So I applied, and after an exchange of letters, I fl ew to Edmonton for an interview. My theater history credentials were good, but I noticed that the man who was leaving had stuck to the Western theater tradition. He had taught nothing about performance traditions in India or China or Japan. I wanted to include Asia in my curriculum. It was a very pleasant interview, and at the end the Theater Department chairman said he would pick me up later a my hotel, and we would have dinner at his home, “and a few drinks till it gets dark.” I didn’ t realize that this last comment was a joke. Edmonton, Alberta, is about 800 kilometers north of the continental US. It was late in June, about the time of the longest day in the year. I didn ’ t fully appreciate how important that combination of place and date were until later. We had a lovely dinner, and some scotch and water afterward. And then another, and another. I started to get very drunk, and then I looked at my watch. It was 10:30 at night and the sun was still up. The chairman saw the puzzlement in my face and laughed and said, “Welcome to Canada in the summer, Scott. If you keep drinking till sundown, you ’ ll be in bad shape tomorrow. Go back to your hotel and come to my offi ce tomorrow morning at ten.” The sun went down about midnight. And it came up at 2:30 in the morning. This was a very exotic experience. The next morning, the chairman asked me to sit down while he made a telephone call. He phoned the Dean of the Humanities Faculty, and he told the Dean he wanted to hire an American teacher. The Dean apparently asked a question, was happy with the answer, and when the Chairman hung up, he said, “You’ re hired. Congratulations. “ I was delighted, but also curious about the question the Dean had asked. “He asked if any Canadians with equal qualifi cations had applied, and I said no. ” I was very impressed with the speed and effi ciency of all this, not to mention the power of chairmen and deans at the University of Alberta. So, a couple of months later, I drove to Edmonton, and started my fi rst full-time job as a teacher.
4. The average person between ages 15 and 24 spends two to two-and-a-half hours a day watching television and seven minutes reading. (Mehagan, 2007) It’s clear that technological progress has contributed to the decline in reading: “A hundred years ago, on days when no circus was in town, people looking for entertainment had three alternatives: fulfi lling biological needs, talking or reading. Those looking for information were restricted to the latter two” (Stephens, 1997). Writing in 1997, Stephens noted that “Movies, recordings, radio, telephones, computers, photocopiers and fax machines” contributed to the decline in reading, but noted that the “largest threat” came from television. In 2014, there are more challenges to distract people from books: high speed internet, video games and the constant stream of data from smartphones and tablets all demand people’s time. As the media has become more sophisticated, so has the marketing. Therefore, huge amounts of audiovisual information compete for the attention of potential consumers. Although this change to a multi- tasking lifestyle has been criticized for undermining people’s abilities to concentrate and recall information (Merrill, 2012), we need to accept that audiovisual communication is a key part of modern life. People who master audiovisual communication will fi nd it easier to grab people’s attention. In other words, used correctly, audiovisual communication is an effective way to inform, persuade and entertain. One of the most successful audiovisual communicators is Steve Jobs, whose keynote presentations inspired audiences and helped to make Apple into the most profi table consumer electronics company in the world (Epstein, 2013). The presentation course in this report drew inspiration from the style of Steve Jobs, and Garr Reynolds (an ex-Apple employee).
― New York Times, September 9, 2003
⒃ でも、according to Enterprise Rent-a-Car. と according to me が対照的に用いられている。 ⒄ Zoom The family camera when I was growing up in the 1950s was the Argus C3. I can
still see the camera in its leather case, even though the camera and many of the pictures taken with it have vanished. Years later, cameras, photographs and prints had become digital, and the means of producing and distributing a photograph had changed radically once again. But what does this mean for posing? Does it mean that because of changing technology that images have become more truthful? More candid? Less posed? More true?
Another is for there to be more ‘original’ or ‘creative’ writing. English continues to focus on enabling you to respond to the world around you. (Robert Eaglestone 133 )
私たち日本の英文学専攻者にとって有意義だと思われる箇所を、本稿の論旨である実践知性 としての英文学研究の視点からまず引用したが、実は著者ロバート・イーグルストンは第 1 部 第 1 章 ‘Where did English come from?’ の中で、英文学という学科目がどのような歴史的背景 のもとでイギリスに設置されるに至ったかを詳述している。英文学の本家であるイギリスの事 情を知っておくことも大切であろうから、以下に、簡潔にまとめてみる:「元々英文学研究なる ものはイギリスの大学では受け入れられず、特に古典学の教授たちにとっては無用の長物であ った。ところがこの英文学は 1835 年、一つの正式な学科目としてインドにおいて誕生した。当 時インドを統治していたイギリスは、英文学研究を通して現地のインド人をイギリス化させよ うと目論んだのである。そしてやがてこれがイギリスに逆輸入されることになる。そうした逆 輸入者の代表的人物が、詩人・思想家のマシュー・アーノルド(Matthew Arnold)であり、 彼は当時のイギリス人に文学的教養を身につけさせようと思ったのである。具体的には、有益 で文明的な道徳的価値観の修得が目標とされた。これに対して、英文学を研究してもほとんど 意味がないと考える一派も存在し、彼らは、教養ではなく、むしろ言語研究としての英文学を 志向した。こうしたせめぎあいの中、1893 年オクスフォード大学に英文学の学位コースが導入 されたが、英文学専攻は主としてフィロロジー研究を意味した。この流れが変わるのは 1917 年 以降である。ケンブリッジ大学の講師たちが中心となって、主としてフィロロジーから成り立 っている英語専攻コースの抜本的改革を進め、やがて言語研究だけではない、今日の私たちが 知っている豊潤な英文学の基礎が作られたのである」。
「太平洋問題調査会とその時代」共著(2010)春風社 119-159
「日本人の性格構造とプロパガンダ」単著(2011)ミネルヴァ書房 1-263 学術論文
“One Aspect of Nakae Chomin’s Process of Thought Expressed in Min’yaku-ron, Saku-ron, and Min’yaku Yakkai” 単著(1986)関西大学文学論集 47-64
2002 年 DaF in Japan ― Zur Entstehung und Entwicklung des DaF-Seminars der japanischen Gesellschaft der Germanistik. In: M.Sugitani/S.Slivensky/Sh.Nakagawa (eds.) Päda-
gogische Interaktion und Interkulturelles Lernen im Deutschunterricht pp. 2
42.(単著)
単著 平成元年 3 月 関西大学経済政治研究所 「研究双書」 第 67 冊 pp. 130-155. “Sketch-tour books and prints of the early twentieth century”
単著 平成 2 年 1 月 Andon Vol. 10, No. 37 pp. 3-33.
“The ‘Sketch-Tour’ Books and Prints and the Role of Osaka Publisher KANAO Tanejiro” 単著 平成 3 年 3 月 関西大学経済政治研究所「研究双書」第 77 冊 pp. 86-127. “The Japanology Class and the Audio-Visual Center”
there is a Twitter team dealing with it. ― Marketing, November 28, 2012
「E メール」の意味では、email だけでなく email message という表現も使われる。次の例を 見て欲しい。
(12) Correction: As my colleague Brad Stone–and a number of commenters on this blog pointed out, Steve Jobs did, in fact, disclose his pancreatic cancer after he was operated on in 2004. He did so by sending an email message to Apple employees after his successful surgery. I still think it would have been more appropriate for the board to make the announcement to shareholders. Nonetheless, I stand corrected.
“school”=「学校」、 “lessons in things like music, dance, and tea ceremony”=「音楽や踊り、茶 道などの授業」、“training”=「訓練」といった、単に辞書的な意味をそのままあてはめただけ の、「文脈」を無視した訳語の選択にある。
“school”は「学校」でよいだろうか。たしかに、辞書的な意味では「学校」(と一般的にわ れわれが呼んでいるところのもの)でよいのだが、ことばはそれが使われるコンテクスト ― この場合は対象文化や時代背景等の「小説世界」という枠組み ― の中で考え、再分析しない と適切な「意味」(したがって訳語)を与えることはできない。上記の例も、そういう視点から 見れば“training”は「(日本での「習いごと」についての一般的な用語である)お稽古」であ り、“lessons in things like music, dance, and tea ceremony”は「(芸者が基本的な教養として 身につけるべき)三味線やお囃子、踊り、お茶の作法など」の「お稽古」ということになる。 “school” はそういうお稽古を受ける場所を指す。