著者

衛藤 吉則

出版者

広島大学倫理学研究会

雑誌

倫理学研究 (ISSN:0916247X)

巻号頁・発行日

no.10, pp.91-111, 1997

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Gibon Sengai (1750-1837) was one of the great Zen masters in Edo period. He was famous and popular as a Zen master who produced ink-drawings and calligraphies satirically and humorously.Against such a Sengai's image, this thesis aims to describe new Sengai's image as an academic priest through the analysis of many of his books nobody has studied thoroughly yet. Particularly, I chose one of his ink-drawings "□△○" as a material for this study, and pursued the profundity of his Zen thought. In a word his thought can be found in the word of Eisai who was the first patriarch of Japanese Rinzai's Zenthat is "How great a mind is!" Namely he didn't grasp the essence of the world in things that are relative and limited, but grasped the great essence in "mind."

著者

越智 貢 岡野 治子 山内 廣隆 松井 富美男 後藤 弘志 衛藤 吉則 畠中 和生 濱井 潤也 野村 卓史 石崎 嘉彦 石田 三千雄 硲 智樹 手代木 陽 眞嶋 俊造

出版者

広島大学

雑誌

基盤研究(B)

巻号頁・発行日

2009

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本研究の目的は、平和実現のための実践的で総合的な理論モデルを提示することである。とりわけ、その特徴は、「平和」の問題を、現実生活の諸相が織りなす「和解」の問題として再構成する点にある。研究期間を通じて、応用倫理学(生命、環境、教育、政治、社会)的アプローチによって上記の課題を追求した。本研究の結果、異質な者に対する排他性、闘争性とその連鎖という根源的な問題に、「和解」のプロセスを示すことができた。

著者

衛藤 吉則

出版者

西日本応用倫理学研究会

雑誌

HABITUS (ISSN:21867909)

巻号頁・発行日

no.25, pp.17-33, 2021-03-20

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The Japanese education slogan "ikiru-chikara" can be translated as "zest for living." This concrete enthusiasm (zest) for living that overflows from within each of us supports an educational philosophy of comprehensive development of knowledge, virtue, and the body, which is the aim of education in Japan. However, at present, a bias for intellectual development is increasing, and as a result, a separation between knowledge and existence, knowledge and action, knowledge and virtue, mind and body, particular and universal, and subjective and objective is occurring. It is expected that the bridge will be bridged in consideration of the unconscious layer inside. At present, inclusive and integrated models of education, like those utilized by Steiner education and which are being promoted worldwide, are attracting the attention of school communities whose goals are coexistence in diversity and the consideration of individual differences, including the presence or absence of disabilities. In this paper, a practical example of applying the methods of Steiner education to the care of a school refusal child with a disability is introduced (Practice at Steiner House Momo of NPO Steiner & Montessori Academy). In particular, exercises that connect the child's imagination to physical sensations and exercises and their effects are introduced: (1) primitive physical experience (turning over, abdomen, four-sided movement, right-handed movement), (2) formen (form drawing experience from Steiner education), and (3) eurythmy (physical art activity from Steiner education).

著者

衛藤 吉則 孫 月馨

出版者

広島大学倫理学研究会

雑誌

倫理学研究 (ISSN:0916247X)

巻号頁・発行日

no.21, pp.79-101, 2013