<\/p>\n\n\n\n
![\"\"](\"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-content\/uploads\/sites\/233\/2026\/08\/image-1.png\")
<\/figure>\n\n\n\n<\/p>\n\n\n\n
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9\u6708\u306b\u5f7c\u304c\u82f1\u56fd\u3078\u623b\u3063\u305f\u3089\u3001\u4e00\u7dd2\u306b\u30b7\u30a7\u30d5\u30a3\u30fc\u30eb\u30c9\u3067\u8cc7\u6599\u3092\u63a2\u3057\u3066\u307f\u3088\u3046\u3001\u3068\u3044\u3046\u8a71\u306b\u306a\u3063\u305f\u3002<\/p>\n\n\n\n \u5199\u771f\u304c\u898b\u3064\u304b\u308b\u304b\u3069\u3046\u304b\u306f\u5206\u304b\u3089\u306a\u3044\u3002<\/p>\n\n\n\n \u3080\u3057\u308d\u3001\u898b\u3064\u304b\u3089\u306a\u3044\u53ef\u80fd\u6027\u306e\u65b9\u304c\u9ad8\u3044\u306e\u304b\u3082\u3057\u308c\u306a\u3044\u3002<\/p>\n\n\n\n \u305d\u308c\u3067\u3082\u3001\u4e00\u4eba\u3067\u30e1\u30fc\u30eb\u3092\u66f8\u3044\u3066\u3044\u305f7\u6708\u306b\u306f\u306a\u304b\u3063\u305f\u9053\u304c\u3001\u30e2\u30f3\u30c8\u30ea\u30aa\u30fc\u30eb\u3067\u4eba\u306b\u4f1a\u3063\u305f\u3053\u3068\u3067\u4e00\u672c\u5897\u3048\u305f\u3002<\/p>\n\n\n\n \u7814\u7a76\u3068\u3044\u3046\u306e\u306f\u3001\u3053\u3046\u3044\u3046\u3075\u3046\u306b\u3082\u9032\u3080\u3002<\/p>\n\n\n\n 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\u5b50\u3069\u3082\u306e\u58f0\u306f\u3001\u5b50\u3069\u3082\u306e\u5185\u5074\u306b\u5b8c\u6210\u54c1\u3068\u3057\u3066\u3057\u307e\u308f\u308c\u3066\u3044\u3066\u3001\u305d\u308c\u3092\u6559\u5e2b\u304c\u50b7\u3064\u3051\u306a\u3044\u3088\u3046\u614e\u91cd\u306b\u53d6\u308a\u51fa\u305b\u3070\u3088\u3044\u3001\u3068\u3044\u3046\u3082\u306e\u3067\u306f\u306a\u3044\u3002<\/p>\n\n\n\n \u58f0\u306f\u3001\u4eba\u3068\u306e\u95a2\u4fc2\u306e\u306a\u304b\u3067\u751f\u307e\u308c\u308b\u3002<\/p>\n\n\n\n \u8a00\u8449\u3092\u4e0e\u3048\u3089\u308c\u3001\u5fdc\u7b54\u3055\u308c\u3001\u3068\u304d\u306b\u306f\u601d\u3044\u3082\u3088\u3089\u306a\u3044\u65b9\u5411\u3078\u9032\u3093\u3067\u3044\u304f\u3002<\/p>\n\n\n\n \u8003\u3048\u3066\u307f\u308c\u3070\u3001\u7814\u7a76\u3082\u4f3c\u3066\u3044\u308b\u3002<\/p>\n\n\n\n \u30b7\u30a7\u30d5\u30a3\u30fc\u30eb\u30c9\u306b\u4e00\u679a\u306e\u5199\u771f\u304c\u3042\u3063\u305f\u3002<\/p>\n\n\n\n 15\u5e74\u304b20\u5e74\u524d\u3001\u5ca9\u9593\u5148\u751f\u306f\u305f\u3057\u304b\u306b\u305d\u308c\u3092\u898b\u305f\u3002<\/p>\n\n\n\n \u3051\u308c\u3069\u4eca\u3001\u305d\u308c\u304c\u3069\u3053\u306b\u3042\u308b\u306e\u304b\u306f\u8ab0\u306b\u3082\u5206\u304b\u3089\u306a\u3044\u3002<\/p>\n\n\n\n \u300cBeatrice Ensor\u300d\u3067\u63a2\u3057\u3066\u3082\u898b\u3064\u304b\u3089\u305a\u3001\u300cBeatrice Norman\u300d\u3068\u3044\u3046\u540d\u524d\u304c\u73fe\u308c\u305f\u3002<\/p>\n\n\n\n \u5927\u5b66\u306e\u30a2\u30fc\u30ad\u30d3\u30b9\u30c8\u304c\u5225\u306e\u8cc7\u6599\u3092\u898b\u3064\u3051\u3066\u304f\u308c\u305f\u3002<\/p>\n\n\n\n \u5ca9\u9593\u5148\u751f\u306e\u5bb6\u304b\u3089\u53e4\u3044\u8cc7\u6599\u304c\u51fa\u3066\u304d\u305f\u3002<\/p>\n\n\n\n \u305d\u3057\u3066\u3001\u307e\u3063\u305f\u304f\u5225\u306e\u76ee\u7684\u3067\u51fa\u304b\u3051\u305f\u30e2\u30f3\u30c8\u30ea\u30aa\u30fc\u30eb\u3067\u3001\u30b7\u30a7\u30d5\u30a3\u30fc\u30eb\u30c9\u5927\u5b66\u306e\u7814\u7a76\u8005\u3068\u51fa\u4f1a\u3063\u305f\u3002<\/p>\n\n\n\n 9\u6708\u306b\u306f\u4e8c\u4eba\u3067\u3001\u305d\u306e\u7d9a\u304d\u3092\u63a2\u3059\u3002<\/p>\n\n\n\n \u5199\u771f\u306f\u898b\u3064\u304b\u3089\u306a\u3044\u304b\u3082\u3057\u308c\u306a\u3044\u3002<\/p>\n\n\n\n \u203b\u203b\u203b \u4eba\u306b\u5c0b\u306d\u3001\u9593\u9055\u3048\u3001\u5225\u306e\u540d\u524d\u3092\u77e5\u308a\u3001\u601d\u3044\u304c\u3051\u306a\u3044\u4eba\u3068\u51fa\u4f1a\u3044\u306a\u304c\u3089\u3001\u5c11\u3057\u305a\u3064\u554f\u3044\u306e\u65b9\u304c\u5909\u308f\u3063\u3066\u3044\u304f\u3002<\/p>\n\n\n\n \u751f\u6d3b\u3082\u3001\u305f\u3076\u3093\u540c\u3058\u306a\u306e\u3060\u308d\u3046\u3002<\/p>\n\n\n\n \u4e88\u5b9a\u3069\u304a\u308a\u5c4a\u304f\u306f\u305a\u3060\u3063\u305f\u30b9\u30fc\u30c4\u30b1\u30fc\u30b9\u306f\u9ed2\u3044\u5305\u307f\u306b\u306a\u3063\u3066\u73fe\u308c\u3001\u5143\u6c17\u3060\u3063\u305f\u5b50\u3069\u3082\u306f\u65c5\u5148\u306739\u5ea6\u306e\u71b1\u3092\u51fa\u3059\u3002<\/p>\n\n\n\n \u305d\u3057\u3066\u3001\u305d\u306e\u5b50\u3069\u3082\u304c\u6570\u65e5\u5f8c\u306b\u306f\u3001\u30ea\u30d0\u30d7\u30fc\u30eb\u306e\u91ce\u539f\u3067\u30d6\u30e9\u30c3\u30af\u30d9\u30ea\u30fc\u3092\u6458\u3093\u3067\u3044\u308b\u3002<\/p>\n\n\n\n \u81ea\u5206\u306e\u601d\u3044\u3069\u304a\u308a\u306b\u306a\u3089\u306a\u3044\u3082\u306e\u3068\u4e00\u7dd2\u306b\u751f\u304d\u308b\u3053\u3068\u3002<\/p>\n\n\n\n \u6559\u80b2\u306b\u3064\u3044\u3066\u8003\u3048\u3066\u304d\u305f\u554f\u3044\u304c\u3001\u3053\u306e5\u304b\u6708\u306e\u66ae\u3089\u3057\u306e\u306a\u304b\u3067\u3001\u5c11\u3057\u305a\u3064\u5225\u306e\u610f\u5473\u3092\u6301\u3061\u306f\u3058\u3081\u3066\u3044\u308b\u3002<\/p>\n\n\n\n \u7a93\u306e\u5916\u3067\u306f\u3001\u4eca\u65e5\u3082\u98a8\u304c\u8349\u3092\u63fa\u3089\u3057\u3066\u3044\u308b\u3002<\/p>\n\n\n\n \u5b50\u3069\u3082\u305f\u3061\u306f\u3001\u307e\u305f\u4f55\u304b\u3092\u898b\u3064\u3051\u305f\u3089\u3057\u3044\u3002<\/p>\n\n\n\n \u30b7\u30a7\u30d5\u30a3\u30fc\u30eb\u30c9\u306e\u5199\u771f\u3082\u3001\u3044\u3064\u304b\u898b\u3064\u304b\u308b\u3060\u308d\u3046\u304b\u3002 It has now been five months since I came to the UK.<\/p>\n\n\n\n Over the past month or so, I have travelled quite a long way.<\/p>\n\n\n\n In July, I went to Bristol. In August, I crossed the Atlantic alone to Montreal, Canada. After returning to Manchester, I joined my parents-in-law, who come to England every summer, and we travelled through Manchester, Liverpool, and Cheltenham. I am now staying with relatives in Cornwall.<\/p>\n\n\n\n Beyond the sunroom where I am writing this, gentle hills stretch into the distance.<\/p>\n\n\n\n We are staying in a lodge my uncle built himself. We eat food grown in the garden. Chickens and pigs are kept nearby. Here, the chickens and pigs are raised and, in the end, slaughtered and eaten by the family themselves. We are, of course, enjoying only the most pleasant parts of that way of life.<\/p>\n\n\n\n Whenever I come to a place like this, I inevitably think of Shimane.<\/p>\n\n\n\n I will return to that a little later.<\/p>\n\n\n\n What I Thought About in Montreal<\/strong><\/p>\n\n\n\n From 11 to 14 August, I attended the International Network of Philosophers of Education conference in Montreal.<\/p>\n\n\n\n Montreal is often called the \u201cParis of North America,\u201d and French is everywhere. If you speak to people in English, they will usually reply in English, but looking only at the signs, I sometimes found myself wondering exactly where in North America I was.<\/p>\n\n\n\n For me, the central event of the conference was a roundtable with the slightly alarming title, \u201cEducation as Violence.\u201d<\/p>\n\n\n\n Together with teachers and senior colleagues whom I deeply respect, I reconsidered Professor Yasushi Maruyama\u2019s long-standing ideas of the \u201ctragedy of education\u201d and the \u201cotherness of learners,\u201d with Wittgenstein\u2019s philosophy as a point of departure.<\/p>\n\n\n\n Education is usually spoken of as something that liberates children from oppression.<\/p>\n\n\n\n But what if the very act of teaching with good intentions also means incorporating another person into our language and our values?<\/p>\n\n\n\n Professor Maruyama has long examined this difficult problem as the violence inherent in education. In our roundtable, one of the shared questions was whether the learner\u2019s responses, which a teacher can neither fully predict nor control, might be understood not simply as failures of education but as opportunities to reopen the relationship between teacher and learner.<\/p>\n\n\n\n I brought into this discussion the writing pedagogy of Einosuke Ashida, whom I have studied for many years.<\/p>\n\n\n\n Ashida\u2019s method of zuii sendai, or free-topic writing, is well known as a practice in which children choose their own topics and write from their own lives. I myself began studying Ashida because I saw in this practice a form of children\u2019s freedom.<\/p>\n\n\n\n This time, however, I asked the question again.<\/p>\n\n\n\n Does writing freely really mean simply bringing out a \u201cvoice\u201d that already exists inside oneself?<\/p>\n\n\n\n In my presentation, I showed a drawing I had made when I was five.<\/p>\n\n\n\n It was a picture of my mother for Mother\u2019s Day, with the words:<\/p>\n\n\n\n \u201cShe plays with me. She cooks for me. I love my mom.\u201d<\/p>\n\n\n\n But I had not written those words. My kindergarten teacher had.<\/p>\n\n\n\n So whose words were they?<\/p>\n\n\n\n My teacher\u2019s? Mine? Or something that emerged in the space between my teacher and my five-year-old self?<\/p>\n\n\n\n A few years later, as an elementary school pupil, I wrote for myself:<\/p>\n\n\n\n \u201cI\u2019ve been playing too much lately and haven\u2019t been studying, so from now on I\u2019ll study every day.\u201d<\/p>\n\n\n\n This time the handwriting was mine, and the words were mine.<\/p>\n\n\n\n But why did a nine-year-old child decide that he had been \u201cplaying too much\u201d and ought to study every day?<\/p>\n\n\n\n Perhaps I had already learned to speak about myself in the language of school.<\/p>\n\n\n\n Writing is not a matter of taking a completed \u201cself\u201d and placing it onto paper.<\/p>\n\n\n\n We receive words from others, use them, sometimes reject them, sometimes transform them, and in doing so form our own voices.<\/p>\n\n\n\n So the educational question is not simply whether teachers should control children or set them free.<\/p>\n\n\n\n Teachers inevitably participate in the formation of a child\u2019s voice. But that does not make the meaning of that voice the teacher\u2019s property.<\/p>\n\n\n\n Can education remain answerable to a voice whose formation it has helped shape?<\/p>\n\n\n\n That was the question I wanted to pursue.<\/p>\n\n\n\n To make the problem still more difficult, I also examined Ashida\u2019s involvement in compiling Japanese-language readers for colonial Korea and the South Seas Mandate.<\/p>\n\n\n\n A man who valued children writing about their own lives was also involved in imperial education conducted through the Japanese language.<\/p>\n\n\n\n This is not simply a matter of saying that \u201cAshida was contradictory.\u201d<\/p>\n\n\n\n It points instead to a difficulty within education itself: the language that makes expression possible may also be the language through which people are incorporated into a particular world.<\/p>\n\n\n\n I have not solved this problem at all.<\/p>\n\n\n\n But one of the great things about conferences is that when you bring along a question you cannot solve by yourself, other people often return it to you in an even less solvable form.<\/p>\n\n\n\n That happened this time as well.<\/p>\n\n\n\n In the discussion after my presentation, I was asked to think further about the relationship between subject formation through linguistic norms and our responsibility to remain answerable to the other\u2019s voice that still emerges within those norms.<\/p>\n\n\n\n The outline of what I had been thinking became somewhat clearer. At the same time, I became more aware of how many questions still lie beyond it.<\/p>\n\n\n\n For a researcher, that is a rather happy state to be in.<\/p>\n\n\n\n Montreal Led Back to Sheffield<\/strong><\/p>\n\n\n\n Just as important as the intellectual discussion were the new encounters that came out of the conference.<\/p>\n\n\n\n One of the most unexpected was with a researcher affiliated with the University of Sheffield who studies Hu Shih.<\/p>\n\n\n\n He is currently spending time at Columbia University, but is due to return to the UK in September.<\/p>\n\n\n\n The moment I heard the word \u201cSheffield,\u201d I thought of an old photograph.<\/p>\n\n\n\n Since July, I have been trying to trace a historical photograph that may once have been held at the University of Sheffield.<\/p>\n\n\n\n It concerns Beatrice Ensor, one of the leading figures of the international New Education movement.<\/p>\n\n\n\n The search began with something Professor Hiroshi Iwama once told me.<\/p>\n\n\n\n Some fifteen or twenty years ago, Professor Iwama visited the University of Sheffield. While he was there, a member of staff brought out an extremely large group photograph from somewhere in the university.<\/p>\n\n\n\n In the photograph, a young female teacher sat surrounded by a large number of students.<\/p>\n\n\n\n It was apparently a young Beatrice Ensor.<\/p>\n\n\n\n The photograph was too large to reproduce at the time, and Professor Iwama had regretted ever since that he had not been able to make a copy.<\/p>\n\n\n\n Since I happened to be living in the UK, I decided to see if I could trace it. In July, I contacted Special Collections, Heritage, and Archives at the University of Sheffield.<\/p>\n\n\n\n But nothing could be found under the name \u201cBeatrice Ensor.\u201d<\/p>\n\n\n\n The archivist kindly checked both the University Archives and the Special Collections Archives. She did find a letter from Ensor among the Sheffield Educational Settlement Papers, but not the photograph itself.<\/p>\n\n\n\n Just when I thought the search had reached a dead end, Professor Iwama contacted me.<\/p>\n\n\n\n He had remembered something important.<\/p>\n\n\n\n At the time, she was not yet Beatrice Ensor.<\/p>\n\n\n\n She had not married, so her name was Beatrice Norman.<\/p>\n\n\n\n And this was well before the founding of the New Education Fellowship in 1921. Norman had apparently taught home economics in Sheffield in the 1910s, and Professor Iwama thought the photograph might have dated from that period.<\/p>\n\n\n\n A single change of name can make an archive look entirely different.<\/p>\n\n\n\n Historical research is sometimes like that.<\/p>\n\n\n\n A source that seems not to exist may simply be sleeping under another name.<\/p>\n\n\n\n Professor Iwama was also in the middle of reorganising his home, yet during that process he happened to find some old Sheffield-related materials and kindly sent them all the way to me in England.<\/p>\n\n\n\n Following the memory of a person who saw a photograph many years ago, trying to recover the image of a teacher from more than a century ago.<\/p>\n\n\n\n I think this is the kind of work I find irresistible.<\/p>\n\n\n\n And then, quite by chance, I met a Sheffield-based researcher in Montreal.<\/p>\n\n\n\n His own research is on Hu Shih.<\/p>\n\n\n\n Our specialisms are different.<\/p>\n\n\n\n But there is some connection in the fact that both of us are interested in ideas and education moving between East Asia and Britain, and in searching for sources in Sheffield.<\/p>\n\n\n\n When he returns to the UK in September, we plan to go to Sheffield and look through the materials together.<\/p>\n\n\n\n The photograph may not be there.<\/p>\n\n\n\n Perhaps it is more likely that we will not find it.<\/p>\n\n\n\n Still, there is now one more path than there was in July, when I was searching alone by email.<\/p>\n\n\n\n Meeting someone in Montreal created that path.<\/p>\n\n\n\n Research sometimes moves forward in just this way.<\/p>\n\n\n\n I Went to Montreal and Came Back with More Work in Britain<\/strong><\/p>\n\n\n\n Another unexpected opportunity emerged from the conference.<\/p>\n\n\n\n After the roundtable, I spoke with Dr Karsten Kenklies of the University of Strathclyde in Glasgow, who had chaired our session. During our conversation, the possibility came up that I might give a talk at Strathclyde.<\/p>\n\n\n\n After I returned to the UK, I emailed him, and the idea began to take more concrete shape.<\/p>\n\n\n\n The plan is to explore inviting me in the autumn, possibly with support from the Philosophy of Education Society of Great Britain. Because of that context, we are discussing a presentation that would be more explicitly philosophical rather than simply a report on Japanese educational history. October or November is currently being considered.<\/p>\n\n\n\n I travelled all the way to Montreal and somehow came back with two more things to do in Britain.<\/p>\n\n\n\n It is a little strange.<\/p>\n\n\n\n When you sit at a desk, research can look like solitary work.<\/p>\n\n\n\n In reality, however, it often moves forward because you meet someone, talk, are introduced to a source you did not know, or hear someone say, \u201cWhy don\u2019t we look together?\u201d or \u201cWhy don\u2019t you come and speak here?\u201d<\/p>\n\n\n\n More than anything, I felt extremely fortunate to have been able to sit around one table with teachers and senior colleagues I respect and discuss a shared question.<\/p>\n\n\n\n Recently, research has simply been very enjoyable.<\/p>\n\n\n\n Not for the Sake of \u201cAchievement\u201d<\/strong><\/p>\n\n\n\n There is something slightly awkward I would also like to put into words.<\/p>\n\n\n\n At the moment, I am surprisingly free of any strong desire for promotion or upward mobility.<\/p>\n\n\n\n Writing this may sound presumptuous.<\/p>\n\n\n\n But at least for now, I am in an environment where I do not have to think in terms of how many more papers I need to publish in order to be promoted.<\/p>\n\n\n\n That is one of the things for which I am genuinely grateful to my university.<\/p>\n\n\n\n Does that mean I do not need to write papers?<\/p>\n\n\n\n Of course not.<\/p>\n\n\n\n If anything, the opposite is true.<\/p>\n\n\n\n I have been given time for research, research funding, and the opportunity to spend a full year abroad.<\/p>\n\n\n\n What I receive through that environment should, I believe, be returned to society in some form, whether through presentations, articles, or books.<\/p>\n\n\n\n That is why I write.<\/p>\n\n\n\n The pain of producing something remains painful.<\/p>\n\n\n\n But even that pain is enjoyable in its own way.<\/p>\n\n\n\n What does not motivate me, however, is simply increasing the number of items on my publication list.<\/p>\n\n\n\n I write this because, from time to time, people assume that I am using others to produce achievements for myself.<\/p>\n\n\n\n As TRIADE has expanded, I have also received more criticism.<\/p>\n\n\n\n In the past, I had barely imagined that anyone might envy me.<\/p>\n\n\n\n Over the past five years or so, I have learned that the world is not quite so simple.<\/p>\n\n\n\n A friend once called this \u201cthe honour of the challenger.\u201d<\/p>\n\n\n\n I have been thinking of that phrase often lately.<\/p>\n\n\n\n Ashida himself later recalled that if he had gathered together all the criticism directed at his teaching of reading, it would have filled an entire substantial volume.<\/p>\n\n\n\n Of course, I have accomplished nothing on Ashida\u2019s scale.<\/p>\n\n\n\n But when you put something into the world, someone will eventually have something to say about it.<\/p>\n\n\n\n The surest way to avoid criticism is probably to do nothing.<\/p>\n\n\n\n Seen that way, criticism may also be a sign that one\u2019s work has finally begun to move beyond one\u2019s own desk.<\/p>\n\n\n\n Including all of this, July and August were months in which research felt genuinely enjoyable.<\/p>\n\n\n\n It has felt like the full benefit of sabbatical life.<\/p>\n\n\n\n And Then the Suitcase Came Back Wrapped in Black<\/strong><\/p>\n\n\n\n Research may be going well, but that does not mean life itself becomes beautifully organised.<\/p>\n\n\n\n As soon as I returned from Montreal to Manchester, our family summer trip began.<\/p>\n\n\n\n We had planned to meet my parents-in-law and then leave Manchester to stay with relatives.<\/p>\n\n\n\n At that point, however, one of our bags disappeared.<\/p>\n\n\n\n A blue suitcase that I had sent using Evri\u2019s Next Day service did not arrive the next day.<\/p>\n\n\n\n Nor the day after that.<\/p>\n\n\n\n Because we were waiting for the luggage, we ended up staying an extra night in Manchester.<\/p>\n\n\n\n Even then, it had still not arrived by the time we had to leave the hotel.<\/p>\n\n\n\n Later, after we had already departed, I received a notification saying that the parcel had been delivered.<\/p>\n\n\n\n I looked at the delivery photograph.<\/p>\n\n\n\n There was no blue suitcase.<\/p>\n\n\n\n Instead, there was an enormous black-wrapped object.<\/p>\n\n\n\n \u201cWhat on earth is that?\u201d<\/p>\n\n\n\n A few days later, I travelled back to Manchester to collect it.<\/p>\n\n\n\n I peeled away layer after layer of black plastic.<\/p>\n\n\n\n Inside was indeed our blue suitcase.<\/p>\n\n\n\n That was a relief.<\/p>\n\n\n\n Then I noticed that it was generously decorated with what looked like white paint.<\/p>\n\n\n\n A Next Day delivery had taken several days. We had stayed an extra night to wait for it, left before it arrived, returned later to collect it, and finally recovered a suitcase that had undergone a slight redesign along the way.<\/p>\n\n\n\n Life in Britain occasionally exceeds the limits of my imagination with remarkable ease.<\/p>\n\n\n\n A Child\u2019s Fever and the Fragility of Adult Plans<\/strong><\/p>\n\n\n\n After finally recovering the luggage, we travelled through Liverpool and Cheltenham and were preparing to continue towards Cornwall.<\/p>\n\n\n\n Then our eldest son developed a fever.<\/p>\n\n\n\n It rose above 39 degrees.<\/p>\n\n\n\n Few things reveal the fragility of an itinerary more effectively than a child becoming ill while travelling.<\/p>\n\n\n\n Do we continue?<\/p>\n\n\n\n Do we stay another night?<\/p>\n\n\n\n Do we need to go to hospital?<\/p>\n\n\n\n Will we be able to travel tomorrow?<\/p>\n\n\n\n Every few hours, we checked his temperature, encouraged him to drink, looked for whatever food he might manage to eat, and reconsidered our plans.<\/p>\n\n\n\n Fortunately, the fever gradually came down and his appetite returned.<\/p>\n\n\n\n We eventually made our way to Cornwall, a little more cautiously than we had originally planned.<\/p>\n\n\n\n Going Out into the Wild<\/strong><\/p>\n\n\n\n Around my uncle\u2019s house there are endless things that attract the children.<\/p>\n\n\n\n When they find blackberries, they ask,<\/p>\n\n\n\n \u201cCan we eat these?\u201d<\/p>\n\n\n\n When they find long plant stems, they immediately invent a game of pulling against each other.<\/p>\n\n\n\n They stare into spiders\u2019 webs, chase insects, and step into mud.<\/p>\n\n\n\n Adults do not need to design a \u201cnature experience programme.\u201d<\/p>\n\n\n\n Children simply begin to play.<\/p>\n\n\n\n Watching them, I think about my own childhood in Shimane.<\/p>\n\n\n\n I went into the hills, played in rivers, and caught insects.<\/p>\n\n\n\n I have no memory of anyone explaining that these things were \u201ceducationally valuable.\u201d<\/p>\n\n\n\n The mountains and rivers were simply there.<\/p>\n\n\n\n Last year, after closing our family grave and giving up the old family home in Shimane, I began thinking about the house and land more often, especially before going to sleep.<\/p>\n\n\n\n Owning a large piece of land is not as pastoral as it looks from the outside.<\/p>\n\n\n\n Grass grows.<\/p>\n\n\n\n Trees grow.<\/p>\n\n\n\n Buildings deteriorate.<\/p>\n\n\n\n Roads and fields quickly begin to return to nature if no one tends them.<\/p>\n\n\n\n Looking at the large property here in Cornwall, I am humbled by the diligence of the people who maintain and live with such land.<\/p>\n\n\n\n Nature is not simply a gentle presence that exists to heal human beings.<\/p>\n\n\n\n People act upon nature, and nature acts back upon people.<\/p>\n\n\n\n Life emerges through that exchange.<\/p>\n\n\n\n Still, since coming here, I have felt as though something dark and viscous that had accumulated inside my body is gradually dissolving.<\/p>\n\n\n\n I look out from the sunroom toward the garden.<\/p>\n\n\n\n The children are already outside.<\/p>\n\n\n\n I do not really know what they are doing.<\/p>\n\n\n\n Apparently, they have found something.<\/p>\n\n\n\n Looking for Things We May Never Find<\/strong><\/p>\n\n\n\n In Montreal, I spoke about the question:<\/p>\n\n\n\n \u201cWhose voice is this?\u201d<\/p>\n\n\n\n A child\u2019s voice is not a finished object stored inside the child, waiting for a teacher to extract it carefully without causing damage.<\/p>\n\n\n\n Voices emerge in relationships.<\/p>\n\n\n\n They are given words, responded to, reshaped, and sometimes move in directions no one expected.<\/p>\n\n\n\n Research may be similar.<\/p>\n\n\n\n There was once a photograph in Sheffield.<\/p>\n\n\n\n Fifteen or twenty years ago, Professor Iwama certainly saw it.<\/p>\n\n\n\n But today, no one knows where it is.<\/p>\n\n\n\n Searching for \u201cBeatrice Ensor\u201d produced nothing.<\/p>\n\n\n\n Then the name \u201cBeatrice Norman\u201d appeared.<\/p>\n\n\n\n An archivist found another source.<\/p>\n\n\n\n Old Sheffield materials unexpectedly emerged from Professor Iwama\u2019s home.<\/p>\n\n\n\n And in Montreal, where I had travelled for an entirely different reason, I happened to meet a researcher from the University of Sheffield.<\/p>\n\n\n\n In September, we will continue the search together.<\/p>\n\n\n\n We may not find the photograph.<\/p>\n\n\n\n That is fine too.<\/p>\n\n\n\n Research is not simply a matter of going to retrieve an answer whose location is already known.<\/p>\n\n\n\n We ask people, make mistakes, discover another name, meet someone unexpectedly, and gradually the question itself changes.<\/p>\n\n\n\n Perhaps life is much the same.<\/p>\n\n\n\n A suitcase that was supposed to arrive the next day appears several days later wrapped in black plastic.<\/p>\n\n\n\n A child who was perfectly well suddenly develops a fever of over 39 degrees while travelling.<\/p>\n\n\n\n And a few days later, that same child is picking blackberries in a field in Cornwall.<\/p>\n\n\n\n Living together with things that do not go according to plan.<\/p>\n\n\n\n Questions I have long considered in education are beginning to take on slightly different meanings through these five months of everyday life.<\/p>\n\n\n\n Outside the window, the wind is moving through the grass again today.<\/p>\n\n\n\n The children seem to have found something else.<\/p>\n\n\n\n Will we ever find that photograph in Sheffield?<\/p>\n\n\n\n I still do not know.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" An English version is provided …<\/p>\n","protected":false},"author":237,"featured_media":986,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-980","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lab"],"_links":{"self":[{"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/posts\/980","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/comments?post=980"}],"version-history":[{"count":4,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/posts\/980\/revisions"}],"predecessor-version":[{"id":991,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/posts\/980\/revisions\/991"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/media\/986"}],"wp:attachment":[{"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/media?parent=980"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/categories?post=980"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wps.itc.kansai-u.ac.jp\/n-yamada\/wp-json\/wp\/v2\/tags?post=980"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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\u7814\u7a76\u306f\u3001\u6700\u521d\u304b\u3089\u7b54\u3048\u306e\u5834\u6240\u304c\u5206\u304b\u3063\u3066\u3044\u308b\u3082\u306e\u3092\u53d6\u308a\u306b\u884c\u304f\u4ed5\u4e8b\u3067\u306f\u306a\u3044\u3002<\/p>\n\n\n\n
<\/p>\n\n\n\nNotes from My Stay in the UK, No. 8<\/strong>:
Going Far Away, Seeing What Is Near<\/strong><\/h2>\n\n\n\n