生物学者と哲学者が西田哲学を共通項に生命について徹底的に考え抜く。時間論を経て知の統合に向かう碩学2人による記念碑的対話。.

世界は存在するのか、しないのか。生命とは、人間とは何か―西田幾多郎の哲学は世界のあり方を根源から問う実在論であった。行為的直観、自覚、絶対無の場所、絶対現在、永遠の今、絶対矛盾的自己同一といった西田独 自の概念を、生命論を手がかりに考察することを通して西田哲学と一体化しつつ、自身の思索を深化させる池田哲学の真骨頂が展開する。ピュシス(自然)の発する声に耳を傾けた、『福岡伸一、西田哲学を読む』の続編。 .

フェミニズム、環境批評、ポストヒューマン、精神分析、ポストコロニアリズム...多彩なトピックから文学の可能性に飛び込もう!読むことの基礎と批評理論の現在が学べるキーワード集。.

This paper introduces an agent system for supporting user's dairy work on the Internet like a secretary. In this system, an agent is assigned to a user, and receives requests from the user or other agents. Since there are various kinds of requests, it is difficult to prepare a complete set of request-handling rules in advance. In order to handle various requests, the agent uses Case Based Reasoning (CBR), which is an approach to solve a problem by referring old cases. (...) Requests and cases are described as XML documents, that are easily understandable for both the user and agent, because the agent needs to interact with them. Describing documents in XML enables an agent to match a request and a case more exactly. This agent consists of a request receipt module, planning module, executing module, and case storage module. The request receipt module receive a request from the user or other agents. The request is described as a XML document by interacting with the user. The planning module searches an old case similar to the request, and generates a sequence of basic operations as a plan by referring the case. The executing module executes the plan. If the agent fails to execute a basic operation or requires user's instruction, then it carries out the plan by interacting with the user. The case storage module stores the new case with user's evaluation score into the case base. The experimental results shows that increase in the number of cases raises a proposal rate and accuracy rate. However, too many cases may cause decline in the accuracy rate by inconsistency of user's evaluation. (shrink)

大東亜戦争後の世界は誰が引き継ぐのか。「漫然と世界の長」たるアメリカ発のグローバリゼーションの無思想性を超克し、来るべき地球時代の新ビジョンを示す。.

ヨーロッパの“美”と日本の“うつくしさ”の邂逅―それは単に比較文明の問題ではない。両者の邂逅に、西洋形而上学が形而上学=美学の歴史であった所以が立ち現われるなか、“あるがまま”という“うつくしさ”の存 在論が、ヨーロッパの存在論の忘れられた根底と呼び合う。.

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

This article addresses the problem of automatically extracting legal indices which express the important contents of legal documents. Legal indices are not limited to single-word keywords and compound-word keywords, they are also clause keywords. We approach index extraction using structural information of Japanese sentences, i.e. chunks and clauses. Based on the assumption that legal indices are composed of important tokens from the documents, extracting legal indices is treated as a problem of collecting chunks and clauses that contain as many important (...) tokens as possible. Each token is assigned a weight which is a statistical score, e.g. TF–IDF and Okapi BM25, to indicate its importance. The importance of a chunk or clause is determined based on the average weight of tokens included in that chunk or clause. Then, highly weighted chunks and clauses are recognized as the indices for legal documents. The experimental results on Japanese National Pension Act data show that our proposed method achieves better performance than TextRank, the most popular unsupervised method in extracting single-word and compound-word keywords. In addition, this approach is also applicable to extract clause keywords with high performance. (shrink)

In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...) is that Socrates genuinely believes the city is a healthy and desirable city, and that he believes that the First City is in fact superior to the Kallipolis. (shrink)

As evidenced by high-throughput sequencers, genomic technologies have recently undergone radical advances. These technologies enable comprehensive sequencing of personal genomes considerably more efficiently and less expensively than heretofore. These developments present a challenge to the conventional framework of biomedical ethics; under these changing circumstances, each research project has to develop a pragmatic research policy. Based on the experience with a new large-scale project—the Genome Science Project—this article presents a novel approach to conducting a specific policy for personal genome research in (...) the Japanese context. In creating an original informed-consent form template for the project, we present a two-tiered process: making the draft of the template following an analysis of national and international policies; refining the draft template in conjunction with genome project researchers for practical application. Through practical use of the template, we have gained valuable experience in addressing challenges in the ethical review process, such as the importance of sharing details of the latest developments in genomics with members of research ethics committees. We discuss certain limitations of the conventional concept of informed consent and its governance system and suggest the potential of an alternative process using information technology. (shrink)

In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the 'true' world and the 'seeming' world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified 'realist' epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between 'true' and 'false' perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche’s denial of the opposition between the ‘true’ world and the ‘seeming’ world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche’s modified ‘realist’ epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche’s educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between ‘true’ and ‘false’ perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

Representational momentum is a well-known phenomenon that occurs when a moving object vanishes suddenly and the memory of its final or vanishing position is displaced forward in the direction of its motion. Many studies have shown evidence of various perceptual and cognitive characteristics of RM in various daily aspects, sports, development, and aging. Here we examined the longitudinal developmental changes in the displacement magnitudes of RM among younger and older nursery school children for pointing and judging tasks. In our experiments, (...) the children were asked to point at by their finger and judge the spatial location of the vanishing point of a moving stimulus. Our results showed that the mean magnitudes of RM significantly decreased from 5- to 6-year-old children for the pointing and judging tasks, although the mean magnitude of RM was significantly greater in the 5-year-old children for the pointing task but not for the judging task. We further examined the developmental changes in RM for a wide range of ages based on data from the present study and our previous study. This ad hoc examination showed that the magnitude of RM was significantly greater in 5-year-old children than in adults for the pointing and judging tasks. Our findings suggest that the magnitude of RM was significantly greater in young children than in adults and significantly decreased in young children through adults for the pointing and judging tasks. (shrink)