International Christian University Repository / 国際基督教大学リポジトリ
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Turning the Tables on Humanity
Get PDFWhat do we mean by “progress”? And does our incessant pursuit of
progress harm our relationship with nature and our fellow creatures, both
human and non-human animals, on this planet? This paper explores these
questions through an analysis of “Chūmon no ōi ryōriten” (“The Restaurant
of Many Orders,” 1924), a short story by Miyazawa Kenji.
Written in the modern literary genre of dōwa, this humorous tale
features two arrogant young gentlemen from Tokyo who get more than
they bargained for when they go hunting deep in the mountains. Despite
its initial rejection by the literary establishment, “Chūmon no ōi ryōriten”
was rediscovered after World War II, perhaps owing to the resonance
of its themes as Japan was seeking to reconfigure its place in the global
community.
Focusing on the metaphors of food and consumption, I explore this
story’s parody of Japan’s “progress” in the early twentieth century,
including its critique of the ideological tensions between traditional values
and capitalist imperatives, modernization/Westernization as a form of
cultural capital, the links between meat and militarization, and the impact
of urbanization on the planet. Its “eat or be eaten” theme also bears fruitful
comparison with works by the Brothers Grimm, Lewis Carroll, and Richard
Connell.
What distinguishes “Chūmon no ōi ryōriten,” however, is its lack
of a human-centric focus, as the reader is not led to identify with the
human protagonists but, rather, becomes attuned to the voices and
interconnectedness of the natural world. By questioning the modern myth
of progress and positing a more sustainable, holistic, and compassionate
relationship for humanity with nature, this story continues to resonate with
some of the most pressing ecological, social, political, and ethical concerns
of our time.departmental bulletin pape
Exploring Debiasing Strategies to Improve Small Group Reasoning and Decision Making Outcomes
Get PDFThis exploratory paper aims to reflect on and consider how recent research into
cognitive bias and debiasing could help teachers facilitate improved small
group discussion work in their classrooms. The paper first reviews the research
supporting the benefits of small group discussion. We then describe three
cognitive biases that can potentially negatively impact on the openness and
diversity of small group work involving problem-solving, consensus building,
and decision making. These cognitive biases have been shown to result in a
lack of debate, unhealthy convergence, and polarization. Based on strategies
that have been found to be effective in combating and mitigating these biases,
some potential ideas for teachers to implement in classroom activities that
involve small group work are then looked at. Examples of two classroom tasks
involving problem-solving, consensus building, and decision making are then
discussed. In the conclusion, some thoughts are offered on the future direction
and potential of integrating cognitive bias research and debiasing into
improving student reasoning in small group class discussion work.departmental bulletin pape
