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「病」から誕生したアステカの太陽神 : 陰と陽を併せ持つ天使たち
Get PDFEn la mitología azteca, es bien sabido que el Sol nació de Nanahuatzin, cuyo nombre se traduce como “el dios de la enfermedad de la piel” o “el dios buboso”. Es muy extraño por qué el Sol siendo tan sagrado, se transformó en un dios enfermo lleno de llagas. El dios del Sol, existe en cualquier sociedad antigua. Por su significante (signifiant), nos lleva a imaginar un ser con los atributos de nobleza y grandiosidad. Sin embargo, el hecho de que el dios del Sol iguale al enfermo no nos convence psicológicamente. La civilización mesoamericana era politeísta, por lo cual se creía en la existencia de ubicuos dioses grandiosos tales como Quetzalcóatl, Tlaloc y Huehuetéotl. La razón por la cual el dios enfermo fue seleccionado para dar origen al Sol, se atribuye a que las enfermedades están definidas por la cultura. Es decir, una enfermedad percibida en una sociedad no siempre se reconoce como tal en otra cultura. Por ejemplo, en Mesoamérica, la gente que sufría de enanismo y raquitismo a menudo aparece en representaciones junto a los reyes personajes de las élites. ¿Cuál fue su rol social? ¿Por qué siempre está presente como acompañante de altos ignatarios? Con base en el registro arqueológico y las crónicas, discutiremos que la enfermedad para nosotros no era una “enfermedad” para los antiguos, sino que expresaba un símbolo de la divinidad. Luego, tomando en consideración a cosmovisión de esta civilización, se discutirá sobre la inevitabilidad de que el dios del Sol en la sociedad azteca tenía que ser el “dios enfermo”
感情とメディア文化 : グローバル時代のアイデンティティ
Get PDFIn this global situation, problems of identity politics are becoming more complex. To get a handle on these problems, this paper tries to focus on the relationship between culture and emotion. Emotion is one of the most important elements in understanding globalized world, because we always use our emotions to interpret others or other cultures in case that we do not have any ways to judge them. Since emotion is signified as meanings we create in media culture, it is closely related to the production of identities. The aim of the paper is to clarify how emotions affect our identities and our daily lives
日本語学習者による主題の不使用の実態と使用意識 : 先行文脈で未出の主題の不使用
Get PDFIn this article, I claim that the actual situation of non-use by learners of Japanese where topics are not used where they should be used, and the learners’ awareness of the use of topics. I also clarify why learners excessively omit topics where they should be used. The results of the survey of learners’ written essays show that learners tend to omit continuous topics from the previous context excessively, and that this omission includes not only zero-anaphora, which omits repetitions of what has already occurred, but also omitting topics that have not yet occurred in the preceding context. When I asked the learners about the reasons why they omit topics in both cases, they claimed that it was acceptable to omit topics that the writers they thought the readers would understand
ISO 国際規格を高等教育にどう活かすか : 研究会・ワークショップ開催を踏まえた考察
No full textThis paper examines the significance and challenges of utilising ISO international standards for translator and interpreter education within higher education, using as a case study a community interpreter training program based on ISO 13611:2024 Interpreting services ̶ Community interpreting ̶ Requirements and recommendations, launched by Kyoto University of Foreign Studies (KUFS) in 2024. It focuses on discussions arising from an international academic conference held in Kyoto in early summer 2025 and examines the perspectives of experts from participating countries. Methodologically, the study employs content analysis of presentations delivered by seven specialists at the symposium, systematically organizing the correspondence between their findings and the challenges identified in the KUFS program. The paper reviews the competency requirements and quality assurance frameworks articulated in relevant ISO international standards, including ISO 13611:2024, ISO 20228:2019 Interpreting services ̶ Legal interpreting ̶ Requirements, ISO 17100:2015 Translation services ̶ Requirements for translation services, and ISO 18587:2017 Translation services ̶ Post-editing of machine translation output ̶ Requirements. On this basis, it proposes an integrated framework comprising three dimensions: incremental curriculum design, language proficiency assessment methodology, and continuing professional development through industry–academia collaboration. The paper’s academic contribution lies in its cross-disciplinary synthesis of multiple ISO international standards from an educational-practice perspective, orientated towards evidence-based educational design
