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飯嶋 裕治, 和辻哲郎の準目的論的行為論 : 現代行為論の文脈から (日本倫理学会第七十回大会 共通課題「和辻倫理学の可能性」報告), 倫理学年報 = Annuals of ethics, 69, 30-39, 2020.04. |
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田尾 周一郎, 田中 岳, 飯嶋 裕治, 副島 雄児, 「課題研究」科目における早期の研究体験の意義について 「学際」系学士教育課程への示唆, 基幹教育紀要 = Bulletin of kikan education, 6, 6, 51-63, 2020.03, Effects of research experience in the bachelor program have in recent years been reappreciated as meaningful in various studies on education. However, there has been no clear argument how to embed research experience in interdisciplinary bachelor programs that deal with important issues for contemporary society. Here, we will introduce such efforts in the 21st Century Program of Kyushu University and reflect on these as a start for future discussion. In the curriculum of the 21st Century Program, "Independent research" is offered in the second year, and followed by "graduation research." The course is set up to enable research by raising the individual student's awareness of the subject. In this article, we will highlight the achievements of students through "Independent research" and reaffirm the significance of research experience in the undergraduate curriculum. We will further consider how the research experience can effectively be linked to the graduation research based on data analysis that provides a classification of research topics.. |
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鎌滝 晋礼, 小島 健太郎, 飯嶋 裕治, 内田 竜也, 大河内 豊, 大久保 文哉, 斎藤 新悟, 猿渡 悦子, セビリア アントン, 田中 真理, 野瀬 健, 川島 啓二, 安永 和央, 木村 政伸, 基幹教育セミナーにおける学生の意識の変容 4学期制導入に伴う授業内容変更とセミナーの意義に焦点を当てて, 基幹教育紀要 = Bulletin of kikan education, 5, 57-74, 2019.03, The purpose of the study is to investigate the change of awareness of student during the "KIKAN Education Seminar" for first year students in Kyushu University. The "KIKAN Education Seminar" first started under the semester system in April 2014 and had been reconstructed in response to the shift to the quarter system in April 2017. We developed new units and combined several units, while maintaining the educational purpose of the seminar. In order to evaluate the educational effects (including the change of student's awareness), we surveyed the change of student's attitudes from 2016 to 2017 using a questionnaire. This questionnaire focused on their learning motivation, communication skills, perspective on the future, and view of the significance of university learning. Typical results of the questionnaire and text-mining analysis concerning learning beliefs clarified that the score in 2017 about the significance of learning in university improved over 2016. The acquirement of new learning beliefs may be related to newly introduced contents. These results show the value of this seminar in the first year experience and the improvement of the quality of education due to the shift to the quarter system. We re-found the significance of this seminar via this research.. |
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飯嶋 裕治, マクダウェル-ドレイファス論争における「概念能力」への問い : われわれは没入的対処において何に反応・応答しているのか?, 哲学論文集, 53, 53, 1-32, 2017.09. |
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飯嶋 裕治, 実践的推論と行為の全体論的構造 : アンスコムの目的論的行為論のさらなる拡張, 西日本哲学年報, 24, 39-56, 2016.10. |
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小島 健太郎, 飯嶋 裕治, 内田 竜也, 緒方 広明, 川島 啓二, 斎藤 新悟, 佐合 紀親, 猿渡 悦子, 田中 岳, 田中 真理, 野瀬 健, 新入学生の意識調査に基づく基幹教育セミナーの学習成果の検討, 基幹教育紀要 = Bulletin of kikan education, 10.15017/1650903, 2, 73-85, 2016.03, Based on a freshman attitude survey, learning outcomes of KUCAN education seminar are studied. KIKAN education seminar, which is a required subject for the first-year students, has newly started in April 2014 at Kyushu University. Main purpose of the seminar is to cultivate students' active and motivated learning style, which is considered to be a key ingredient for obtaining successful outcomes in life-long learning. The Inputs-Environment-Outputs model proposed by Astin suggests that learning outcomes of the seminar depend on personal qualities the students initially have. In order to study learning outcomes of the seminar, we surveyed freshman attitudes in Kyushu University in 2014 and 2015, focusing on their learning motivation, communication skills, and future perspective. The result revealed some aspects of attitudes and skills of first-year students in Kyushu University. Furthermore, we surveyed the students' self-evaluations of outcomes of learning in the seminar. Based on the surveys, we analyzed the students' answers and discussed the dependence of the attitudes on the outcomes. The analysis implied that the students who initially has clear targets in their future tend to get large outcomes in the seminar.. |
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飯嶋 裕治, 和辻哲郎の言語哲学 : 「日本語で哲学する」ことの前提認識をめぐって, 哲学論文集, 10.15017/1564297, 51, 51, 61-84, 2015.09. |
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飯嶋 裕治, 大正改元期における和辻哲郎と田中王堂 : 教養主義・ニーチェ解釈・日本文化研究 (特輯 大正改元百年), 比較文學研究, 100, 33-62, 2015.06. |
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野瀬 健, 飯嶋 裕治, 小島 健太郎, 佐合 紀親, 斎藤 新悟, 猿渡 悦子, 田中 岳, 内田 竜也, 基幹教育セミナーの実施体制について, 基幹教育紀要 = Bulletin of kikan education, 10.15017/1495421, 1, 57-62, 2015.03. |
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飯嶋 裕治, 和辻哲郎の解釈学的行為論に見る「個人」的存在の可能性 : 「資格」と「徳」を手がかりに, 思想, 1061, 43-58, 2012.09. |
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飯嶋 裕治, 和辻哲郎の倫理学における「信頼の行為論」について－ハイデガーとの対比から見る日常性における共生のあり方をめぐって, 共生の現代哲学－門脇俊介記念論集（UTCP Booklet 18）, 77-99, 2011.02. |
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飯嶋 裕治, 「全体性の認知可能性」について--規範的行為の構造の解釈学的解明のために, 超域文化科学紀要, 15, 23-59, 2010.11. |
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飯嶋 裕治, 「解釈とは異なる、規則の把握の仕方」について--「規則のパラドクス」へのもう一つのアプローチ, 超域文化科学紀要, 10, 57-88, 2005.09. |
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飯嶋 裕治, 倫理学と思想史研究との関係--和辻哲郎、コミュニタリアニズムを手がかりに, 思想史研究, 2, 220-239, 2002.03. |
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飯嶋 裕治, 和辻哲郎における「国家」と「世界史」の問題--世界史における国民国家の自己形成構造, 思想史研究, 1, 154-165, 2001.03. |
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飯嶋 裕治, 思想史研究を要請する解釈学的倫理学について--和辻哲郎とチャールズ・テイラーとの対比から, 倫理学年報, 53, 3-17, 2004.04. |
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飯嶋 裕治, 和辻哲郎の倫理学における「規範性」の解釈学的構造--ハイデガーの現存在分析との対比から (日本現象学会第24回研究発表大会の報告), 現象学年報, 19, 97-105, 2003.11. |
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飯嶋 裕治, 和辻哲郎における日本文化史研究の始まり--その視点,方法的態度,実践的意義, 日本思想史学, 34, 112-130, 2002.09. |
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飯嶋 裕治, 解釈学的方法と所有の人間存在論--和辻哲郎の文化史研究とその存在論的背景, 倫理学年報, 50, 201-216, 2001.04. |
