@inproceedings{oai:kokubunken.repo.nii.ac.jp:00002649,
 author = {木越, 治 and KIGOSHI, Osamu},
 book = {国際日本文学研究集会会議録, PROCEEDINGS OF INTERNATIONAL CONFERENCE ON JAPANESE LITERATURE},
 issue = {25},
 month = {Mar},
 note = {pdf, I want to teach literature. Not pre-modern literature, not classical Japanese literature, just literature. I deeply believe I need to speak directly to my students about the appeal of literature. This is not only because of my responsibilities as a researcher of Japanese literature, but also to defend it from unfair attacks.
We were all raised in a time when literature was at the heart of culture and we were each able to pursue research with pride. However, now, thirty years later, when one takes a look around, all those works have been labeled “J Lit” and the like and pushed off into one corner of the greater framework of cultural phenomena. Undoubtedly this occurred in part out of some sort of necessity, but even as such it cannot be thought good to have the plentiful memories of literature we hold barred from our students. Still, we tend to show little interest in this problem simply because it is “not our field” while continuing to lecture on classical works and teach native literature, all while talking about the decline in student's academic abilities from a privileged vantage point…
The reason we chose to pursue Japanese literature was certainly not to try and escape from “literature”. It was because we believed that in speaking on “literature” the learning of Japanese literature would prove to be a useful weapon. If this is so, is not now, when literature and literary research are being placed in the face of danger, the time to question the usefulness of this weapon? Is not now the time for researchers of Japanese literature to speak with confidence on “literature”?
When we chose to take this stance, literature and literary research, native literature and classical Japanese literature, must cease to be an exclusive domain, and we must free ourselves from the temptation to esotericize them. Can we talk to our students about literature on the same level that someone teaches neighborhood kids how to play the Japanese drums? This is our most crucial problem. Additionally, this will likely require the use of things close to them, such as visual media and music.
For my presentation, I wish to discuss what has brought me to this realization, as well as some of my own meager attempts at application.},
 pages = {23--38},
 publisher = {国文学研究資料館},
 title = {講演　文学教育と映像メディア},
 year = {2002},
 yomi = {キゴシ, オサム}
}