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Article type: Cover
2003 Volume 52 Issue 3 Pages
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Article type: Cover
2003 Volume 52 Issue 3 Pages
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
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Megumi Ushiyama
Article type: Article
2003 Volume 52 Issue 3 Pages
1-12
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The most important aim of literature education is, it seems to me, to bring up children to realize the importance of life. Any child must face more or less difficulties, but if the child has no definite idea of what life is, he or she may easily cease to live without knowing what to do in such critical moments. The teacher is now required to do the very difficult work of helping the child to understand the meaning of life. In this sense, literature education is very important because nothing seems to be more helpful in showing us how to live than literature. Of course, it is hard to deny that literature education has been to some degree involved in the recent trend toward globalization, the exclusive goal of which is to adapt to life in the international community. But education is not just for teaching children an international way of life but for showing them more essential and various aspects of life. This is why I use Kenji Miyazawa's "Yodaka-no-hoshi" as teaching material. I believe that the issue of discrimination raised in the text will give children the good opportunity to think of life in the most comprehensive sense of the word.
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Hitoshi Kamada
Article type: Article
2003 Volume 52 Issue 3 Pages
13-25
Published: March 10, 2003
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What does my teaching at high school amount to? Almost nothing. But I am still teaching at this problem school. Faced with such realities, sometimes I cannot but feel a great distance between teaching theories and practices. However tired and depressed, though, I find myself trying to overcome difficulties by means of reading literary texts. Although it is like forever tunnelling with no way out in sight, still I am reading. For I believe there is something like a direction in this apparently blind effort. So I continue the act of reading as I want to know where it goes. Here from my own experiences I will consider what reading in class is while actually reading some works.
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Takaharu Yamamoto
Article type: Article
2003 Volume 52 Issue 3 Pages
26-37
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When you treat a literary text in your class, you may think the interpretation you have made as teacher is the best one. Even when you democratically make your students discuss what the text means, you may sum up their more or less different readings into a single meaning and force it on all of them. But the text is so delicate and fragile that its meaning can be neither so easily fixed nor unified. If you believe in the only way of interpretation or in the meaning that can be shared by all readers, then you don't know the fragility of a literary text. When you realize it, you will face the text as if it were something unfamiliar and try hard to read it as it is. Thus in reviewing the role of literature education it is necessary to consider how to deal with such textual fragility in actual class.
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Shigeyuki Baba, Takeo Miyakawa
Article type: Article
2003 Volume 52 Issue 3 Pages
38-54
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
55-
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Tomoya Saito
Article type: Article
2003 Volume 52 Issue 3 Pages
56-57
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
58-81
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Yoshiaki Tokutake
Article type: Article
2003 Volume 52 Issue 3 Pages
82-89
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There is a legendary episode about the foundation of Ishiyama-dera, the old temple of the Shingon-shu sect in Omi. According to the legend, it was founded on the site where in the Nara Period a saint named Kinpozan-Kongozou-Bosatsu showed her oracle when the prayer was offered to the saint for a large amount of gold to gild the image of Buddha of Todai-ji Temple with. As is discussed in this essay, it is highly possible that the legend was formed in the early tenth century by the Shingon-shu monks who were greatly influenced by Shoho, the founder of Daigo-ji Temple. Especially when his most faithful successor Junyu came to the temple, he must have contributed much to its formation.
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Fumio Shiozaki
Article type: Article
2003 Volume 52 Issue 3 Pages
90-96
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
97-
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
97-
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Tsukasa Tamaki
Article type: Article
2003 Volume 52 Issue 3 Pages
98-99
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Zenya Sato
Article type: Article
2003 Volume 52 Issue 3 Pages
100-101
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Maki Uchida
Article type: Article
2003 Volume 52 Issue 3 Pages
102-103
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Toshio Hiraoka
Article type: Article
2003 Volume 52 Issue 3 Pages
104-105
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Article type: Bibliography
2003 Volume 52 Issue 3 Pages
106-107
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Article type: Bibliography
2003 Volume 52 Issue 3 Pages
107-
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Article type: Bibliography
2003 Volume 52 Issue 3 Pages
109-108
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
110-
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Article type: Appendix
2003 Volume 52 Issue 3 Pages
110-
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Article type: Bibliography
2003 Volume 52 Issue 3 Pages
Misc1-
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Article type: Cover
2003 Volume 52 Issue 3 Pages
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