Christopher Isherwood (クリストファー イシャウッド) 講師

学歴 Academic background

カンタベリー大学卒業 (文学士)
カンタベリー大学修士課程修了

B.A. The University Of Canterbury
M.A. The University Of Canterbury
UE29n

専門分野 Academic interests

As a teenager I was instinctively interested in martial arts, in particular Karate and Iaido (Japanese Fencing). This obsession later bloomed into a fascination with all things Japanese. I started with the language and then went on to literature and culture. After two years living in Japan I entered the University of Canterbury (NZ) and majored in both Japanese and New Zealand literature. Because I was taken with the sublime brutality of Maori and Japanese martial culture I decided to look more closely at how this developed over the last two hundred years. My MA thesis compared Oe Kenzaburo and Maori author Witi Ihimaera, focusing on the violent modernizing process of both Japan and New Zealand from a post-colonial perspective. After returning to Japan to pursue my postgraduate studies my research turned to issues of social violence, particularly student and state violence in the 1960s. Later, my fascination of violence in literature expanded into various other disciplines such as science and sociology, philosophy and history. I define my academic interest as bricolage rather than “interdisciplinary” simply because I think that putting up borders between ideas and methods can itself be violent. Currently I’m interested in what science fiction can tell us about structural/systemic violence and posthumanism.

担当科目 Courses provided at Department of English Studies

English Skills

In this class we learn to develop a variety of academic skills such as, presentations, debating, and negotiations, but also incorporate other important abilities like group discussion, listening, and writing. Most activities in this class are group oriented; students create their own imaginary company, design their own product/service and recruit other classmates. I try to include a creative aspect to the class so the students can let their imaginations go wild. For example, they have to make their own commercial for their new product/service. The class is academically informative but pragmatic, too. The main focus is to help student develop skills they can apply both during their stay at Sophia and, perhaps more importantly, after they graduate.

Cultures of the English-Speaking World

We live in a world where human cloning is a real possibility, where AI is taking over various forms of labor, where drugs allow us to feel the way we want to feel, where the very parameters of what it means to be “human” are breaking down. In this class we read some of the most famous science fictions stories ever written and look at several serious social issues from the ethics of science, to the patenting of life and knowledge, to the control and manipulation of time. Frankenstein, The Strange Case of Dr Jekyll and Mr Hyde, and The Time Machine are just several of the stories we read in this class. After reading the stories together, we watch the film version and compare and contrast the two, following this up with a group discussion and reaction paper.

English Composition

The primary aim of English Composition is to arm the students with the basic fundamental tools and skills to organize their ideas in written English. The course begins by reviewing the basic principles of, and differences between, written/spoken and academic/informal English. The main focus is for students to apply these language and organizational skills in a variety of general written English forms, but mainly in (short) essays. 

Social Violence

Contrary to the title of this class, there is hardly any violence involved; violence, that is, in the pedestrian sense of the word. Instead, in this class we focus on the violence necessitated by our daily lives. We are constantly inundated by the spectacle of violence. Television and movies blind us with images of war, terrorism, and murder but almost never provides us with an explanation. Time and again we hear of poverty, racism, and sexism but hardly stop to ask ourselves the question of why. In this class students are introduced to the structural and systemic causes of physical and mental violence. The class focuses on several case studies of macro and micro level violence. Students give seminars on individual interests associated with the case studies, discuss the central issues, and write reaction papers.

主な著書、その他 Publications, Others

主な著書 Publications

Bulletin of the Faculty of Foreign Studies, Sophia University

No. 50 (2015)

“A Prophetic Voice? Re-reading Oe Kenzaburo’s The Pinch Runner Memorandum in “Post” 3.11 Japan” (pp. 3-27)

 神奈川大学:国際経済論集 No. 48 (2014.10)

暴力に逆らって書く文学:大江健三郎の『奇妙な仕事』に逆行する意味」(pp. 117-138)

神奈川大学:国際経済論集 No. 47 (2014.3)

“Writing Against Violence: Oe Kenzaburo and Edward Said” (pp.159-166)

Research Writing in Japan. Senri Ethnological Reports 49: (pp. 17-28) (2004)     
“Standards in Literature and Academic Writing: Comments on Literary and Academic Criticism in Japan”

New Zealand Journal of Asian Studies, vol.5 Number 2、December 2003

“Beyond Boundaries: Center and Periphery Discourse in the works of Oe Kenzaburo and Witi Ihimaera”

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