Dewey\u27s Practice of Education : A Modernist or Postmodernist Approach?

20世紀におけるポストモダンの思想の興隆は,教育を含めた多くの分野に影響を及ぼした.本論文の目的は,デューイの教育思想や実践をポストモダンめ思想から考察する点にある.そのため,まず「モダン」と「ポストモダン」の定義を整理し,これらの思想における教育の条件について述べる.次に,デューイの教育実践や学習に対する考えを述べる.実際デューイはポストモダンの時代に生きてはいない.また,デューイの教師の役割に対する期待をポストモダンの思想に含めることに限界があると考える.しかし,デューイの養育思想と実践をポストモダンの視点から考察した結果,この2つの間に驚くほど意味深い共通点が存在することが分かった.The rise of the philosophy of "postmodernism" in the twentieth century had influence on various fields including the realm of education. The aim of the present paper is to examine Dewey\u27s thought and practice of education in relation to the philosophy of postmodernists. In order to do so, first, the definitions of "modernism" and "postmodernism" will be organised. The conditions of education under these thoughts will also be described. Then, Dewey\u27s view on teaching practice and learning will be reviewed. It is true that Dewey did not live in the time of postmodern era. It is also true that there is a limit in including Dewey\u27s expectations on the role of teachers as a postmodernist one. However, examining Dewey\u27s thought and practice of education from postmodernist perspectives, the present paper found that there were surprisingly profound commonalities between Dewey\u27s thoughts and practice of education and those of postmodernists\u27philosophy

アジアの初等教育における言語カリキュラムの時間配分──比較制度分析──

学校で教えるカリキュラムは,国家の政治的,経済的,社会文化的要因が複雑に絡み合い形成されている.本稿のねらいは,アジアの初等教育における外国語または公用語としての英語教育と国語教育の時間配分に,国家の政治的,経済的,社会文化的要因がどのように影響しているのかを検証する.対象国が限定されていることから,統計的に有意な要因を特定化することが困難であった.しかし,本稿の目的は,統計的に有意な結果のみを検討するのではなく,言語カリキュラムの時間配分におそらく関連があると考えられる要因を探ることにある.結果は,英語教育の時間配分には,英語圏による植民地化の歴史め有無が最も強く関連していた.その他,国家の経済水準も関連している可能性がある.国語教育の時間配分には,国家の民族的言語的多様性と経済水準,さらには政治的多様性と独立した年がこの順め強さで関連している可能性があると考えられる.英語と国語の時間配分を規定している要因は国家の能動的な行為を反映していると考えられ,世界システムの影響は認められなかった.言語カリキュラムと国家の構造特性との関連を検討することは,その確立過程と現状を考える上で有益である.より統計的に有意な議論を可能にするために,充実したカリキュラムのデータ・ベースの整備が求められる.What to be taught and included in school curriculum is nothing neutral but it reflects political, economic, social and social and cultural influence on curriculum. The aim of the present paper is to examine such influence on both English and national language education in primary education in Asia. Due to a limited number of countries available for data analyses, it was difficult to specify statistically significant variables influencing curriculum time allotment for English and national language education. The goal of the present paper, however, is not only to examine only statistically significant factors but also to investigate factors that may be statistically weak but probably influential on the result of curriculum time allotment. As a result, the fact of having a colonization history from English speaking countries has most significant influence on deciding education of English language time ratio. The nation-state\u27s economic level is also possibly related. For the national language education, ethnic linguistic diversity and economic level, political fractionalization and the year of independence are possibly relevant to its time ratio in this respective order. Factors influencing the time ratio of both English and national language education in primary education reflect nation-state\u27s active action, and the influence of world system was not detected. Examining the relationship of language education and national features should give us valuable information in understanding the development process as well as the present condition of curriculum. Thus, it is necessary to improve a data base on curriculum

Competition of Escherichia coli DNA Polymerases I, II and III with DNA Pol IV in Stressed Cells

Escherichia coli has five DNA polymerases, one of which, the low-fidelity Pol IV or DinB, is required for stress-induced mutagenesis in the well-studied Lac frameshift-reversion assay. Although normally present at ∼200 molecules per cell, Pol IV is recruited to acts of DNA double-strand-break repair, and causes mutagenesis, only when at least two cellular stress responses are activated: the SOS DNA-damage response, which upregulates DinB ∼10-fold, and the RpoS-controlled general-stress response, which upregulates Pol IV about 2-fold. DNA Pol III was also implicated but its role in mutagenesis was unclear. We sought in vivo evidence on the presence and interactions of multiple DNA polymerases during stress-induced mutagenesis. Using multiply mutant strains, we provide evidence of competition of DNA Pols I, II and III with Pol IV, implying that they are all present at sites of stress-induced mutagenesis. Previous data indicate that Pol V is also present. We show that the interactions of Pols I, II and III with Pol IV result neither from, first, induction of the SOS response when particular DNA polymerases are removed, nor second, from proofreading of DNA Pol IV errors by the editing functions of Pol I or Pol III. Third, we provide evidence that Pol III itself does not assist with but rather inhibits Pol IV-dependent mutagenesis. The data support the remaining hypothesis that during the acts of DNA double-strand-break (DSB) repair, shown previously to underlie stress-induced mutagenesis in the Lac system, there is competition of DNA polymerases I, II and III with DNA Pol IV for action at the primer terminus. Up-regulation of Pol IV, and possibly other stress-response-controlled factor(s), tilt the competition in favor of error-prone Pol IV at the expense of more accurate polymerases, thus producing stress-induced mutations. This mutagenesis assay reveals the DNA polymerases operating in DSB repair during stress and also provides a sensitive indicator for DNA polymerase competition and choice in vivo

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Remitting Seronegative Symmetrical Synovitis with Pitting Edema Syndrome Worsen after the Administration of Dulaglutide

Remitting seronegative symmetrical synovitis with pitting edema (RS3PE) syndrome is characterized by symmetrical polyarthritis and limb pitting edema. Although the detailed mechanisms of this syndrome have not been clearly understood, some agents including dipeptidyl peptidase-4 inhibitors have been reported to induce RS3PE syndrome. However, glucagon-like peptide-1 (GLP-1) analogues have not been reported to be associated with this syndrome. A 91-year-old woman was admitted to our hospital with complaints of severe polyarthritis and limb edema. She was diagnosed with RS3PE syndrome. Oral prednisolone improved her symptoms. However, her symptoms worsened after the administration of dulaglutide, with elevated serum inflammatory markers. Discontinuation of dulaglutide without additional treatment improved her symptoms and laboratory findings. This case might indicate the possibility of development and worsening of RS3PE syndrome caused after GLP-1 analogue