Japanese Journal for the Psychology of Religion and Spirituality
Online ISSN : 2758-1004
Current issue
Displaying 1-3 of 3 articles from this issue
  • Satoshi Shimai, Yu Urata
    2025Volume 3Issue 1 Pages 1-15
    Published: March 31, 2025
    Released on J-STAGE: March 31, 2025
    JOURNAL FREE ACCESS
    This paper explores Mieko Kamiya's perspective on ikigai in light of the term's recent international prominence. Contrary to the belief that Kamiya conceptualized ikigai as a uniquely Japanese idea, our findings reveal that she drew upon Western thought and research. Through her analysis of the lives of patients with leprosy in sanatoriums, Kamiya posited that ikigai represents a fundamental human function, signifying the “meaning in life” common to all individuals, including herself, in challenging circumstances. Despite this, a review of subsequent research labeled under ikigai shows a decline in references to Kamiya’s work and an increasing portrayal of ikigai as an exclusively Japanese concept, occasionally misattributed to Kamiya. A closer examination of Kamiya's views highlights her work as a pioneering contribution to positive psychology, addressing the “meaning in life” and encompassing several themes prevalent in recent studies. Thus, the continued development and dissemination of Japanese research on ikigai, centered on the theme of “meaning in life,” could significantly enhance contributions to positive psychology and its applied fields.
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  • Yusuke Murakami
    2025Volume 3Issue 1 Pages 16-26
    Published: March 31, 2025
    Released on J-STAGE: March 31, 2025
    JOURNAL FREE ACCESS
    This study examined the relationship between exploring life’s Big Questions (BQ) in a “ meaning-oriented education ” course and college students’ sense of authenticity and their conceptions of learning. Data were collected at two points: before (T1) and after (T2) a 15-week course on BQ using an intervention design without a control group. Study 1 involved 228 participants (129 women, 99 men; mean age = 18.51 years, SD = 0.94), while Study 2 had 173 participants (117 women, 56 men; mean age = 19.08 years, SD = 1.02). Latent change score models revealed that the exploration of BQ during the course was positively correlated with changes in two subscales of the Conception of Learning Scale (Autonomous Development and Growing as a Person) in Study 1 but not in Study 2. No significant relationship was found between BQ exploration and change in sense of authenticity. These results, though limited to a specific sample, suggest that a meaning-oriented education course may promote shifts in how students view learning.
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  • 2025Volume 3Issue 1 Pages 28
    Published: March 31, 2025
    Released on J-STAGE: March 31, 2025
    JOURNAL FREE ACCESS
    Download PDF (162K)
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