This study aimed to identify “dissociation” in the literature classroom by comparing the learners’ subjective experiences with the episodes of patients diagnosed with dissociative disorders.

In the personal episodes of patients with dissociative disorders, there is a parallel aspect of multiple perspectives inside the self without integration. Learner T’s discussion of “Sangetsuki” also expressed two unintegrated perspectives in the form of presenting the class reading as her own reading and discussing her awareness of the problem at the time of her first reading.

When dealing with literature in the classroom, learners may be torn and “dissociated” between the teacher and the work. The unique structure of “Sangetsuki” may also stimulate learners’ dissociation. There is a pathology of dissociation in the structure that allows learners to “dissociate” and circulate the class reading (=self) as their own reading (=self). On the other hand, the fact that learners “dissociate” also suggests the potential of literature as a teaching tool, where the literature itself sets up a dialog with learners.

This study examined ways to instruct students to understand the meanings of words systematically to develop their “vocabulary learning ability.” The research focused on the following two points: first, we asked students to create a semantic network of words on their own, and second, I instructed them to keep in mind the context in which each word was used when they made the network. I used our vocabulary instruction method in a Japanese class for third-grade junior high school students. I evaluated whether the students could understand the meanings of words systematically, whether they could use those words effectively in writing, and whether they could improve their “vocabulary learning ability” based on their “word maps (semantic network of words)” and reflections on the “word map” activities.

I found that by visualizing the network of words, considering the words in their context, and utilizing the network in writing, the students’ interest in vocabulary increased. Additionally, they became more reflective about how to use words and realized the importance of vocabulary. Therefore, this vocabulary instruction method helped them to improve their “vocabulary learning ability.”

This paper examines the process of establishing thetheory of Saigo literary studies’ “phase transition.” After identifying the three concepts based on Nishigo’s treatise, I grasped the birth process of the three concepts based on the notes recorded by Goro Yamanaka about the contents of the lecture in Nishigo. As a result, the following conclusions were drawn. (1) The relationship between expression forms was determined using the external concept of Saigo literary studies, and people were organized by the recognition relationship of “viewpoint and purpose (subjective/objective)” based on the theory of “relationship recognition.” (2) Focusing on the overlapping of images in the work, I created the concept of “composite diagram” and explained its nature. (3) The reader’s “co-experience” and the appearance of the “composite diagram” was associated. The creator’s creative experience is similar to the “phase transition” in physics, and Saigo created the concept of “phase transition.” The “phase transition” theory is an extension of Saigo’s literary studies’ “co-experience” theory and overcomes the problem.