人の始期から終期の「生」について、生殖医療、再生医療、ゲノム医療などの先端医療を紹介し、バイオエシックス教育の実際をみる。.

This paper discusses what constitutes good teaching, taking as its cue the ‘aesthetic’ concept treated in everyday aesthetics and ‘internal good’ accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting ’good teaching’ (...) that confirmed by examining Dreyfus et al. This ‘good teaching’ sensitivity is not specific to the individual practitioner, but is considered to be an ‘in-practice value (internal good?)’ (McIntyre) shared by the community of practice. From the aesthetic perspective, this value could be called ‘aesthetic value in practice’. In the teaching community of practice, ‘good teaching’ is both ‘beautiful teaching’ and ‘ethically good’ teaching. Teaching should be seen as a relational practice, and for this reason, The Ethico-Aesthetics of Teaching should be constructed. (shrink)

Eukaryotic genes are divided into three categories according to the machineries by which they are transcribed. Ribosomal RNA genes (rDNA) are the only ones that are transcribed by RNA polymerase I and are under different control from other genes transcribed by RNA polymerase II or III. None the less, the regulation of rDNA is of prime interest in view of its close relationship to cell growth and differentiation. In this review I shall discuss the recent progress in the study of (...) transcription mechanisms of rDNA by the RNA polymerase I system. The structure of the rDNA promoter and the presence of possible upstream enhancer regions will be described. In addition, factors involved in the transcription initiation of this gene will be discussed with special reference to the formation of an initiation complex. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion‐based classes and misunderstand the effectiveness of a case‐based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

With growing globalization, the governments of many countries are tending to place a disproportionately large emphasis on economy, which often results in budget cuts in health, education and social welfare. Such a tendency has provoked arguments by many individuals concerned. The neo-conservatism represented by ex-US President Reagan and ex-UK Prime Minister Thatcher in the 1980s, known as Reaganomics and Thatcherism, caused public funds for health care and education to be substantially reduced. In developing countries a so-called structural adjustment policy, promoted (...) by the World Bank and the International Monetary Fund, is leading to shrinking budgets for health, education and social security in general. (shrink)

A senior physician with a government role in Japan made a widely reported and misleading statement about Thailand’s policy on HIV/AIDS patients. He claimed that in Thailand the policy is to spend public money on the prevention of HIV infection while allowing AIDS patients to die untreated. The author, a community nursing specialist in Japan with first-hand knowledge of HIV/AIDS policy in Thailand, thought that this statement would influence attitudes negatively in Japan. However, speaking out about this misrepresentation of the (...) facts carried certain risks. Although freedom of expression is valued in Japan, in practice it is not easy to contradict senior medical professionals. The author uses his experience of this difficult professional situation to teach nurses how to approach speaking out in the public interest. (shrink)

「人と天地との一体化」とは何か。儒学の「天人合一」説を独自の立論を通して再定義した伊藤仁斎の思想に焦点を当て、その思想的意義を問い直す。仁斎学の思想体系を平易明白に解説した入門書。.

Traditionally, the genealogy of Edo Confucianism, that is, Confucianism reinterpreted and reconstructed in the Tokugawa period, has been classified into the Chu-Hsi, Wang Yang-ming, Ancient, and Eclectic schools. These classifications are based on the most representative Confucian theories in the Tokugawa period and are useful for understanding their genealogy. However, when we try to capture the substance of Confucian thought from the interest of “education,” it is very difficult to understand the differences of each school’s educational thought based on this (...) classification. For example, according to the above classification of Confucian theories, the Jinsai and Sorai schools are also included in the Ancient school. However, it is no exaggeration to say that both educational ideas are completely different. In this study, although both Jinsai and Sorai are classified as Ancient schools, I will clarify how their educational theories are structured and how their contents are different. This study examines the content of Confucian thought from the perspective of “education.” I hope that the discussion will open up the possibility of a more precise understanding of the “educational thought” of Edo Confucianism. (shrink)

徳川慶喜のブレーンにして明治政府の高級官僚。翻訳論、日本語論、軍事論。知の百面相・西周初の入門書。.

We correct a mistake in the paper “Generalized periodicity and primitivity for words” [4] and justify the existence of regular languages all of whose roots are not even context-sensitive.

Starting from six kinds of periodicity of words we define six sets of words which are primitive in different senses and we investigate their relationships. We show that only three of the sets are external Marcus contextual languages with choice but none of them is an external contextual language without choice or an internal contextual language. For the time complexity of deciding any of our sets by one-tape Turing machines, n2 is a lower bound and this is optimal in two (...) cases. The notions of roots and degrees of words and languages, which are strongly connected to periodicity and primitivity, are also considered, and we show that there can be an arbitrarily large gap between the complexity of a language and that of its roots. (shrink)

Athletes in sport are not only physical beings but also spiritual beings. Sport is referred to sport as an issue of human self. What kind of inner self do athletes have in the context of modern sports? To consider the issue of self in sport, we focused on its two aspects, athletics and training. In conclusion, we proposed to combine individual training like Japanese shugyo influenced mainly by Zen philosophy with athletics developed in the West since the time of the (...) Greeks. When these are separated, the self of an athlete is still incomplete, and it is hard to attain genuine excellence or achievement. An athlete in such a separate state ofmind possibly ends up using irrational force or power when relying on individual training. On the other hand, an athlete who focuses only on competitions will have a strong inclination to be affected by the media and commercialism, while having chances to be approved by others. It is hence essential to combine the two approaches. If we redefine playing sports as the phenomenon that comprehends both our self-reflection and our encounters with others, it will serve as an occasion of great significance for people living in today’s world. (shrink)

In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed abroad. The language barrier between Japanese and (...) English as an international communication tool makes it difficult to spread our work on the philosophy of sport throughout the world. The question arises as to whether the philosophy of sport in Japan has the same trends as those in the Western countries. Is it reasonable to assume that it has different aspects and interests than philosophy of sport in English-speaking countries? We will also try to address these questions for our audience. (shrink)

SummaryParadigmatology as a science of structures of reasoning which vary from culture to culture, from profession to profession, and sometimes from individual to individual is outlined, and communication difficulties between paradigms are discussed. Three paradigms are used as examples: hierarchical, unilateral, homogenistic, universalistic, categorical, classificational, deductive, rank‐ordering, competitive paradigm with predetermined universe; individualistic, isolationists, random, nominalistic, atomistic, statistical, probabilistic, egocentric paradigm with thermodynamically and informationally decaying universe; mutualistic, reciprocally interactive, heterogeneity‐creating, network‐structured, relational, contextual, complementary, symbiotic paradigm with self‐generating and self‐organizing (...) universe based on mutual causality and post‐Shannon information theory.Paradigmatologie et son Application à la Communication entre des Domaines de Spécialisation différents, entre des Professions et entre des Cultures. (shrink)