9 0 0 0 OA 「視線革命」としてのロリータ・ファッションへむけて
- 著者
- 有田 亘 アリタ ワタル Wataru Arita
- 雑誌
- 国際研究論叢 : 大阪国際大学紀要 = OIU journal of international studies
- 巻号頁・発行日
- vol.26, no.3, pp.1-20, 2013-03-31
Many clothing styles of young Japanese women are driven by a desire to make themselves "look cute". However, girls dressed in the Lolita fashion, which is characterized by feverishly pursuing dollish or princess-like girly "cuteness" (kawaii), seldom show any interest in being looked at as "me in a cute dress." These are gestures to block other people’s eyes. And at the same time, they do not hide their great pleasure in seeing "lovely dressed girls" rather than being seen as lovely girls. For them, wearing Lolita fashion seems to have become a means not to "see" lovely things, but to "be seen as lovely". Japanese culture is often classified as a "shame culture," in which an aspect of "see or to be seen as" something is accompanied by cultural and political asymmetry between men and women or an aspect of being too much concerned about people’s eyes, as if suffering from scoptophobia. In these girls’ unique fashion, we might be able to find a possibility of transformational subversion against such conservative attitudes. Using interviews, we would like to examine this phenomenon from the viewpoint of media theory.
1 0 0 0 OA キャラクターを大学教育の現場に導入する試みについて
- 著者
- 有田 亘 アリタ ワタル Wataru Arita
- 雑誌
- 国際研究論叢 : 大阪国際大学紀要 = OIU journal of international studies
- 巻号頁・発行日
- vol.28, no.1, pp.91-107, 2014-10-31
We have been trying to introduce the character to education from 2010 in the Osaka International University, Department of Psychology and Communication. While this attempt is still continuing as of 2014, in this paper I report its outline up to the year 2013 as a tentative summary and consider the significance of characters in the practical situations of university education. Classified broadly, it seems to have two kinds of significance: one as the action research style fieldwork and the other pertaining to communication studies. The employment of characters within the faculty provides the students with a simulated field to prepare for actual works outside the campus. Also the interactions with others, made through the action of “assuming a character’’, would produce educational benefits of understanding, in a practical way, the essence of society common to “playing’’ and “learning.’’