "The Two Thanksgiving Day Gentlemen." These stories are about real people—just like my students—they are about everyday events, they are humorous and tragic in nature, and they have an unexpected twist... (shrink)

This collection of essays constitutes the first history of modern Japanese aesthetics in any language. It introduces readers through lucid and readable translations to works on the philosophy of art written by major Japanese thinkers from the late nineteenth century to the present. Selected from a variety of sources (monographs, journals, catalogues), the essays cover topics related to the study of beauty in art and nature. The translations are organized into four parts. The first, "The Introduction of Aesthetics," traces the (...) formation of notions of "beauty," "culture," and "art" in Japan. It includes discussion of the creation of the museum in Japan and the frenetic efforts of Nishi Amane, Okakura Tenshin, Ernest Fenollosa, and Mori Ogai to introduce German, British, and French aesthetic thought to the Japanese. This is followed by three sections that examine the transformation of the aesthetic field into an academic discipline that flourished at three major Japanese universities. "Aesthetics at Waseda University" begins with an essay on the spiritualism and idealism of Onishi Hajime and continues with essays on the impact of German Lebensphilosophie ("philosophy of life") on Shimamura Hogetsu and Takayama Chogyu, and work by the major Waseda aesthetician of the twentieth century, Aizu Yaichi. Thinkers of the Tokyo School adopted a "scientific" method in the study of art theory. Part 3, "Aesthetics at the University of Tokyo," focuses on the ideas of Otsuka Yasuji (holder of the world’s first Chair of Aesthetics), Onishi Yoshinori, Watsuji Tetsuro, Abe Jiro, Takeuchi Toshio, and Imamichi Tomonobu. The section concludes with a look at the contemporary philosopher Sakabe Megumi. The last section, "Aesthetics at the University of Kyoto," includes essays on Nakagawa Shigeki and Fukada Yasukazu, pioneers in the field of aesthetics, and on the philosophy of art of the "Kyoto School," which was deeply inspired by the thought of Nishida Kitaro. Finally the work of Kuki Shuzo, an influential teacher of Western philosophy at the University of Kyoto, is examined. A History of Modern Japanese Aesthetics is a companion volume to Modern Japanese Aesthetics: A Reader (UH Press, 1999). (shrink)

Ever since the pioneering works by Chogyū Takayama and others in 1899 Japanese scholars have endeavored to elucidate the structure, meaning, and genetic connections of Japanese mythology, which was systematically described in the volumes on the “Age of Gods” of the Kojiki (compiled in 712 A.D.), the Nihon Shoki (720), and other works. In recent years the research has experienced a remarkable development, which owes much of its stimulation to the epoch-making studies of Indo-European mythologies by Georges Dumézil. For (...) Japanese mythology betrays much in common with the Indo-European ones not only in its motifs but also in its basic structure, as we shall shortly see. In order not to be misleading, however, it should be stated here that analogies to Indo-European mythologies are but one aspect of the Japanese tradition, which comprises many other components, especially South Chinese and/or Southeast Asian components, and current researches on Japanese mythology are not restricted to comparisons with the Indo-European mythologies, but are undertaken through a variety of approaches, including those of the historian, the philologist, and the ethnologist. (shrink)