Kokoro No Te

Kokoro no Te, translated into English as "handmade from the heart," is the philosophy behind this collection of small, high-fashion craft projects that have a distinctive Japanese flair. Featuring purses, pins, sewing accoutrements, and the author's own temari balls, the 30 original hand-sewn designs combine surprisingly simple techniques with exquisite colors and fabrics, allowing sewers to create lavish objets d'art, with delicate beading and embroidery, easily and inexpensively. A pattern for a doll-sized kimono is included. The color photographs and line drawings show multiple points of view for each project and show precisely how each artful, stylish, and charming piece comes together.--From publisher description.

Among the great authors of postwar Japan, Abe Kōbō (1924–1993) is the mechanic. Works such as "The Woman in the Dunes" (1962), which brought him worldwide renown, conduct a profound analysis of human existence, while revelling in technical detail. The early postwar years were not only formative for Abe as a writer and political activist, they were also formative years for Japanese literature, culture, and politics. While progressing, in his own words, "from existentialism, to surrealism, and on to Communism", Abe published numerous treatises, tracts and other essays of various kinds concerning revolutionary aesthetics and the historic role of the arts, between artistic autonomy and social commitment. Abe's essays show the maturing of both his artistic and aesthetic agenda, and of his essay style. This process also involves political disillusionment, raising the question of what bearing Abe's earlier radical positions have on his more mature work. This study examines Abe Kōbō's programmatic essays written between his repatriation from Manchuria in 1947 and his expulsion from the Communist Party in 1962. The texts are placed in the context of the artistic and political groups in which he was active, and of the broader literary issues of the time, centring on the quest for a new beginning in literature.

Based on case studies of 11 societies in the world’s most dynamic region, this book signals a new direction of study at the intersection of citizenship education and the curriculum. Following their successful volume, Citizenship Education in Asia and the Pacific: Concepts and Issues (published as No. 14 in this series), the editors, widely regarded as leaders in the field in the Asia-Pacific region, have gone beyond broad citizenship education frameworks to examine the realities, tensions and pressures that influence the formation of the citizenship curriculum. Chapter authors from different societies have addressed two fundamental questions: (1) how is citizenship education featured in the current curriculum reform agenda in terms of both policy contexts and values; and (2) to what extent do the reforms in citizenship education reflect current debates within the society? From comparative analysis of these 11 case studies the editors have found a complex picture of curriculum reform that indicates deep tensions between global and local agendas. On one hand, there is substantial evidence of an increasingly common policy rhetoric in the debates about citizenship education. On the other, it is evident that this discourse does not necessarily extend to citizenship curriculum, which in most places continues to be constructed according to distinctive social, political and cultural contexts. Whether the focus is on Islamic values in Pakistan, an emerging discourse about Chinese ‘democracy’, a nostalgic conservatism in Australia, or a continuing nation-building project in Malaysia – the cases show that distinctive social values and ideologies construct national citizenship curricula in Asian contexts even in this increasingly globalized era. This impressive collection of case studies of a diverse group of societies informs and enriches understanding of the complex relationship between citizenship education and the curriculum both regionally and globally.

Seven authors describe the controversial nature of patriotism andcitizenship education in their country, basing their account andrecommendations upon their philosophical understanding of educationand schooling. Offers differing national perspectives on patriotism acrossthe United States, South Africa, New Zealand, Australia, Japan andEngland Discusses varying accounts of how patriotism and citizenshipeducation should be handled as part of the school curriculum Provides crucial insights into how schools handle social andpolitical demands on controversial topics

Bestselling author Kumiko Sudo creates 45 exquisite handmade gifts in fabric, each with a flair that is uniquely Japanese. Easy-to-follow patterns, beautiful photographs, and colorful step-by-step drawings help the projects come together quickly--many in less than an hour. Whether they are created in kimono silks or in contemporary cottons, these tiny boxes, purses, decorative toys, incense pouches, and good luck charms all make delightful gifts.

The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Kuki Shûzô (1888–1941), one of Japan’s most original thinkers of the twentieth century, is best known for his interpretations of Western Continental philosophy. His works on and of poetry are less well known but equally illuminating. During his eight years studying in Europe in the 1920s, Kuki spent time in Paris, where he wrote several collections of poetry and many short poems in the tanka style. Included in this volume are these Paris poems as well as other verses that Kuki appended to a long essay on poetry, "Rhymes in Japanese Poetry," written in 1931. Included as well are translations of two of Kuki’s major critical essays on poetry, "The Genealogy of Feelings: A Guide to Poetry" (1938) and "The Metaphysics of Literature" (1940). Michael Marra, one of the West’s foremost authorities on modern Japanese aesthetics, prefaces his translations with an important essay that gives an account of the current state of Kuki studies in English and presents an intriguing and original interpretation of Kuki’s writings. Marra argues that there is an unresolved tension in Kuki’s thought between a desire to overcome the rigid schemes of metaphysics, garnered from his knowledge of French and German philosophy, on the one hand, and a constant hesitation to let those schemes go, which is expressed in his verse.

Feelings play an enormous part in our lives, but their expression is often neglected in foreign language education. How do I communicate happiness, surprise, or anger? How do others communicate these emotions to me? Such questions become increasingly relevant as we become more competent in the language we are learning. Expressive Japanese is the first detailed guide to emotion words and expressive strategies for students of the language. Words connoting feelings, such as "kanashii" (sad), are important in everyday Japanese conversation, but communicating emotions effectively also requires the use of expressive strategies, such as "Nani?" (What the heck?), "Yattaa!" (I did it!), or "Hottoite!" (Leave me alone!). Introductory chapters examine the characteristics, constraints, and history of expressive Japanese and discuss linguistic variations and styles and how these play a part in conveying emotion and empathy. There follow more than seventy entries that draw on hundreds of authentic examples taken from a variety of sources, including television dramas, comics, interviews, novels, essays, newspaper articles, and web sites. In these examples, students will find playful and creative uses of expressions that do not usually appear in language textbooks. English cues and key Japanese expressions are indexed at the back of the volume, making this a handy reference for anyone who possesses a grasp of the fundamentals of elementary Japanese. Based on extensive research by a prominent linguist and teacher, Expressive Japanese brings learners into the world of real human interaction and effectively illustrates how native speakers use language to convey identity and a sense of self as well as to communicate feelings and emotion.