This edited volume is the first in English that covers the philosophy of feeling and related topics in Japanese philosophy on Nishida Kitarō and fellow thinkers. Part I focuses on Nishida Kitarō’s philosophy of feeling, including, but not limited to, comparisons with Tanabe Hajime, Koyama Iwao, and provides coverage of Buddhist, moral and Chinese philosophy. Part II goes beyond Kitarō into topics such as Japanese aesthetics, Nietsche’s reception in Japan, and the philosophy of AI. This is a comprehensive scholarly (...) text on feeling in Japanese philosophy, aimed at researchers and students working in the field. (shrink)

This collected volume of leading specialists in this field offers not only a comprehensive understanding of the medieval concept of nature, but also instructive information for our environment crisis because of continuity and discontinuity between these two ages.

はたして科学は万能なのか。19世紀以来の「科学主義」は、現在なお「自然主義」の衣を纏って生き続けている。本書は「科学主義」と「反科学主義」をともに退け、科学を自然というテクストを解読する解釈学的営みと して捉え直す。ハンソンとクーンの「新科学哲学」、クワインの「知識の全体論」、ウィトゲンシュタインの「アスペクト論」を手がかりに、科学哲学に「科学的理性批判」という本来の哲学的課題を担わせることを目指す 。ここに新たに論文3篇を加え、サイエンス・ウォーズや実在論/反実在論など、現代の哲学状況と切り結ぶスリリングな論考。.

McTaggart’s paradox and his A-theory and B-theory are basic notions in the contemporary philosophy of time. It is well known that the paradox was introduced by McTaggart’s paper called “The Unreality of Time” published in 1908, so that it has a one-hundred-year history. As for A-theory and B-theory, in contrast, McTaggart himself didn’t consider both of them at all. The notions of A-theory and B-theory came much later, 60 years after the paradox. Moreover, they had not been as popularized as (...) they are today until quite recently, at least after the 1990s. This paper aims to trace the origin of the notions of A-theory and B-theory and show how the debates behind them, especially objections to “spatialising time,” form the notions. (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)

Study of Vaiśeṣika philosophy with special reference to Vaiśeṣikadaśapadārthaśāstra.

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)

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)

Since its inception, analytic philosophy has failed to attain dominance in Japan. However, the 21st century has seen analytic philosophy gain traction among Japanese philosophers. This paper, which examines the status quo of analytic philosophy in Japan since 2000, consists of two parts. The first part deals primarily with organizations—specifically, relevant associations, journals, conferences, universities, and publishers are illustrated. The second part explores key works in each area—namely, philosophy of science, philosophy of language, philosophy of logic and mathematics, philosophy of (...) mind, and metaphysics. Key works in other areas are also briefly addressed. (shrink)

Recent developments in information technology and Web services have increased the potential for creating more rapid and extensive social networks and business relationships. Web 2.0 technologies, commonly referred to as online social media, have become important tools within the growth of information and communication technology (ICT) in the last few years. Web 2.0 tools such as blogs, Wiki and other services, which are widely used by individuals, also have an effect on customer relationship management (CRM) systems. Consequently, social CRM (SCRM) (...) is emerging as a new paradigm for integrating social networking in more traditional CRM systems. However, social CRM is yet to be fully utilised as a value-adding tool in improving customer relationships. This paper reports on a scoping study that explored the current situation of CRM adoption in banking industry in Saudi Arabia. The aim of this paper is to identify the factors that may influence businesses and customers’ adoption of social CRM. Various models have been proposed to study ICT and information systems acceptance and usage. This paper proposes an enhancement to one of these models, specifically the Technology Acceptance Model (TAM), by incorporating a range of factors identified in the social networking and business relationships literature believed to influence social CRM adoption. In particular, the model proposes that familiarity, caring behaviour, sharing information and perceived trustworthiness can generate cognitive view about the relationships between employees and customers. This view besides Web 2.0 features may offer a way of analysing the potential adoption of social CRM. (shrink)

エンジニアの「知」は21世紀を拓けるか。モノを「つくる」とは、どういうことか。技術者の心に由来する「知」のありように迫る。技術における「知」の現代性を確認する。.

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)

Monism is a metaphysical view according to which there is only one fundamental object. This paper will explore monism within the context of truthmaker theory, or Truthmaker Monism, a view rarely discussed in literature. Although few truthmaker theorists defend monism, at least explicitly, some theories seem to share the spirit of monism to some extent. Interestingly, they are proposed as solutions for the same problem, called the problem of negative truth. A close examination will show that while each of these (...) solutions can account for the problem, they are unsatisfactory for different reasons. This paper will suggest a novel solution to the problem of negative truth which preserves the advantages of existing solutions while avoiding the difficulties with which they are faced. (shrink)

『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。.

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)

古代・中世のアリストテレス的自然観を克服し、信仰や迷信から独立することで17世紀に近代「科学」は誕生した。しかしパラダイム転換はくり返され、20世紀には科学技術に伴うリスクも叫ばれるようになる。科学哲 学の第一人者がこうした決定的な転換点に光をあてながら、知の歴史のダイナミズムへと誘う。科学神話が揺らぐ今だからこそもう一度深く掘り下げる、入門書の決定版。.