著者

田中 久文

出版者

西田哲学会

雑誌

西田哲学会年報 (ISSN:21881995)

巻号頁・発行日

vol.7, pp.77-90, 2010 (Released:2020-03-23)

---

Compared with other contemporary Japanese philosophical ideas, Nishida’s theory of the nation is original in character. This paper will focus on the fundamental qualities of Nishida’s theory of the nation in terms of three points of view: individuality, universality and transcendency. Although Nishida insists that the nation is based on ‘historical species,’ he does not ignore the question of individuality in his theory of the nation. In fact, he argues that the nation is created by individuals. This individuality is also related to the question of universality in that individuals create nations through a kind of universality. The nation is, as such, not something solitary but instead something international in nature. The individuality or specificity of the nation is, morevoer, deeply rooted in what Nishida calls transcendency, or ‘absolute nothingness’. Consequently, the nation, which is created by individuals, has its own transcedental qualities. After discussing these issues, the paper then turns to Nishida’s hypothesis about the role of the nation in the evolution of world history. Nishida insists that all national cultures are metamorphoses of one‘cultural prototype’, suggesting that there are no essential differences of worth or value among different cultures. This position also supports the peaceful coexistence of different nations and peoples through mutual effort. Nishida surmises that Japan has this as its world historical mission, namely, bridging the gap between East and West.

著者

田中 久文

出版者

西田哲学会

雑誌

西田哲学会年報 (ISSN:21881995)

巻号頁・発行日

vol.5, pp.161-167, 2008 (Released:2020-03-24)

著者

田中 裕

出版者

西田哲学会

雑誌

西田哲学会年報 (ISSN:21881995)

巻号頁・発行日

vol.1, pp.41-52, 2004 (Released:2021-01-16)

著者

田中 隆義 水野 雅子 早川 律子

出版者

日本皮膚科学会大阪地方会

雑誌

皮膚 (ISSN:00181390)

巻号頁・発行日

vol.22, no.3, pp.351-355, 1980

---

尋常性乾癬の患者でODTに際しラップ皮膚炎を生じた症例を経験した. この患者に数種類のラップ, 添加剤のパッチテストを施行し原因を追求した. 結果はポリ塩化ビニリデンが原料であるサランラップ, クレラップ (++) であった. 添加剤では, 現在使われていると推測される5種類の添加剤をそのまま貼布したところ, ATBC (++), DBS (++) であった. さらに名古屋大学附属病院分院化粧品外来患者に同様のパッチテストを施行したところ, ラップ, 添加剤とも (++) 以上の陽性反応を示した者はなかった.

著者

田中 智志

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2006, no.93, pp.169-171, 2006-05-10 (Released:2009-09-04)

著者

田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.92, pp.136-137, 2005-11-10 (Released:2009-09-04)

著者

田中 裕喜

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.92, pp.59-76, 2005-11-10 (Released:2010-05-07)

参考文献数

31

---

It has been self-evidently assumed that children would grow to adulthood through the participation in the adult community. But we can't do so any longer, because the young today have been unsable to feel actually themselves adults beyond twenty years of age. The main purpose of this paper is to clarify what our becoming/being “Adult” means in a social and ethical sense at the present day.To begin with, we will analyze the mechanism that children heretofore became adult by constructing the transcendental 'Adult' through the interaction of experiential world and conforming themselves to the transcendental 'Adult' as 'the privileged other restored norms.'Secondly, we will grasp the modern conditions under which we have sought for universal and inclusive norms exhaustively, with the result that the transcendental 'Adult' has emptied, this mechanism has lapsed, and we have faced the difficulty in growing to adulthood.Finally, we will find out the new way we extricate ourselves from the present blockade and attain becoming/being 'Adult' in the different way from constructing the transcendental 'Adult' as ever. Then, we will suggest that we give up persisting the identity of the self, accept the contingency and changeability of the self actively, and open up the possibilities of communication between ourselves and the other with whom we don't share norms.

著者

田中 智志

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.92, pp.115-116, 2005-11-10 (Released:2009-09-04)

著者

田中 智志

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.91, pp.118-120, 2005-05-10 (Released:2009-09-04)

著者

田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2004, no.90, pp.56-57, 2004-11-10 (Released:2009-09-04)

著者

田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.91, pp.1-6, 2005-05-10 (Released:2009-09-04)

参考文献数

4

著者

田中 マリア

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2004, no.90, pp.20-37, 2004-11-10 (Released:2009-09-04)

参考文献数

35

---

The paper examines the meaning and significance of J. J. Rousseau's method of religious education. Although Rousseau takes up religious education in “Émile”, he doesn't argue what kind of methods should be used. He only inserts the famous story of “Profession de foi du vicaire Savoyard” in book 4 of “Émile”. The question as to why Rousseau's “Émile” remains silent on the concrete method of religious education seems not to have been properly answered so far.This paper throws light upon this question through a reexamination of Rousseau's reminiscence, “Profession de foi du vicaire Savoyard”.Through the examination the following points have been clarified : 1. The reason why the inserted story is very long comes from the fact that Rousseau thinks an inner piety very important. It was necessary for him to show what inner piety is and how one comes to obtain it. So he tried to show the whole process of religious education using many pages.2. The reason why the whole process is narrated by this one priest derives from the fact that Rousseau thinks it important to put the piety into practice. He didn't try to adopt arguments on religion which would not be realized in practice.3. The fact that he adopted the style of story telling shows that he aimed at leading Emile to acquire a reason which is consistent with the mind and deal of the gospels. A story or a narrative, which utilizes both phonetic and symbolic languages, was a useful style of expression, on which Rousseau placed a high value as a measure to communicate one's thoughts and sentiments.

著者

田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2004, no.89, pp.161-162, 2004-05-10 (Released:2009-09-04)

著者

田中 智志

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2004, no.89, pp.1-6, 2004-05-10 (Released:2009-09-04)

参考文献数

7

著者

森田 尚人 田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2002, no.85, pp.36-41, 2002-05-10 (Released:2009-09-04)

著者

田中 裕喜

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1999, no.80, pp.35-47, 1999-11-10 (Released:2009-09-04)

参考文献数

16

---

It has been apparently assumed that children would enter into, through school education, “the verbal activity at the secondary level (the verbal activity in which dialogists don't premise sharing the same context of life history.)” But we can't presume such a language development as self-evident. The purposes of this paper are (1) to clarify the general condition of “the verbal activity at the secondary level, ” (2) to indicate the problems involved in “the verbal activity at the secondary level, ” and (3) to suggest a new vision on classroom communication with “the verbal activity at the secondary level.” Children can enter into “the verbal activity at the secondary level” because they construct a perspective of the third person to objectify the context of narrative. The present author points out that the perspective of the third person is “Seken.” “Seken” is the transcendental other to which everybody conforms, or the frame of reference as “general subjectivity of cognition.” Adults must embody the persona of this transcendental other for children. After recognizing adults as embodying the persona of “Seken” as the place for deciding whether their verbal behaviors are proper or not, children will remove the personality adhering to the place and will construct, on their part, “Seken” as transcendental other.However, by its conformity to “Seken”, “the verbal activity at the secondary level” involves primary problems. By constructing “Seken” to which everybody conforms, we can avoid the worst kind of contact with unknown others and can communicate with them. At the same time, we cover up the intersubjective discordance of cognition and belief which are attributed to “Seken”, and fail to notice the singularity of others. In short, the construction of, and conformity to, “Seken” is a double-edged sword.Accordingly, the author suggests a new vision on classroom communication based upon a view of fallible truth which is derived from pragmatism. In this classroom communication, teachers and children will objectify cognition and belief which each party regards as being attributed to “Seken” and will demonstrate that it is useful for everybody to hold them. Thus teachers and children will attain to “an inter-intersubjective agreement” and construct “the Seken which is pluralistic and contains many contexts.”

著者

田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1998, no.78, pp.73-79, 1998-11-10 (Released:2009-09-04)

著者

田中 孝彦

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1998, no.77, pp.31-36, 1998-05-10 (Released:2009-09-04)

著者

田中 智志

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1997, no.75, pp.11-16, 1997-05-10 (Released:2009-09-04)

参考文献数

4

著者

今井 康雄 田中 毎実

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1997, no.75, pp.16-22, 1997-05-10 (Released:2009-09-04)