検索結果 551件中 1-20 を表示

  • 『防長風土注進案』岩見島 主要部分訳注

    谷本 圭司

    徳山工業高等専門学校研究紀要 39, 1-16*, 2015-12-01

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  • プロフェッショナル、企業経営者、そして経営倫理

    古山 英二

    This paper argues a fundamental doubt regarding the possibility of giving legitimacy to business management through professionalization of business education. It starts with semantic and lexical enquiries concerning the words "profession" and "professional". Then, the moral and judicial nature of a profession will be discussed. The argument is followed by an examination of so-called qualification of professions. Next, the paper discusses the problems of information asymmetry, which lies between providers of professional services and their recipients. At the end, the paper considers whether corporate executives are professionals or not and previous research in this regard by Thomas Donaldson and Rakesh Khurana will be referred to. Before concluding the paper, some views will be expounded on "what is business ethics".

    日本経営倫理学会誌 (22), 15-32, 2015-01-31

  • 近代教育(学)が持つ文化支配への対応 : 中国の教育近代化におけるデューイ解釈を手がかりに(報告論文,フォーラム3 近代教育(学)が持つ文化支配への対応)

    日暮 トモ子

    教育近代化の構造的特質を検討するさい、欧米に後れて教育近代化を成し遂げた東アジアの状況が参考になる。それは、「野蛮」や「非文明」とみなされたアジア(東洋)による、近代知の支配に対する対応のあり方を問うことにつながるためである。東アジアの教育近代化は、近代諸科学を始めとする近代知の受容の過程であった。だが同時にそれは、当該地域に内発的に発生した伝統文化を近代的な世界観、知識体系へと取り込む作用もあった。こうした特質を持つ教育近代化にあって、中国の場合、近代知の受容過程で少なからず葛藤が認められる。国家存亡の危機の回避が眼前の優先課題であり、この課題に基づき、西洋的な知を再解釈(=「中国化」)して用いた。それは、デューイの民主主義の教育を、当時の知識人によって大衆教育・民衆教育として解釈されたところに表れている。つまり、中国の教育近代化過程には、近代化への憧れだけでなく、近代知による文化支配への対抗を認めることができる。

    近代教育フォーラム (23), 89-102, 2014-10-11

  • 「就職活動体験記」主題の経年変化の分析

    豊田 雄彦 竹内 美香 石嶺 ちづる , 竹内 美香 , 石嶺 ちづる

    自由が丘産能短期大学紀要 46, 45-57, 2013-07

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  • 近世的価値秩序の展開と文芸のジャンルについての考察(<特集>近世文学にとっての<歴史>)

    矢野 公和

    近世文学の時代は、儒数的な倫理によって武家の支配・統治を正当化する価値秩序によって支えられていたが、石高制に基礎を置く武家の財政は商・工業の発達による経済構造の変化によって困窮し、威儀を正し礼節を重んじて武士らしく暮らすには多大な失費を強いられた。だが、統治者としての権威に固執する武家は、改革と借金を繰り返していた。そのような近世的価値秩序との関わり方の中から近世文学の多種・多様なジャンルが発生した。

    日本文学 59(10), 2-12, 2010-10-10

  • 台南神学校『校友会雑誌』(1928年-)にみる「台湾人」意識

    三野 和恵

    This paper explores how Taiwanese Christians around 1930 perceived and expressed their own identity of being Taiwanese and Christian, particularly when facing contemporary social circumstances. In order to do so, this paper analyzes The Bulletin of Tainan Theological College Alumni (BTTCA), an annual magazine published by Alumni members of Tainan Theological College (established in 1877), and discusses the following three points. First it is the significance that BTTCA was published both in Japanese and Chinese, despite the constraint of colonial policies that established Japanese as the national language. Alumni members managed to employ Chinese in many BTTCA articles, and operated the periodical autonomously to a significant degree. Second, through an examination of BTTCA articles, I will discuss that Alumni members, due to their varied educational experiences, faced a significant generation gap in terms of command of language. Alumni members were distinctly divided into the younger generation, who received a Japanese education and/or studied in Japan proper, and the older generation of Christians, who grew up during the late-Qing era, thereby mastering Chinese rather than Japanese. Third, this paper argues that despite the intergenerational gap regarding command of language, many Alumni members collectively sought to articulate the significance of their identity as both Taiwanese and Christian, in the face of contemporary social circumstances. This was especially true of the Alumni members who formed and affirmed their Taiwanese consciousness in BTTCA, through the expression of their peculiar mission of evangelizing 'Four Million Fellow Countrymen', that is, all of Taiwanese society.

    日本の教育史学 : 教育史学会紀要 56, 71-83, 2013-10-01

  • 日本人の仏教的他界観に関する予備的考察 : 幼児教育への応用を視野に入れて

    寺田 喜朗 , Yoshiro TERADA , 鈴鹿短期大学 , Suzuka Junior College

    This paper aims to survey Japanese traditional views of the afterlife, focusing on some famous Buddhist sutras and thought. Furthermore, I try to apply these ideas which I obtained through this study to early childhood education.At first, I grasp an opinion from T. Umehara about a view of death in Japan. Then, after having a look at studies by A. Hirata and K. Yanagita, I examine the differences among primitive Buddhist sutras, Mahayanistic ones, and Japanese ones.This study brings out some topics; (1) differences between Japanese indigenous view of the afterlife and Buddhist one, (2) differences between original Buddhist view of the afterlife and Japanese Buddhist one, (3) the Japanese ethos of life. After considering these topics, I point out the importance of these views of the afterlife in early childhood education.

    鈴鹿短期大学紀要 = Journal of Suzuka Junior College 30, 157-185, 2010-01-01

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  • 明治期に於ける「選書論」の検討

    進藤 透

    選書論の研究は,論文や研究書が数多く刊行され学界が注目するテーマとなっている。しかし発表される研究のほとんどが戦後,特に1970年代以降の議論を取り上げており,それ以前を含めての歴史的な研究が見落とされている感があった。本稿ではこのような認識に立ち戦前期,特に明治時代に刊行された図書館学や隣接分野の通俗教育書の図書や論文から選書に関する記述を摘出し,当時どのよう意見があったのか明らかにすることを目的とした。検討の結果,図書館学書は比較的利用者の立場を考慮しての選書を心懸けるべきとの認識が目立つ記述が多かったが,通俗教育書では国民を「良書」によって「良い」方向に導くべきとの見解を強調している書籍が多かった。このように明治期の選書論とひとくちにいっても多様な議論があったことが明らかになった。

    日本図書館情報学会誌 59(1), 1-16, 2013

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  • 伝統的道徳教育における福祉思想について

    横山 裕

    In this paper, the welfare ideas of the six morals advocated in Liu Lun Yan Yi, a text on traditional moral education will be explored. More specifically, the six morals to be followed in Liu Lun Yan Yi include: devotion to one's parents, giving precedence to elders, having good relationships with local communities, children's and vocational education, and ethical education. It is formulated that these morals may have contributed to current welfare ideas in such a way to suggest that devotion to parents explicitly requires one to support her/his parents, and that good relationships with local communities requires one to help the weak. Moreover, it was confirmed that vocational education puts emphasis on social independence and accepts the idea that all men are of occupational worth. On the other hand, however, it is demonstrated that the six morals differ from current welfare ideas in that they changed their moral contents when they are required to make a distinction according to one's social status or age for the sake of social stability.

    九州保健福祉大学研究紀要 14, 45-55, 2013-03

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  • 中野芳幸のことなど (最終講義)

    細田 重憲

    岩手県立大学社会福祉学部紀要 = Bulletin of the Faculty of Social Welfare, Iwate Prefectural University 15, 42-43, 2013-03-01

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  • モダン中国の自画像 : 近代化と儒教に関する一考察(3)

    銭 国紅

    大妻比較文化 : 大妻女子大学比較文化学部紀要 14, 31-59, 2013

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  • 日清戦争後中国における日本の女子教育情報 : 呉汝綸(ウルゥルン)による日本視察(1902)を通して

    董 秋艶

    Focusing on Wu Rulun's observation of women's education in Japan, this paper analyzes the introduction of Japanese women's education into post Sino-Japanese War China, revealing how information regarding educational systems for Japanese women and its content was imported to China. Wu was Dean of the Imperial University of Peking (京師大学堂), reopened in 1901 by the new government under the control of Empress Cixi. The Imperial University of Peking was later renamed Peking University. In 1902, Wu visited Japan to observe the educational system. At that time, the new Qing government had not yet initiated any reforms of women's education. In the first chapter of this paper, I describe that Wu visited Japan to see Japanese women's education and claimed that China urgently needed to develop women's education. In the chapter two, I analyze what Wu advocated following the Japanese model of women's education. Wu thought that "nurturing wise mothers" was the most urgent task. On one hand, Wu thought Japanese physical education was a great model, while on the other hand, he criticized Japan's moral education as insufficient. Wu advocated "three-education method:" moral education, intellectual education, and physical education. In chapter three, I describe that Wu provided information regarding Japanese teacher education in order to make up for China's lack of qualified teachers. Wu not only recorded his experiences in his diary but also clarified his educational concepts, such as three-education method of women's education in order to introduce these ideas to China. In addition, an analysis of Wu's observations on Japanese women's education reveals Chinese expectations for women's education at that time. This paper utilized sources such as Wu's report of his observations in Japan, published in October, 1902 by Tokyo Sanseido Press (『東遊叢録』); letters from Wu to the Minister of Education in China during his visit to Japan, included in the complete works of Wu Rulun (『呉汝綸全集』); and Japanese newspaper articles regarding Wu's visit, compiled in April, 1903.

    日本の教育史学 : 教育史学会紀要 55, 72-84, 2012-10-01

  • 明治初期教育事務の成立 : 田中不二麿と明治十二年教育令

    湯川 文彦

    This article attempts to clarify the ideas about an educational system held by Tanaka Fujimaro, vice-minister of education, who introduced school reforms during the early Meiji Period, in order to show that the foundations of educational administration in modern Japan were built upon the Education Act of 1879, which was formulated through Tanaka's involvement from draft proposal to the passage of the bill. The research to date has been unable to deal with the question of Tanaka's ideas about educational institutions and intentions concerning educational legislation, due to the complete absence of source materials on these subjects. However, the author of this article, utilizing a collection of articles on education found in the National Diet Library's Hosokawa Junjiro Collection, has been able to trace Tanaka's ideas and legislative activities in the following manner. Although the early Meiji Period government did set up a Ministry of Education entrusted with the administrative task of educating and training the nation, the Ministry lacked any fixed ideals or methodology about how to realized such a goal. It was Tanaka Fujimaro who first set about responding to the Ministry's mandate, beginning with the application of his observations of institutions in Europe and the United States as a member of the Iwakura Mission to what he considered appropriate to the task of administering educational affairs in Japan, summarized in his "Draft Proposal of an Education Bill". The Draft Proposal, which covered the realms of school, society and the household, aimed to transform general education into the major task of government, based on academic and educational freedom. Although Tanaka met with resistance concerning his idea of legislative bureaus for organizing human resource development and local autonomy, he was able to convince his opponents as to their significance. The Draft also addressed the questions of local autonomy and fiscal difficulties in the name of the establishment of educational administration. Furthermore, as deliberation on the Draft began in the Chamber of Elders, Tanaka took advantage of the legislative revision committee system to guide the Draft through the process of compromise and improvement, resulting in the preparation of a set of provisions indispensable to educational affairs, which upon their passage into law determined the future of administration from that time on.

    史學雜誌 121(6), 1045-1083, 2012-06-20

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