Toyo Eiwa University Repository / 東洋英和女学院大学学術リポジトリ
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Mesopotamian Incantation Prayers and Oaths Considered in Connections with Religion, Magic, and Law
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The significance of the practice of storytelling in Childcare Contents "Language"
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Aspects of Creative Regression : The relationship between Ego Boundary, Sense of Reality and Superior Sensation
Get PDFThe purpose of the present study is to examine aspects of creative regression from the viewpoint of ego boundary, sence of reality and superior sensation, which are supposed to be signposts of pathological regression.
Based on the Graphic Rorschach test, I have newly developed a Digital Rorschach test, introducing an experimental examination for use on a tablet computer.
On research focusing on artists, as the characteristic of Rorschach, the more total reaction numbers, more Dd%, less F+%, more Σc, more ΣC・SumC, more At% have appeared.
As a result of using the Fisher and Cleveland (1958) “–body image boundaries score–”, the artists group is found to have higher barrier and penetration scores as well. The aspects of permeable and impermeable ego boundaries were suggested by Landis (1970) as the “–resilience of boundaries–”.
Furthermore, as a result of dividing artists into three groups (musicians, painters, and performers), the musician group has a mostly equal B score and P score, the painter group has a higher B score, and the performer group has a higher P score. Also, it has been suggested that P score is related to concept-dominance – blot-dominance by D.G.R.
In previous research, as the classified result of the concept-dominance of normal-adults, “the balance or imbalance between blot and concept” has mostly dominated. In this study, however, the Mx type “mixture imbalance between blot and concept,” –which is not usually seen in normal-adults, has been seen in about 65 % of the artists group. The Mx type has been associated with schizophrenia.
Finally, a qualitative view has been added based on the ideas of “–deviant verbalization–” and “–confabulation– ”.departmental bulletin pape
Reconstructing the Model of “Teaching-Learning” Practices Based on S. K. Langer’s Theory of “Symbolic Forms”:“Creation” as Creative Teaching and “Appreciation” as Active Learning
Get PDFThis study aims to reconstructing the model of “teaching-learning” practices based on S. K. Langer’s theory of “symbolic forms.” Traditionally, the model of teaching-learning practices used “subject-object” relationship; it also distinguished between teaching and learning. Several studies were then conducted to re-present the model of teaching-learning practices, including the “subject-subject” relationship, for example, using situated-learning theory, educational relationship theory, and caring theory. However, the roles of the teacher and the learner in teaching-learning practices, including subject-subject relationships, have not been explained in depth. There is need to define the teacher’s and the learner’s functions in the process of the interactive relationship between teaching and learning.
S. K. Langer’s theory of “symbolic forms” offers the key to understanding and describing the interaction between the teacher and the learner in teaching-learning practices. Langer’s philosophy of art is not limited to the context of artistic education or art training. It suggests that “translation” involves “creation” by the teacher and “appreciation” by the learner in the process of the teaching-learning interaction. The teacher transforms objects in nature into creation including symbolic forms. The learner takes in “conceptions” about objects through the process of thinking using “symbolic forms,” and changes them into new “concepts.” This practice of the learner refers to an “appreciation,” that is viewing the same things in a new light, namely the learner’s “conceptualization” of objects in the world.
In conclusion, the model of teaching-learning practices can be defined as a process of double “translation,” which comprises a teacher’s “creation” and a learner’s “appreciation.” This model suggests that excellence in creative teaching is essential for drawing the ability of “conception and composition” for active learning during these processes.departmental bulletin pape
Early years learning as a strategy of poverty reduction: the implementation of full-day kindergarten as part of Ontario's Breaking the Cycle
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Overcoming Life and Death in the Way of Esoteric Buddhism Presented by Kūkai
Get PDFKūkai ( 空海 ) was the main person who conveyed Esoteric Buddhism to Japan, and a charismatic representative of Japanese Buddhism. In his youth, Kūkai experienced the death of his two older brothers, and this was one of the motives for his becoming a Buddhist priest. Kūkai also studied in Tang ( 唐 ), China, and highly motivated by the death of Huiguo ( 恵果 ), his teacher in Tang, he decided to convey Buddhism to Japan as soon as possible. In this way, the deaths of persons close to Kūkai were turning points in his life.
Furthermore, there is a difference in attitude about overcoming life and death in the annotations of the Sutras of Exoteric Buddhism and the annotations of the Sutras of Esoteric Buddhism. This is demonstrated through an analysis of the view of life and death that appears in Kūkai’s writings about the annotations of the Sutras. He showed in the annotations of the Sutras of Exoteric Buddhism, that to obtain Buddhist enlightenment, it is necessary to overcome life and death. On the other hand, in the annotations of the Sutras of Esoteric Buddhism, one can obtain Buddhahood while alive in the flesh, and it is possible to create a state of mind that transcends life and death while living in the present world.
Kūkai presented a way to transcend life and death in Esoteric Buddhism, which leads one to a state in which one’s life is released from life and death and not captured by them.departmental bulletin pape
A Study of Teaching Christianity in a Christian University : From the Viewpoint of the Cooperation between Christianity and Humanism
Get PDFThe purpose of this article is, first, to show my basic idea of Christiantiy and how I applied it in teaching Introduction to Christianity which is a mandatory subject for first-year students at Toyo Eiwa University and, second, to examine its adequateness of my efforts.
My basic idea of Christianity is that, among many other elements of Christianity, being a Christian is by far the most important one, because without the existence of Christians such other elements as Church buildings, Bibles, hymns and clerical institutions will become meaningless. If anyone claims that he or she is a Christian, it is necessary to examine what kind of Christian he or she is. Therefore the definition of being a Christian becomes very important. My definition of being a Christian is being a good person to the extent that one partakes of something of divine goodness and continually endeavours to foster it so that it is always growing towards the supreme goodness who is God Himself. In other words a Christian is a good person in the way that he or she courageously faces the problems in the society and take actions according to his or her own conscience.
The following topics are dealt with in order to examine how my idea of being a Christian may be applied to and how much adequate it is.
1 Christian religion as one of the world religions.
2 Manifold images of Jesus in the human history and the present time.
3 A Christian as a good person in the meaning of one who partakes of divine goodness.
4 The constraint of desires: how are needless desires constrained?
5 The causes of wars: why do wars happen? why don’t they vanish?
6 The analysis of violence: why do men resort to violence?departmental bulletin pape
The Practice of Communication Skills Training for Freshman in University
Get PDFIn the present study, the effect of a communication skills training designed to develop participants’ expressivity and deciphering ability was examined. Participants were 301 freshman students. The communication skills training program presented four sessions, and measurements at three different time points: pre-training, posttraining, and five months after training. The scores of expressivity and deciphering ability rose in the post-training and were maintained five months later. Four clusters were found when participants were classified via cluster analysis. Results of the comparison of the four clusters suggest that a rise in expressivity influenced an increase in finding pleasure in college life, but a rise in the deciphering ability was necessary for longer-term adaptation.departmental bulletin pape