International Christian University Repository / 国際基督教大学リポジトリ
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Rhetoric and politics of Erasmus’ peace thought : beyond just war theory
Get PDFThis paper attempts to show and evaluate the distinctive features of Erasmus’ peace thought based on the historical contexts in which it emerged. These historical contexts are: (1) the just war theory from Augustine to Luther, especially the doctrine that allowed Christians to appeal to arms, and (2) the dynastic principle, which was an excuse for princes to go to war. In the Middle Ages, just war thinkers invented the solution to the conflictbetween gospel teachings and the actual necessities of war, drawing a clear distinction between “precepts” and “counsels” in Christ’s teachings. However, this view that was widely accepted among the scholastics was not acceptable to Erasmus. The logic of just war theory to legitimize Christians’ wars was to establish a dualistic criterion and impose limitations on gospel teachings. Based on this dualistic perspective, Christian just war thinkers refined the conditions of justice under the premise that wise and just men could clearly tell whether the cause of war was just or not.It was this dualism that Erasmus criticized. He set no limitations on Christ’s teachings, although he recognized the right of Christian princes to conduct wars. Erasmus’ concern was different from that of the just war thinkers. The theory of just war was essentially incapable of saying anything more on legally just wars. Erasmus sought to overcome this limitation and, therefore, required a new way of thinking that departed from traditional just war thinking.According to Ross Dealy and Manfred Hoffman, this new framework of Erasmus’ peace thought may have been brought about by the rhetorical tradition as opposed to the reasoning of the scholastics. Erasmus created a link between the commandments of Christ and the necessities of war and presented a dynamic process of development where the weak would progress to better things. This structure of his thought also determined his approach to warfare and controversy. It is characterized by the fact that he stood in the middle of the two stark oppositions and tried to find a link connecting them.How did Erasmus perceive the political situation of the time? His idea ofpeace was the product of a time when political theory was written as advice for princes and not as a theory of the state. The modern state that managed war and peace had not yet emerged, and for Erasmus, it was the princes who could conduct war and bring peace. He therefore necessarily focused his argument on the actions of princes and viewed the struggle for inheritance, based on the dynastic principle, as the cause of monarchs conducting war.In early sixteenth-century Europe, territories were the patrimony of eachmonarch, and alliance based on dynasty was the only possible principle linking various scattered dominions. Erasmus, however, thoroughly criticized this system of dynasty. International marriage alliances, the obsession with legal rights, and the pursuit of honor were all the targets of his criticismdepartmental bulletin pape
Slow pedagogy for themed writing courses
Get PDFWithin academia, proponents of slow pedagogy advocate for student learning experiences that promote mindful, deliberate reflection and embodied knowledge. The complexity of real-world issues raised in the ELA program’s themed content invites an exploration of how slow pedagogy can encourage students to engage in meaningful reflection about these topics in ways that contribute to identity development. This paper explores trends in the slow movement that are salient for developing approaches to teaching themed writing courses. After a brief overview of interdisciplinary slow movement scholarship, I examine the potential value of slow pedagogy for academic writing instruction. Slow pedagogy can offer tools for instructors to rethink normative productivity enforced in fast education and to seek teaching practices that foster students’ meaningful engagement with content themes.departmental bulletin pape
Teachers’ approaches to research writing
Get PDFThe amount of curriculum autonomy afforded to many teachers means that their duties often involve creating and designing their own courses. The uniqueness of these courses can mean it is difficult or impractical to collaborate with colleagues, leading to a lack of awareness of the approaches that other teachers take in their courses. However, even when it may not be possible to work together directly, a great deal can be learned from exploring our peers’ knowledge and expertise. All full-time instructors in the English for Liberal Arts (ELA) program at International Christian University teach a Research Writing (RW) course, with shared language learning outcomes yet with differing content based on teachers’ individual area of inquiry. In this paper, I report on the findings from informal discussions I had with 15 ELA teachers about their RW courses and reflect on the implications for my own RW course. This includes a particular focus on our approaches to course content, the writing process, and feedback from both teachers and peers.departmental bulletin pape
Event Report Telling Stories, Breaking Stereotypes: Gender, Age and Race in Laura Liverani’s Photography
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Event Report Embodied Life in Photography: Talk Event with Yurie Nagashima and Anat Parnass
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Japanese Sluicing as VP-Ellipsis: Unifying the Differences between Japanese and English
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Unveiling History of Distance Education in English Education: Japan 1885-1950
Get PDF本稿は，同じくVol.64に収録された書評：「英語教育史重要文献集成第13巻：英語通信教育」を補完するものである。本稿の目的は，先人である天野郁夫氏（1994）や江利川春雄氏（2019）の大著に依拠しつつ，未だ細論において開拓余地が多く残された日本における遠隔教育の歴史を紐解く上で重要かつ基本的な研究ツールや希少な関連資料の検索・保存などのノウハウについて，情報共有することである。国内に一編，二編，しか現存を確認出来ない希少資料を発掘し，知られざる遠隔教育の歴史を再構成する手作業は，宝探しにも似た発見の喜びに満ちている。書誌情報や検索に有用なキーワードは出来る限り日英併記とし，国内外の研究者への便宜に留意した。なお，本稿著者の研究内容・見解と書評とを書き分けるため，別様式で二編を同号内に掲載することをお許しいただいた。
This article provides a supplementary research note to the book review “Collection of Significant Literature on the History of English Education Vol.13: English Distance Education” included in the current Educational Studies journal volume 64. It aims to share arising research topics in the field of the history of distance education in Japan. Basing on two prior core works by Amano (1994) and Erikawa (2019), it develops discussions through examining specific topics regarding chronology and archival research. This process provides further research potentials and shares the know-how that would hopefully be useful for other researchers in-and-outside of Japan. It ends with a remark expressing the enjoyment of unveiling the unknown history of distance education, analogous to a treasure hunt of priceless ancient gold.departmental bulletin pape
Referential Strategies in Narratives by Japanese Learners of English: Referent Introduction, Referent Maintenance, and Referent Re-Introduction
Get PDF本研究では，日本人英語学習者が適切な指示表現の運用ストラテジーを用いてまとまりのあるナラティブを構築する能力を検討する。150名の日本人大学生を習熟度別に3つのレベルに分け，簡単な絵に関するナレーション課題を用いてデータを収集した。その結果，日本人英語学習者にとって，英語の指示表現の運用ストラテジーの活用は難易度が高いものであることが明らかになった。特に，指示表現の運用ストラテジーのレパートリーが少ない習熟度の低い学生は，指示対象の導入・継続・再導入において間違った運用ストラテジーを用いる場合が多々見られた。また，定冠詞や不定冠詞の使用など，指示表現に関する誤りはすべての習熟度レベルで散見された。全体的に，指示対象の導入時よりも，指示対象言及の継続時のほうが，より適切な指示表現の運用ストラテジーを活用することができていた。外国語の授業において，文レベルを超えた広範囲の談話スキルの指導も重要である。
This study examines the ability of Japanese learners of English to create cohesive narratives using appropriate referential strategies. Elicited written narratives were collected from 150 Japanese university students of three proficiency levels using a simple picture narration task. The results show that use of English referential strategies can be a challenge for Japanese English language learners; in particular, students with low proficiency levels, with a smaller repertoire of referential strategies, often used ineffective strategies for referent introduction, referent maintenance, and referent re-introduction. Errors regarding referential strategies such as the use of definite and indefinite articles with nouns appeared at all levels. Overall, the narrators were better able to use appropriate referential strategies during referent maintenance as compared to referent introduction. The importance of teaching extended discourse skills beyond the sentence-level in the foreign language classroom will be discussed.departmental bulletin pape