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On the significance of mugen noh style of Miyazawa Kenjiʼs work: Vegetarian Festival A study on the paradigms of nutrition therapy 22
Get PDFThe definition in Vegetarian Festival of vegetarians is a group of people instead of individuals. It is therefore suggested that Vegetarian Festival, held in a church in a small mountain town in Newfoundland Island, is not a festival of individual vegetarians gathered together from all over the world, but a reunion of religious spirit of mostly the Americans and the Japanese that never considers eating animal food as the obvious thing. At the end of the work the religious spirit of the Americans confessed that the reunion was a fake, and the religious spirit of the Japanese lost its hope of the partnership of religious spirit between both people. It seems that, to make such a complex work readable, Miyazawa Kenji composed it in the mugen noh style that a temporary presence (performed by mae-shite) in daily consciousness of universal entity such as ghostly spirit in the maeba (the former act) is contrasted with and implies its original form (performed by nochi-shite) in dream/illusion in another person (waki) in the nochiba (the latter act). In addition, what is original is that he adopted as universal entity religious spirit common to Christianity and Buddhism that never considers eating animal food as the obvious thing (i.e., the vegetarian) in place of ghostly spirit, and that, in order to present its temporary presence not common to the both religions and its original form common to the both religions, he adopted respectively fantasy-inventing consciousness as daily consciousness and consciousness that produces active imagination in place of dream/illusion. The story therefore implies that the reunion took place in San Francisco, California, symbolic place of Japanese immigration to the Unites States, and contrasts temporal presence of religious spirit not common to the both religions in optimistic Japanese fantasy-inventing consciousness in the 1920s under the Gentlemenʼs Agreement of 1907 in the maeba, with the original form of that common to Christianity and Buddhism which no longer was able to be held in desolate and desperate Japanese consciousness that producesactive imagination, in the nochiba, when the Agreement was neglected by the United States in the 1924 Immigration Act that totally banned Japanese immigration to the USA, thus implying the fate that religious spirit not common to the both religions in the Japanese fantasy-inventing consciousness must follow thereafter. Miyazawa Kenjiʼs Memoirs about the 1931 Far East Vegetarian Convention, held, in the work, on September the 4th in 1931, that is, just before the
Manchurian Incident on September 18th in the same year, is likely to be the work that shows the fate that temporal presence of religious spirit not common to the both religions in desolate and desperate Japanese fantasy-inventing consciousness followed, after the inauguration of the 1924 Immigration Act.departmental bulletin pape
Crafting fabric accessories with Custom Fabric Even at Home
Get PDFThis paper examines new educational materials incorporating Information and Communication
Technology (ICT) from the perspective of a university faculty member teaching clothing science
and an educator at a teacher training institution for future home economics teachers.
ICT has become indispensable in our daily lives and its integration in education has been
widely advocated in recent years. As students with increasingly advanced ICT skills enter
university, it is only natural that universities are expected to offer lectures, experiments, and
practical courses that incorporate ICT device operation.
However, I began to question whether ICT integration in education truly promotes learning,
whether students are genuinely acquiring knowledge, or whether they merely feel as if they have
learned something. What led me to these doubts? In mock lessons, I often saw students who
actively incorporated ICT focusing heavily on using devices and software, but content concerning
the essential technical knowledge was superficial. In other words, some students are devoting
considerable effort to the advanced use of ICT but are putting the critical acquisition of technical
knowledge and skills in clothing science on the back burner. Although I do not dismiss the
value of ICT in education, I believe it is essential to maintain a balance with the development of
expertise in the specialized field.
Furthermore, I have seen a clear decline in studentsʼ sewing skills in recent years. Although
there may be several contributing factors, repeated practice is essential to reinforce these
technical skills.
Given this backdrop, I decided to explore educational materials that not only integrate ICT
technology but also require basic skills such as sewing that can also be used at home without
having to rely on the specialized equipment typically found in educational institutions.
Consequently, I propose a learning module of creating a zippered pouch using custom-printed
fabric. This involves designing fabric on a computer or tablet and using it to make a pouch with
a zipper. The educational benefits of this module can be summarized in two points.
The first benefit is ICT integration. Unlike traditional classroom activities designed for large
groups, this module focuses on individual work. Students use computers or other devices
to create their own illustrations, or they combine existing images, which helps develop their
information literacy skills. Particularly for students interested in illustration, this activity provides
an opportunity to apply their hobby, potentially increasing their motivation to learn.
The second benefit is the opportunity to practice basic sewing skills. Through this pouch-
making module, students learn how to use an iron, handle tools like rulers and fabric shears, sew
in a zipper, and practice essential stitching techniques such as running stitches, ladder stitches,
and securing threads with starting and finishing knots. The pouch size can also be adjusted to
shorten the work time.
When used correctly, ICT can be an effective tool that supports learning activities. New
teaching methods incorporating ICT will likely continue to be proposed, and new devices and
applications will be developed. It is pointless, however, if there is too much emphasis on
ICT integration at the expense of learning the essentials of specialized subjects. The key is
not to consider ICT a given in education, but to prioritize teaching methods that build a solid
foundation of knowledge and skills in specialized areas. With this in mind, I intend to continue
exploring educational materials.departmental bulletin pape
