IN CONSIDERATION OF 18th CENTURY JAPANESE "KOKUGAKU" STUDIES IN HARMONIZING OUR CULTURAL IDENTITIES WITHIN A HOLISTIC EDUCATIONAL APPROACH FOR THE 21st CENTURY

小川, ルビー Toshimi

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IN CONSIDERATION OF 18th CENTURY JAPANESE "KOKUGAKU" STUDIES IN HARMONIZING OUR CULTURAL IDENTITIES WITHIN A HOLISTIC EDUCATIONAL APPROACH FOR THE 21st CENTURY

https://bunkyo.repo.nii.ac.jp/records/2475

名前 / ファイル	ライセンス	アクション
BKK0002485.pdf (1.4 MB)

Item type

紀要論文 / Departmental Bulletin Paper(1)

公開日

2013-05-21

タイトル

IN CONSIDERATION OF 18th CENTURY JAPANESE "KOKUGAKU" STUDIES IN HARMONIZING OUR CULTURAL IDENTITIES WITHIN A HOLISTIC EDUCATIONAL APPROACH FOR THE 21st CENTURY

言語

jpn

キーワード

主題

Nativist Studis, Holistic Education, Social Movements, Wholeness

資源タイプ

departmental bulletin paper

著者

小川, ルビー Toshimi

著者

値

Ogawa, Ruby Toshimi

所属機関

値

文教大学生活科学研究所客員研究員

内容記述

内容記述タイプ

Abstract

内容記述

From the early formation of “Kokugaku” (Nativist Studies), the significance of this national narrative known as the “Kojiki-den” had valorized the intellectual movement for cultural self –determination in Japan. One of the most well respected nativist Japanese scholars exemplifying the intellectual movement of “Kokugaku” was the author and literary master, Motoori Norinaga. He originally started this work in 1764, and had authored the “Kojikiden” (“Commentaries of the Kojiki”) in 44volumes as his life’s work. Within the extensive writings of the “Kojikiden”, Norinaga supported the view of the “Japanese mind “and coined the term, “magokoro” or “pure mind”. Based on Norinaga’s idea of forming a distinct cultural identity that characterized human existence, the innate part of an individual’s national identity was potentially recoverable through a deeper sense of Japanese perceptions, judgments and values. In this regard, there is merit in establishing a formal identity whereby learning can flourish and take root to include our most common and universal value　systems.
In the last few decades, the traditional educational goals are being redefined by incorporating a more holistic approach based on our values by integrating our culture-based nationalism. In part, our social identity has been determined by our cultural milieu and social mores. Within a holistic philosophy, the educational system can be explained from the total sum of its component parts from our national, cultural and ethnic identities. Specifically , famed psychologist Abraham Moslow refers to this part of holism as “self –actualization” of a person ‘s system of cultural and nativist values. Thus, the holistic perspective is primarily concerned with the development of a person’s potential as defined by various levels such as brain intellect, emotional intelligence, communication, physical abilities, artistic creativity, and inner spirituality. Each of these parts that define us create our “holistic” selves within our environment.
For this research inquiry on mobilizing a more “socially responsive” consciousness among learners in response to our environmental crisis, the ever-evolving role of an education system has been focusing on the harmony between the inner life and in embracing one’s cultural and personal identity. In taking strides for a more integrative, holistic approach toward education, this would enable the learner to understand the importance of social responsibilities with others from the community to global levels of connectivity based on our social and cultural personhood.

書誌情報

生活科学研究
en : Bulletin of Living Science

巻 35, p. 175-181, 発行日 2013-03-01

出版者

文教大学

ISSN

収録物識別子タイプ

ISSN

収録物識別子

02852454

著者版フラグ

出版タイプ

VoR

本文言語

値

日本語

値

BKK0002485

作成日

日付

2013-05-20

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2023-05-15 16:25:48.174323

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IN CONSIDERATION OF 18th CENTURY JAPANESE "KOKUGAKU" STUDIES IN HARMONIZING OUR CULTURAL IDENTITIES WITHIN A HOLISTIC EDUCATIONAL APPROACH FOR THE 21st CENTURY

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