Table of Contents
Special Topic
- The Significance of “The New Russian Art Exhibition” in Japan, 1927: A note for reframing the cultural relationship of art between Russia and Japan
- How did a Former Teacher of a Part-time High School form ‘Unexclusive Practices’?: Through an Interview with a Former Teacher of a Part-time High School
- The Art of Passing down the Art: On The Blue Cliff Records and Haruchika Noguchi’s Here and There in The Blue Cliff Records
Special Topic
The Significance of “The New Russian Art Exhibition” in Japan, 1927: A note for reframing the cultural relationship of art between Russia and Japan
Author Kimi EMURA
Keywords Russian Avant-garde Art, Japanese Modern Art Movement of the Taisho Period, Cultural Relationship between Russia and Japan, Museology
How did a Former Teacher of a Part-time High School form ‘Unexclusive Practices’?: Through an Interview with a Former Teacher of a Part-time High School
Author Hiromichi SAGAWA
Keywords part-time high school, narrative, unexclusive practices, reality, logical structure
Explanatory Note
The purpose of this paper is to clarify how a former teacher of a part-time high school formed ‘unexclusive practices’.
Prior studies have pointed out that part-time high schools have reduced their role of giving education for working youth, and they have accepted students with a variety of problems. However, the studies have paid little attention to the question of how these students were able to settle into their part-time high schools. So, this paper examines how the teachers were able to retain their students. In particular, we picked up a teacher, Mr. S., who worked at a part-time high school with deviant students for a case study and examine how his “unexclusive practices” were made possible. The clue is that he described his practices as “outlaw-like” but regarded it legitimate. This paper will take notice of this point and answer the above question by focusing on the logical structure of how he justified his practices.
The paper argues that the teacher justified ‘unexclusive practices’ by using three types of logic. First, certain types of students were at risk of being excluded due to dominant ‘normal’ practices in the school. Second, teachers were required to have their own non-elite experiences so that they can be on the same side as students. Third, the part-time high school requested teachers to prevent students from joining antisocial groups in the future.
Mr. S. emphasized that “outlaw-like” practices are really needed in the part-time high school where he worked. However, those practices are needed to be checked for whether they are allowed from a teacher. Therefore, we can regard that ‘unexclusive practices’ are able to be conducted in certain limits also.
The Art of Passing down the Art: On The Blue Cliff Records and Haruchika Noguchi’s Here and There in The Blue Cliff Records
Author Yosuke HIROTA
Keywords The Blue Cliff Records, Haruchika Noguchi, Seitai, Zen
Explanatory Note
In this paper, I analyze the art of the dialogue from the text titled Hekigan Tokoro Dokoro [Here and There in The Blue Cliff Records] by Haruchika Noguchi (野口晴哉, 1911-1976), the founder of Japanese bodywork methods, ’Seitai.’ The text was based on the Zen question-and-answer book Hekiganroku（碧巌録[The Blue Cliff Records]）, which has been read since the Song Dynasty in China and passed down to the present, interpreted in so many ways by many generations. I attempt to recount the art which is commonly found in Zen dialogue and Noguchi’s ‘Seitai’ and is difficult to deal with in academic and scientific methods, as a practice of passing down the art. The Japanese version of this paper was published as the research note “Hekiganroku oyobi Noguchi Haruchika Hekigan Tokoro Dokoro ――Waza wo Tsutaeru Waza [On The Blue Cliff Records and Haruchika Noguchi’s Here and There in The Blue Cliff Records ――The Art of Passing down the Art]” in Suzuki, S. eds The bulletin of the Grant-in-Aid for Scientific Research by Japan Society for the Promotion of Science: The Text Analyze of ‘Case’ through the Educational Poetics (2003).
