This volume presents the first unabridged translation of Ito Jinsai's (1627-1705) masterwork, the Gomo jigi (Philosophical Lexicography of the Analects and ...

近世を代表する思想家・伊藤仁斎。諸稿本に残る書き入れや訂正を基に、「庶民の道徳」を追究した仁斎の思想構造を浮き彫りにする。.

「人と天地との一体化」とは何か。儒学の「天人合一」説を独自の立論を通して再定義した伊藤仁斎の思想に焦点を当て、その思想的意義を問い直す。仁斎学の思想体系を平易明白に解説した入門書。.

진사이는 주자학의 미발·이발의 이분법과 주경함양·격물치지의 공부론을 부정하고, 원시유학의 원의 회복을 주장하며 유학적 보편 윤리를 구성하였다. 진사이는 자연세계의 원리인 ‘천도’와 인간사회의 윤리인 ‘인도’를 구분하고, 공자의 가르침 속의 도를 후자에 한정하였다. 이 도는 일상 어디에나 있는 것으로 인간에게 내재한 선천적 사단지심은 도를 행할 수 있는 근거이자 도를 행하는 출발점이 된다. 그러나 도의 실천은 결국 인간의 의지의 영역으로 후천적 노력인 교육에 의해 좌우된다. 인의예지는 심에 내재된 성이 아니라 구체적 선행을 통해 실현되는 실덕(實德)이며 사단지심을 확충해 덕에 이르는 것이다. 학문(學問)은 결국 그 확충을 위한 공부이다. (...) 인(仁)의 행사는 독선기신에서 그칠 것이 아니라 그 은덕이 온 천하에 미칠 때까지 계속 되어야 한다. 인과 예를 바탕으로 제가·치국·평천하에 도달하도록 하는 작용이 정치이다. 나아가 인과 예는 화이(華夷)를 구분하는 기준이 된다. 그 본질과 형식이 완성에 가까운 곳이 ‘華’, 곧 세계 정치·문화의 중심이 되는 것이다. 고의학의 본래 의도는 공자의 원의의 회복이지만 사실상 독창적 사상체계를 구성하였다. 진사이는 검증이 불가능한 본체를 제거하고 인간의 능력·의지·교육을 바탕으로 실천 가능한 윤리를 제시하였다. 그것은 단순한 생활 윤리가 아닌, 충만한 일원론적 세계를 바탕으로 한 현실적 윤리인 것이다. (shrink)

『論語』のラジカルな読み直しによって、日常の人人の立場を確立した仁斎―この古義学のラジカリズムを仁斎テキストのラジカルな読みとして反復し、仁斎のラジカル・ヒューマニズムとしての思想世界を見事に開示する 、江戸思想史家としての著者の記念碑的労作。.

This article discusses the 17 th century Japanese Confucian I tō Jinsai’s interpretation of Mencius. It is argued that I tō Jinsai grinds the Mencius with an axe of Japanese “practical learning.” In his representation of Mencius, the government of “Kindly Way” is upheld as the core value in Mencius’ thought. Although there is a clear spirituality in his own philosophy, he stressed the political aspect of Mencius’ thought at the expense of the transcendental aspect of his theory (...) of human mind and nature. (shrink)

This study examines Itō Jinsai’s 伊藤仁斎 (1627–1705) criticisms of the Great Learning (C: Daxue 大學 J: Daigaku). Three primary sources are considered: Jinsai’s Shigi sakumon 私擬策問 (Personal Essays, 1668); the Daigaku teihon 大學定本 (The Definitive Text of the Great Learning, manuscript 1685); and his essay, “Daigaku wa Kōshi no isho ni arazaru no ben” 大學非孔氏之遺書辨 (The Great Learning is not a Writing Confucius Transmitted, 1705), appended to his Gomō jigi 語孟字義. The study suggests that Jinsai’s critical inclinations (...) grew from his acceptance of Zhu Xi’s views about the value of doubt for progress in learning. The study also suggests that Jinsai’s thinking on the Great Learning had political implications derived in many respects from Jinsai’s overall approach to philosophizing via analysis of words and their meanings. (shrink)

This essay presents and compares core elements of the ethical theories of three neo-Confucian thinkers, Itō Jinsai 伊藤仁齋 (1627-1705), Dai Zhen 戴震 (1722-1776), and Jeong Yakyong 丁若鏞 (1762-1836), and argues that their criticisms of the Cheng-Zhu School represent a distinctive type and style of Confucianism, spanning the three major East Asian cultures of China, Korea, and Japan. Moreover, the essay defends their primary criticisms of the neo-Confucian metaphysical foundations for ethics as valid and argues that they should have a (...) much greater influence on contemporary understandings of the Confucian tradition, in all its richness, diversity, and potential. In addition, this essay seeks to describe and establish an initial case for the contemporary relevance of philosophical views advanced by this trio of thinkers, in particular their claims concerning "sympathetic consideration" (C: shu; J: jo; K: seo 恕). (shrink)

Traditionally, the genealogy of Edo Confucianism, that is, Confucianism reinterpreted and reconstructed in the Tokugawa period, has been classified into the Chu-Hsi, Wang Yang-ming, Ancient, and Eclectic schools. These classifications are based on the most representative Confucian theories in the Tokugawa period and are useful for understanding their genealogy. However, when we try to capture the substance of Confucian thought from the interest of “education,” it is very difficult to understand the differences of each school’s educational thought based on this (...) classification. For example, according to the above classification of Confucian theories, the Jinsai and Sorai schools are also included in the Ancient school. However, it is no exaggeration to say that both educational ideas are completely different. In this study, although both Jinsai and Sorai are classified as Ancient schools, I will clarify how their educational theories are structured and how their contents are different. This study examines the content of Confucian thought from the perspective of “education.” I hope that the discussion will open up the possibility of a more precise understanding of the “educational thought” of Edo Confucianism. (shrink)

동아시아 한중일의 유학은 시대와 국가와 학자에 따라 각각 상이한 문제의식을 가지고 있다. 중국의 주희(朱熹1130-1200)는 주자학을 집대성하였다. 이에 일본의 고학파인 이토 진사이(伊藤仁齋1627-1705)와 조선의 실학 집대성자인 다산 정약용(丁若鏞1762-1836)을 주자학과 비교하여 분석하였다. 이 두 사상가는 17세기 이후 변화하는 사회를 극복하고 그 시대에 부합하는 새로운 이론을 만들기 위해 주희식의 사고 체계를 비판하고 새로운 경학관을 제시했다. 다른 사람에게 차마 잔인하게 하지 못하는 도덕적 마음은 도덕적 행위의 출발점이다. 주희는 사람에게 누구나 ‘不忍人之心’이라는 도덕심을 반드시 가지고 있기 때문에 필연적으로 도덕적 행위가 일어나게 된다고 한다. 진사이는 ‘不忍人之心’을 남에게 잔인하고 (...) 각박하게 해치지 않는 마음으로써 일상생활에서 타인과의 관계에서 작동하는 것으로 인식하였다. 정약용은 ‘不忍人之心’이 仁을 모두 발휘할 수 있는 하나의 本理로 보고 있다. 그는 주희가 ‘不忍人之心’으로 사단을 포괄할 수 있다는 점은 부정한다. 진사이와 정약용은 ‘不忍人之心’에 대한 주희의 우주론적 사고의 틀을 극복하여 인간의 실천성을 강조하였다. 또한 진사이는 ‘不忍人之心’의 확충을 타자에 대한 배려로써 정의한 반면에 정약용은 자기 도덕 완성의 출발점으로 본 것이 다른 점이다. 그리고 주희는 사덕을 마음속에 내재한 未發之性으로, 사단을 已發之情으로 보고 있다. 반면 진사이와 정약용은 인의예지는 반드시 일을 행한 뒤에 이루어지는 것으로 보고 사단을 확충하여 실천을 강조한 공통점이 있다. (shrink)

이 논고는 「德川時代의 『論語』觀과 그 학문정신」이라는 제목 하에 주로 도쿠가와시대에 新儒學의 안티테제로서 등장하는 古學派(Kogakuha)의 학문정신 및 이들의 『論語』觀과 해석의 양상 등을 살펴 본 것이다. 그래서 이 논고는 儒敎의 텍스트 가운데 四書(The four books)의 하나인 『論語』를 둘러싸고 전개되는 주석 혹은 해석의 문제점에 관하여 일본 도쿠가와시대의 『論語』 해석에 초점을 맞추고, 동아시아 유학사에서의 『論語』 해석이라는 시점 하에 일본 古學派의 『論語』觀 및 그들의 학문정신을 탐구하기 위해 기획된 것이다. 이러한 의미에서 본문은 대략 두 개의 큰 틀로 이루어져 있다. 본문의 첫 번째는, 「古學派」의 학문정신이라는 주제 하에 (...) 일본 古學派의 중요한 두 인물 Ito Jinsai(伊藤仁斎)와 Ogyu Sorai(荻生徂徠)의 학문정신을 다루었다. 더 세밀하게 분류하면 仁斎의 Kogigaku(古義學) 정신과 徂徠의 Kobunjigaku(古文辭學) 정신을 각각 다룬 것이다. 우선 仁斎의 古義學의 두 축이 『論語』와 『孟子(The works of Mencius)』라는 것을 확인하였고, 이 두 텍스트를 철저히 심사숙고하여 읽는 것에 의해 聖人[孔子]의 뜻과 의도가 명확히 파악될 수 있다는 의미로써 古義學의 특징을 분석하였다. 그리고 徂徠의 古文辭學的 학문정신으로의 사상적 전환은 宋代의 朱子學과 仁斎의 古義學에서 촉발되었다는 점을 지적하면서 古文辭學의 구체적 의미를 고찰하였다. 본문의 두 번째는 이 두 인물의 학문정신이 드러나 있는 『論語』 解釋書를 통해 이들의 論語觀과 그 해석 특징을 살펴보았다. (shrink)

This study traces the impact of Ch'en Pei-hsi's Hsing-li tzu-i on the rise of philosophical lexicography in Tokugawa Japan . It suggests that the appearance of copies of the 1553 Korean edition of Pei-hsi's Tzu-i, brought to Japan in the wake of Toyotomi Hideyoshi's invasion of Korea , crucially influenced both understandings of and reactions to Neo-Confucianism in Tokugawa Japan. Pei-hsi's Tzu-i, the study relates, served as the literary template for several early Tokugawa works, including Fujiwara Seika's Kana seiri , (...) and Hayashi Razan's Shunkansho and Santokusho . The Tzu-i also went through several Japanese editions, beginning with the 1632 Sino-Japanese edition, based on Razan's kambun rendition of the Tzu-i, a vernacular explication of the text by Razan, the Seiri jigi genkai, published in 1659, an annotated edition of the 1632 Sino-Japanese edition, printed in 1670, and the 1668 publication of a later, significantly variant, Chinese edition of Pei-hsi's Tzu-i. ;Razan's Seiri jigi genkai promoted Neo-Confucian learning as expounded in the Tzu-i, but also called attention to etymologically problematic terms of that learning. The dissertation suggests that Razan's Genkai influenced both the literary form and the philosophical content of Yamaga Soko's Seikyo yoroku , Ito Jinsai's Gomo jigi , and Ogyu Sorai's Benmei , thus linking Razan's critical promotion of Pei-hsi's Tzu-i to a series of conceptually based "School of Ancient Learning" critiques of Neo-Confucianism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Tokyo School of Philosophy? A Preliminary ReflectionThomas P. KasulisIntroductionPhilosophical circles worldwide have recognized the so-called Kyoto School for decades. Can we also speak of a modern Tokyo School and, if so, of its distinguishing nature? That question drives most articles in this journal’s special issue. Before beginning my inquiry, however, I have two preliminary questions. First, why is it important to ask whether there is, was, or even ever (...) will be something legitimately considered a Tokyo School? Second, how do the Japanese think in terms of schools, and what words might specifically designate a school of philosophy? I will try to answer these questions, not in an abstract or general way, but one that uses the Japanese cultural context for its point of departure.Japanese Regionalism and Japanese PhilosophyLet us start with the first issue: why ask whether there is a Tokyo School? One possibility, of course, is regional bragging rights between Kansai and Kantō as we find in, for example, sumō rivalries. That may seem like a joke, but we need to go back only a couple of centuries for concrete evidence of just such a competitive spirit. Examine this broadside published in Japan during the height of the Edo period.1 [End Page 5] Click for larger view View full resolutionFigure 2.1.Gakusha kakuryoku shōbu tsuki hyōban (学者角力勝負附評判) (Standings Assigned to a Sumō Match of Scholars).As a sumō program, this banzuke divides the philosophical competitors between those from East Japan (Edo, today’s Tokyo) and West Japan (Kyoto-Osaka).2 Along the top are the typical sumō hierarchies of ranks (ōzeki, sekiwake, komusubi, etc.),3 but here they correspond not to wrestlers but philosophers. In this version, for example, Kumazawa Banzan 熊沢蕃山 is the ōzeki and Ogyū Sorai 荻生徂徠 the sekiwake of the East, while the equivalents in the West are Arai Hakuseki 新井白石 and Itō Jinsai 伊藤仁斎.Such artifacts confirm a long history of East–West philosophical rivalries within Japan, but that hardly justifies our quest for a Tokyo School. Still, let us not too quickly dismiss the banzuke as simply an idiosyncratic curiosity; it has something more to teach us. If nothing else, it shows that at least in the Edo period, some intellectuals assumed a correlation between geographical location and philosophical perspective. That brings to light two common [End Page 6] present-day misconceptions, one about Japanese culture and one about philosophy.The first misconception is that Japanese culture is monolithic, or if it is not, that the Japanese like to think of their identity in that way. That mistaken view overlooks a potent force shaping Japanese identity: regionalism. The Japanese delight in celebrating the distinctive foods, crafts, scenery, dialects, festivals, and social customs of the different locales within the country. Even today, weeklong regional themes play out on morning TV shows as they broadcast on site from different locales throughout Japan. Undoubtedly a marketing ploy to encourage tourism, the shows also reinforce the Japanese sense of regional differences within their country. Grocery or department stores join in with weeklong “matsuri” campaigns dedicated to particular Japanese regions, highlighting sales of specialties in foods and crafts. If you go on a trip within Japan, your family and coworkers expect you to bring back omiyage as gifts—souvenirs or edibles distinctive to the place you visited. As a convenience for the harried traveler, train stations sell the omiyage associated with the specific locale.The recognition of regional differences within a single national identity traces back at least to the Nara period when the newly established central government began regularly compiling Fudoki 風土記 for each of the provinces. Those almanacs or gazetteers included details about the local demography, climate, agriculture, topography, dialects, local customs, festivals, folklore, and so forth. The East vs. West, Kantō vs. Kansai, or Tokyo (Edo) vs. Kyoto-Osaka contrast that interests us here became most prominent in the Edo period as Tokyo vied with Kyoto for prominence as the cultural center of Japan.4Centuries before anyone identified a “Kyoto School” of philosophy, the banzuke suggests that at least some intellectuals assumed that philosophizing in Kyoto-Osaka differed in some respects from philosophizing in Edo. This does not imply... (shrink)

'Jiwoohak' in Confucian Analects is described as one stage of the six-process of life written by Confucius after he recalls his own life. Since Confucius is suggested as a incarnation of sage and also as a being of ideal living, many Confucian scholars have paid attention to this direct description of Confucius's life. Nevertheless, the Confucian scholars show different opinions on a detailed interpretation, especially on the interpretation on 'Isoon(耳順)'. Zhu Xi interprets 'Isoon' as a stage of getting to know (...) without thinking because of that one's Ji(知) reached the most. He thinks that the three-process of 'Boolhok(不惑)' - 'Jicheonmyeong(知天命)' - 'Isoon' is an intensive course of 'Ji'. But, this Zhu Xi's interpretation is rejected by some of the later scholars such as Dasan Chong Yak-Yong, Ito Jinsai and Jiao Xun etc. These later scholars interpret that 'Isoon' is a stage of being not offensive when someone hears of something against the process of nature or slander on oneself. And they regard Zhu Xi's interpretation as a mistranslation by his impractical attempt to sanctify Confucius. However, Zhu Xi's interpretation is based on his Theory of Mind-Nature and the six-process is applied not to a sage but to an ordinary human. Therefore, to raise a question on Zhu Xi's interpretation means to disagree the sanctification of human designated by Zhu Xi and Dasan Chong Yak-Yong and Ito Jinsai stand on that position. Then, Zhu Xi's interpretation on ‘Jiwoohak’ should be read in the context of his Mind-Nature Theory not to misread it. In addition, to analyze his interpretation on the six-process of life can help Zhu Xi's Theory of Mind-Nature and understanding of human. This paper focuses on that the three-process of 'Boolhok' - 'Jicheonmyeong' - 'Isoon' is an intensive course of 'Ji'. Zhu Xi accounts that 'Boolhok' is to know in terms of Sa(事, affair), 'Jicheonmyeong' is to know in terms of Li(理, principle) and 'Isoon' is to be well versed in terms of both Sa and Li. The progress of 'Sa - Li - Li and Sa' can be explained as 'phenomenalistic knowing - substantialistic knowing - knowing the unit of phenomenon and substance' as Avatamsaka shows. The development of this three-process means not an increase or extend of the knowledge but a leap and qualitative transformation of a subject and object. (shrink)

慶応義塾大学法学部のゼミナール「伊東乾民事訴訟法研究会」の卒業生の会「乾会」による論文集。今回はテーマを民事訴訟法に限ることなく、現在関心を持っている法律分野について執筆した。.

Background: Chief nurses are most likely to take the lead in discussing and working to resolve ethical dilemmas, creating an ethical culture within their organization that results in effective ethics training. As the first step in this process, there is a need to define the kinds of ethical dilemmas that chief nurses grapple with on a regular basis as a target for future study. Research design: Anonymous written questionnaires and semi-structured interviews. Ethical considerations: All research procedures were approved by the (...) Chubu University Ethics Review Board, the research institution to which the authors belong (authorization no. 250016). Findings and discussion: Responses from four chief nurses indicated that ethical dilemmas could be categorized as either those related to patient dignity or those related to management (unique to their roles as administrators). It was also learned that chief nurses struggle with the fact that although they consult with their superiors and others, these efforts do not lead to resolution. The expectation is that going forward, chief nurses will play a central role in acting as coordinators with physicians to promote better communication as well as lead group discussions aimed at providing care that respects patient dignity. (shrink)

Reinforcement learning has recently received much attention as a learning method for complicated systems, e.g., robot systems. It does not need prior knowledge and has higher capability of reactive and adaptive behaviors. However increase in dimensionality of the action-state space makes it diffcult to accomplish learning. The applicability of the existing reinforcement learning algorithms are effective for simple tasks with relatively small action-state space. In this paper, we propose a new reinforcement learning algorithm: “Q-learning with Dynamic Structuring of Exploration Space (...) Based on Genetic Algorithm ”. The algorithm is applicable to systems with high dimensional action and interior state spaces, for example a robot with many redundant degrees of freedom. To demonstrate the effectiveness of the proposed algorithm simulations of obstacle avoidance by a 50 links manipulator have been carried out. It is shown that effective behavior can be learned by using the proposed algorithm. (shrink)

Understanding consciousness is a truly multidisciplinary project, attracting intense interest from researchers and theorists from diverse backgrounds. Thus, we now have computational scientists, neuroscientists, and philosophers all engaged in the same effort. This book draws together the work of leading researchers around the world, providing insights from these three general perspectives. The work is highlighted by a rare look at work being conducted by Japanese researchers.

Researchers and non-commercial institutions negotiate complex legislation and guidance when planning and conducting research studies. The documents and processes required differ across nations and their regulatory bodies and it can be challenging to conduct an international study, especially for non-commercial organisations. In this study, colleagues from Japan and the UK worked closely together focusing on the legislation, organisations, trial processes, ethics review and quality assurance frameworks of clinical trials in two countries, the UK, demonstrated on the model of practices in (...) the University of Bristol and University Hospital Bristol NHS Foundation Trust, and Japan, based on the model in Kyoto University Hospital. Although the ICH tripartite guidelines were developed with participation from both the EU and Japan the set-up and approval processes for clinical trials are different between the two countries while the expectations for quality assurance are similar. We will argue that the f... (shrink)