PROCEEDINGS OF
CIPSH 2023 TOKYO INTERNATIONAL CONFERENCE
Humanities in the Global and Digital Age
The role of Humanities research traditions and interactions
in contemporary society
Location: Hongo Campus, The University of Tokyo (Aug. 23, 2023)
Mita Campus, Keio University (Aug. 24, 2023)

The 36th General Assembly of the International Council for Philosophy and Human Sciences(CIPSH) takes place on August 21st and 22nd, 2023 at the Mita Campus, Keio University. Associatedto the GA, the international conference takes place following the tradition of the CIPSH-GA.
Humanities have been studied since ancient times and have made significant contributions tohuman life and society. It is worth recognizing their continuous value for human life andsustainable society in contemporary contexts. The CIPSH 2023 Tokyo International Conference
provides a forum to discuss issues in contemporary contexts, focusing on three main themes:
1. Global/world humanities,
2. Humanities and digital science & technology,
3. The role of the scholarly research tradition of humanities in contemporary society.
The Special “BRIDGES” Session takes place as the First Session of the first day. Nine keynotes are
devoted to the three main themes. Six roundtable sessions cover topics “New Techno-Humanities,”“Planetary Health Humanities,” “Reinventing Education,” “Art and Creativity,” “Reflectivity andContemporary Humanities,” and “Exchanges of Goods, People, and Ideas.” The Panel session on
Humanity Studies on Disagreement, Communication, and Mutual Understanding. Also takes place.
Publication Date of this Formal Proceedings Edition: Jan.25th, 2024. A minor revision:
February 9, 2024.
Proceedings co-editors, Mitsuhiro Okada and Koji Mineshima (Keio University)
Editors' Note:
This Proceedings was first prepared as the on-site Program & Proceedings at the CIPSH 2023
Conference, Tokyo, August 23-24. Some Roundtable, Panel and Keynote sections were revised by
the Roundtable/Panel leaders and Keynote speakers. Each Roundtable and Panel section is
included in this Proceedings in the form the Section leaders submitted, with the minimum editorialstylistic modifications. Those are also the case of the Keynote speakers' abstracts/extended
abstracts.

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Table of Contents
PREFACE FROM THE SECRETARY GENERAL ................................................................................... 4
MESSAGE FROM THE PRESIDENT ..................................................................................................... 6
MESSAGE FROM THE REPRESENTATIVE OF THE LOCAL HOST................................................. 7
PROGRAM ............................................................................................................................................... 8
ORGANIZATIONS AND SUPPORTERS ............................................................................................. 11
1.

ABSTRACTS/EXTENDED ABSTRACTS OF KEYNOTE SPEAKERS ........................................ 12

KEYNOTES ON GLOBAL/WORLD HUMANITIES ...................................................................................... 12

Keynote 1: Nested Structure of World Philosophy and Local Philosophies, Takahiro Nakajima .... 12
Keynote 2: Why a scientific study of religions religion education (RE) ought be a must all over theworld, irrespective of various state-religion relations, Tim Jensen .................................................. 13
KEYNOTES ON RELATIONSHIP BETWEEN HUMANITIES AND NEW DIGITAL SCIENCE TECHNOLOGY....... 14

Keynote 3: Toward human sciences and Asian studies in the newly digitalized period, ShinKawashima ........................................................................................................................................ 14
Keynote 4: Humanities in the Digital and AI Age: An Asian Lens, Masahiro Shimoda .................. 15
Keynote 5: Is AI Changing Us, or Replacing us?, David Theo Goldberg ........................................ 16
KEYNOTES ON THE ROLE OF HUMANITIES RESEARCH TRADITION IN CONTEMPORARY SOCIETY .......... 17

Keynote 6: WE-turn: an Engaging Humanities for the Contemporary Society, Yasuo Deguchi ..... 17
Keynote 7: One or more worlds? Global humanities, multiple modernities, and dissenting
imaginaries, Tyrus Miller .................................................................................................................. 18
KEYNOTES ON GLOBAL/WORLD HUMANITIES ...................................................................................... 19

Keynote 8: Establishing Science for Universal Communication: A Step toward the Society Where“No One is Left Behind”, Ritsuko Kikusawa .................................................................................... 19
Keynote 9: Semantic Universals of Fact, Say, or Fiction: Crosslinguistic Factivity Alternation alongwith Epistemic/Doxastic and Preferential/Imaginative Attitudes, Chungmin Lee ......................... 20
2. ABSTRACTS OF PANELS ................................................................................................................. 36

PANEL 1: SPECIAL SESSION ON LAUNCHING THE PROGRAMME BRIDGES ............................................ 36
PANEL 2: HUMANITY STUDIES ON “DISAGREEMENT, COMMUNICATION, AND MUTUAL
UNDERSTANDING” ................................................................................................................................ 45
3. ABSTRACTS OF ROUNDTABLES ................................................................................................... 53

ROUNDTABLE A: NEW TECHNO-HUMANITIES : SUSTAINABLE DEVELOPMENT FOR HUMAN COMMUNITY.............................................................................................................................................................. 53
ROUNDTABLE B: PLANETARY HEALTH HUMANITIES ............................................................................. 55
ROUNDTABLE C: REINVENTING EDUCATION: LEARNING IN THE 21 CENTURY ...................................... 58
ROUNDTABLE D: ARTS AND CREATIVITY: HUMANITIES IN THE GLOBAL AND DIGITAL AGE ̶ THE ROLEOF HUMANITIES RESEARCH TRADITIONS AND INTERACTIONS IN CONTEMPORARY SOCIETY ................... 63
ROUNDTABLE E: REFLECTIVITY AND CONTEMPORARY HUMANITIES .................................................... 68
ROUNDTABLE F: EXCHANGES OF GOODS, PEOPLE, AND IDEAS: A GLOBAL HISTORY PERSPECTIVE ...... 712

Appendix: A photo of Keio University President Kohei Itoh giving the welcome speech at theOpening Session of the GA on the first day of the four-day CIPSH 2023 GA & Conference event,alongside the CIPSH President, CIPSH Secretary-General, and the representative from the
UNESCO office, to the CIPSH executives, CIPSH Members' delegates, and the guests.………………76

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Preface from the Secretary General
Professor HSIUNG Ping-chen, Secretary General of CIPSH

Dear Colleagues:
Many of you are aware of the CIPSH tradition to pair up an academic conference with the General
Assembly. This time following the 36th General Assembly, Keio University and Tokyo University
helped us to prepare for you a two-day conference that produced this proceeding which is hardly aconventional exercise.
First of all, hosts of the Organizing Committee came forward with the conference theme “The role of
Humanities research traditions and interactions in contemporary society,” demonstrating an intellectual
insight that admits relevance and contemporality of human sciences as an undeniable force andirreplaceable responsibility.
A profound organic crossbreeding has been born since the first day of this close collaboration between
CIPSH and the two Japanese universities at Tokyo and Keio.
In the 9 outstanding Keynotes that we present here, the institutions and disciplines they come from, theunusual topics they addressed respectively and together, show us how we got here, where humanities
are standing, and where all of us may head out for.
The two Panels, on the questions of Bridges and Disagreement, again come out of deep collaboration
between CIPSH and UNESCO, as they do of serious concerns.
Then are the 6 thematic Round Tables, meant to showcase open debates on major issues of needs
demonstrated and deliberated with genuine academic strength.
CIPSH established the initiative on Health and Humanities (HH) well before anyone knew that apandemic was to hit this good earth. We had a conference at Shanghai Jiaotong University in October
2019 on Technology and Humanities (TH) when academia and society began to realize the impact ofdigital development and Artificial Intelligence.
As time progresses, the world we live in taught us to continue to treasure Arts with thinking regardlessof whether we can afford or comprehend them. We are compelled to recognize as well that the sort of
Education people require everywhere cannot and should not begin merely with higher education weare familiar with, it has to start with early education that we need to listen to and discuss about.

4

We are also reminded that the Global Exchanges of people, of goods, of ideas have always been there
as they continue to be, which our Global History of Humanities project continue to contemplate andanalyze.
Which demand, above all, a tireless Reflectivity, from all sides, in all circumstances, that classicaldisciplinary humanities when CIPSH was founded back in 1949 represented, now must carry on
together with interdisciplinary stances and cross-cultural vigor.
It is with such labor and exercises that I humbly, also gladly and proudly submit before you thisconference proceedings, as an intellectual feast, as we celebrate this modest gathering embodying yet
another festival of global humanities, anchored in the intellectual exchanges at the Universities ofTokyo and Keio, when CIPSH prepares to celebrate the 75th Anniversary.

5Message from the President
Professor Luiz Oosterbeek, President of CIPSH

Tokyo hosted the 5th General Assembly of the International Council for Philosophy and Human Sciences,
back in the fall of 1961, in a moment of growing international tensions and fear of a new war. This has
been the first meeting in Asia and the Southern hemisphere, as well as the occasion for the second
academic conference of CIPSH, focused on the History of Man in the Orient. CIPSH would return toJapan in 2010, in Nagoya, for a very important General Assembly that approved the strategy to organize
the World Humanities Conference, which would become reality seven years later.
Seventy four years after its establishment, in 1949, CIPSH General Assembly returned to Tokyo, foranother very important General Assembly, which has revised the Constitution allowing for a new
expansion of affiliations to the Council, alongside the presentation of a new UNESCO program that is
Humanities led (BRIDGES), the dissemination of The Jena Declaration and an academic Conference
that addressed the approaches of the Humanities to several of the most pressing concerns ofcontemporary society, from health or digitalization, to creativity, communication or global sustainability.
The Humanities bring into society the most important dimension for sustainability: the expansion oftime and space. They call, all the time, to frame immediate tensions, needs and anguishes within a longer
time perspective and a wider space territory. Humanities do not take any human construct for granted
and allow to understand that, often, and certainly in times of uncertainty, strategies are required not only
to solve immediate problems but, fundamentally, to face dilemmas, that have no clear or easy way out.
In doing so, the Humanities often build argumentations for a better life (as Kant did in his Perpetual
Peace), but also recall similar debates from the past, observing how foresight and transformation has
often been fostered from the peripheries (Hellenism), through bottom-up processes (from cities to thenotion of res publica) and the insights of artists. Not only to study the past, but to use the methodologiesof the Humanities, namely comparison and generalization, in the governance of societies and in thebuilding of those strategies, is required.
Once again, the Japanese scholars created the best conditions for these and other reflections, debates anddeliberations of the delegates to the General Assembly and the speakers and participants at theConference. To Keio University, Tokyo University, Professor Mitsuhiro Okada and all the colleagues
that organized this four days intensive gathering, I express the appreciation of CIPSH and the certainty
that the results of that work will endure.

6

Message from the representative of the local host of the CIPSH 2023
Mitsuhiro Okada
It was a great honor for us to host the 36th CIPSH General Assembly and International Conference 2023
in Tokyo. The Conference title and themes are shown on the title page above. We would like to express
our sincere gratitude to the CIPSH executives, member delegates, conference speakers, and participantson this occasion.
This event marked the first full-scale, in-person General Assembly & Conference following the Covid19 pandemic, although we also provided remote access to accommodate some delegates who required
it. The value of face-to-face discussions was reaffirmed, while the benefits of offering partial online
access during the General Assembly were recognized.
As is tradition with CIPSH General Assemblies & Conferences, we welcomed participants from all over
the world. A distinctive feature of the Tokyo Conference was the significant number of speakers fromvarious locations in the Asia-Pacific region, demonstrating that the CIPSH-based research network in
the Asia-Pacific is growing even stronger.
We, at the Graduate School of Letters of Keio University, would like to extend our heartfelt thanks to
Secretary-General Prof. Ping-chen Hsiung and President Prof. Luiz Oosterbeek, as well as the CIPSH
Board, for their continuous support and advice during the preparation stages of this CIPSH Tokyo event.
The first day of the Conference was held at the Hongo Campus of the University of Tokyo. Special
thanks go to Professor Satoko Fujiwara and Dean Noburu Notomi of the Faculty of Letters and of the
Graduate School of Letters and Sociology at the University of Tokyo, for their exemplary coordinationof the first day.
Mitsuhiro Okada
CIPSH 2023 Organizing Committee, Representative Member from the Host InstituteExecutive Supervisor of the CIPSH 2023 Local Organizing Committee, Graduate School of Letters,
Keio University
Professor Emeritus, Keio University
Second Vice-President, Division of Logic, Methodology, and Philosophy of Science and Technology(IUHPST/DLMPS)
Member of the IUHPST National Committee of the Science Council of Japan (SCJ)
Director of International Exchanges, Japan Association for Philosophy of Science
DLMPST Contact for the International Science Council’s Regional Focal Point for Asia and the Pacific(RFP-AP)7

Program
Wednesday
August 23, 2023

ThursdayAugust 24, 2023

Large Room 3 on the 1st floor ofInternational Academic Research
Building, Hongo Campus, The
University of Tokyo

G-Lab on the 6th floor of the East
Building, Mita Campus, Keio
University

9:50 am Welcome Speeches-10:20 am Opening Remarks

9:00am Roundtable C-10:00am Reinventing Education: Learning inthe 21 Century

Chair: Mitsuhiro Okada (Keio University)

10:20 am
-11:20 am

Coordinator: Lincoln Zhenyu Gao
Co-chair:William McBride
Dongshu Ou

Noburu Notomi (Dean of the Faculty of
Letters and the Graduate School ofLetters, University of Tokyo)
Teruo Fujii (President of the Universityof Tokyo) (Video-message)
Yukari Takamura (Vice-President incharge of International Activities,
Science Council of Japan) (Videomessage)
Luiz Oosterbeek (President of CIPSH)
Ping-chen Hsiung (Secretary General of
CIPSH)
Satoko Fujiwara (Co-coordinator of theFirst Day, University of Tokyo)
Special Panel Session 1: BRIDGES
Chair: Luiz Oosterbeek (President of
CIPSH)
Gabriela Ramos (UNESCO ADG)
Steven Hartman (Executive Director of
BRIDGES)
Yukio Himiyama (IGU)
Kazuhiko Takeuchi (President, Institutefor Global Environmental Strategies)
Fumiko Kasuga (Director of the Future
Earth-Japan Global Hub / Professor,
Nagasaki Univ.)

See below for the invited speakers list.

10:00 am Coffee Break-10:10 am
10:10 am Thematic Keynotes-11:30 am The Role of Humanities Research

Tradition in Contemporary Society
Keynote 6
Yasuo Deguchi (Kyoto University)
Title: WE-turn: an Engaging
Humanities for the Contemporary
Society
Keynote 7
Tyrus Miller (Dean of Humanities,
University of California, Irvine)
Title: One or more worlds? Global
humanities, multiple modernities, anddissenting imaginaries

11:20 am Coffee Break-11:30 am

11:30 am Coffee Break-11:40 am

11:30 am Thematic Keynotes-12:50 pm Global/World Humanities

11:40 am Panel Session 2: Humanity Studies-12:40 pm on Disagreement, Communication,and Mutual Understanding

Session chair:
Noburu Notomi (Univ. of Tokyo)
Keynote 1

Co-chairs:
Mitsuhiro Okada (Keio University)
Koji Mineshima (Keio University)

Takahiro Nakajima (Director of theInstitute for Advance d Studies in Asia,
Univ. of Tokyo)

See below for the special speaker andthe invited panelists.

8Title: Nested Structure of World
Philosophy and Local Philosophies

Session chair:
Satoko Fujiwara (Univ. of Tokyo)
Keynote 2:
Tim Jensen (University of Southern
Denmark)
Title: Why a scientific study of religions
religion education (RE) ought be a must
all over the world, irrespective of
various state-religion relations

12:50 pm Lunch Break-14:20 pm

12:40 pm Lunch Break-14:00 pm

14:20 pm Thematic Keynotes-15:40 pm Relationship between Humanities and14:00 pm Roundtable D- 15:00 pm Art and Creativity: Humanities in the

New Digital Science Technology

Global and Digital Age

Session chair:
Mitsuhiro Okada (Keio University)

Coordinator: Desmond Hui
Co-chair:Luisa Migliorati
Desmond Hui

Keynote 3
Shin Kawashima (University of Tokyo)
Title: Toward human sciences and Asianstudies in the newly digitalized period

See below for the invited speaker list.

Keynote 4 (The Keynote in conjunction
with the Keynote 3)
Masahiro Shimoda (Musashino
University)
Title: Humanities in the Digital and AI
Age: An Asian Lens

15:00 pm Coffee Break-15:10 pm
15:10 pm Thematic Keynotes-16:30 pm Global/World Humanities
Keynote 8
Ritsuko Kikusawa (National Museumof Ethology of Japan)
Title: Establishing Science for
Universal Communication: A Step
toward the Society Where No-one isLeft Behind

15:40 pm Session Chair: Deanna Shemek-16:20 pm (University of California Irvine)
Keynote 5

Keynote 9
Chungmin Lee (Seoul National
University)
Title: Semantic Universals of Fact, Say,or Fiction: Crosslinguistic Factivity
Alternation along with
Epistemic/Doxastic andDavid Theo Goldberg (University ofCalifornia, Irvine)
Title: Is Al Changing Us, or Replacing us?

9Preferential/Imaginative Attitudes

16:20pm Coffee Break-16:30pm

16:30 pm Coffee break-16:40 pm

16:30 pm Roundtable A:-17:30 pm New Techno-Humanities: Sustainable

16:40 pm Roundtable E-17:40 pm Reflectivity and Contemporary

Development for Human Community

Humanities

Coordinator: Peng Qinglong

Coordinator: Saulius Geniusas(Chinese University of Hong Kong)

Chair:
Peng Qinglong (Shanghai Jiao Tong
University)

Co-chairs:
Saulius Geniusas
Philip Buckley

Co-Chairs
David Theo Goldberg (University ofCalifornia, Irvine)
Zoltan Somhegyi (Karoli Gaspar
University of the Reformed Church)

See below for the Invited speakers list.

See below for the invited speakers.

17:30 pm Roundtable B:-18:30 pm Planetary Health Humanities

17:40 pm Coffee break-17:50 pm

Coordinator: Tony Hsiu-Hsi Chen(National Taiwan University, NTU)
Co-chairs:
Philip Buckley (Philosophy, McGill
University)
Tony Hsiu-Hsi Chen

18:40 pm
-19:00 pm

See below for the invited speakers.
Break time to move to the ReceptionPlace

17:50 pm Roundtable F-18:50 pm Exchanges of Goods, People, and Ideas:
A Global History Perspective

Coordinator: Shui Haigang (Xiamen
University)
Co-chair:Shui Haigang
Torbjörn Lodén
See the invited speakers list below.

18:50 pm Closing
19:00 pm Conference Reception

10Organizations and Supporters
CIPSH 2023 GA & Conference Organizing Committee:oLuiz Oosterbeek (CIPSH President)oPing-chen Hsiung (CIPSH Secretary General)oMitsuhiro Okada (Representative from Keio University Host)oKoji Mineshima (Co-representative from Keio University Host)o

Masatoshi Nara (Dean of the Graduate School of Letters, Keio University)

CIPSH 2023 GA & Conference Host Institute:
The Graduate School of Letters, Keio University
Supported by General Incorporated Association CIPSH 2023 International Conference Support

Keio University Local Organizing Committee:oChair: Masatoshi Nara, Dean of the Graduate School of LettersoMembers:
Yasuhiro Arahata, Yoshinori Ueeda, Tatsuya Kashiwabata, and Yasushi Hirai, Professors in
the Department of Philosophy
Senji Tanaka and Koji Mineshima, Associate Professors in the Department of Philosophy
Mitsuhiro Okada, Professor Emeritus and Executive Supervisor of the Committee

The Local Executive Sub-Committee under the Keio University Local Organizing Committee: Takayuki
Amamoto, Koji Mineshima, Mitsuhiro Okada, Kentaro Ozeki

Coordinators of the Hongo Campus Day, University of Tokyo:
oNoburu Notomi, Dean of the Faculty of Letters and the Graduate School of Letters, University of
Tokyo

o

Satoko Fujiwara, Professor in the Department of Religious Studies, University of Tokyo

The GA and Conference is organized in cooperation with/partially supported by thefundings from the following:o

CIPSH Chair Program at McGill Universityo

The Society of Philosophy, University of TokyooEast Asian Academy for New Liberal Arts, University of Tokyo (EAA)oJapan Federation of Societies for the Study of Religions (JFSSR)oJST, CREST grant number JPMJCR2114o

JSPS Grant-in-Aid for Transformative Research Areas 23H04852

oMita Philosophy Society, Keio Universityo

JSPS Grants-in-Aid for Scientific Research - Promotion of Joint International Research
19KK0006
111. Abstracts/Extended abstracts of Keynote Speakers
Keynotes on Global/World Humanities
Keynote 1: Nested Structure of World Philosophy and Local Philosophies
Takahiro Nakajima
University of Tokyo
Abstract:
There have been many challenging attempts at world literature and global history in the humanities.
Why on earth are similar attempts not being made in philosophy? This question was the background of
the philosophical movement we started about five years ago called “World Philosophy.” For example, incultural anthropology, the one-sided and Western-centered view of the observer has already been
severely criticized by the indigenous peoples who were regarded as the “object” of observation in thelatter half of the 20th century. We should not forget that cultural studies and feminism brought a new
vocabulary to the humanities, criticizing the political and social power to marginalize some particularpeople and women. It is also important to note that, although not easy to translate into English,
psychiatric discourse has developed mainly in Japan as “self-directed studies,” in which people withmental disorders describe themselves. In a word, the restoration of the “right of discourse” has madegreat progress in the humanities and related sciences.
Philosophy, however, has lagged far behind such developments. Although it was already clear that its
discourse was Western-centric, it has consciously or unconsciously deprived non-Western indigenous
thoughts of their “right of discourse” by claiming that what it is trying to express is universal.
Therefore, we have opened the horizon of “world philosophy” and have come to hope that nonWestern indigenous thoughts will be reworked as something that contributes to a new universal andcirculated on a global, or rather, a planetary scale. “World philosophy” is not, as it once claimed, acollection of local philosophies in the world. Rather, it focuses on the global circulation of concepts andhow they have been transformed and forged, and to hope that such possibilities will open up in the near
future. In this context, my specialty, “Chinese philosophy,” has also been subjected to the challenge ofreading in such a way as to open it up to new universals. For example, in China today, there is muchdebate over the old concept of “all under heaven [tian],” but if this is merely an attempt to glorify the
Chinese universal, it will only repeat the same mistake that Japan made in the prewar period when itsought to “overcome modernity.” If, on the contrary, the discussion on “all under heaven” reaches therefinement of the concept of universality itself, it will present anew the significance of universality forphilosophy.
In recent years, I myself have been advocating the concept of human co-becoming in place of theconcept of human being. This is not an onto-theological framework of being in the West, but a newframework of becoming human together with others. However, it is also a modern reinterpretation of theold concept of “benevolence [ren],” an attempt to re-activate the old concept.
It is important to note the fact that world philosophy and Chinese philosophy are intertwined in anested structure. From this starting point, we hope to weave together a new planetary thinking.

12Keynotes on Global/World Humanities

Keynote 2: Why a scientific study of religions religion education (RE) ought be amust all over the world, irrespective of various state-religion relations
Tim Jensen
University of Southern Denmark
This paper formulates in a programmatic and normative, yet qualified form, key cultural and historical reasons
why a scientific, study-of-religions, based knowledge of religion/s past and present ought be a must in any
public, state driven, school curriculum, - no matter if the state in question can be characterized as secular ornot.
The key arguments are: if scientifically founded knowledge in general is considered a cultural and positive
value, and if scientifically founded knowledge of and approaches to humankind, culture, society, and history(and evolution) is considered equally valuable, then scientifically founded knowledge of and approaches toreligion(s) must also be considered valuable. This is not least because what is called religion and religions
arguably are important human, cultural, social, and historical phenomena. This 'something' called religion(s),however, is not self-explanatory, not something that has fallen from the sky or been created by some divine
being. No, 'it' is, apart from also being an analytical/theoretical term and tool, a human, social and historicalphenomenon that can be researched, analyzed, interpreted, and explained, and the scholarly research can
without any problems be 'translated' into teaching in school. Teaching about religion from a study-ofreligion(s) perspective. The study of religion can and must be pursued by scholars at public university
departments, preferably at study-of-religion/s departments, but t must also be shared with the public at large
and not kept as a 'professional secret' among scholars within the academia. For a state to make sure thatknowledge about religion and religions, past and present, is disseminated to the citizens, the state ought touse its public schools and institute and support a study-of-religion(s) based RE as a compulsory and totallynormal school subject, next to all the others offered to pupils in the public school. In this way the stateprovides the possibility for having a second-order analytical-critical discourse on religion next to religious(or anti-religious) discourses, something of importance for the well-being of an open, pluralist democraticsociety. Moreover, the RE thus offered can help provide citizens at large as well as professional and civil
servants with a general education ('Allgemeinbildung') as well as knowledge useful for a qualified executionof their particular professions.

13Keynotes on Relationship between Humanities and New Digital Science
Technology
Keynote 3: Toward human sciences and Asian studies in the newly digitalized
periodShin Kawashima
The University of Tokyo
This presentation introduces the proposal of the branch of Asian Studies and relationship with Asia,
Science Council of Japan (SCJ) that was launched in 2017. The Science Council of Japan (The SCJ) is
the representative organization of Japanese scientist community ranging over all fields of sciences
subsuming humanities, social sciences, life sciences, natural sciences, and engineering. One often mainrole of this organization is to make policy recommendation on academic advancement to the government.
The department Asian studies and Relations with Asia, belong to the committees, linguistics, literature,philosophy, history, and area studies committee of SCJ, discusses the relationship between Asian studies
and the formation of digitalized academic infrastructure. In 2017, this department launches the proposal
titled “toward human sciences and Asian studies in the newly digitalized period”. I join the process ofmaking draft of this proposal.
The CIPSH 2023 is held in Asia and proposes “the Relationship between Humanities and new digitalized
Technology” as one of the main topics. This proposal insists that we are faced with new challenge under“newly digitalized period”. Recently we changed the style of research because we can use the convenient
academic digital public goods including meta-data, database, e-journal and so on, has been built and soon. However, such digitalization causes a series of problems, tasks, and challenges. This presentationshows the problems caused by digitalization and way of solution and introduces specific problems inJapan. So, I think it’s good opportunity to share the contents of this proposal to make discussion withyour excellent participants on it. Our department and myself welcome your comments and advices.
Keywords: equality and inequality of accessibility the data base, English and local language,
arbitrariness and objectiveness, academic freedom, politics and humanities, and Asianization of Asianstudies

14

Keynotes on Relationship between Humanities and New Digital Science Technology

Keynote 4: Humanities in the Digital and AI Age: An Asian Lens
Masahiro Shimoda
Musashino University
The advent of the Information and Communication Technology (ICT) revolution, which burgeoned in
the 1990s, has profoundly reshaped numerous scientific domains. It has transitioned the entire researchcontinuum into a digitally-focused academic milieu, encompassing everything from data acquisition andcategorization to the dissemination of research outcomes. Contrastingly, the humanities, particularly inthe context of Japan, have exhibited a more measured assimilation into this digital paradigm. The
overarching consensus on the trajectory of digital integration within the humanities remains somewhat
nebulous in the region. A predominant impediment to this transformative journey is the perception
among humanities scholars. They often delegate the construction of a digital academic infrastructure to
domains like informatics and information engineering, thus sidelining the intrinsic humanities challenges
that lie within this spectrum. The present imperative is to re-evaluate the foundational prerequisites ofhumanities in light of media evolution, with the contention that only humanities professionals can aptly
address these emerging challenges.
This presentation aims to elucidate latent challenges within the humanities, historically tethered topaper-based mediums, and delineate the criteria for anchoring the humanities in a digitally-augmented
academic landscape, inclusive of artificial intelligence. To this end, we present a comprehensive casestudy spanning three decades in the realm of Buddhist studies. This area has been at the forefront ofdigital material conversion pivotal to its specialization. By investigating humanities research from an
Eastern perspective, we not only underscore the distinctiveness of humanities scholarship (as juxtaposed
against natural sciences and certain social sciences modeled after them) but also illuminate theprospective avenues for the humanities catalyzed by the confluence of Western and Eastern intellectual
traditions.

15Keynotes on Relationship between Humanities and New Digital Science Technology

Keynote 5: Is AI Changing Us, or Replacing us?
David Theo Goldberg
University of California, Irvine

A discussion of the developments in algorithmic capacity and AI, and the technologies they drive, fromthe early 1990s to the present. The discussion will conclude with consideration of the challengesontological, ethical, social, political-that these developments pose and how effectively to respond tothem.
The lecture will discuss the emergence of AI and its social impacts in the context of the arc of digitaldevelopments and transformations from the early 1990s to our current moment. We will address whether
AI is changing human practices in and relation to the world-whether it is changing us? Or whether AIdriven technology is actually replacing human beings in key ways?

16

Keynotes on The Role of Humanities Research Tradition in Contemporary Society
Keynote 6: WE-turn: an Engaging Humanities for the Contemporary Society
Yasuo DEGUCHIKyoto University
This talk outlines We-turn, a new philosophy from East Asia that does not merely interpret the world but
engages with it. The We-turn is a shift of agent, subject, or unit of action, self, life, responsibility, rights,
justice, goodness, freedom, and so on. It is based on two observations of the human individual or ‘I’: thefirst and second incapability theses. The first thesis is about the incapability of single action, whichclaims that no ‘I’ can do any somatic action alone. The second one is of the incapability of full controlof other agents, which asserts that no ’I’ can fully control any other agents. These two theses arecontemporary philosophical reactivations of East Asian traditional thoughts on ‘true self’ and ‘holy
fools’. Questions to be raised include how to avoid a bad ‘We’, say a totalitarian ‘We’, and how to build
a good ‘We’ that comprises both human and artificial persons such as advanced sorts of robots and AI.
This talk also envisions We-society which is based on the We-turn as an alternative to the modern
Western one. But it doesn’t purport to replace the latter with the former but aims for a multi-layered
society where they can coexist as viable options.

17Keynotes on The Role of Humanities Research Tradition in Contemporary Society
Keynote 7: One or more worlds? Global humanities, multiple modernities, anddissenting imaginaries
Tyrus Miller
My panel contribution will focus on the notion of the global in global humanities, by highlighting three
critical points of theoretical and practical debate. First, I will consider the concept of modernity (ormodernities) thought to underlie the conception of the global at stake in the discussion, ranging fromFredric Jameson's positing of a "single modernity" (as the title of one of his books has it) to theories ofmultiple and alternative modernities articulated by others. Second, I will consider the relation of the ideaof the global to the conception of "world" (or "worlds") as it has figured in humanities disciplines suchas world literature, world history, world art history, and philosophy (phenomenological and existential"worlds" and "worlding," "life-worlds," "possible worlds," "worldmaking," etc.). Lastly, and relevant tothe symbolic productions that make up the characteristic objects of humanities studies, I will consider
cultural productions as "ways of worldmaking," suggesting that global humanities should be conceived
as a space encompassing plural, symbolically constructed, and often dissensual worlds.

BIO: Tyrus Miller is Dean of the School of Humanities and Professor of Art History and English at the
University of California, Irvine. He is author of Late Modernism: Politics, Fiction, and the Arts Between
the World Wars (U of California P, 1999); Singular Examples: Artistic Politics and the Neo-AvantGarde (Northwestern UP, 2009); Time Images: Alternative Temporalities in 20th-Century Theory,
History, and Art (Cambridge Scholars Publishing, 2009); Modernism and the Frankfurt School(Edinburgh UP, 2014); and Georg Lukacs and Critical Theory: Aesthetics； History, Utopia (Edinburgh
UP, 2022). He is the editor of Given World and Time: Temporalities in Context (Central European UP,
2008) and A Cambridge Companion to Wyndham Lewis (Cambridge UP, 2016). He is thetranslator/editor of Gydrgy Lukacs, The Culture of People's Democracy: Hungarian Essays on Literature,
Art, and Democratic Transition (Brill, 2012) and series co-editor of Brill's Lukacs Library series.

18

Keynotes on Global/World Humanities
Keynote 8:
Establishing Science for Universal Communication:
A Step toward the Society Where “No One is Left Behind”
Ritsuko KIKUSAWA
National Museum of Ethnology, Japan /The Graduate University for Advanced Studies, Japan
Abstract
In this presentation, I will propose the idea of “universal communication,” and what I consider are
inevitable for establishing the future society where everyone is integrated.
The foundation of communication in human society is language. Language is an efficient tool for
information-sharing over space and time. With the development of technology, it may appear that evencommunicating across different languages is now becoming so easy for everyone.
However, there are those who are left out, the fact which becomes obvious only when, for example,
a natural disaster hits and people need to be evacuated. It is commonly recognized among Deaf people
that those who are hearing-impaired are in far more danger than the others, since the alarm, notifying
emergency and how to evacuate firsthand, is commonly by sound only. It is important to be aware that
this situation is in fact the everyday affaire for the so-called mentally and physically disabled.
In many societies, efforts are being undertaken to make community “barrier-free.” In such efforts, a“disability,” or, the difference from the majority of the population is identified, and supports are provided
to make up the “inconvenience.” This is a good starting point; however, I consider is not our final goal.
I propose that “universal communication” is what we need to aim at.
The notion “universal communication” is different from “information barrier-free” in the following
points. First, it assumes bidirectional communication. Everyone needs to both receive and send out
information equally, and the society needs to be equipped with channels for that. Second, it presumes
conflicts of interest. With the channels equipped for people with different needs, it is foreseen thatconflicts among the needs will occur. Having knowledge as to how to solve such conflicts will be thesign of being a matured society. In my presentation, examples of specific cases of potential conflicts andpossible solutions will be described, based on my experience with those who are “communication
impaired” in the present society.
Universal society is not where the minorities are included, but where everyone has the same value
and information mobility. Engineering technology plays an important role; however, I believe that what
will form the foundation of it is peoples’ awareness and willingness to accept diversity and the sharedknowledge as to how to resolve conflicts to work together. Such society will be prepared to accept
everyone when his/her needs change as a result of aging, accidents and physical problems. I hope mypresentation will provide a step toward a better future of the human being.

19

Keynotes on Global/World Humanities

Keynote 9
Semantic Universals of Fact, Say, or Fiction: Crosslinguistic Factivity Alternation
along with Epistemic/Doxastic and Preferential/Imaginative Attitudes
Chungmin Lee
Department of Linguistics (and Cognitive Science Program) (Emeritus)
Seoul National University
Abstract
The use of epistemic attitude predicates like ‘know’ or ‘remember’ typically entails the factivity of theirproper complement clause, where the complement is headed by a covert/overt FACT (Kiparsky andKiparsky 1972). However, if the complement clause ends in a SAY/REPORT C(complementizer) as in
Altaic or a nominal SAY heads the complement (as proposed for SAY/doxastic verbs in English by
Kratzer 2013), then factive presupposition can be cancelled. Thus, factivity alternation for epistemic
predicates is yielded. The non-factive reading is like ‘believe with some evidence that.’ This talk presents
different types of cross-linguistic factivity alternation, mainly the Altaic type, the English (IndoEuropean) type, and the Chinese type. The Altaic type factivity alternation depends on complement(case) endings, where syntactic factors like the choice of FACT nominalizers vs. SAY complementizers
are crucial for factivity alternation. In the English type, propositional operators such as negation,interrogative, conditional, modal, and before, and contextual denial with but and not are instead utilized.
For example, Bush doesn’t know that Putin is honest, in its non-factive reading, Putin may not be honest.
In languages like Chinese, where factivity alternation in epistemic predicates such as zhidao ‘know’ ishighly restricted, the focus position is still a crucial factor leading to factivity alternation in the use ofjide ‘remember.’ I report three findings relevant: First, Korean and Japanese have two distinct kinds offact: external ‘fact’ with -ta-nun kes (K) and -iu-koto (J) both involving SAY under the ProFactNounn
kes/koto (The Earth turns round – external) and internal ‘fact’ with -nun kes in K and koto in J with noSAY but personal perception involved, as grammatically distinguished (Wittgenstein earlier said a child’s‘I know that the Earth turns round’ actually means ‘I learned that the Earth turns round’ in English).
Second, the head nominal and its complement are consistent in factivity: (1) Mia knows the rumor that
Ken kissed Ava. Because the rumor is non-factive, that Ken kissed Ava is non-factive. All head nouns
except the fact are non-factive. Therefore, Vendler’s paradox about why that clause as the object of know
is not presupposed is easily resolved. The third finding of mine is that the preferential whether isequivalent to expletive negation. The polar interrogative complementizer whether is initially for rogative
verbs such as know but not believe. Its complement P (or not P) is presupposed truth-wise. However,preferential [or positively biased] attitude predicates such as think, believe, hope, and fear also occur
with whether (White 2021). My finding is that this unusual, psychological use of whether in English is
equivalent to the expletive negation phenomenon in Korean and Japanese. (1K) Mia-nun [caki thim-i
iki-ci anh-ul-kka] sayngkakha-n-ta/kitaiha-n-ta. (2J) Mia-wa [jibun no chimu ga kata-nai ka to]omou/kitai-suru ‘Mia thinks/expects whether her team will win.’ (If the complement verb isdisadvantageous as ‘lose,’ then the higher embedding predicate must be ‘fear,’ not ‘expect/hope.’). The
content of complement is determining. The counter-factive attitude predicate imagine rarely takes any
real-world factive complements. It typically takes the that complement clause, which I take to be an
unusual SAY-head reportative complement. It reports the imaginer’s creative thinking. Imagine can takewhether but with future/modal but not past, cross-linguistically. The predicate dream is similar in notdealing with any real-world facts. Na-nun Brigitte Barudot-wa kissu-ha-nun kkwum-ul kkwu-ess-ta ‘Idreamt a dream in which I kissed Brigitte Bardot.’ A cognate object is used and the tense is a constantkind used with stage/scene/image, originated from the present. Thus, imagine must be based on the‘parasitic’ (Grice, Liefke) or rather creative use of language like a metaphor, which associates two
unrelated things or propositions. We can establish semantic universals with FACT-headed complements(equivalently ProFactNoun kes/koto in K/J) as presupposed, as opposed to SAY-C complements as non-20

factive to explain facticity alternation for epistemic attitude predicates (and the same SAY-C for doxastic
predicates) (at times imagine as well to report ‘parasitic’/creative complements). A non-typical use ofwhether complementizer is for a psychologically biased use (departing from its original logical use),equivalent to expletive negation in Korean, Japanese, and French.

1. Introduction

Propositional attitude predicates/reports are studied in epistemology/epistemic logic (as by Hintikka1962), and semantics/pragmatics. Epistemic attitude predicates like ‘know,’ ‘recognize,’ or ‘remember’
typically entail their proper complement clauses. There the complement is headed by a covert/overt
FACT (Kiparsky and Kiparsky 1972) in English and cross-linguistically. However, if the complement
clause ends in a SAY/REPORT C(complementizer) as in Altaic (-ko in Korean (K henceforth), -to in
Japanese, J hereafter), then factive presupposition by complement content disappears. Thus, factivity
alternation for epistemic predicates is yielded in many languages. The non-factive reading of such
epistemic predicates is like ‘believe with some evidence that P’ on commitment scale. This is a bitstronger than a pure doxastic verb ‘believe,’ which may lack evidence for the complement content. This
paper presents different types of cross-linguistic factivity alternation, mainly the Altaic type, the English(Indo-European) type, and the Chinese type in section 2. In 3, two different kinds of facts coded in
Korean and Japanese but not in English is discussed. Consistency of content nominals with theircomplements are argued for. In 4, The set of non-canonical whether complement-taking predicates andKorean and Japanese expletive negation complements are compared. The positively biased sense iscommon in both, with the Korean and Japanese counterpart being more solid. In 5, ‘imagine’ and fiction
are discussed. The fictive use is interesting. 6 concludes the discussion.

2. Cross-linguistic Factivity Alternation Types

The Altaic type including K, J, Mongolian, Manchurian, Azeri, Turkish uses grammatical markings at
complement endings, as already hinted in K and J in 1.

2.1 The Altaic Type Factivity Alternation∙ Factive Complement: The Altaic type employs either verbal nominal markings as in Mongolian (1)or the ProFACT-Noun form, as in K (2).
(1) Bat [Mia –giin yav-san-iig]

mede-j baina

Factive (Mongolian)B M-GEN leave-NPST-ACC know ST [[-j baina: ST = result state]]‘Bat knows that Mia left.’(2) Ken-un [Mia –ka ttena -n

kes-ul]al-n-ta21

Factive (Korean)

K TOP M NOM leave AdnPST ProFACTN-ACC know
‘Ken knows that Mia left.’J also has the same ProFACT-Noun form kes for the factive ‘know’ and other factive epistemic verbs,
as in K (2). But J has no alternative non-factive ‘know,’ unlike K or other Altaic ‘know,’ although J also
has non-factive alternants for other epistemic verbs such as ‘recognize’ and ‘remember,’ as in (4). K has
another ProFACT-Noun form cwul, as in (4) but its use is limited to the epistemic verb ‘know’ with
ACC attached, alternating with its non-factive reading with PP -uro/-lo ‘as, toward,’ replacing ACC. If
ACC and PP delete, as in (5b, 6b), ambiguity arises. (5b) and (6b), null-marked, are ambiguous, with noprosody marked. However, prosodic focus marking may intervene: if the embedding verb ‘know’ isfocused, its factive reading arises with its association with the structural ACC deletion and with the ProFACT N DP in apposition with its presupposed complement content. But if the complement (constituent)is focused, the embedding verb ‘know’ becomes non-factive.1 If the embedding verb AL-a ‘know’ isfocused, (5b) becomes factive, and if an element in the complement, say, MIA is focused, the embedding
verb becomes non-factive (See its parallel in Chinese in 2.3).

•
Non-factive Complement: The Altaic type employs the SAY/REPORT C -ko (or -uro ‘as’ in K,-to in J) as opposed to Pro-FACT Noun kes in K (and koto in J)(3) Mia-nun [Ken-i ttena -ass -ta?

ko/ttena -n

kes-uro] al -ass -ta

M-TOP K-NOM leave PST DEC SAY-C left AdnPST thing-as

knew‘Mia believed with evidence/knows non-factively that Ken left.’ (Or Mia regarded that Ken left.’
Non-factive(4) Yua-wa [watashi-ga ni-nen mae-ni kita to-] kioku-si-ta

Non-factive

Y-TOP I-NOM 2-year ago-at came REPORT remember-PST‘Yua non-factively remembered that I came here two years ago.’(5) a. Ken -un [Mia-ka ttena-n cwul

-ul]

al-a

Factive [with ACC]

K -TOP M-NOM leave-C ProFactN-ACC know-DEC‘Ken knows that Mia left.’b. Ken -un [Mia-ka ttena-n cwul

-Φ]

al-a

Factive [with Null]

K -TOP M-NOM leave-C ProFactN-Null know-DEC‘Ken knows that Mia left.’1Jeong (2010) in this sense lacks attention to the deleted structural elements, correlated with prosody.

22

(6) a. Ken -un [Mia-ka ttena-n cwul

-lo]

al-a

Non-factive [with PP]

K -TOP M-NOM leave-C ProFactN-as know-DEC‘Ken knows that Mia left.’b. Ken -un [Mia-ka ttena-n cwul

-Φ]

al-a

Non-factive [with Null]

K -TOP M-NOM leave-C ProFactN-Null know-DEC‘Ken knows that Mia left.’

2.2 The English Type Factivity Alternation
The English type employs propositional operators such as negation, interrogative, modal, conditional,
and before, distant from the complement. Because those operators typically appear afar from thecomplement content, the non-factive meanings may not be that obvious, compared to the Altaic
complement endings.
∙ Factive Complement: the complement clause follows the complementizer that, which is claimed
to be covertly headed by the noun FACT (the fact) to block constraint violations and for conceptual
reasons.
(4) Mary knows (the FACT) that it rained last night. ⇒ It rained last night.
∙ Non-factive Complement:(5) Medieval Koreans knew that Chinese characters were the best before Hangul was invented. (cf.
Hazlett 2010)
Here, knew is non-factive because of the nonveridical operator2 (Zwarts 1995)
before (after is not nonveridical and does not illicit a non-factive reading). In (5),knew actually means ‘believe (with some evidence)’ and the doxastic belief attitude
comes from the SAY/REPORT complement (overt in Altaic as in (3a, b) above andcovert in English (as claimed by Kratzer 2013).
As illustrated in (6), a non-factive clause can undergo neg-raising, just like typicaldoxastic predicates (6a ó 6b, though with some controversies over mutual
entailment relation). This neg-raising possibility in English and Altaic for a nonfactive alternant of an epistemic predicate has not been discussed in the literature2

Op is veridical iff Op (p) →p is logically valid. Otherwise, Op is nonveridical. Nonveridical contexts areconditional, modal, interrogative, etc.

23

(except in Lee 2019):(6) a. If the TA proves that your work is NOT ORIGINAL, I will be forced to notify thedean. (Cf. Beaver 2010) ó
b. If the TA does NOT prove that your work is ORIGINAL, I will be forced to notify thedean.
A non- factive conditional antecedent in (6a) can undergo neg-raising to its originally epistemic
upper clause predicate. The focused NOT ORIGINAL nullifies the potential factive
presupposition of the embedded content. Here overall semantic congruence is needed.3

2.3 The Chinese Type Factivity Alternation
The Chinese type uses focal intonation for the alternation verb ji-de‘remember.’ Other epistemic verbs such as ‘know,’ ‘recognize,’ and‘understand’ are all factive-only verbs in Chinese, as an isolating language
type. Largely, different verbs distinguish epistemic only, doxastic only, etc.
The rare alternation verb ji-de ‘remember,’ with no clausal markings oroperators, employs the crucial factor of focal position, as follows:(7) Li-si

jı̀-déLi-si remember[j¯ın-tiān sh`ı fa-x¯ın-rı̀].
today is payday.

a.
Factive reading: The predicate jı̀-dé ‘remember’ is focal and high, bearing
focus, as in Fig 1 below, with presupposed embedded clause content. (7) => Today is
payday. Then, (7) becomes factive. Here what is at issue is whether Li-si remembers or not,and what is remembered (i.e., the complement part) is back- grounded and factively presupposed.
In other words, (7) expresses the memory of a fact, which can be an overt apposition, de shı̀-shi(shı̀-qı́ng) (‘the fact that’) added to the complement clause.

Mike Barrie and Jeff Holliday, pc, agree to my neg-raising claim here; if proves is replaced by discovers,
as in Beaver’s example, neg-raising hardly occurs (Craige Roberts p.c.). However, if discovers/proves
shows/establishes with focus H* and plagiarized replacing its equivalent not original, factive presupposition
in its embedded clause occurs, making the embedding verb epistemic.

324Fig 1 Focus on jide, with presupposed complementb. Non-factive reading: According to Lısı’s memory, it’s today that is payday.
Then, J¯ın-tiā n (‘today’) is focal and high, bearing focus on aconstituent of an embedded complement clause. Once today is focused it generates arelevant set of focus alternatives such as {today, yesterday, tomorrow, the day before
yesterday, etc.} naturally arousing its related relevant set of propositional alternatives suchas {---Yesterday was payday, Tomorrow will be payday, etc.} (Rooth 1992). Only one
alternative can be true, so the embedding verb cannot be active.
c.

Fig 2 Focus on j¯ın-tiā n(‘today’), a complement

constituent, making its embedding verb non-factive

The surface ambiguity between the factive jı̀-dé ‘remember’ and the non-factive jı̀-dé‘remember’ is resolved by focus marking; if the embedding verb is focused in prosody, then theembedded complement must have the covert head nominal (de) shı̀-shi ‘fact’ in structure so that thecomplement content is factively presupposed in interpretation. On the other hand, if the embedded

25complement (constituent) is focused, then I argue that it has a covert C(omplementizer) shuo ‘say.’4
This leads to a non-factive interpretation. Overall, prosody to syntactic structure, ultimately to semanticinterpretation is chained.

3. Fact and SAY
3.1 Fact: Internal vs. External
K and J share two distinct kinds of fact, occurring with epistemic predicates: internal
fact simply with kes (K) and koto (J) [ProFACTNoun] and external fact with -ta-nun kes (K)/-iu-koto (J)involving SAY under the ProFACTNoun kes/koto (‘the fact saying that’), as in (8) and (9) respectively
below.
The J/K sentences in (8) without SAY in the complement, denote the first-hand perception or witnessingof the complement content by the attitude holders (subjects), which is rather unlikely (except in thesituation where the subjects look down upon the Earth from far above in the space and feel the slow
motion of the Earth) and that’s why the sentences in (8) are odd.5 If the complement were [the boy fell]
instead, its sentences must be natural; the attitude holders could easily get access to the first-handevidence of the complement event by personal perception.
The J/K sentences in (9) with SAY in the complement, on the other hand, are perfect. Although theyshare the FACT-denoting kes (K) and koto (J) [ProFACTNoun], the ProFACT Nouns are preceded(above in the tree structure) by the SAY component -ta-nun (K) and -to([+say] C(omplementizer) iu‘say’ (J). In Korean, -ta (DEC) -ko ([+say] C(omplementizer)) ha - ‘say’ is optionally contracted. J andK share the same SAY complement structure. External fact is via SAY.
(8) a. ?Mia -nun [cikwu-ka tol-nun – kes -ul]M-TOPal-ko iss-ta.

Koreanearth-NOM turn-ADPR- ProFN-ACC know-ST-DEC‘Mia knows that the Earth turns round.’ [ADPR: ADNPRES, ST: STATIVE]
b. ?Ema-wa [chikyu-wa mawaru] koto-o shit-te-iru.
E-TOP

Japanese

earth-NOM turn-ΦPR ProFN-ACC know-ST-DEC‘Ema knows that the Earth turns round.’ [ΦPR: ADNPRES] [-ko iss-: STATIVE](9) a. Mia -nun [cikwu-ka tol-n-ta -nun -kes -ul]al-ko iss-ta

M-TOP earth-NOM turn-PRS-DEC-NUN- ProFN-ACC know-ST DEC‘Mia know that the Earth turns round.’b. Ema-wa [chikyu-wa mawaru]-to iu koto -o shit-te iru.

45Japanese

James Huang (pc) also agrees that it is a C form grammaticalized from the verb of the same form.
Katsuhiko Yabushita, Satomi Ito, and Yasunari Harada (pc) agree.

26

E-TOP earth-TOP turn -C

SAY ProFN-ACC know-ST-DEC‘Ema knows that the Earth turns round.’English does not show any distinct SAY complement structure in grammar and interpretation but it has
surprisingly been found that Wittgenstein earlier noticed (“On certainty” in posthumous publication) thata young child’s saying ‘I know that the Earth turns round’ actually means that she learned that the Earthturns round. Thus, in English, either a covert SAY component must be stipulated or some pragmatic
explanation must be provided.

A. Content Nominal Heads: Consistent with Clausal Complements in Factivity(10a) is predicted to presuppose that there exists a unique fact, the content of which is that Mialeft (cf. Elliott 2017?). In Korean, a definite demonstrative ku can occur to refer to thecomplement, suggesting the DP status of the factive complement clause. This is fully consistent
with the view of existing studies like Kastner (2015).
(10) a. Ken confirmed the fact/#a fact that Mia left.
b. Ken confirmed a fact (#that Mia left).
c. Ken confirmed every fact (#that Mia left).
d. Ken-un Mia-ka ttena-n ku kes/sasil-ul al-ko iss-ta
K-TOP M-NOM leave-PSTC that PROFN/fact-ACC know -ST DEC‘Ken knows the fact that Mia left.’
We can have the following subject-predicate relations via copula for nominals and embedded clauses,
as in (10) (Higgins 1973), and have the nominal head – with its complement clause appositionallyembedded, as in (11):(10) a. The fact is that the boy fell.
b. The rumor is that Mia left.
(11) a. I know the fact that the boy fell.
b. Ken knows the rumor that Mia left.
ιx[RUMORw(x) ∧ Fcont(w)(x) = λw1.Mia left in w1] (Elliott 2016?)
In (11b), Ken is acquainted with the existence of the nominal head the rumor but its sentence with knows
does not entail its associated complement that Mia left even though it is in the object position of knows,
which led to Vendler‘s (19 ) paradox. Because the rumor is lexically non-factive and this feature isconsistent with its appositionally embedded complement content. Thus, the paradox is resolved. Factive
nominals that embed consistently factively presupposed complements are very rare: the fact in English,
its equivalents in other languages, and ProFACT Nouns kes (K)/koto (J) [Internal] and ta-nun kes (K)/iu
koto [External] (if composed with epistemic predicates) appositionally embedded. In J and K, ProFACT
Nouns kes (K) and koto (J) can be replaced by sasil ‘fact.’ All other head nouns such as ‘story,’ ‘news,’

27‘theory’ ‘proposition,’ etc., taking the SAY C in J/K. A ‘proposition’ is something to talk about and is
not a fact all the time.6 The derived nominal from ‘know,’ ‘knowledge’ (alm in Korean) is also nonfactive, taking the SAY complement in Korean and Japanese.
(12) Ken-un [inkan-un

nulk-nun-ta-nun myengcey]-rul

ic-ko sa-n-ta

K-TOP humans-TOP get old-C-DEC-C-proposition-ACC forget-and live
‘Ken lives forgetting the proposition that humans get old.’(13) [inkan-un holo thayena-n-ta-nun alm]-un mac-ci anh-ta
Human-TOP alone-born-DEC-C knowledge-TOP right-NEG-DEC‘The knowledge that man is born alone is not right.’

All nominals derived from illocutionary act verbs such as ‘assertion,’ ‘question,’ ‘order,’ ‘proposal,’ and‘promise’ (in Korean) are also non-factive with the SAY C preceding. Derived nominals from factivityalternating epistemic predicates such as ‘memory’ (from ‘remember’), as in (14) in Japanese.
(14) [[watashi-ga kanojo-ni at-ta to]I

IU kioku-wa tadashi-ku nai-NOM she-at meet-PST C say memory-TOP right-‘The memory saying that I met her is not right.’

4. Noncanonical whether and Korean and Japanese Expletive Negation
Complementizer whether is typically used as the head of an interrogative clause and often(traditionally) selected by rogative attitude predicates like ask, investigate, and wonder (see (14)).
(14) a. Mary wonders whether it’s raining.
b. *Mary wonders that it’s raining.
At the same time, epistemic attitude predicates such as know are known to select either that orwhether (see (15); see Lahiri 2002, Zuber 1982, a.o.).
(15) a. Mary knows that it’s snowing.
b. Mary knows whether it’s snowing.
Logically, know whether can be defined by know that: (A: attitude holder; know that here has theeffect of know the fact that)(16) a. A knows whether P iff if P is true then A knows that P and if
knows that not P.

6

Elliottʼs (2017) treating proposition as equal to fact is not correct.

28

P is false then A

b. A knows whether P iff A knows that P or A knows that not P.
(Zuber 2022)
Those well-known cognitive factive verbs including know are veridical because they fit the definition
by entailment (Karttunen 1971a, Egré 2008, a.o.) and factive via the definition by presupposition(Kiparsky & Kiparsky 1970, Karttunen 1971b a.o.). However, White and Rawlins’s (2016) factivity
excludes the non-factive alternants of such epistemic predicates as know, recognize, and discover,generated by such previously introduced non-veridical operators as negation, interrogative, modal,
conditional, and before, as exemplified in (17), which does not entail Putin was a straightforward
trustworthy guy; it has the effect of having the head the saying before that:(17) Yes, but Bush didn’t KNOW he was a straightforward trustworthy guy… L+H*
L-H%(i) … He just BELIEVED it, or maybe HOPED he was.
(ii)… He’s not! Bush didn’t know that Putin was straightforward.
(Simons et al 2017)
In contrast, White (2021) has shown that predicates like think, believe, hope and fear are all in factcompatible with interrogative complements, based on corpus evidence, although many speakers are
reluctant to accept them. The predicates like think and believe have been treated as anti-rogative,
being compatible only with declarative complements. Hope and fear are nonveridical andpreferentially used but were argued not to be compatible with whether (Uegaki and Sudo).
However, all these predicates are actually compatible with whether, as illustrated by White in (18).
(18) a. I was hoping whether you are able to guide me.
b. I’m trying to think whether I’d have been a star today or not.
The set of predicates in question think, believe, hope, fear and imagine (added here) whether isnonveridical, licensing NPIs, as in (19):(19) Mia is thinking whether/*that there is any cake.
We view this set of verbs as indicating a positively-biased thinking with hedge. With whether - or not,the negative choice is opened, leading to hedge (often even politeness). The speaker as attitude holder
desires the addressee’s guiding in (18a) and being a star irrealis in subjunctive mood. In English,
however, the semantic sense of disjunctive choice whether - or not seem to still remain in some contexts.
On the other hand, the Korean and Japanese complement expletive negation counterparts also require acomplement question mood ending (plus an optional [+say] C(omplementizer). Neg-raisability (N-R) of‘believe that’ type in English (Zuber 1982) was shown to apply also to non-factive alternants of epistemic
verbs in Altaic and English (Lee 2019) but N-R does not apply to the whether complements treated here.
Compared to the use of that, the use of whether in (18) indicates a p o sitiv e ly -b ia se d a ttitu d estill w ith so m e h e d g e o f a p p a re n t n e g a tiv e p o ssib ility .
Examine the comparable Korean and Japanese expletive negation constructions. Surprisingly they can

29achieve the same effect of positively-biased attitude in a more solid way. In Korean (20a), the expletive
negation anh- is followed by the conjectural modal -ul and then the embedded interrogative mood marker-kka with the optional [+say] C (ha)-ko (signaling non-factive, in all Altaic) following, although typicallythe [+say] C deletes in Korean/Japanese. Japanese (20b) has a parallel structure and meaning (exceptthat Japanese lacks an overt modal and a polar interrogative complementizer (-ci ‘whether’ in Korean,
odd in the expletive negation complement).
(20) a. Mia-nun [caki thim-i

iki-ci anh-ul-kka]((ha-)ko_

M-TOP her team-Nom win-C Exp.Neg-Mod-QComp say-C{sayngkakha-n-ta / ?mit-nun-ta/ kitayha-n-ta/siph-ta. }think-Pres-Dec/ believe-Pres-Dec/expect-Pres-Dec/has.a.hunch-Dec‘Mia thinks/believes/expects/has a hunch whether her side will win.’b. Mia-wa [jibun no chimu-ga kata-nai-ka(to)]omou/?shinji-ru/kitai-suru

M-Top-her-of-team-Nom-winC-Exp.Neg-Q C think/believePres.Dec/expect-Dec‘Mia thinks/believes/hopes whether her side will win.’
Goodhue & Shimoyama (in review) attack our Choi & Lee’s (2017) complement expletive negation
analysis, arguing for reducing it to the negation in embedded negative polar question. But this reduction
claim easily collapses:(21) Double negation law is violated. Not positively but negatively biased sense results.
*Mia-nun [caki thim-i mot/an iki-ci.anh-ul-kka] ((ha)-ko)
M-Top her team-Nom Neg win Neg-Mod-Q (say)-C
sayngkakha- /kitayha-n-ta.
think/hope-Asp-Dec*‘Mia thinks/hopes whether her team might not win.’
The opposite is meant: ‘Mia thinks/fears whether her team will lose.’ It is because the positively biased
expletive negation meaning is negated. Remember that expletive negation is logically trivial. Secondly,
anaphoricity is violated. A first-person pronoun na instead of the anaphoric (reflexive) pronoun caki
must appear in the subordinate subject. Thirdly, non-rising intonation is violated.
See (22), for a French example of complement expletive negation, which provides a cross-linguistic
evidence. Such an expletive negation ne also occurred in espoire ‘hope’ historically. Cross-linguistically,
if the complement content is adversative to the wisher, then, the attitude of ‘fear,’ ‘worried’ appears
above by composition and selection as well. Depending solely on selection as in White (2016) cannot
explain the attitudinal force of complement content.
(22) Je crains
I fear[que vous nepreniezthat you ExpNeg

catch.Subj.Pres cold30

froid]

‘I fear that you might catch cold.’

Approximation of an analysis: the wishful bouletic modal meaning determines attitude predicates.
Attitude predicates like ‘remember’ and ‘know,’ in their factive alternants, presuppose factivity and areincompatible with these biased expletive negation elements, as illustrated by the Korean examples in(23). In the unacceptable sentence (23a), the use of (i) expletive negation (-ci) anh, (ii) past tense
morpheme -ass-, and modal -ul, and (iii) question complementizer -kka is incompatible with predicateskiekha- ‘remember’ or al- ‘know’). In contrast, in the acceptable sentence (23b), the negation marker (ci) anh/motha is a regular negation, not expletive, and contributes to the expression of a fact.
(23) a. #Mia-nun [caki thim-i iki-ci anh-(ass)-ul-kka]{kiekha-/al-}n-ta.

M-Top.her.team-Nom.win-C.Exp.Neg-(Pst)-Mod-QC.{remembers/knows}‘Mia remembers/knows whether her team might (have won)/win.’b. Mia-nun [caki thim-i iki-ci anh/motha-ass-(nun)ci(-rul)]
M-Top her team-Nom win-C Neg Neg-Past-Comp-(Acc){kiekha-n-ta/al-n-ta}‘Mia remembers/knows whether her team didn’t/couldn’t win.’
Given this, we argue that the canonical view of attitude predicates that they select different fixedcomplementizers largely on logical/semantic grounds must be jettisoned in the face of White’sinterrogative complementizers. The newly discovered parallel between them and the expletive negation
phenomenon in Korean and Japanese (and partly French) compel us to consider psychological factors
involved: positively-biased but negatively in hedge (whether also involves or not). Therefore,
complement content matters and it determines what kind of attitude predicate it is composed with. It
determines compatible predicates: a favorable event of her team’s winning in the complement selects‘hope’ and ‘expects’ as embedding attitude predicates, whereas an unfavorable event of her team’s losing
or catching cold may select ‘fear’ or ‘worry.’ Both kinds of events can be composed with ‘think’ and‘believe’ in those languages. Complement types are important and determining.
Formalization. We assume the following lexical entry for bouletic modals (Romero 2023, Portner &Rubinstein 2020, a.o.):(24) For any w', w'' ∈ W: w' <Bou_x(w0) w'' iff w' is more desirable according to Boux(w0) than w''(25) BESTw0(∩Doxx(w0), Boux(w0))= {w': w'∈∩Doxx(w0) ∧ ¬∃v(v∈∩Doxx(w0) ∧ v<bou_x(w0) w')= the set of x's belief worlds that are best according to the ranking by Boux(w0)(26) [[x -ul p]] (where -ul is a bouletic modal: see 8, a.o.)= λw0. ∀w∈ BESTw0(∩Doxx(w0), Boux(w0))[p(w)]31

We further assume that, the negation anh- with the modal -ul is an expletive, and even though -kka isused, due to this expletive anh-, the complement with -kka is actually interpreted as a set of worlds rather
than a set of sets of possible worlds (or this expletive anh- may be a counterpart to the ! operator in
inquisitive semantics, which changes the set of sets of possible worlds into the set of possible worlds).
(27) [[caki thim-i iki-ci anh-ul-kka]] ‘whether her team would win (or not)’= λw0. ∀w∈ BESTw0(∩Doxx(w0), Boux(w0))[her side will win in w0]
The attitude predicate sayngkakha- ‘think’, for example, takes (27) as its comp-lement:(28) [[sayngkakha-]] ‘think’= λPst. λxe. λw0s. ∀w compatible with x’s thought in w0: P(w) = 1.
In English, the same bouletc modal should work analogously, although the disjunctive choice reading ofwhether --- or not is still available in some contexts.
A counterfactual attitude predicate imagine has been found to take the same complementizer whether.
This whether complement embedded by imagine is remarkably positively-biased largely with
subjunctive mood, and cross-linguistically this is widely attested. Observe the Korean and Chinese cases(from Lee (in review)).
(29) I am imagining whether the new sofa will fit into my living room.
(30) say sofa-ka ungcepsil-ey ewuli-ci anh-ul-kka sangsanghay po-n-ta
new-NOM livingroom-at fit-C NEG-MOD-Q imagine try

Korean: ‘(I) try to imagine whether the new sofa will fit into the living-room.’(31) Wǒ zài xiǎngxiàng x¯ın shāfā shı̀fǒu sh`ıh´e wǒ-de k`et¯ıng.
I am imagining new sofa whether fit my living-room
Chinese: ‘I am imagining whether the new sofa (‘d) fit my living room.’

The eventive 'imagine' needs an attempt auxiliary ‘try’, progressive aspect, or modal, as in ‘I
can’t imagine whether. . . ,’ “the imagining does not succeed in answering the question” with'whether' (Alexander Williams p.c.) ('think' is also eventive, see Özyıldı 2021). ‘Imagine whether P ’
is preferred to ‘think/believe whether P ’ (Heidi Harley and Julian Grove p.c.). These two
consultants prefer the logical meaning, but that following kind of ‘positive bias’ reading is often
witnessed:(32) a. Mary imagined whether her team would win in hope.
b. Mary imagined whether her team would lose in fear.
(33) I tried to imagine whether my own kids would want to come on the trip.
We examined the set of non-canonical whether-taking attitude predicates including imagine.

32

5. Imagine and Fiction
We can establish that imagine that is equivalent to imagine the saying that and to the Korean
SAY C=ko sangsang-ha ‘imagine that’. It is an imaginative mental report. Then, as in ‘believe
that,’ neg-raising can occur in English between (34’) and (35’) (Ö zyıldız 2021, Liefke 2023). It
occurs in Korean as well, as in (34) and (35). With the neg in the embedded clause in (34) andneg in the matrix clause in (35), both sentences are equivalent. However, if the predicate is an
event as in ‘I am imagining that ---,' ‘Imagine that ---!’ ‘I tried to imagine that ---,’ etc., negraising is blocked.

(34) Mia-nun[ywukio-ka irena-ci anh-ass-ta-ko]

sangasanghayss-ta

M-TOP Korean War-NOM arise-C not-PST-DEC-COMP imagined DEC‘Mia imagined that the Korean War didn’t occur.’(34’) Mia imagined that the Korean War didn’t occur.
(35) Mia-nun [ywukio-ka irena-ass-ta-ko] sangangha-ci anh-ass-ta
M-TOP Kor War-NOM arise-PST-DEC‘Mia d i d n ’ t imagine that the Korean War occurred.’(35’) Mia d i d n ’ t imagine that the Korean War occurred.
The complement content of imagination likewise often occurs with the say that as in (36):(36) I imagine that you are the cream in my coffee.
It is an embedded utterance from the following kind of metaphorical assertion:(37) You are the cream in my coffee. (Paul Grice)
Grice said that this kind of metaphor is a parasitic use of language.
This may better be called ‘creative use’ of language, as far as artistic beauty is created. But there areother kinds of use of language such as fake news, all fictive, apart from facts.

6. Concluding Remarks
We investigated different factivity alternation types involving sound, grammatical structures andmeaning inter-weavings. Particularly, we examined the non-canonical whether complementation in its
close relationship with the Korean and Japanese (and French) expletive negations, which reveal the
positively biased sense solidly. This involves imagine whether as well. We also briefly examined how afictive world can be brought into our use of ‘imagine.’ Semantic universals are a tantalizing goal topursue, and progress made shows it is within our grasp.

33

REFERENCES (select)
Beaver, D.: Have you noticed that your belly button lint color is related to the color of your clothing.
In: Presuppositions and Discourse: Essays Offered to Hans Kamp, vol. 21, pp. 65–100 (2010).
https://doi.org/10.1163/9789004253162 004
Choi, Yoonhee and Chungmin Lee (2017) Expletive negation and polarity alternatives. In C. Lee F.
Kiefer and M. Krifka (eds.) Vontrastiveness in Information Structure, Alternatives, and Scalar
implicatures. 175-201. Springer.
Egre, Paul (2008) Question embedding and factivity. Grazer Philosophische Studien77(1). 85–
125.https://doi.org/10.1163/18756735-90000845.
Goodhue, Daniel and Junko Shimoyama (in review) Embedded negative polar questions in Japanese.
Hazlett, Allan (2010) The Myth of Factive Verbs, Philosophy and Phenomenological Research , 2010,
Vol. 80: 3, 497-522.
Higgins, Roger (1973) The pseudo-cleft construction in English. MIT Dissertation.
Lee, Chungmin (2019) Factivity Alternation of Attitude ‘know’ in Korean, Mongolian, Uyghur,
Manchu, Azeri, etc. and Content Clausal Nominals. Journal of Cognitive Science 20 (4),451–503 (2019) https://doi.org/10.17791/jcs.2019.20.4.451
Liefke, K. (2022) The selectional variability of ‘imagine whether’. In: Semantics and
Linguistic Theory, vol. 32, pp. 639–660. https://doi.org/10.3765/salt.v1i0.5347
Portner, Paul and Aynat Rubinstein (2020) Desire, belief, and semantic composition: variation in moodselection

withdesirepredicates

NaturalLanguage

Semantics

28:343–393

https://doi.org/10.1007/s11050-020-09167-7.
Romero, Maribel (2023) ESSLLI ‘Semantic properties and combinatorial restrictions of attitude
predicates’ (Deniz Özyıldız & Ciyang Qing) Guest lecture Day 4.
Rooth, M. (1992)

A theory of focus interpretation. Natural language semantics, 75–116

https://doi.org/10.1007/BF02342617
Simons, Mandy, David Beaver, Craige Roberts & Judith Tonhauser (2017) The Best Question:
Explaining the Projection Behavior of Factives, Discourse Processes, 54:3, 187-206, DOI:
10.1080/0163853X.2016.115066: https://doi.org/10.1080/0163853X.2016.115066
Uegaki, Wataru and Yasutada Sudo (2013) The anti-rogativity of non-veridical preferential predicates.
Proceed’s of Amsterdam Colloquium.
White, Aaron (2021) On believing and hoping whether. Semantics and Pragmatics 14.
White, Aaron and Kyle Rawlin (2017). The role of veridicality and factivity in clause selection.
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34

Zuber, Richard (1982) Semantic Restrictions on Certain Complementizers, Proceed’s of the 13th
International Congress of Linguists, Shiro Hattori and Kazuko Inoue, eds.
Zuber, Richard (2020) Properties of propositional attitude operators, Linguistics and Philosophy
46:237–257 https://doi.org/10.1007/s10988-022-09361-2.

35

2. Abstracts of Panels
Panel 1: Special Session on Launching the Programme BRIDGES
Coordinator and chair:
Professor Luiz Oosterbeek
Professor of Archaeology and Landscape Management, Polytechnic Institute of Tomar,
Geosciences Centre, Portugal. Member of the Portuguese Academy of History and Academia
Europaea. President of CIPSH.
Speakers:
Professor Luiz Oosterbeek (loost@ipt.pt)
Professor Kazuhiko Takeuchi
President, Institute for Global Environmental Strategies (IGES). Project Professor, Institute for
Future Initiatives (IFI), The University of Tokyo.
Professor Yukio Himiyama
Emeritus Professor of Hokkaido University of Education Past-President of the International
Geographical Union and delegate to CIPSH GA.
Professor Steven Hartmann
Executive Director of BRIDGES
Professor Fumiko Kasuga
Nagasaki University School of Tropical Medicine and Global Health/ Interfaculty Initiative inPlanetary Health. Global Hub Director – Japan, Future Earth Secretariat.
Between 2015 and 2017 UNESCO, with the support of the Japanese Ministry of Education, Culture,
Sports, Science and Technology, undertook a project on "Broadening the concept of sustainability
science'7. This project engaged, since 2016, several members of CIPSH and it finally led to an outcome
document, approved by the General Assembly of Unesco in 2017, with UNESCO Guidelines on
Sustainability Science in Research and Education. Following this and the World Humanities
Conference, conveyed by CIPSH and UNESCO in 2017, CIPSH took the initiative to promote in Mação,Portugal, in 2019, a meeting to reflect on what should be possible steps for UNESCO to take to resume
the centrality of Humanities in the public sphere and academia. The recommendation was to establish
a Humanities driven program of UNESCO and that such program focused sustainability as perceived
from such perspective (as the above mentioned Guidelines already acknowledged). This lead, following
other preparatory meetings in Paris and Sigtuna, to propose the program BRIDGES that was approved36

by the Intergovernmental Council of the MOST (Management of Social Transformations) program of
UNESCO, in March 2021.
The program enters in 2023 in the stage of operationalization, and justified the special session during
the CIPSH Conference, at Tokyo and Keio Universities.
The objective of BRIDGES is to foster sustainability science as a renewed, integrated approach thatbuilds from the Humanities, encompassing the Social and Natural sciences, the Arts and otherknowledge domains, through a process of co-design and co-construction that values the relevance of
critical reasoning. BRIDGES is a coalition led by UNESCO, in which CIPSH as a permanent seat in
the governing body, that defined itself as follows:
1. The BRIDGES Coalition is humanities-centered but not limited to the humanities. We value
contextualized and diverse approaches to sustainability, and we acknowledge that persistent
challenges are often complex, yielding sometimes contradictory responses. We encouragerobust debate in efforts to meet these challenges.
2. The BRIDGES partners understand the Earth not solely as a planetary system, nor as a reservoirof resources, but as a web of meanings and interactions that is inherently multilayered andpluralistic.
3. The BRIDGES Coalition is committed to a critical understanding of sustainability thatemphasizes the diversity of its subjects, objects and timelines.
4. BRIDGES will work to establish a world of new relationships, based on convergent
understandings and co-design, among the co-inhabitants of the Earth.
5. The BRIDGES partners are committed to an ethical approach to resource mobilization and use.
This program offers a novel opportunity for all the Humanities to stand at the core of a crucial debate
in contemporary societies, bringing a mid- and long-term scale of reasoning into what is too often
presented as a series of short term needs alone.
The session lasted for 90 minutes and its purpose was not to exhaust the discussion (time being too
short) but to raise awareness, also possible doubts and cautions to consider, and to contribute for a roadmap of implementation in which all member organizations of CIPSH can play a central part. This wasachieved with the various presentations, some of which are summarized below.

37

ABSTRACTS
Professor Luiz Oosterbeek
Archaeology and Landscape Management, Polytechnic Institute of Tomar, Geosciences Centre,
Portugal. Member of the Portuguese Academy of History and Academia Europaea. President of
CIPSH
A dramatic misconception of contemporary society is the segregation of the Humanities from the other
Sciences. As a result, the very real needs and concerns of people worldwide are not being taken into
account in the development of academically informed addresses to contemporaneous problems.
Consequently, this intellectual dichotomy impedes the development of effective strategies to combat
current environmental concerns. In the face of today’s global challenges, and in spite of the multiple
ways of being human, we need to recognize and accept our essential unity as a species. Moreover,ontologies that tend to separate people from each other and the wider world overlook how humanity ispart of, and indeed dependent upon, an extensive and intricate web of relationships with other living
beings and the Earth at large.
CIPSH helped conceive BRIDGES at its initial meeting in Mação, Portugal, in 2019. The BRIDGES
program is designed to address socio-environmental problems by drawing upon the scope and methodsof the Humanities and encouraging different disciplines, knowledge systems, cultural approaches,interests and perceptions to co-create transdisciplinary projects and community initiatives. The
disciplines of the Humanities – such as philology and philosophy, archaeology, anthropology andhistory – all contribute important perspectives and understandings of the values, ethics and the moral
components of humanity’s problems past and present. Frequently, technological innovations andsolutions to environmental issues tend not to engage with these; thus, it is hoped that embedding
Humanities-driven research within sustainability science will help avoid the trap of simply solving one
immediate problem by generating new ones. While academics might be considered the experts who
generate and hold knowledge, BRIDGES also recognizes the importance of listening to and learningfrom other ways of understanding the world. A key component of this innovative program therefore isincorporating the experiences and expertise of diverse societal partners, indigenous peoples andyouth/intergenerational knowledge.
In this context, BRIDGES aims to co-construct a convergent roadmap based on human experiences andmillennia of knowledge systems. Rather than shaping a single image of the future, it recognizes thatsolutions will be contextual and localized and seeks to build a flexible path that acknowledges
community-based transformative practices.
This approach resumes the understanding that the diversity of cultural expressions is not in opposition
to the fundamental unity of Humanity, nor that it is its mere complement. Diversity is the core of human38flexible adaptive behavior of humans, i.e., the very nature of their unity. Understanding this dialectic
relation is a main expertise of the Humanities, or Human Sciences. BRIDGES offers a novel tool for
applied research, addressing fundamental concerns and needs of contemporary societies and resuming
the centrality of Humanities disciplines in such endeavor.

39

Professor Kazuhiko Takeuchi
President, Institute for Global Environmental Strategies (IGES). Project Professor, Institute for Future
Initiatives (IFI), The University of Tokyo
The field of Sustainability Science has developed with a focus on a systems perspective, emphasizing
the interconnectedness of nature and society. To address the emerging and complex global challenges,
it advocates for a transdisciplinary approach, co-designing knowledge through collaborative efforts.
The importance of education and capacity development in achieving global sustainability is also
highlighted.
The relationship between sustainability and resilience is explored, acknowledging the increasing
complexity of debates. Sustainability and resilience are seen as complementary, with sustainability as anormative goal and resilience as the system's capacity to absorb disturbances. Resilience includes bothrecovery and adaptation, linking it with sustainability through transformative interventions.
In the face of the transition from MDGs to SDGs, The UNESCO - UNU - IR3S Symposium aims todiscuss sustainability science issues. Recommendations include strengthening international
collaboration and enhancing the science-policy-society interface, emphasizing social and ecologicalresilience.
The focus areas of Sustainability Science include solution-oriented and transformative research, theintegration of global systems, collaboration across levels, and the convergence of knowledge systems.
The role of science, technology, and innovation is recognized as crucial for achieving sustainability
goals.

40

Professor Yukio Himiyama
Possible Contribution of IGU to BRIDGES
Emeritus Professor of Hokkaido University of Education.
Past President of International Geographical Union
The presentation highlights possible contribution of the International Geographical Union (IGU) to
BRIDGES, particularly through its Commission on Global Understanding lead by its chair Benno
Werlen.
Geography is the science for sustainability, and the International Geographical Union (IGU) has been
affiliated with ISSC as well as ICSU and their joint successor ISC. In order to further strengthen its
collaboration with the human science communities, IGU also became a member of CIPSH in 2015. Itin fact had a quick effect on the UNESCO’s proclamation of the International Year of Global
Understanding (IYGU) for 2016 proposed by the IGU.
IYGU was an international year coined by the IGU in order to support Future Earth by bottom-up
approaches. It was initiated and directed by Benno Werlen, a geographer who became the UNESCO
Chair on Global Understanding for Sustainability. It was highly successful in carrying out numerous
related events and publications worldwide, and its grand inaugural ceremony at Jena was attended byhundreds from all over the world including the ICSU President and the Future Earth Director.
However, a year for action was too short for the IYGU mission, and efforts were continued to make ita decade. Such efforts, backed by the high performance of IYGU activities, crystalized into The Jena
Declaration (TJD) https://www.thejenadeclaration.org/ issued in March 2021. It is based on the widelyheld belief that humanity is very close to missing a last chance to reach the broadly agreed Sustainable
Development Goals (SDGs) in time, which BRIDGES surely shares.

41Professor Steven Hartman
Executive Director of the UNESCO-MOST BRIDGES Coalition. Faculty of History and Philosophy,
University of Iceland. Global Futures Laboratory, Arizona State University
The UNESCO-MOST BRIDGES Coalition is a global UNESCO-based programme promoting
meaningful action for transformative societal change based on UNESCO’s Guidelines for Sustainability
Science in Research and Education (2018).

BRIDGES currently connects more than 40 member

organizations and institutions from around the world, with an emphasis on developing community coproduced knowledge and solutions for vulnerable populations, regions and territories at risk in the faceof global social and ecological change in the 21st century.
The process leading to the establishment of BRIDGES began in 2015 with the UNESCO-led project‘Broadening the Application of the Sustainability Science Approach’ (2015-2017), funded by theJapanese Ministry of Education, Culture, Sports, Science and Technology (Japan/MEXT), with theambition to help UNESCO member states achieve their obligations under the Paris Agreement on climatechange, the UN 2030 Agenda and the Sustainable Development Goals. This project took stock of the
field of sustainability sciences that emerged from the Millennium Ecosystem Assessment and theMillennium Development Goals, not only analyzing the current state of the field but anticipating new
developments necessary within the field to better enable member states to meet their agreed ambitions
and obligations in a period of accelerated global change.
Some notable developments anticipated, as highlighted in UNESCO’s Guidelines for Sustainability
Science in Research and Education, include meaningful integration of the humanities, the arts, andeducational sciences in knowledge co-production addressing the challenges of global social andenvironmental change, at many scales (locally, territorially, regionally), as well as promotion ofinterdisciplinary and transdisciplinary approaches to science (in the broadest sense of the term), learningand uptake in society.
This project also generated a robust stepwise international effort, comprising dozens of leadinginternational organizations and institutions, to design and launch a new humanities-led sustainability
science coalition within a UNESCO global science programme, Management of Social Transformations(MOST). This effort was undertaken jointly (in 2019-2021) by the International Council for Philosophy
and Human Sciences (CIPSH), UNESCO and the Humanities for the Environment (HfE) global network.
As the first humanities-led international sustainability science programme within UNESCO and thewider family of UN agencies, the BRIDGES Coalition was conceived in this exploratory process as bothinnovative and critically necessary.
There are currently six BRIDGES Hubs as of August 2023, and this number is anticipated to expand in
the coming years. A major ambition is to establish hubs in regions where there are none yet, such as in
Asia-Pacific, Oceania, Latin America, the Circumpolar North, Northern Africa and the Middle East.
42

Current Hubs include the Southern African Hub at University of Pretoria; the Flagship Hub at ArizonaState University’s Julie Ann Wrigley Global Futures Laboratory; the Knowledge and Action Hub of theClub of Rome; a Thematic Hub devoted to Understanding Past Socio-Ecological Resilience jointly
organized by CUNY’s Human Ecodynamics Research Center and Princeton University’s Climate
Change and History Research Initiative; the Planetary Wellbeing Hub at the University of Cologne andthe UK Hub and International Secretariat at University of Wales Trinity Saint David.
BRIDGES seeks to operationalize UNESCO’s Guidelines on Sustainability Science by promoting andadvocating innovative structures and processes of co-design and co-construction that place a premiumon the values of diversity, inclusiveness, and critical reasoning. The ambition is not only to bridge topdown and grass-roots approaches to knowledge production and the science-policy interface but also toenable convergent, force-multiplying capacities to be achieved across previously siloed knowledge
domains and action communities. BRIDGES’ principles emphasize the proactive integration ofcommunities and knowledge domains that are marginalized or too often overlooked in the centers of
economic, societal and political power. It is the position of the coalition that intergovernmental processes
and mechanisms—including the research, education and development organs they draw on andencompass—must play a leading role both in strengthening sustainability research and in supporting
actions for sustainability, in closer cooperation with civil society and local communities.
In preparation for the 2023 CIPSH Conference in Tokyo, the UNESCO-MOST BRIDGES Coalition
undertook a preliminary survey of humanities-led sustainability science projects from different regions
around the world that seek actively to address the realities of vulnerable communities and regional
territories impacted by social and environmental pressures. This mapping work, as published in thebooklet BRIDGES: A Humanities-led UNESCO Coalition for Sustainability, also seeks to showcase vitalcommunity-partnered and co-produced transdisciplinary work that already rises to the challenges of ourage and suggests meaningful pathways forward. As a first internal survey of projects selected from thecurrent BRIDGES Coalition membership and their networks, this booklet seeks to illustrate the wealthof humanities-led, community co-produced initiatives currently that are taking place around the world.
The booklet delivered for the CIPSH conference in Tokyo in August 2023 was published as a proof ofconcept for a signature BRIDGES project intended over the coming years to map humanities-led,community-driven sustainability science, education and action much more comprehensively, offering
analysis and discussion of how such co-produced integrated knowledge can be made more accessible
and useful to policymakers and societies at a wide range of scales, from the local to the international andintergovernmental.

43

Professor Fumiko Kasuga
Role of humanity and social sciences in transdisciplinary research in Future Earth
Nagasaki University School of Tropical Medicine and Global Health/Interfaculty Initiative in Planetary Health. Global Hub Director – Japan, Future Earth Secretariat
Future Earth is an international research network, which implements sustainability science andactualizes concept of Planetary Health. To carry out its mission of advancing research in support oftransformations to global sustainability, Future Earth has been holding two main principles –interdisciplinary and transdisciplinary research.
In order to address interlinked and complex issues in the global environment and human society,systems approach is necessary, and science alone cannot solve problems. In science, meaningful
collaboration between natural and social sciences is inevitable. Furthermore, scientists should learn
from the society, and co-create and co-conduct research with partners outside the academia, called astransdisciplinary research.
Future Earth has been conducting various types of transdisciplinary research globally, regionally, andlocally. Its products and activities include synthesis report such as 10 New Insights in Climate Scienceand Risk Perception Report, TERRA School to train early career researchers in Asia with the theory andpractices of transdisciplinary research, Science-based Pathways for Sustainability Initiative to support
inter- and trans-disciplinary research, and more. In the process, humanity and social science, such as
history, philosophy, risk perception, governance, law science, finance and economics, are playing anessential role.
In increasingly unstable world which is also under climate crisis, justice and peace are pursued. Now,
we might need to consider from various angles, e.g. climate justice for whom? how have religions beenplaying to avoid wars, rather than creating causes of wars? Humanity and social science have evenstronger expectations and responsibilities.

44Panel 2: Humanity Studies on “Disagreement, Communication, and Mutual
Understanding”

Coordinator and Co-chair: Mitsuhiro Okada (Keio University) and Koji Mineshima (Keio University)
Prof. Lim Jie-Hyun (Sogang University) Special speaker
Prof. Emmanuel Picavet (Université Paris 1 Sorbonne-Phanthéon)
Prof. Yasuo Deguchi (Kyoto University)
Prof. Ritsuko Kikusawa (National Museum of Ethology of Japan)
Prof. Tim Jensen (University of Southern Denmark)Introductory Remark and the activity report of the coordinator-team
Mitsuhiro Okada and Koji Mineshima
Keio University(1)

Introducing the Panel Theme

Humanity studies have contributed to enhancing communication and fostering understanding amongindividuals and societies. As we navigate the new era of global communication and digital networking,it is crucial for humanity studies to play a role in promoting mutual understanding and preventing
misunderstandings. With the advancement of globalization and the growing presence of multiculturaland multilingual communities, embracing diversity has become indispensable in various aspects.
However, the emergence of the new era of global communication has also brought forth numerous
challenges that impede mutual understanding. For instance, the proliferation of AI-generated fake news
images through the global communication network can significantly impact people’s perspectives anddecisions. Additionally, it is crucial to consider the impact of the internet and the new AI environment
within these discussions, including the issue of providing fair information.
Through these studies, it is important to engage in discussions regarding communication for mutual
understanding. This involves examining the challenges of understanding disagreements, compromising,and incorporating philosophical, linguistic, historical, and comparative cultural research, including
specific case studies. Furthermore, it is necessary to discuss challenges related to communication in a
global, multilingual society, including sign language, and to identify various issues concerning45

disagreement, communication, and mutual understanding, ultimately contributing to the goal ofembracing diversity of in line with the Sustainable Development Goals (SDGs), which obviously
require peaceful world.
To address these issues, we propose focusing on the study of "disagreement" as a foundation forunderstanding communication and promoting mutual understanding. Although disagreements havebeen explored in various humanities fields, the explicit use of the term as a subject of study is relatively
recent, as seen in its inclusion in the Stanford Encyclopedia of Philosophy in 2018.
In this Panel Session, Prof. Lim Jie-Hyun gives a talk from a historical viewpoint, using "disagreement"
as a key concept for his historical analysis (see the Abstract below). Prof. Emmanuel Picavet, a memberof the French team from our France-Japan "Disagreement in Logic and Reasoning" project — theorganizing group for this Panel Session — gives a talk on disagreement related to the philosophy of law(see the Extended Abstract below). Prof. Yasuo Deguchi delivers a talk utilizing the "We" concept,
which he discussed in his Keynote, including the hierarchy of totalitarianism and good/bad
disagreements (cf. his Keynote Abstract). Prof. Ritsuko Kikusawa discusses issues of communicationin global, multicultural, and multilingual societies (cf. her Keynote Abstract). Prof. Tim Jensen, who isalso a keynote speaker, addresses a topic different from his Keynote talk; he discusses the complexityof disagreement issues based on his long-time experience as a university teacher in Denmark,mentioning various concrete situations.
(2)

A brief report on the coordinating team's activities related to the theme

By examining the concept of 'disagreement,' this panel aims to shed new light on communication that
fosters mutual understanding. Disagreement inherently presupposes certain basic agreements whichallow individuals to engage in meaningful discourse. These foundational agreements may be linguistic,
related to reasoning and logical inference, or rooted in fundamental beliefs. Discussing disagreements
at these essential levels of communication is crucial. Moreover, we will tackle pivotal questions, suchas how to find common ground within disagreements and how to facilitate compromise throughout theprocess.
We intend to engage in interdisciplinary dialogues concerning 'disagreement' and its relation toachieving 'mutual understanding.' Our goal is to delve into this topic across various dimensions, fromtheoretical research in philosophy and logic to practical examples and applications. Through aninterdisciplinary lens, we aspire to uncover a deeper understanding of the nature of disagreement andits significance in promoting mutual understanding.
The Japanese co-coordinators and their French collaborators continue to advance the study ofdisagreements within the realms of logic and reasoning. Commonly, disagreements and disputes
46

presuppose some degree of underlying consensus, for without some shared ground, the notion of'disagreement' would be nonsensical. Any disagreement between two parties must be grounded incertain shared assumptions. Typically, these include the use of basic logical inferences and reasoning,which are considered necessary conditions for constructing arguments about disagreements. However,
the history of logic and reasoning is rife with debates over what constitutes correct logical inference,with the most notable contention existing between classical and intuitionistic logicians. This
controversy is regarded as one of the foremost debates in contemporary logic.
W. V. O. Quine argued that these disputes are merely 'verbal disagreements'—conflicts over themeanings of logical terms rather than the principles themselves. For instance, when the validity of thestatement 'A or not A' (the principle of the excluded middle) is contested, each party may be ascribing
a different meaning to 'not', suggesting that the dispute is not fundamentally about the logical principle.
To clarify these verbal disputes and make the differences more evident, it would be beneficial toestablish a common language encompassing both classical and intuitionistic logical expressions. Yet, as
Williamson and others have noted, the straightforward amalgamation of these two logical languages
can result in the original disagreement vanishing since the contentious usage of a logical term, such as'not', is no longer apparent.
As John MacFarlane discusses in Section 6 of his 2020 work, what appears to be a logical disagreement
at the reasoning level might actually be a semantic disagreement at the meaning level, according toQuine. Therefore, such 'verbal disagreements' may not be truly disputable, as the disagreements
themselves may dissolve when a common language is adopted by both parties.
We have revisited the issue of logical disagreement and have proposed various strategies to better
understand it. One approach to resolving this paradoxical situation is to reformulate the common
language between the two parties involved—in this case, the classical and intuitionistic logicians. An
example of such an approach can be found in the work by Toyooka and Sano (2023).
A recent method suggested by one of the coordinators is to reassess the paradoxical 'agreement' between
the two parties, which Williamson identified as an opportunity for negotiation and compromise. This
interpretation becomes feasible when the implicit conclusions within an inference are made explicit. By
making these contexts clear, as in MacFarlane's style proof of Williamson's arguments, the step equatingclassical negation with intuitionistic negation is also impeded. This not only facilitates the verbal dispute
between the two parties but also paves the way for new conceptualizations of negation beyond theclassical and intuitionistic interpretations.

47

In essence, any 'disagreement' and subsequent dispute typically depend on a considerable amount ofcontextual agreement, which is presumed to include a consensus on the underlying logical inference
and reasoning. However, the history of modern and contemporary logic exhibits numerous
disagreements at the level of logical reasoning and inference. The philosophy of logic then queries thepossibility of such disagreements. Contemporary research, adopting various perspectives, is expected
to contribute to our understanding of the nature of 'disagreement', 'compromise', and the structural
understanding of conditions necessary for mutual understanding in disagreements, which are essential
for a meaningful dispute.
The structural analysis of disagreement and mutual understanding is reflected in the talks given by ourpanelists. Notably, Prof. Lim Jie-Hyun's discussion on disagreement (cf. Lim Jie-Hyun, (2022)) reveals
particular parallels with these themes.

References:
M. Tersman (2022), Folke, "Moral Disagreement", The Stanford Encyclopedia of Philosophy (Fall 2022
Edition), Edward N. Zalta & Uri Nodelman (eds.)
URL = https://plato.stanford.edu/archives/fall2022/entries/disagreement-moral/
Frances, Bryan and Jonathan Matheson (2019), "Disagreement", The Stanford Encyclopedia of
Philosophy (Winter 2019 Edition), Edward N. Zalta (ed.)
URL = https://plato.stanford.edu/entries/disagreement/
R. John Pittard (2019) Religious disagreement, Internet Encyclopedia of Philosophy
URL = https://plato.stanford.edu/archives/win2019/entries/disagreement/.
MacFarlane, John (2020) Philosophical Logic, Routledge.
Toyooka, Masanobu and Sano, Katsuhiko (2023), Combining intuitionistic and classical propositional logic:
Gentzenization and Craig interpolation, Studia Logica, to appear.

Lim Jie-Hyun (2022) Victim Consciousness Nationalism: The 'War of Memories' Crossing Borders(Tokyo: Toyo Keizai Shinpo) (In Japanese)
Okada, Mitsuhiro (2022), On the form of logical inference (In Japanese), Philosophia. 101, 102-106.

48

Abstract: Self-presentation and conflict
Emmanuel Picavet
Université Paris 1 Phanthéon-Sorbonne
Some of the most important issues in war and peace, as well as in negotiation and compromise, raisequestions of collective intelligence. They lead to an interest in forms of reasoning, expertise andjudgment, but also in self-presentation and the interplay of perceptions in a dialogue characterized bydisagreement.
In a way, our understanding of attitudes to conflict remains faithful to the balancing that began in the
17th century, between the pragmatism of war preparation and ideas about organized peace, between thetheses of the Duke of Rohan and those of the Abbot of Saint-Pierre.
On one side, war was deemed inevitable to settle quarrels, and treaties should always be handled withcaution; peace could only come from a balance of power and alliances.
On the other side, despite the weakness of treaties' promises, we should be interested in treaties of a
sufficiently solid kind to institute an impartial mechanism capable of replacing war by arbitration,
ensuring the maintenance of peace. The decisive alliance between nations can only be that which will
make it possible to achieve this conquest of civilization.
Ideas of the second type may have seemed to prevail, with the ascendancy taken in practice by the ideasof Immanuel Kant, then by those of his distant intellectual heir, Hans Kelsen, and by the United Nations
Charter and the institution of the peacekeeping mechanism associated with the UN Security Council.
The use of force may have seemed to be brought close to a collective response mechanism to aggression,in a global peacekeeping instrument.
Shouldn't we be moving closer, at least formally, to the Kantian logic of freedom and security
guaranteed by the deployment of a binding obstacle to those who would obstruct the exercise of others'
freedom?
Such a trend has been of great intellectual and practical importance. However, in our current situationin Europe, for example, "obstructing the obstruction" through an organized mechanism seems close toimpossible: the international reaction to aggression consists of helping a Nation to defend itself.
The "overhanging" force of a state no longer appears as a guarantee of the effectiveness of aninternational mechanism, but as a concrete threat.
49

For the sake of peace, and to avoid escalation, it is important to highlight the unity of a group ofmobilized countries. This raises the question of what kind of solution should be sought to achieve asituation of peaceful coexistence between nations, and to recreate confidence in the future, despite
mistrust of leaders.
The ethic of seeking freedom and independence is in itself a brake on the hopes that the perpetrators ofterror may place in terror. In the case of the Ukrainian war, however, it should be noted that it is aboveall (it seems) a question of repressing the tendency of the population and its leaders to align themselveswith the culture, values and interests of states belonging to a "neighboring bloc", namely the NATObacked European Union.
The prospects for self-presentation and a work on values, meanings and culture should be exploredbeyond the "influence strategy" that amounts to counteracting other influences, as in the traditional
vision of "soft power", first theorized in the USA.
On a deeper level, we need to look at the conditions under which projections into the future can coexist,
and thus at the cross-perceptions of the attitudes of the different parties. In circumstances such as thoseof the war in Ukraine, unity may seem precious, but isn't it useful to block the caricature of a "bloc"
whose values are antagonistic to those of another "bloc"? Combating the caricature of "Western unity"
also means changing the interpretation that can be given to the tendency to want to "join the West". If
it's not a question of joining a "bloc", if it can be viewed as an interest in a very marked and irreducible
plurality, it is normally not easily misrepresented as the constitution of an hostile super-power.
A hint (explored in my article for Filosofia (Italy), submitted 2023): a peaceful international order ispartly shaped by meanings. The rules, values and principles that condition the attribution of meaning toacts are essential to procedures for resolving or overcoming conflicts. Two principles are highlighted
in my recent work on this:Intricacy:
There is an entanglement between the interpretation of norms and the description of the choices thatmatter with regard to compliance or non-compliance with norms.
Reflexivity:
The contextual observation of our choices by others suggests certain descriptions of these choices,which influence the interpretation of the underlying norms. The agent must take this into account in his/50

her own deliberations and this also applies to nations.

51

How to Agree to Disagree in the East Asian Mnemoscape?
Lim Jie-Hyun
Professor/Director, Critical Global Studies Institute, Sogang University, Seoul
Memory war has disrupted the East Asian mnemoscape. The globalization of memories in the third
millennium sharpened the emotional disputes over the issues of comfort women, forced labor, Nanjing
massacres, war famine, and other atrocities, etc., in coming to terms with the Japanese imperial past in
East Asia. The historical controversy becomes more intensive because it touches on the /zontologicalsecurity" in the international relations of the East Asian region. Ontological security implies "security
as being" more than "security as survival/7 That explains why emotion-laden words such as glory, fear,
suffering, pride, shame, apology, forgiveness, etc., contour the East Asian mnemoscape. What matters
is not the historical facts or truth but remembering the past. Historical facts to which all parties canagree cannot solve the conflicts automatically, as many believe. Memory is not a zero-sum game. Whata conflict-ridden menmoscape in East Asia demands is not a unanimous agreement on the memory of
the past but a symbiosis of different memories. For a symbiosis of multidirectional memories, we should
agree to disagree and leave the mnemospace open to others.

52

3. Abstracts of Roundtables

Roundtable A: New Techno-Humanities : Sustainable Development for Human
Community

Coordinator: Prof. Peng Qinglong
Chair:
Prof. Peng Qinglong, Shanghai Jiao Tong University
Co-Chairs
Prof. David Theo Goldberg, University of California
Prof. Zoltan Somhegyi, Karoli Gaspar University of the Reformed Church

Members:
Prof. Harold Sjursen, New York University
Prof. Kim Youngmin, Dongguk University
Prof. Wu Yun, Tongji University
Prof. Sun Xiaocun, School of Humanities, University of Chinese Academy of Sciences
Dr. Yang Liu, School of Humanities, University of Chinese Academy of Sciences

Technology and humanities are the two sides of the same body in the development of human civilization.
Since the 21st century, the Fourth Industrial Revolution led by innovative technologies such as artificial
intelligence, Internet of Things, blockchain, life sciences, quantum physics, new energy, new materials,
and virtual reality has brought unprecedented changes to human society, and also huge impacts andsocial contradictions. From climate change to gene editing and public health, many of today's problems
must rely on the joint efforts of scholars in the field of humanities, social sciences and natural sciences,and join hands with other social forces to form a global cross-border and interdisciplinary collaborative
network.
Science and technology are part of the productive forces - this is a basic tenet of Marxism. Yet without
the ultimate concern for human existence, technology will often go the opposite way to human survival
53

and interests. As the leader of the technology, Human should lead science and technology to develop ina people-oriented direction, and avoid being swallowed by the torrent of technological development.
The main theme proposed for this roundtable is "New Technology and New Humanities: Sustainable
Development for Human CommunityH. Discussion or debate could focus around the following themes,
within the broad frame of the Humanities:

1 World Literature, Transmedia Art, Convergence and Intermediality
2 The Ethics of Artificial Intelligence
3 New Media, Interactive Audiences, and the Virtual. Next Generation Narratives
4 Digital Humanities and its Application to Global (Economic) History
5 Technology, Science Fiction, Internet Literature and Comparative Literature
6 The Humanities and Al

Star Lore Across Cultures: Twenty-Eight Mansions of the Yi People of China
SUN Xiaochun and YANG Liu(School of Humanities, University of Chinese Academy of Sciences)

Abstract

The Yi people, an ethnic minority group in China, have a traditional constellation system known as the"Twenty-Eight Mansions" which is used to mark the position of sun, moon, planets and stars. In recent
years, scholars have found similarities between the Yi people's "Twenty-Eight Mansions" and the Indian
Nakshatra system on the one hand, and the Han Chinese Xiu system on the other. Considering theunique geographical location of the Yi region on the "southern silk road" between China and India, theVi Twenty-Eight Mansion system might be seen as an intermediate system between the Chinese andthe Indian ones. Our investigation of the Yi Twenty-Eight mansions, which includes the identificationof the stars and interpretation of the Yi star names, suggests that the Yi Twenty-Eight mansion system
contains star lore from remote ancient times, and there may have been exchanges of astronomical
knowledge between China and India in ancient times.

54

Roundtable B: Planetary Health Humanities

Coordinator: Professors Tony Hsiu-Hsi Chen
Chairs:Professor Philip Buckley
Philosophy, McGill University
Co-chair Professors Tony Hsiu-Hsi Chen
Professor of College of Public Health, National Taiwan University (NTU)/President ofInternational Asian Conference on Cancer Screening (IACCS) Network

Members
Professor Adams Bodomo (adams.bodomo@univie.ac.at)University of Ghana
Professor Junko Kitanaka (junko.kitanaka@keio.jp)
Dept. of Human Sciences, Faculty of Letters/Graduate School of Human Relations, Keio
University, Mita, Tokyo

Professor Yonghui Ma (yhma@xmu.edu.cn)
School of Medicine, Xiamen University
Professor Rachel A. Ankeny (rachel.ankeny@adelaide.edu.au)
University of Adelaide, Australia

Before COVID-19 pandemic, health humanities had been proposed as a new avenue for integrating
creative arts and humanities (including literature, visual, and performing arts, films, drama, philosophy
and history) into evidence-based studies, medical education and practices for health professionals since
2000. Learning from COVID-19 pandemic that led to calamity including the loss of health and thedisruption of social life, health humanities plays an even important role in the viral times of lockdown,
quarantine, isolation, viral testing, and unequal delivery of vaccine and anti-viral delivery. By dint of55

anthropogenic changes on human health and digital technology it is urgent for health humanities inpost-COVID-19 pandemic to synthesize more inter-disciplinary researches to improve the health ofhuman living on the earth under the principle of sustainable development goal (SDG) set up by WHO
since 2017 in order to create the new movement of planetary health. The main theme proposed for thisroundtable is "planetary health humanities" that links three concepts together including interdisciplinaryconnections between health humanities, the planetary health movement, and environment humanities.
The goal of this theme is to re-story health humanities towards promotion of planetary health andcommunity well-being in post-COVID-19 pandemic era. Following planetary health humanities,
several detailed themes, but not limited to these ones, on the comparison before and after COVID-19
pandemic under the umbrella of planetary health humanities are proposed as follows.

1. Global unequal health care delivery issues
2. Global life style (dietary patterns and physical activity) and microbiota changes
3. Anthropocene and viral subjectivities
4. Bioethics integrated with social determinants of health
5. Recovery of international tourism industry
6. community well-being for post-COVID pandemic era

Note that this roundtable of planetary health humanities has followed the 2022 COSPH Denmark
conference and three fruitful on-line conference held during COVID-19 pandemic era in 2020 covering
the comprehensive fields associated with the global challenge caused by COVID-19. All these contexts
have neem uploaded on the established website of Health Humanities on "Planetary Health" that has
already disseminated the core-value and activities of health humanities across the globe.

56

Future Avenues for Bioethics: The Need for Interdisciplinarity to Generate Actionable Research
Prof Rachel A. Ankeny, University of Adelaide, Australia

Contemporary approaches to bioethics include more empirical approaches and critical engagement
particularly involving interdisciplinary methods. This talk uses an example of a current Australian
project on responsible innovation practices and public engagement in stem cell research andtherapeutics (see https://www.eoar.com.au/) to explore the potential for new forms of scholarship as
well as meaningful interventions using approaches from health humanities. Our project arises from theinsight that there is increasing urgency for crafting replicable, open, and trustworthy science andfostering responsible innovation practices in the stem cell domain. This will require researchers andclinicians to be aware of the need to be accountable and actively engage with interested parties including
patients. However, many issues in the field are hotly contested, with considerable conflict amongst
researchers and practitioners, leaving regulators, funders, publics, and others frustrated and unclear
about how to find accurate and reliable information, and how to contribute to shaping the future of thisfield for the benefit of all Australians. We have an opportunity to provide robust guidance based oninterested parties’ identification of the main factors that must be addressed to build trust in and tosupport potential acceptance and uptake of stem cell research and therapies. A key project focus is how
to establish equitable distribution methods for publicly funded stem cell lines and processes for setting
priorities particularly given recognised health disparities and inequities in Australia due to geography
and history. We discuss our ongoing project that uses interdisciplinary methods including conceptualand empirical research to explore the shared values, goals, and priorities of diverse interested parties(including researchers and other experts, industry, patients, regulators, and publics), and how they might
be best supported, as a way to assess how health humanities might expand to meet the increasing needfor creative and impactful research.

57

Roundtable C: Reinventing Education: Learning in the 21 Century
Coordinator:
Lincoln Zhenyu Gao

Co-chair:William McBride
Dongshu Ou

Participants:
Leonard J. Waks
Margaret M. Tillman
Conggen Yan
Zhenyu Gao
Dongshu Ou
Leefong Wong (guest)
Tetsuya KONO (Rikkyo University, Tokyo)

BackgroundIn 2023, with the passing of the COVID-19 pandemic, our world is still at a turning point. Everyone
knows that knowledge and learning are the basis for renewal and transformation, and education - theway we organize teaching and learning throughout life - plays a foundational role in the changes ofhuman fate and societies. But global disparities - and a pressing requirement to rethink why, how, what,
where, and when we learn 一 mean that today's education has not yet fulfilled its promise to help us
shape peaceful, just, and sustainable futures. Currently, the Russian-Uzbekistan conflict has triggered a
new global crisis, which may cause millions of people to starve, push up food prices, and trigger unrest
both near and far from the conflict area. More and more people are engaged in public life, but the fabricof civil society and democracy is fraying in many places around the world. Advances in digitalcommunication, artificial intelligence (such as ChatGPT), and biotechnology have great potential toreshape numerous aspects of our lives and education itself, but also raise serious ethical and governanceconcerns. Many worry that the teaching profession will be replaced by Al in the near future. Therefore,58

as we face grave risks to the future of humanity and the living planet itself, we must urgently reinvent
education to help us address above common challenges. This act of reinvention means primarily
working together to generate new models of learning for the twenty-first century that require thedevelopment of key competencies and skills to tackle the complex global challenges ahead and lay solid
foundation to the possible success of individuals.
Educators, education ministries and governments, foundations, employers and researchers refer to theseabilities as twenty-first century skills, key competencies, higher-order thinking skills, deeper learning
outcomes, and complex thinking and communication skills. While debate regarding the competencies
and skills learners need to cope with the unforeseen challenges has given rise to a significant body ofliterature, there is a clear consensus that new approaches to learning must accommodate thecharacteristics of today's students, become more inclusive, cooperative, participatory and address
twenty-first century interdisciplinary or even transdisciplinary themes (Carneiro, 2007). Furthermore,
the development of twenty-first century skills should not be delayed or reserved solely for higherperformance students or students with high social-economic background. Instead, it is essential for our
educators to support every student to cultivate meta-cognitive competencies and skills from the stagesof formal education as early as possible. This is why Matthew Lipman, Gareth Matthews and manyother followers constantly advocate the philosophy program aiming to develop children's skills of
reasoning, creativity, collaboration and caring, must be incorporated into school curriculum systemfrom an early stage (Lipman,1980,1988,1991,2003; Matthews, 1982, 1994; Gregory and Laverty, 2018).
Objectives
This roundtable asks what role learning can play in shaping our education and shared world as we lookto future. The presentation from all participants arise out of a persistent global engagement andcooperation process which showed that vast numbers of people - children, youth and adults - are keenly
aware that we are connected on this planet and that it is imperative that we work together. People aroundthe world have been already engaged in bringing about prospective changes themselves. This roundtable
is integrated with their contributions on specific issues from how to reconstruct learning spaces to thedevelopment of Philosophy for Children program across the country and the importance of social andemotional learning in early childhood education, and taps into the real and growing fears about climatechange, crises like COVID-19 and regional conflicts, fake news and the digital divide.
In particular, the roundtable proposed here attempts to explore key skills in depth for the reinvention of
education in future and highlights several key elements for learning in the twenty-first century including
personalization, collaboration, communication, informal learning, productivity and content creation. It
also underlines the importance to the twenty-first century workplace of personal skills such as initiative,
resilience, responsibility, risk-taking and creativity; social skills such as teamwork, networking,empathy and compassion; and learning skills such as managing, organizing, meta-cognitive skills and'failing forward'. Through the historical review and reflection, display and discussion of some59

representative innovative learning models, the roundtable proposes answers to three essential questions
on the reinvention of education in twenty-first century: What should we continue doing? What should
we decidedly abandon? and What needs to be creatively reimagined? But the proposal here is merely astart, it is more an invitation to think and imagine than a report. These questions about learning need tobe taken up and answered in communities, in countries, in schools and kindergartens, in educational
programmes and systems of all sorts - all over the world.

Conclusions
Reinventing twenty-first century education is about making sure that all learners are prepared to thriveand succeed in a competitive world. Education should prepare learners to tackle collaborative problemsolving scenarios that are persistent and lack clear solutions. Real-world challenges are highly complex,
often ill-defined and interdisciplinary in nature, spanning multiple domains (social, economic, political,
environmental, legal and ethical). Learners must have opportunities to reflect on their own ideas, honetheir analytical skills, strengthen their critical, creative, caring and collaborative thinking capacities,
and demonstrate initiative. In particular, the ability to evaluate new inputs and perspectives, build newcapacities and strengthen autonomy will be crucial. At the same time, the increased tempo at which newdevelopments are emerging will also demand that learners of all ages recognize the importance of
lifelong learning. Re-skilling and updating competencies will enable learners to adapt to new
expectations in the twenty-first century workplace and life.
To equip learners to tackle twenty-first century challenges and pressures, schools must adopt curriculathat are comprehensive yet flexible, centre on learners and the birth of their wonderful ideas, rather thanon the specific contents that constitute academic subjects. There is a growing need for curricula that areopen to learner input, interdisciplinary in focus, and blend informal and formal learning in an effective
manner. And curricula must embrace an ecological understanding of humanity that rebalances the way
we relate to Earth as a living planet and our singular home. Pedagogical approaches such as participation,group collaboration, personalized learning, teaching for transfer, project- or problem-based learning
within real-world life contexts, community of inquiry demonstrated in the Philosophy for Children
program, will also be the key to stimulating the growth of key competencies and skills. Throughapplying these learner-centered pedagogies, individuals will gain insights, understanding, increased
capacity and confidence by grappling with meaningful questions and problems.
To realize the dream of the transformation of education, it is essential that everyone be able toparticipate in the process -children, youth, parents, teachers, researchers, activists, employers, culturaland religious leaders. We have deep, rich, and diverse cultural traditions to build upon. All countries
and all people will face consequences if today's learners are not adequately prepared to collaborate andresolve the world's economic, environmental, health, social and political challenges. Every nation andindividual can contribute to a global pool of expertise on how best to implement twenty-first century
60

learning. We need to form alliances and build networks both at national and international level in orderto overcome hidden and explicit obstacles to reinvent today's education.

References
Carneiro, R. 2007. The big picture: Understanding learning and meta-learning challenges. European
Journal of Education, Vol. 42, No. 2, pp. 151-172
Gregory, M.R. & Laverty, MJ. (2018). In community of inquiry with Ann Margaret Sharp:
Childhood, philosophy and education. London and New York: Routledge.
Matthews, G. (1994). The philosophy of childhood. Cambridge: Harvard University Press.
Matthews, G. (1982). The philosophy and the young child. Cambridge: Harvard University Press.
Lipman, M. (1980). Philosophy in the classroom (2nd edition). Temple University Press.
Lipman, M. (1988). Philosophy goes to school. Temple University Press.
Lipman, M. (1991). Thinking in education. Cambridge University Press.
Lipman, M. (2003). Thinking in education (2nd edition). Cambridge University Press.

61

Philosophy with Children on Environmental Issues with Local Knowledge

KONO, Tetsuya (Rikkyo University, Tokyo)

I have long studied philosophy of mind and phenomenological body/mind theory, but my interest inphilosophy for/with children over the past decade has led me to practice it in a number of different
schools, from kindergarten through high school. In particular, I have been conducting educational
activities in connection with environmental education and community development activities, in whichchildren experience the natural environment, culture, and lifestyle of the local community, and thenengage in philosophical dialogue. Based on these experiences, I would like to submit three importantarguments. One is that dialogue is not only verbal but also corporeal communication, and that the place,the bodily experience of that place, and face-bodily interaction have a great influence on the content of
the dialogue itself. Second, while philosophy is often considered to be universal knowledge, deepreflection and discussion of local knowledge have the potential to engender a new philosophy, one thatconsiders the sustainable relationship between the place and one’s own existence. Third, children havethe right to talk about the future more than any other generation. The future of the earth must be
discussed among children, with adults merely serving as potential resources for them to draw on. I
believe that local, sustainable living, which fosters bio-cultural diversity through mutual, nonauthoritarian dialogue among people, offers a corrective for contemporary society, which has been
homogenized by “universal standards” and thereby generated global disparities and conflicts.

62

Roundtable D: Arts and Creativity: Humanities in the Global and Digital Age — the roleof Humanities research traditions and interactions in contemporary society

The Panel on Arts and Creativity will discuss the global and digital impact on arts and creative
humanities research and the interactions in contemporary society, in particular the challenges andresulting changes brought by the COVID pandemic. Scholars engaging in the fields of art and design,
media communication, art history, language； culture, translation, and philosophy from the Hang Seng
University of Hong Kong, the Chinese University, National Taiwan University, University of California
at San Diego and Irvine, among others, will participate in the panel as contributors and discussants.
Topics include: online performance and exhibitions as new forms of artistic creation and appreciation；
digital studio and critique, the social media, Arts Tech, the Meta verse and Meta sense, etc.

Coordinator: Desmond Hui
Co-chair:Luisa Migliorati
Desmond Hui

Members:
Gilbert Fong, Hang Seng University of Hong Kong
Desmond Hui, Hang Seng University of Hong Kong
Christine Choy, Hang Seng University of Hong Kong
Shen Kuiyi, University of California San Diego
Deanna Shemek, University of California Irvine
Shelby Chan, The Hang Seng University of Hong Kong

63

Oxymoronic Togetherness: AI and Translation
Gilbert C F Fong
The Hang Seng University of Hong Kong

There is a recent exhibition at Tate Modern in London called Capturing the Moment A Journey ThroughPainting and Photography, which examines the relationship between photography and painting,especially how painters have since reacted to the invention of photography in 1822 by the Frenchman
Joseph Nicéphore Niépce. At the exhibition, we find artists engaging in various forms of nonphotographic (i.e., non-realistic) art, such as Impressionism, Cubism, Surrealism, Dadaism, etc. Later,
there developed photorealism, conceptual art, and a merging of photography and painting, as well as
painterly photographs and pop art.
This has prompted me to think of an analogy with translation with the recent emergence of AI. In thisbattle between human and machine, AI threatens the survival of the human translator, as if intending to
supplant human intelligence and strip humans of their imaginative instinct. Picasso once commented
on the relationship between photography and painting: “Photography has arrived at a point where it iscapable of liberating painting from all literature, from the anecdote, and even from the subject. So
shouldn’t painters profit from their newly acquired liberty to do other things.” How, as translators, canwe counter AI's onset? Can translators, as what Picasso said of painters, "liberate ourselves to do otherthings"? And what other things?
Just as modern artists resorted to their imagination to counter photography’s ability to capture "reality"
and represent life from different perspectives, I propose that translator creativity and interpretive acts
are important ways to counter AI. We must do what machines cannot do: create.
Indeterminacy is inherent in language use and meaning is characterized by deferral. When translating,
we often find dictionary definitions inappropriate due to tone, connotation or other associations. The
process requires imagination and judgment to choose or coin new words—the "eureka moment."
AI excels at accuracy and terminology but lacks flexibility. It generates texts and products according topatterns rather than through flexible and imaginative thinking. While efficient, AI translations areformulaic and colourless, and the output often constrains human creativity by favouring literal solutions.
With translation, AI’s reliance on large datasets means that it tends to provide normative or “run-ofthe-mill” target texts often lacking ambiguity and nuances. Human translation, on the other hand, is
non-formulaic and can be adapted or even remodelled if the situation requires. Creativity thus represents
an asset for human translators.
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Creativity involves producing original, unusual ideas or bringing something new into existence throughimagination. Immanuel Kant viewed artistic geniuses as paradigmatic examples of creativity when
imagination is engaged in free play beyond concepts one possesses, and is able to produce outputs thattranscend one's understanding.
AI translation, while capable of generation, lacks interpretive impulses and imagination for suchendeavours. It is characterized by homogeneity and blandness. Translation theorist Lawrence Venuti
proposes an instrumentalism-hermeneutics axis distinguishing human and machine translation.
"Instrumentalism stresses invariance, reproduction or transfer, and in some formulations
untranslatability, whereas a hermeneutic model stresses variation, interpretation, and translatability."
AI cannot perform the interpretative act, while human translators is able to consider cultural, sociohistorical and other contexts.
Traditionally, Translation Studies was focused on linguistic problems. Later we witnessed a "cultural
turn" and recently attention has shifted to a "translator turn" which examines the role of the translator
and the process of translation -- the translator's subjectivity and intentionality impacting the target text.
The focus is on the creative act derives from the translator's agency—the capacity and sense of
intentional action and control as the active force producing the end product.
In other words, the translator intervenes, capable of changing or "improving" the source text during theprocess of transfer, and acts as mediator to "create" an output. Intervention is actually a pre-requisite
which leads to and produces translation, often utilizing transcreation and localization techniques aiming
to satisfy the needs of the reader, especially in domains like advertising, games, etc. where cultural
familiarity is the key.
There is also the trend to gradually dissolve the binary opposition model of source and target texts, withsome scholars claiming the idea obsolete. Translation instrumentalism, i.e., translation is merely an
instrument to reproduce source content, is put to question. Can human thought be adequately transported
linguistically without mediation? What is the translator's role as mediator if translations vary? Freedfrom dependency, translations can be moulded into transformations through the translator's creative
language use.
AI throws into question translation fundamentals—whether a translation should merely replicate theoriginal or it can be subjected to modification. If machines achieve high accuracy, what of the idea of
equivalence which has long been the ideal of translation? Or should other values replace equivalencein transcultural and trans-linguistic communications?
Demanding translational equivalence dictates dependency, but paradoxically, dependency anduntranslatability also create something new. One may argue that AI will similarly "generate"; however,65its output is derived only from prior data, lacking inspiration resulted from the inner workings of thehuman mind, which remains more or less a mystery.
Interestingly, Charles Baudelaire had this to say in condemning the arrival of photography in his The
Mirror of Art (1859):
If photography is allowed to supplement art in some of its functions, it will soon
have supplanted or corrupted it altogether, thanks to the stupidity of themultitude which is its natural ally. It is time, then, for it to return to its true duty,
which is to be the servant of the sciences and arts— but the very humble
servant… But if it [photography] be allowed to encroach upon the domain of
the impalpable and the imaginary, upon anything whose value depends solely
upon the addition of something of a man’s soul, then it will be so much theworse for us!
However, we need not be as pessimistic or condemning.
While AI translation can be confining, just as AI art inhibits creativity, we should not resist technology
but espouse it, i.e., to find creative uses for its new features and other properties that come with it.
Capturing the Moment shows how this has been done by painters and photographers alike.
AI will only grow more useful. While homogeneous and deficient in nuance, AI helps translators
through its speed, “accuracy” and the accompanying cost-effectiveness. Technology should serve our
purposes as helper or inspiration; it should not and need not inhibit our creativity. As Susan Sontag said,“The photographer discloses, the painter constructs”, there is always a role for the human in us to play.
(Roundtable presentation at CIPSH Conference held in Tokyo, August 2023)

66

Shelby Chan
BA in Translation (First-class Honours) (CUHK); MA (Intercultural Studies) (CUHK); PhD in
Linguistics (SOAS, Lond.)
Associate Professor and Associate Dean
School of Translation and Foreign Languages, The Hang Seng University of Hong Kong
The Translational Turn in Art: Chinese Art in the 20th Century as an Example
Due to the multifaceted and interdisciplinary act of translating, the concept and theories of translation
has been integrated with contemporary Chinese arts, firstly as an indispensable tool for interpreting
works of art in relation to the historical, cultural, or geographical contexts these works of art are
produced and received, and secondly as a “formal” element essential for the artefacts that represent theartistic, social, political, or anthropological realities. Translation is now used as a strategy to interrogate
epistemologically and ontologically the expressive possibilities opened up by art. Such ideas as the inbetweenness status of translation, its rejection of the bipolarity between source text and target text, or
the original and the copy, are conducive to the deciphering of the intellectual oblivion many works ofart seem to remain. Jacques Derrida considers translation an impossible and necessary task—impossible
in the Benjaminian meaning of a universal translation and necessary because the act of translating is
the life after the death of a text; it is its survival chance. George Steiner in his After Babel says every
act of human communication is an act of understanding and decoding, because “to pay attention is totranslate”. While art is often celebrated as a kind of universal language between cultures with“untranslatable” conventions and implications, and while the art’s public is often mobile, diasporic, andthus especially heterogeneous, the concept of Translation These ideas can be applied in our
understanding of art pieces especially when they illustrate on discourses of cultural membership anddistance and engage in the rewriting and manipulation of cultural codes. In this presentation, the life
and works of Chinese artists such as Xu Beixiong, Lin Fengmian, Wu Guanzhong, and Xu Bing will be
discussed using the translational framework.
Shelby Chan. Associate Professor and Associate Dean at School of Translation and Foreign
Languages, The Hang Seng University of Hong Kong. She is the author of Identity and Theatre
Translation in Hong Kong (2015, Springer). Her research interests include interpreting, Chineselanguage theatres, translation for the arts industry, cinematic adaptation, gastronomy and translation,
as well as postcolonial studies. She also translated four plays from English to Cantonese for stage
performances in Hong Kong. Currently she is translating Gao Xingjian’s monograph on drama into
English.

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Roundtable E: Reflectivity and Contemporary Humanities
Humanities studies are in essence reflections on the human conditions. Contemporary humanities have
evolved from narrowly defined-single disciplinary study of one aspect of humanity to a broader concern
about how to be more inclusive in considering the interconnectedness of the various human conditions.
The old idea of a ''Renaissance Man," therefore, may be given a new meaning when scholars of different
disciplines get together to reflect upon the human conditions past and present, thus forging a path for acollective consensus to keep the spirit of the Renaissance Man in the effort to plan for the future.

Coordinator:
Saulius Geniusas (Chinese University of Hong Kong)
Phil Buckley
Co-chair:
Saulius Geniusas
Phil Buckley
Panel Member:Shi, Fuyuan (Taiwan University)
Sam Li-Sheng Chen (Taipei Medical University)
Bacillus Chen-Yang Hsu (College of Public Health, National Taiwan University (NTU)/Director of
Taiwan Medical Association of Screening)

Abstracts:
Li, Tiangang: "A Reflection on Admiration to China, From Jesuits to Present"
Since Jesuits landed in China 16th century, a discourse of admiring China were in some degree ofdomination especially in the West. It was strengthened by 18th century great thinkers of Enlightenment.
It was may only Montesquieu took the opposition to be critical to Chinese autocracy. Admiration to
China's cultural humanism, political mercy, and Confucianism kindness continued to 20th century when
cultural diversity and ulticulturalism more and more popular. Reflection to this kind of admiration in
21st century will be interesting and significant in the time of reflection to last wave of globalization.

68

Wang, Jie:
The Humanistic Value of Aesthetics in Contemporary China and Its Research Methods (Abstract)
Centre for Comtemporary Marxist Aesthetic Research

Aesthetics is one of the humanities developed in the period of European Enlightenment. In the process
of modernization in Europe and the world, aesthetics is one of the important driving forces to themodernization process. Therefore, in the development of European modern philosophy, aesthetics has
always been the basic theme in European modern philosophy.
During the process of modernization of Chinese society, aesthetics has been very important in
humanities. In fact, in the process of modernization of Chinese society, aesthetics plays a very complex
role. There are some differences between Chinese aesthetics and European aesthetics in terms ofdevelopment mechanism, dynamic structure and value orientation in the process of modernization ofEuropean society. There are both cultural and philosophical reasons for these differences. Therefore,
the study on the value and expression mechanism of aesthetics in the Chinese society, focusing on acomparative aesthetic problem instead of an empirical description, which is involving the foundationof anthropology. This is the theoretical framework or theoretical dimension of this paper and thediscussion.
1、 Anthropological Interpretation of Contemporary Chinese Films
Contemporary Chinese film has provieded a theoretically feasible way to study and understand theemotional structure and cultural structure of contemporary China. In recent years, our team has
continued to study contemporary Chinese films with the research method of emotional ethnography.
We believe that we can analyze the emotional structure of contemporary Chinese society and thecultural structure of contemporary China, we take the analysis of three films The Gathering of South
Railway Station in 2019 (Diao Yinan), Changjin Lake in 2020 (Chen Kaige) and Full River Red in 2023
(Zhang Yimou) as examples to analyze and explain the emotional structure and cultural structure ofcontemporary Chinese society from the perspective of aesthetic anthropology.
2、 The Humanistic Value of Aesthetics in Contemporary China
Aesthetics plays a very important role in the development of contemporary Chinese society, from
Yan'an during the Anti-Japanese War to the aesthetic discussions in the 1950s and 1960s. Until the"aesthetic fever" in the 1980s, aesthetics has been a very important cultural force in the process ofChina's social modernization. This article pays special attention to the value and significance of Chinese
aesthetics in social life in the past 30 years since the 1990s. Generally, it can be divided into two stages:(1) 1990- 2012. (2) 2012 - present. The two stages have similarities and differences.
3、 Reflections on the Methodology of Contemporary Chinese Aesthetics Research69Since the turn of theoretical research titled "Ideologies retreat but scholarship highlights" in 1990,
Chinese aesthetics has successively witnessed "controversy and theoretical development of postpractical aesthetics", "controversy and theoretical development of aesthetic ideology", "controversy andtheoretical development of aestheticization of daily life", and theoretical development of art
anthropology and aesthetic anthropology. It is undoubtedly a very valuable and meaningful theoreticalwork to make a reflective analysis of these important contemporary Chinese aesthetic phenomena andanalyze the complex relationships between contemporary Chinese aesthetic research and the process ofsocial modernization.

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Roundtable F: Exchanges of Goods, People, and Ideas: A Global History Perspective

Coordinator: Shui Haigang (Xiamen University)
Co-chair:Shui Haigang
Torbjörn Lodén

Members:
Professor Dai Yifeng (Xiamen University) (presented by colleague)
Professor Zhang Kan (Xiamen University) (presented by colleague)
Professor SHUI Haigang (Xiamen University)
Professor CHIU Pengsheng (Shanghai Jiaotong University)
Professor WU Jing (Shanghai University)
Professor Wang, Qingjia Edward (Rowan University)
Professsor Pan Tsung Yi

Commentators:
Professor Takeshi Hamashita (SUN YAT-SEN University)
Professor Ei Murakami (Kyoto University)

1.Topic: Exchanges of Goods, People, and Ideas: A Global History Perspective
This session is aimed at bringing together a group of experts to discuss the exchange of goods, people,
and ideas across different cultures and civilizations throughout history and their impact on shaping theworld as we know it today.
The exchange of goods, people, and ideas has been a key driver of human progress throughout history.
In the ancient world, trade routes such as the Silk Road linked cultures and civilizations, allowing forthe exchange of goods, people, and ideas. This exchange had a profound impact on the development of71

civilizations, leading to the spread of goods like spices, textiles, and precious metals, as well as theexchange of ideas and cultural traditions. In recent years, the rise of digital technologies has led to a
new era of globalization, with the exchange of goods, people, and ideas taking place on a scale neverseen before. The internet and other digital technologies have enabled people to connect and exchange
information and ideas on a global level, leading to a more connected and interdependent world.
This session is designed to be an interactive and thought-provoking forum, where attendees can share
their perspectives and insights on the subject matter. Participants will have the opportunity to engage inopen and honest discussions about the key factors that have facilitated or hindered the exchange ofgoods, people, and ideas throughout history and their impact on societies and civilizations.
The agenda for the session will include a brief introduction by the moderator, followed by presentations
by invited experts on various aspects of exchanges from a global history perspective. This will befollowed by an open Q&A session, where attendees can ask questions and engage in further discussions
with the experts.
We believe that this session will provide valuable insights into the history of exchanges of goods, people,
and ideas and will help inform future strategies and initiatives aimed at promoting greater exchange andunderstanding between various cultures and civilizations.

2.About the Initiator of session
Professor Dai Yifeng from Xiamen University is the Initiator of this roundtable session.
Xiamen is a coastal city located in the southeastern province of Fujian in China. It has a rich history
and a vibrant culture. The city is located on the coast of the Taiwan Strait, making it a gateway to thebooming economic region of Southeast Asia. It is also a major transportation hub, with a well-developed
transportation network, including a modern airport and seaport, that connects Xiamen to other major
cities in China and around the world.
Over the years, scholars from the History Department of Xiamen University have carried out fruitfulresearch in the field of the history of global material and cultural exchanges, such as maritime migration,
trade exchanges, Chinese maritime customs, merchant transnational organizations and transnational
networks in the perspective of global history.
We hope to carry out more in-depth research and exchange of views with experts on various exchanges
in the perspective of global history around the historical exchanges in Xiamen and Ocean Asia even the
Pacific Rim.

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“Guild" in China: A Global Exchange of Economic and Social Terminology in a Long Debate
Pengsheng Chiu
(Shanghai Jiao Tong University, pschiu2007@gmail.com )Abstract
As early as the 1880s, some Western missionaries or doctors living on the Chinese coast began to use
the concept of "guild" as they had seen it in the Middle Ages in Europe as an analogy to the industrial
and commercial groups in China at that time, and to suggest that the economic and social conditions in
China at that time were still in the Middle Ages of Europe. In the 1950s, as Marxism and Leninism
became tightly integrated into Chinese academia, intensive discussions of the so-called "the sprouts ofcapitalism" in China began to emerge in historiography. Many scholars broadened and deepened theestablished view of Chinese industrial and commercial groups as like the "guilds" of medieval Europe
and criticized the persistence of guilds as an obstacle to free economic competition and, therefore, as
an institutional factor impeding the development of capitalism in China. In the late 1980s, theunderstanding of the traditional Chinese industrial and commercial associations evolved in at least two
ways: First, scholars in mainland China began to question the fact that China's political system ofimperial power was so different from that of Europe's medieval free cities that the formation ofEuropean medieval guilds was impossible, and their nature and functions were completely different.
Second, some American scholars have begun to emphasize the active participation of Chinese industrial
and commercial organizations in urban economic and social public affairs, both as an important symbolof the birth of the Chinese "public sphere" in the 18th and 19th centuries and as a hint that China wasin fact not in the social stage of medieval Europe but in the early modern period. Today, the scholarly
understanding of Chinese industrial and commercial groups in the Ming and Qi ng dynasties has become
increasingly complex and diverse, and fewer and fewer Chinese historical researchers use the foreign
term "guild". This change in the use of academic terminology seems to reflect the fact that comparisonsin global history seem to become increasingly difficult in some respects as the understanding of theobject of study deepens. In the process of historical comparison, how to effectively use reciprocalcomparison, as Bin Wong and Kenneth Pomeranz have done, to pursue both "similarities" and"differences" between the comparison pairs remains a great challenge for scholars to test their academic
analytical skills.

73

Global Exchange and Cross-cultural Institutional Transplantation: A Case Study of Modern Chinese
Customs
Dai Yifeng

As we all know, global history research has emerged in the last two decades or so. This mode of research
focuses on the transnational and cross-domain flows of goods, capital, people and information,
especially on cultural exchanges, interactions, diffusion and their effects, thus emphasizing theconstruction of transnational and cross-domain physical space and exchange networks. The exchange,interaction and dissemination of heterogeneous cultures inevitably produce various cultural frictions,conflicts, reconciliation and integration. Cross-cultural institutional transplantation is one of the notable
forms. The change of China's modern customs system, which is the case study of this paper, is a rather
typical case.

As an institutionalized public authority (the state or other political community) that supervises andmanages the movement of people and goods across borders, customs has a natural connection to global
exchange. In ancient China, during the Xizhou Dynasty, customs took its embryonic form.
Subsequently, as Chinese history progressed, the customs system underwent many institutional changes
and took various historical forms, and by the middle of the 19th century, the customs system of the Qi
ng Dynasty, represented by the Guangdong Customs, Fujian Customs, Zhejiang Customs, and Jiangsu
Customs, was formed.
In the middle of the 19th century, with the second wave of globalization, the modern Chinese customs
system was first established in Shanghai under the influence of internal and external factors, and then
expanded to all Chinese Treaty Ports, forming a customs system with the foreign commissioners, system
as the core. The modern Chinese customs system introduced and emulated various Western, especially
British, management systems. Its efficient operation brought increasing tariff revenues to the Qing
government and expanded its powers. Through this, customs intervened extensively in the political,
economic, diplomatic, and military spheres of the Qi ng government, leaving marks of varying shades.
The success of the cross-cultural transplantation of the customs system in the late Q.ing Dynasty madeit an inspiration and a model for a series of institutional changes in late Qi ng China.
Through the cross-cultural transplantation of China's modern customs system, we can not only see theglobal flow of goods and people brought about by the wave of globalization since the mid-19th century,
the collision and intermingling of different and even heterogeneous cultures, the historical relics it
produced and the significance it manifested, but also how this global exchange landed, survived andexpanded in different places, embedded in local societies, and in the friction, encounter and repeatedinteraction with local social politics, economy and culture, changed the original local history and bore
new fruits.
74

Therefore, this paper intends to discuss several fundamental questions of cross-cultural institutionaltransplantation in the congregation, taking a case study of the change of China's modern customs system
as an example. First, how cross-cultural institutional transplants are possible, what are their main
influences and constraints, and what are their dynamics. Second, what are the main interactions andprocesses between foreign heterogeneous cultures and local cultures in cross-cultural institutionaltransplantation? Third, what are the results of cross-cultural institutional transplantation and how dothey affect the local society.

75Appendix:
A photo of Keio University President Kohei Itoh giving the welcome speech at theOpening Session of the GA on the first day of the four-day CIPSH 2023 GA &Conference event, alongside the CIPSH President, CIPSH Secretary-General, andthe representative from the UNESCO office, to the CIPSH executives, CIPSH
Members' delegates, and the guests.

President Kohei Itoh of Keio University welcomes the CIPSH GA Executives and CIPSH Members'
Delegates at the General Assembly Opening on August 21st, 2023, the first day of the CIPSH fourday GA & Conference.

From left to right: CIPSH President Luiz Oosterbeek, Keio University President Kohei Itoh, CIPSH
Secretary-General Ping-chen Hsiung, and Camille Guinet, Associate Programme Specialist for the
UNESCO-MOST Programme. Additionally, the Assistant Director-General for Social and Human
Sciences at UNESCO, Gabriela Ramos, delivered a video message.
Additional information was added to the caption of the first photo on February 17th, 2024.

76

A group photo from the opening of the CIPSH GA

77