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Article type: Cover
2006 Volume 55 Issue 3 Pages
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Article type: Cover
2006 Volume 55 Issue 3 Pages
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
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Kazuhiro Tateishi
Article type: Article
2006 Volume 55 Issue 3 Pages
2-10
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In popular fiction, films, and comics the Heian Period is transformed into the space of romance and fantasy. There Hikaru-Genji, Abe-no-Seimei, and Ariwara-no-Narihira are heroes cutting fabulous performances in the weird background of the Heian capital. Against such banal images of the age in subculture, the understanding of it through classical literature at school might be regarded as true and authorized. But what is really happening is that the popular images challenge the fixed and closed meaning of the age and open it up to multiple interpretations. Thus, as will be shown in this paper, the "Heian Period" taught at school is nothing more than one of its possible representations.
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Osamu Kigoshi
Article type: Article
2006 Volume 55 Issue 3 Pages
11-19
Published: March 10, 2006
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In the teaching of literature, we always have to bear in mind the fact that literature is now culturally not so important as it used to be. Therefore it would not be realistic to teach it in an extremely specialist way. Instead, by applying non-literary methods to literary studies, we can give students a wider range of knowledge than we can do with literature alone. Certainly a theory-centered teaching is sometimes apt to be superficial, but it will more systematically help students learn how to read literary texts than the old way of closely but narrowly reading a text. Here with my own experiences I will suggest several ways to avoid teaching literature "too deep."
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Hiroyuki Chida
Article type: Article
2006 Volume 55 Issue 3 Pages
20-30
Published: March 10, 2006
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The present program of kokugo is so narrowly centered on the instruction of skill in reading that it prevents the learners from developing their historical and social perspective. The general decline of literacy among young people can be to a great degree attributed to such a skill-oriented way of teaching. Thus reading a literary text in class must be distinguished from learning it; the goal of kokugo teaching is not how to interpret and appreciate the text but how to acquire reading skill by means of literature. In short, there is no room for literature itself in our schools.
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Yuichi Otsu
Article type: Article
2006 Volume 55 Issue 3 Pages
31-32
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Yasufumi Aoshima
Article type: Article
2006 Volume 55 Issue 3 Pages
33-42
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There is a third-year student in my high school who has much difficulty in finding what he wants to do after granduation. He is otherwise an average student, but he can't present any plan about his life either in speech or in writing. Obviously the problem lies in his poor ability of self-expression. In spite of the fact that he has been taught the way of reading and writing since his primary school days, he can hardly express himself in language. Probably it is because he has never tried to use the linguistic skills practically in his actual life. And the number of students like him seems to be on the increase. Then it is necessary for kokugo teachers to teach with a more practical method of reading and expressing, by which students are helped to have an experience in the classroom of facing "I" so as to know and articulate what he or she is.
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Makoto Takagi
Article type: Article
2006 Volume 55 Issue 3 Pages
43-55
Published: March 10, 2006
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In studying literature, there are roughly the two stages of analytical procedures; first statically analyzing the structure of the text and then examining the dynamics of its working. In this theoretical way we can find a variety of communicative codes which help us to understand what is apparently incomprehensible. By applying the method to teaching, we will show students a new aspect of literature.
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Kenichiro Mogi
Article type: Article
2006 Volume 55 Issue 3 Pages
56-62
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The quality of any literary work is decided not by significance derived from the arrangement of words but by the function of brains called qualia. Impression left on the reader's mind through language can't be reduced to what is written in the text. For it is more than a reflection of meaning in the text; qualia in the brains receive, transform, and reproduce what is meant into impressions. Then what is called a masterpiece is a text that can strongly stimulate qualia and bring about a great variety of responses from it. This is also true of literary criticism, the quality of which depends on whether it can give a strong stimulation on qualia.
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Hirotaka Ichiyanagi
Article type: Article
2006 Volume 55 Issue 3 Pages
63-
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Osamu Masuda
Article type: Article
2006 Volume 55 Issue 3 Pages
64-65
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Yoshitomi Abe
Article type: Article
2006 Volume 55 Issue 3 Pages
66-67
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Hiromitsu Takahashi
Article type: Article
2006 Volume 55 Issue 3 Pages
68-70
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
71-
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Akiteru Hirokawa
Article type: Article
2006 Volume 55 Issue 3 Pages
72-73
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Hitoshi Nishiki
Article type: Article
2006 Volume 55 Issue 3 Pages
74-75
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Nobuaki Higashibara
Article type: Article
2006 Volume 55 Issue 3 Pages
76-79
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Tsukasa Tamaki
Article type: Article
2006 Volume 55 Issue 3 Pages
80-81
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Article type: Bibliography
2006 Volume 55 Issue 3 Pages
82-83
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Article type: Bibliography
2006 Volume 55 Issue 3 Pages
84-
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Article type: Bibliography
2006 Volume 55 Issue 3 Pages
86-85
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
87-
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
87-
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
88-
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
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Article type: Appendix
2006 Volume 55 Issue 3 Pages
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Article type: Cover
2006 Volume 55 Issue 3 Pages
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