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キリシタン版『落葉集』定訓の常用性について : 同訓異表記を中心として
No full textThis paper examines the wakun (Japanese kanji readings) in the Kanji dictionary Rakuyōsyū (published by the Jesuit Mission in Japan, 1598), in comparison with Taiheiki Nukigaki (1612–13?).
The representative wakun of Rakuyōsyū for each kanji are in fact only relatively highranking wakun, as there are many examples of deviations from the actual writing.
Many kanji that are difficult to read by wakun have representative wakun that are common to more than one kanji. In such cases, a more appropriate kanji was selected for actual writing. Therefore, it is not surprising that these impractical pairs of kanji and wakun did not appear in the Taiheiki Nukigaki.
Although it is not incorrect to regard the representative wakun of Rakuyōsyū as a set of very frequently used wakun that reflects medieval Japanese kanji writing, due attention to the issues pointed out in this paper is needed when it is used as a Japanese language resource.本稿は、共著者である陳朝陽が令和5年度修士論文として広島大学に提出した内容を、指導教員である白井による独自の調査結果を加味して全面的に改稿したものである
『解深密経』の言語哲学 : 言葉が動き始める時
No full textThe Paramārthasamudgata chapter of the Saṁdhinirmocanasūtra explores the philosophy of language from the perspective of the early Yogācāra school, predating the establishment of the Mind-only theory, within the framework of three characters or *trilakṣaṇa (later commonly known as three natures or trisvabhāva): the imagined, the dependent, and the perfected. Tsong kha pa, the founder of the Dge lugs pa in Tibet, and his successors meticulously analyze the sūtra along with Woncheuk’s commentary, elucidating the fundamental tenets of its philosophy of language. The present paper reexamines the early Yogācāra’s philosophy of language, which has already been extensively studied, with a new perspective based on the discussion of the three characters in the opening section of Tsong kha pa’s Legs bshad snying po and commentaries on it. The main points can be summarized as follows.
The phenomenal world, existing prior to linguistic conceptualization, i.e., the dependent, exists as the domain of conceptual cognition (vikalpagocara) or as the sign of concept formation (saṁskāranimitta). It serves as the foundation for conceptuality, providing the material for linguistic expression. The imagined, formulated through concept formation, not only depends on conceptual cognition but also exists from its own side (rang ngos nas grub pa). The imagined manifests its existence towards cognition, and conceptual cognition initiates the process of concept formation towards the imagined object. Conceptuality is achieved through this process of interaction.
However, there persists a common misconception among ordinary beings that the imagined character exists entirely independently of language and cognition, as if it were established solely based on its specific character (svalakṣaṇa) serving as the foundation for determination. Consequently, they find themselves entrapped in a stagnant conceptuality, losing sight of the vibrant phenomenal world. The Āryas, through their consciousness during meditative equipoise, recognize the unreality of the imagined character within the dependent. In that moment, they perceive the absence of the imagined, which is ascertained as the perfected character. Furthermore, upon emerging from meditation, they perceive the bare phenomenal world, i.e., the dependent, which is entirely free from the imagined character.
According to the Dge lugs pa’s analysis, the Yogācāra’s philosophy of language reveals the interplay between cognition and conceptualized objects. The conceptuality is achieved through movement from the side of cognition toward the other side (phar) and from the side of concepts toward this side (tshur). Drawing inspiration from Maurice Merleau-Ponty, this interaction can be termed a chiasme or intertwining. The chiasme, emerging when language is set in motion, forms the basis of the philosophy of language expounded in the Saṁdhinirmocanasūtra, as discovered by the Dge lugs pa scholars.広島大学比較論理学プロジェクト研究センター研究成果報告書（2023年度
韓国における高等職業教育の展開に関する一考察 : 政策の変遷・現状と課題
No full textIn the context of a decline in students and the aim of fostering and producing human resources in new industrial fields, there has been increasing pressure to reform universities from various aspects. In addition to the traditional formal curriculum, there is a need to establish a variety of non-formal educational courses and to operate flexible educational programs that are more closely linked to the workplace, and it is also an opportunity to reconsider the roles and functions of higher education institutions. The demand for lifelong vocational education is an extension of this context. Based on such a background, this paper traces how lifelong education and courses directly linked to occupations, were positioned in the development of higher education policy in Korea, and how they were incorporated into higher education institutions while changing their form or overlapping. The debate on vocational education in higher education can be divided into two views: one is that institutions need to play a part in the demand for lifelong vocational education, and the other is that it provides the educational activities necessary for non-traditional students, so that they can respond to a lifelong learning society.
During the period of expansion of lifelong education, a variety of higher education institutions appeared, and the entrance selection and curriculum for adult learners were expanded. In the 2000s, there was a demand for the strengthening of economic competitiveness and the development of human resources in response to technological innovation, and higher education institutions began to attract attention as recipients of continuous vocational education to improve the abilities of adults. In addition, the introduction of alternative degree programs has encouraged adult learners to participate in vocational education, and as a policy method for building vocational education at universities, it has been revitalized through university financial support projects. The raison d’être of traditional universities has been questioned, and their functions and roles redefined. However, there are still many issues to be solved in the development of vocational education. First, vocational education has a peripheral position in university education. Second, there is still insufficient infrastructure to overcome the factors that hinder the participation of adult learners in vocational education.
Lifelong education has been developed in a variety of learning contents and methods in response to the range of adult learners. Higher education institutions play an important role in such lifelong learning and vocational education. However, the vocational education provided by those institutions to adult learners does not need to be limited to the traditional scope and content, nor is it limited to training for vocational skills in a limited sense, but be expanded in a comprehensive sense in relation to the professional life of adult learners
令和５年度 ＷＷＬ(ワールド・ワイド・ラーニング)コンソーシアム構築支援事業 （個別最適な学習環境の構築に向けた研究開発事業） : 課題探究学習プログラムを中心とした，個別最適な学習環境の構築 （第２年次）
No full textⅠ．ＷＷＬ（ワールド・ワイド・ラーニング）コンソーシアム構築支援事業（個別最適な学習環境の構築に向けた研究開発事業）構想について…1
Ⅱ．WWL コンソーシアム構築支援事業（個別最適な学習環境の構築に向けた研究開発事業）２年次完了報告書…8
Ⅲ．ＷＷＬ（ワールド・ワイド・ラーニング）コンソーシアム構築支援事業（個別最適な学習環境の構築に向けた研究開発事業）成果概念図…19
Ⅳ．公開研究会から見る今後の課題と改善点…20
Ⅴ．取り組みの具体とカリキュラム開発(年間計画)と各種取り組みの報告書…21
Ⅵ．４年探究報告書…60
Ⅶ．IDEC ｰ IGS 連携プログラム報告書…70
Ⅷ．ＷＷＬ真庭研修報告書…7
地学基礎における探究的な学習とその評価の実践 : 火成岩を通して地球の活動を考察する
No full text高等学校地学基礎において実施できる観察実験は限られている。地球領域（地学）が対象とする自然の事物・現象の空間スケールがあまりにも大きいことに加え、時間スケールがあまりにも長大なことにより、校内での実施が困難、授業時間の中に収まりきらない、再現性に欠ける等の課題があるためである。このような課題がある中、教室内で行うことが可能で学習内容の本質に迫る観察実験として、火成岩を通して地球の活動を考察する学習を設定し、「科学的に探究するために必要な資質・能力」を育成することを目指した。本稿では、その学習と評価の計画、実践の結果を報告する。Learning basic geoscience in secondary schools can be challenging due to the large spatial and temporal scales of natural objects and phenomena, which limit opportunities for observation and experimentation. Experiments and observations on basic geoscientific topics were planned and carried out for schools. Specifically, students observe igneous rocks, discover their characteristics, and infer the Earth’s activities. Through these learning activities, learners can acquire the qualities and abilities necessary for scientific inquiries. This paper presents the learning and assessment plans implemented in this study and reports the results
