著者

芦立 秀朗

出版者

京都産業大学法学会

雑誌

産大法学 = Sandai law review (ISSN:02863782)

巻号頁・発行日

vol.53, no.03/04, pp.303-318, 2020-01

著者

久保田 真弓

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.26, pp.61-73, 2007

著者

森田 尚人

出版者

滋賀大学経済学会

雑誌

彦根論叢 (ISSN:03875989)

巻号頁・発行日

no.第383号, pp.1-33, 2010-03

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Izawa Shuji who was one of the leading educators in early modernJapan published a famous textbook on education that has been the firstbook titled “Pedagogy” in Japan. He also the first person who introducedevolution theory by translating T. H. Huxley’s On the Origin of Species. Although these works were frequently referred in textbooks on both historyof education and history of science, their contents and relations betweenthem have never been analyzed nor argued in their historical contexts. In 1875 Ministry of Education sent three young men to the UnitedState to investigate teacher training course in normal schools. Izawa wasadmitted to Bridgewater Normal School and studied under Albert G.Boyden whose transcript of a lecture provided the source of his Pedagogy.Examining Izawa’s handwritten notes, we find that Boyden’s lecture was profoundly influenced by Mark Hopkins’ An Outline Study ofMan. In this book Hopkins discussed psychological and ethical nature ofman from the standpoint of Scottish “common sense” philosophy, so Scot’s tradition of mental philosophy was reflected in Izawa’s Pedagogy.Nevertheless Hopkins who could not keep out of the impact of evolutionrecognized man as a organism and paved the way for Izawa’s acceptanceof evolution theory. After graduation Izawa went to Lawrence Scientific School at Harvard, where he studied a variety of subjects in natural science. Upon his return to Japan Izawa became head of Tokyo NormalSchool. Izawa’s faith in education as scientific thinking as well as morallyuplifting had its roots in contemporary American education. Izawawas expecting Japanese educators for acquiring scientific method and knowledge and applying them practically.

著者

松本 賢治

出版者

横浜国立大学

雑誌

横浜国立大学教育紀要 (ISSN:05135656)

巻号頁・発行日

vol.8, pp.1-23, 1968-12-20

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By reading in the original we mean a lesson that uses texts written in any of European languages, the most current being the English. An essential reason of this practice is naturally in the universal character of learning, but we wish to add one more. That is the isolative one of our mother tongue. The latter means a formidable barrier to communication and a handicap for our culture and learning. This is why a reading in the original becomes an indispensable course to our colleges. Here is an example of such a lesson. The author gives it to sophomores majoring education, using a text (Moore's Modern Education in America), once a week through the year. At the outset of the new year, he explains his plan as follows-we will read 4 pages in substantial at a time; all participants will quite at random be asked to read and interprete several lines one by one; each and all should prepare the lesson, otherwise he will be wise (?) not to attend; a report of summary is requested for all to hand in two days after the lesson; and so on. So the lesson goes on. Immediately before the summer vacation, just at tenth lesson, the author asks all to write freely how they think and feel about this lesson. Answers are naturally miscellaneous but he discovers that students are all honest and have will to study. They say, this is severe, painful, burdensom and is their first experience, etc., but at the same time, they have a good luck to reflect on themselves about insufficiency of basic knowledge and of skill of foreign languages. They say, all depends upon how they do their best for the lesson, We firmly believe that the central job of college education is to cultivate thinking ability of students. All lectures should do so, and reading in the original can never be exceptional. According to Dewey, thinking develops step by step: thrown into difficulties or perplexities; collecting data; making assumptions; testing them; and conclusion. This is of course a pragmatic explanation and very instructing. Can this rule be applied to our lesson? We tried and found it valid. Anyhow, in the case of reading in the original, students' preparation is the secret of success, and reporting summary after lesson will make it secure. Why such a truism? An old saying tells us: easy to speak, not easy to do. Concerning texts, classics or standard works should be selected. The educational value of classics is beyond doubt. Standard works are of authoritative content and good style, written by reliable authors. We think also that a desirable text should be one which teacher have read and have a passion to read it again with students. Some professors change texts year by year, but we doubt whether it be wise or not.

著者

平塚 眞樹

出版者

法政大学社会学部学会

雑誌

社会志林 = Hosei journal of sociology and social sciences (ISSN:13445952)

巻号頁・発行日

vol.67, no.4, pp.39-46, 2021-03

著者

田澤 実

出版者

法政大学キャリアデザイン学会

雑誌

生涯学習とキャリアデザイン = Lifelong Learning and Career Studies (ISSN:13493051)

巻号頁・発行日

vol.18, no.2, pp.15-29, 2021-03

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This study investigated and clarified how flood survivors narrate stories of their disaster experiences. Previous studies have indicated two types of collective representations: those derived from shared perceptual experiences and those derived from shared conceptual propositions. We conducted a quantitative text analysis of survivors’ reports of Typhoon Kathleen in Ashikaga City, Tochigi Prefecture, about their experiences. In Study 1, we analyzed the entire narration for co-occurrence networks, and in Study 2, we analyzed noun frequencies of only passages in which survivors directly mention the disaster. The results indicated that the survivors of Typhoon Kathleen mainly developed representations derived from shared conceptual propositions and relatively few representations of shared perceptual experiences. We have discussed these results from the perspective of community disaster prevention.

著者

佐藤 晋一

出版者

茨城大学教育学部教育研究所

雑誌

教育研究所紀要 (ISSN:02896923)

巻号頁・発行日

no.23, pp.195-204, 1991

著者

村田 敏一

出版者

立命館大学法学会

雑誌

立命館法学 = 立命館法学 (ISSN:04831330)

巻号頁・発行日

vol.333/334, pp.2927-2955, 2010

著者

三谷 舜

出版者

立命館大学人文科学研究所

雑誌

立命館大学人文科学研究所紀要 (ISSN:02873303)

巻号頁・発行日

vol.126, pp.147-170, 2021-02

著者

横地 留奈子

出版者

法政大学大学院

雑誌

大学院紀要 = Bulletin of graduate studies (ISSN:03872610)

巻号頁・発行日

vol.56, pp.243-244, 2006-03-31

著者

平林 美都子

出版者

愛知淑徳大学文化創造学部

雑誌

愛知淑徳大学論集. 文化創造学部篇 (ISSN:13463330)

巻号頁・発行日

no.3, pp.25-40, 2003-03-07

著者

音喜多 信博

巻号頁・発行日

no.101, 2000

著者

齋藤 玲子 Reiko Saito

出版者

北海道立北方民族博物館

雑誌

北海道立北方民族博物館研究紀要 = Bulletin of the Hokkaido Museum of Northern Peoples (ISSN:09183159)

巻号頁・発行日

vol.7, pp.69-92, 1998-03-24

著者

益本 俊郎 美馬 孝好 細川 秀毅 示野 貞夫

出版者

高知大学黒潮圏研究所

雑誌

くろしお. 特別号 : 高知大学黒潮圏研究所所報 = Report of the Institute of the Kuroshio Sphere, Kochi University. Special series (ISSN:09147225)

巻号頁・発行日

vol.10, pp.21-25, 1996-03-25

著者

岩田 年浩

出版者

早稲田大学アジア太平洋研究センター

雑誌

アジア太平洋討究 (ISSN:1347149X)

巻号頁・発行日

vol.35, pp.254-258, 2019-01-31

著者

太田 拓紀

出版者

滋賀大学教育学部

雑誌

滋賀大学教育学部紀要 (ISSN:21887691)

巻号頁・発行日

no.68, pp.129-139, 2019-03-31

著者

谷 光生 TANIMitsuo

出版者

宇都宮大学教育学部

雑誌

宇都宮大学教育学部紀要.第1部

巻号頁・発行日

no.68号, pp.155-172, 2018-02

著者

清水 徹

出版者

早稲田大学大学院文学研究科

雑誌

早稲田大学大学院文学研究科紀要. 第3分冊, 日本語日本文学 演劇映像学 美術史学 日本語日本文化 表象・メディア論 (ISSN:13417533)

巻号頁・発行日

vol.57, pp.八一-九三, 2012-02-26

著者

村田 京子

出版者

大阪府立大学人間社会学部人間科学科 / 大阪府立大学大学院人間社会学研究科人間科学専攻

雑誌

人間科学 (ISSN:18808387)

巻号頁・発行日

vol.5, pp.3-36, 2010-02

著者

越智 啓太

出版者

法政大学文学部

雑誌

法政大学文学部紀要 = Bulletin of the Faculty of Letters, Hosei University (ISSN:04412486)

巻号頁・発行日

vol.81, pp.85-94, 2020-09-30

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本論文では,未婚のカップルを対象として1年間の追跡調査を行い,カップル間の関係性とデートバイオレンス・ハラスメントがどのように変化するのかについて検討した。その結果,デートバイオレンス・ハラスメントの程度は,交際期間を通じてほとんど変化しないことがわかった。この傾向は,1年間の追跡期間中に恋愛関係が終結したカップルでも継続しているカップルでも同様であった。また,デートバイオレンス・ハラスメントの程度はカップルの交際が終了するかどうかと関連していなかった。同様な傾向は,交際初期のカップルのみを対象にした場合にも見られた。これらの結果から,デートバイオレンス・ハラスメントの経時変化についてディスカッションした。