Toyo Eiwa University Repository / 東洋英和女学院大学学術リポジトリ
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KAGAWA Toyohiko and the Literature of Lepers
Get PDFKAGAWA Toyohiko (1888~1960) was a Christian activist engaged in various areas such as the labor movement, social reformation, politics and literature. In 1925 together with five Christian colleagues and one nonChristian, Kagawa established a Japan Mission to Lepers (henceforth Japan MTL) to help those who were suffering from leprosy. The non-Christian member was MITSUDA Kensuke (1874~1964) M.D. who was the most significant person in passing laws that promoted the isolation of lepers in public leprosaria.
From its commencement, Japan MTL encouraged lepers to write their experiences, poems, and short lyrics, namely Tanka and Haiku, for its journal entitled Nihon MTL that was begun in 1926. Accepting a request by UCHIDA Mamoru (1900~1982) M.D., also a Tanka author, who was working for a public leprosarium and was enthusiastically trying to introduce Tanka written by lepers to the public, the fifth issue of the journal published in 1927 began a literary column which would regularly feature the writings of patients.
Close reading of patients’ writings in Nihon MTL in its first to tenth issues, we find that these writings, which connected leprosaria with the outside world, were “illness narratives” that reflected the patients’ experiences. It was, however, the product of lepers under the norm established by the authorities who promoted the isolation of patients in leprosaria.departmental bulletin pape
Applying Counseling Skills in Education
Get PDFCounseling skills are useful not only in counseling sessions but also in education and in a wide range of situa-tions we encounter every day. We experience various circumstances in our daily life where knowledge of counseling will help reduce interpersonal and group related problems and promote personal development.
The goal of education is the development of the whole person?her feelings, values, attitudes. It also helps individuals realize their unique power and to encourage them to reach their full potential which is different for each person. The main concern of affective education is the acquisition of a wide variety of knowledge and the cultivation of wisdom?the ability to use that knowledge to make decisions in every phase of life. It is imperative for the educator to detect and unfold distinctive qualities in the students that are favorable if students are unaware of them. To be different is beautiful and we are different because we are human beings. The task of the teacher, therefore, is to help students become independent without destroying their identity and to help them be-come aware of the need to listen and to cooperate with other people with discretion.
We are gifted with the power to communicate not only complex ideas but also relational messages that are crucial in defining interpersonal relationships. What we communicate and how we do it determine to a great extent the kind of relationship we experience. Understanding people without making a value judgment and building a lasting relationship based on trust are the keys to a good relationship. We all function in different ways shaped by our environment and how we were nurtured. We should not give up our endeavor to understand other people. Our sincere desire and attempt to“ feel with” others is important. The outcome may not always be favorable, but we should not be discouraged. We all possess an inborn ability to sense the good will of others. Those who do not seem to possess this ability are simply unaware of this gift. If we can free ourselves from self-concern and self-indulgence, we will be able to achieve peace of mind which will contribute to the mental health of people we encounter every day.
The purpose of this paper is to study and analyze the role of counseling knowledge and skills in increasing self-understanding and improving human relations, thereby contributing to the health and welfare of an organization and its members.departmental bulletin pape
The Meaning of“ Dystonic Objects” in Sandplay Therapy
Get PDFSandplay therapy is a method of psychotherapy used in fields. Clients create a world in the sandtray using various items and sand. In this paper, I examined items that had once attracted interest but had ultimately been excluded from the work. These items gave them a feeling of “internal foreignness.” The nature of the experience was that of meeting with a“ dystonic object.” I discussed the psychological meaning of the experience from the viewpoints of syntagmatic/paradigmatic analysis, shadow, and the stranger.departmental bulletin pape
Diversity of Children’s Imitation Patterns in a 1-year-old Class
Get PDFIn this research, focusing on the imitative behavior of children from the participation observation in a 1-year-old class, examined the diversity of imitation patterns. As a result, many of the cases obtained were one-to-one relationships between children. Regarding the one-to-one relationship, it was able to be classifie roughly into three from its contents. It is three points: (1) simple imitation by randomness, (2) imitation which is established with favor, (3) imitation which said to change the feeling of the other person, and the complexity of imitation became clear. In addition to “imitating by looking”, not only are other factors (such as sounds) added, but also the opportunity for more children to imitate themselves became clear. In addition, when childcare-givers mediate between the two, the imitation is divided into two relationships: a child who is “imitated” and a child who is childcare-givers and a child who becomes an “imitating side” with childcare-givers and even relationships between children did not develop. Though intervention by childcare givers increased the time to enjoy imitation, the fact that the relationship between children is difficult is the characteristic of a 1-year-old children, suggesting diversity of imitation.departmental bulletin pape
Holocaust Narratives : An Essay on Justice for and Commemoration of the Dead
Get PDFWhen people learn about the Holocaust, they are often shocked at how evil human beings can be, and become convinced that something like this must not happen again. They may think they must remember the tragic facts and draw lessons from them. However, this act of learning and convincement, though it seems fruitful, has been called into question by scholars since the end of the 20th century. There are some reasons for this: firstly, as the academic study of the Holocaust developed, it became clear that the stories that people wanted to hear and scientific historiography about the events were different. Secondly, historians’ claim of scientific historiography as the only true account of historical events began to be doubted by postmodernist scholars. Thirdly, there seems to be an “official memory” of the Holocaust. Any narrative contradictory to it is sometimes regarded as wrong either historically or morally, while at the same time the “official memory” may itself reflect a certain political standpoint. All these suggest that any narrative, including scientific and “official” ones, cannot claim to be true and morally right in the absolute sense of these words.
In general, society tries to come to peace with the traumatic events it has experienced by commemorating them, but in this case, the process has not worked well. In this essay, this complex situation concerning Holocaust memories will be further explained. Then, by demonstrating the close relationship between justice and mourning, it will be shown that the commemorative acts for the dead point to justice even in an age of relativism.departmental bulletin pape
Significant Features of Learning about Life and Death from the Perspective of a Multi-Layered Realm of "Understanding (Wakaru)"
Get PDFThe purpose of this paper is to examine features of learning about Life and Death (Sei to Shi in Japanese) through some theoretical perspectives from the field of philosophy of education.
In the field of analytic philosophy, Gilbert Ryle (1900-1976) analyzed two kinds of knowing and knowledge. These he called “knowing that” and “knowing how”, and “knowledge of theory” and “knowledge of practice”. Through such analysis, he attempted to describe the multi-layered realms of knowing and knowledge, as some people have a tendency to take a narrow view of these concepts, as well as of the concepts of teaching and learning. The focus of this article is the significance of understanding Life and Death from the perspective of his multi-layered realm of “understanding” (wakaru in Japanese), which includes both knowing and knowledge.
In order to do this, I firstly discuss the difference between “tell/telling” and “teach/teaching” based on the theory of Israel Scheffler (1923-2014). Secondly, I examine some educational practices aimed at understanding the value of life, for example, the 2008 Japanese drama film “School Days with a Pig (Buta ga Ita Kyoushitsu),” and “The Heinz Dilemma,” focusing of the theory of Carol Gilligan (1937- ). In conclusion, I propose a new idea of understanding about Life and Death based on one’s relationship with significant others presented by Jane Roland Martin (1929- ). Through this, readers have the chance to reconsider human cognition and an alternative model of an educational framework. Thus, a potentially more effective educational model for learning about Life and Death is proposed.departmental bulletin pape
