時間が流れるとはどういうことか。時間は本当に流れているのか。西田幾多郎は合理的に理解可能な一つの「世界」を描いた。「永遠の今の自己限定」に帰着するその全貌を解読する。そしてそこから、西田哲学が封印した もう一つの時間論が浮上する。.

Pyridoxal 5′‐phosphate, the vitamin B6 derivative, acts as the coenzyme of many enzymes involved in amino acid metabolism. Exceptionally, this compound was found covalently bound to glycogen phosphorylase, the key enzyme in the regulation of glycogen metabolism. Although it is essential for the function of phosphorylase, its direct role has remained an enigma. We have recently found that the glucose moiety of pyridoxal (5′)diphospho (1)‐α‐D‐glucose, a conjugate of pyridoxal 5′‐phosphate and glucose 1‐phosphate through a pyrophosphate linkage, is transferred to the (...) nonreducing end of glycogen, forming a new α‐1,4‐glucosidic linkage. This finding emphasizes the importance of the direct phosphate‐phosphate interaction between the coenzyme and the substrate in the phosphorylase catalytic reaction. We have proposed a catalytic mechanism for phosphorylase in which the phosphate group of pyridoxal 5′‐phosphate acts as an electrophile to the phosphate group of glucose 1‐phosphate. This appears to represent the first instance of the direct involvement of a phosphate group in catalysis by enzymes. (shrink)

As its name implies, Vasubandhu’s _Vyākhyāyukti_ (VyY) explains the logic or methodology (_yukti_) of exegesis or sūtra interpretation (_vyākhyā_) and only survives in a Tibetan translation. In recent years, research on this treatise has been gradually accumulating. However, due to the difficulty of the Tibetan translation, some of the arguments therein have been misunderstood. In this article, after reviewing the general framework of Vasubandhu’s method of interpreting the sūtras, I will present a newly discovered parallel regarding his discussion of the (...) “purpose, _prayojana_” of the sūtras and reread it through a close philological examination of various sources in Sanskrit and Tibetan. Thus, this article will first elucidate the details of Vasubandhu’s explanation of the purpose of the Buddha’s preaching using synonyms and will clarify an aspect of his views on the Buddha’s word. In addition, concerning this “purpose,” I will elucidate the characteristics of the final chapter of this text, which provides stories about hearing the Buddha’s words with respect. By doing so, I would like to reveal the characteristics of the VyY as a manual for vivid preaching. (shrink)

The relativized propositional calculus is a system of Boolean formulas with query symbols. A formula in this system is called a one-query formula if the number of occurrences of query symbols is just one. If a one-query formula is a tautology with respect to a given oracle A then it is called a one-query tautology with respect to A. By extending works of Ambos-Spies (1986) and us (2002), we investigate the measure of the class of all oracles A such that (...) the set of all one-query tautologies with respect to A does not p-btt-reduce to A, where p-btt denotes polynomial-time bounded-truth-table. We show that certain Dowd-type generic oracles all belong to the class, and hence measure of the class is one. (shrink)

Extending techniques of Dowd and those of Poizat, we study computational complexity of in the case when is a generic oracle, where is a positive integer, and denotes the collection of all -query tautologies with respect to an oracle . We introduce the notion of ceiling-generic oracles, as a generalization of Dowd's notion of -generic oracles to arbitrary finitely testable arithmetical predicates. We study how existence of ceiling-generic oracles affects behavior of a generic oracle, by which we show that is (...) not a subset of is comeager in the Cantor space. Moreover, using ceiling-generic oracles, we present an alternative proof of the fact (Dowd) that the class of all -generic oracles has Lebesgue measure zero. (shrink)

We consider minimal ranks of extenders associated with Shelah cardinals by introducing witnessing numbers. Using these numbers we shall investigate effects of Shelah cardinals above themselves. MSC: 03E55.

This note is a continuation of our former paper ''Complexity of the r-query tautologies in the presence of a generic oracle.'' We give a very short direct proof of the nonexistence of t-generic oracles, a result obtained first by Dowd. We also reconstitute a proof of Dowd's result that the class of all r-generic oracles in his sense has Lebesgue measure one.

In the history of Newtonian Mechanics physicists and astronomers did not rely on so-called inertial frames, indeed they were not able to identify such frames. So the usual neo-Newtonian formalism of Newtonian Mechanics contains some superfluous components. In the present paper I will formulate a formal system for classical particle mechanics in Leibnizian space-time, where a relation, a counterpart of the second law of motion, between force on bodies and derivative of their momentum will be defined relative to every, inertial (...) or not, reference frame. And I will present a view that in the research process under Newtonian mechanics the accumulation of those models of the relation that satisfied some realistic conditions determined an additional structure of non-rotating frames to Leibnizian space-time. (shrink)

The uncertainty relation in quantum mechanics has been explicated sometimes as a statistical relation and at other times as a relation concerning precision of simultaneous measurements. In the present paper, taking the indefiniteness of individual experiments as represented by diameters of Borel sets in projection-valued measure, we mathematically distinguish four expressions, two statistical and two concerning simultaneous measurements, of the uncertainty relation, study their interrelations, and prove that they are nonequivalent to each other and to the eigenvector condition (EV) in (...) infinite-dimensional Hilbert space. (shrink)

This paper offers some ideas and methods of consensus building towards integration of values in flood control, environment, and landscape. These three factors sometimes oppose to each other in the process of construction of public infrastructure such as roadbuilding and river improvement. It is crucial to avoid or resolute conflicts between the government and the local people through project management with the consensus building process. In public works in Japan, flood control has been given priority over the environmental preservation and (...) the landscape conservation due to the perception that it is through flood control that the life and property of individuals are adequately protected. As a consequence, the landscape and the environment have been paid only lip‐service. In the case of the Ohashi River Project in Izumo region presented in this paper, however, the river repair process might entail a severe blow to the tourism industry and have a dramatic impact on the fishery resources of the region, which would be considered a major loss in terms of the urban development of the city. One of our concerns is thus to avoid any losses, through proper consideration of the relationship between the three crucial factors. In this paper, the author reports some ideas and methods that appear in “Basic Policy for the Development of the Area around Ohashi River” composed by the Matsue Review Committee on the Development of the Area around the Ohashi River, in which the author is involved as a committee member. The most important task of the Committee wasto search for the ideas and methods to harmonize the values of flood control, environment, and landscape. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed to 156 (...) art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)