2022/07/11

霊感 - Wikipedia

霊感 - Wikipedia

霊感

出典: フリー百科事典『ウィキペディア(Wikipedia)』

霊感(れいかん、inspiration)は、が示す霊妙な感応のこと[1]。また、神や仏が乗り移ったようになる人間の超自然的な感覚[1]。あるいは的なものを感じとる心の働き[1]。 理屈(理知的な思考過程など)を経ないままに、何かが直感的に認知されるような心的状態[2]

また、こうした本来の意味から転じて、芸術家・哲学者・科学者などが説明しがたい形で得た着想、ひらめきのことも指すようになった[3]

概説[編集]

霊感は例えば次のような状態で見られる[2]。ひとつは断食不眠(お籠り)、修行による疲労等の生理的条件、および中・神殿深夜の時間帯といった環境的条件をととのえて、余計な意識活動・理知的活動を消してゆくことで得られる場合である[2]。もうひとつは、霊能者と言われる、生得的に無意識的活動に入りやすい人物がそれを得ている場合がある[2]

つまり聖職者預言者などの宗教家が修行悟りの結果として神仏からの啓示を得る場合と、もともと生まれつき霊能者として霊感を得る資質を持っている場合がある、ということである。また、祈ることによってからの反応が得られる場合もあろう。

聖書など多くの宗教書が霊感をもとに書かれている[2]

聖書の霊感[編集]

啓示revelation)、霊感(inspiration)、正典canonカノン)の三語は、互いに関連したキリスト教用語である。

啓示
人が理性的な追求によっては知り得ないに関する真理、永遠に関する真理、救いに関する真理などを、神はその預言者使徒を通して、人に語られた[4]神の行為、また、その結果を指す。真理の「内容」に関わっている。「啓示」における「啓」とは「開く」の意である。
霊感
神によって開明され、示された真理を「記述」するに当たって、記者に対して与えられた聖霊の干渉のことである。人は過ちを犯す者であるが、そのような人間が、神の真理を書き記し、伝達するにあたって、神は、霊感を記者に与え、彼らが正確、また十分に啓示内容を書き記すことができるようにした[5]。これが聖霊による霊感の働きである。『テモテへの第二の手紙』3章16節によれば、
  • 「(聖書は)すべて、」(πασα)とあるように、霊感は、聖書全巻に及んでいる。
  • 「神の霊感によるもので、、、」(θεοπνυστος)とは、ギリシャ語では、神によって「息吹きだされた」との意味で、人間的な著作に神が霊感を加えたというよりも、聖書自体、すなわち、その真理内容が、神によって与えられたことを主張するものである。
正典
そのようにして神の「霊感」を受けたと判断された書の収集をさす。「霊感」という物指し(カノン)によって測られ、その基準に合ったので、キリスト者の「信仰と実践との唯一の規範(物指し)」とされたことを意味する。

聖書は、このように「啓示」の書、「霊感」の書、そして、「正典」的な書であるので、初代教会以来、特に、宗教改革以後、プロテスタント諸教会では、キリスト教信仰と実践の唯一の規範、すなわち「神のことば」として権威あるものと受け留めてきた。このような聖書観に立つ教会・教派、また、クリスチャンを「福音主義」と言い、20世紀初頭、これと異なる聖書観をもって、聖書に批判的な神学、聖書学の展開を見せたのが「自由主義」陣営である。後者は、啓示、霊感と言った超自然的な概念は一切否定して受け入れない立場である。

文学における霊感[編集]

文学では、ある作品から「ひらめき」(霊感)を受けて、創作すると言うことがしばしばある。「(人を)〜する気にさせる」と言う意味である。純文学では、太宰治の影響が一番大きいと言われているが[要出典]、推理小説などでは、外国作品によるインスパイアが多い。中上健次の一連の作品は、北條民雄にインスパイアされて書かれたと言われている。

美術における霊感[編集]

美術は「ひらめき」(霊感)が最も深く関わっている分野である。文学と同じく「ある作品から強い共鳴や着想を得て制作された」ものは古来から存在しているが、独自の発想によって生み出された美術作品もまた、天才的な「ひらめき」により形を成して行ったものとされる。ルネサンス期の芸術家であったレオナルド・ダ・ヴィンチミケランジェロ・ブオナローティは数多くの作品を遺したことで知られるが、その作品は独自の発想から設計されたものを含んでおり、これらには知識や技術力だけでは補えない部分に「ひらめき」が加わり独自の発想へ至ったと見られる面が垣間見られる。

科学者の霊感[編集]

科学の発展は、一方で地道な研究と実験の繰り返しによるとも言われているが、その一方で「コロンブスの卵」のようなひらめきが科学史をしばしば塗り替えてきた。

「霊感」の付く作品[編集]

脚注[編集]

[脚注の使い方]
  1. a b c 大辞林
  2. a b c d e 『宗教学辞典』東京大学出版会、1973【霊感】
  3. ^ 霊感(れいかん)の意味”. goo国語辞書. 2019年12月3日閲覧。
  4. ^ マタイ16:17)
  5. ^ テモテへの第二の手紙』3:16、17、『ペテロの第二の手紙』1:20、21

関連項目[編集]


영감 (감정)

위키백과, 우리 모두의 백과사전.

윌리암 아돌프 부그로의 그림 《영감》 (1898년 작품)

영감(靈感, 문화어: 령감, Inspiration)은 의 계시를 받은 듯한 감정을 가리킨다.[1] 또한 신이 된 듯한 인간의 예감이나 느낌, 초자연적인 감각,[2] 영혼에 대한 감각을 느끼는 마음의 기능을 의미한다.[3] 도리 (이지적인 사고 과정 등)를 거치지 않은 채로, 무언가가 직감적으로 인지되는 심리적 상태를 의미한다.[4]

또, 이러한 본래의 의미에서 변해, 예술가·철학자·과학자 등이 설명하기 어려운 형태로 얻은 착상, 번쩍임도 가리키게 되었다.

개설[편집]

영감은 예를 들면 다음과 같은 상태로 볼 수 있다.[5] 하나는 단식불면 (신불하기 위해 일정 기간 신사나), 수행에 의한 피로 등의 생리적 조건, 및  안・신전심야의 시간대라는 환경적 조건을 마련하고, 불필요한 의식 활동・이지적 활동을 지워 가는 것으로 얻을 수 있는 경우이다.[6] 또 하나는, 영능자라 말해지는, 천성적으로 무의식적 활동에 들어가기 쉬운 인물이 그것을 얻고 있는 경우가 있다.[7]

즉 성직자나 예언자승려 등의 종교가가 수행이나 깨달음의 결과로서 신불로부터의 계시를 얻는 경우와 원래 선천적으로 영능자로서 영감을 얻는 자질을 가지고 있는 경우가 있다는 것이다. 또, 기도에 의해 로부터의 반응을 얻을 수 있는 경우도 있다.

성서 등 많은 종교서가 영감을 기초로 쓰여져 있다.[8]

성서의 영감 (Inspiration)[편집]

계시 (Revelation), 영감 (Inspiration), 정전 (Canon 캐논)의 3어는, 서로 관련한 크리스트교 용어이다.

계시
사람이 이성적인 추구에 따라서는 파악하지 않는 에 관한 진리, 영원히 관한 진리, 구해에 관한 진리 등을, 신은 그 예언자나 사도를 통하고, 사람에게 말해진[9]신의 행위, 또, 그 결과를 가리킨다. 진리의 '내용'에 관련되고 있다. '계시'에서의 '계'란 '연다'의 뜻이다.
영감
신에 의해서 개명되어서 나타난 진리를 '기술'하고, 기자에 대해서 주어진 성령의 간섭이다. 사람은 잘못을 범하는 사람이지만, 그러한 인간이, 신의 진리를 적어, 전달하기에 즈음하고, 신은, 영감을 기자에게 주어 그들이 정확, 또 충분히 계시 내용을 적을 수 있도록 한다.[10] 이것이 성령에 의한 영감의 기능이다. <디모테오에게 보낸 둘째 편지> 3장 16절에 의하면,
* '(성서는) 모두,' (“πασα”)로 있듯이, 영감은, 성서 전권에 이르고 있다.
* '신의 영감에 의한 것으로, , ,' (“θεοπνυστος”)는 그리스어에서는, 신에 의해서 '숨 셔 지다'라고의 의미로, 인간적인 저작에 신이 영감을 더했다는 것보다도, 성서 자체, 즉, 그 진리 내용이, 신에 의해서 주어진 것을 주장하는 것이다.
정전
그처럼 신의 '영감'을 받았다고 판단된 책의 수집을 찌른다. '영감'이라는 것 가리켜 (캐논)에 의해서 측정해져 그 기준에 맞았으므로, 그리스도자의 '신앙과 실천과의 유일한 규범(척도)'이라고 여겨진 것을 의미한다.

성서는, 이와 같이 '계시'의 책, '영감'의 책, 그리고, '정전'적인 책이므로, 초대 교회 이래, 특히, 종교 개혁 이후, 신교도제 교회에서는, 크리스트교 신앙과 실천의 유일한 규범, 즉 '신의 말'로서 권위 있는 것으로 받아 두어 왔다. 이러한 성서관에 서는 교회・교파, 또, 기독교인을 '복음주의'라고 해, 20세기 초두, 이것과 다른 성서관을 가지고, 성서에 비판적인 신학, 성서학의 전개를 보인 것이 '자유주의' 진영이다. 후자는, 계시, 영감이라는 초자연적인 개념은 일절 부정해 받아 들이지 않는 입장이다.

문학에서의 영감[편집]

문학에서는, 어느 작품으로부터 번쩍임 (영감)을 받고, 창작한다고 말하는 것이 자주 있다. 영어의 inspire로, '(사람을) ~할 생각에 시킨다'라는 의미이다. 추리소설 등에서는, 외국 작품에 의한 인스파이어가 많다. 나카가미 겐지의 일련의 작품은, 호조 다미오에게 인스파이어 되어 쓰여졌다고 한다.

과학자의 영감[편집]

과학의 발전은, 한편으로 충실한 연구와 실험의 반복에 의한다고도 하지만, 그 한편으로 '콜럼버스의 알'과 같은 번쩍임이 과학사를 자주 바꿔 왔다.

영감이 붙는 작품[편집]

각주[편집]

  1.  다이지림
  2.  다이지림
  3.  다이지림
  4.  <종교학 사전> 도쿄대학 출판회, 1973【영감】
  5.  <종교학 사전> 도쿄대학 출판회, 1973【영감】
  6.  <종교학 사전> 도쿄대학 출판회, 1973【영감】
  7.  <종교학 사전> 도쿄대학 출판회, 1973【영감】
  8.  <종교학 사전> 도쿄대학 출판회, 1973【영감】
  9.  (마태 16:17)
  10.  <디모테오에게 보낸 둘째 편지> 3:16, 17, <페테로의 제2의 편지> 1:20, 21

관련 항목[편집]





Yokota (2022) Retrospective: Stranger in a Strange Land at Living on the Edge


Yokota (2022) Retrospective: Stranger in a Strange Land at Living on the Edge

Gerry Yokota

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Autoethnography,
Metaphor,
Cognitive Linguistics


This is a retrospective view of a presentation I gave in May 2022 at an online conference called Living on the Edge.


Abstract

Most university students are at a transitional stage of life, many leaving home for the first time and/or uncertain where they are headed after graduation, and many English language educators are in similarly liminal positions. 

In this presentation, I show 
  • how I use autoethnography and engaged cognitive linguistics, especially attention to the power of metaphor, 
  • to facilitate classroom and professional discussions in the field of English language education 
  • about shifting experiences and perceptions of home and community, 
  • with reference to cultural expressions found in film, music and poetry, 
  • particularly works by or about exiles and refugees.

Metaphor Spotting

I often play the game of metaphor spotting in my classes, and this presentation is based on that exercise. I collected examples of works that came to mind when I thought about what home means to me, and then spotted the metaphors that appeared and explored how they express shifting experiences and perceptions of home and community.

*Yokota, G. (2020). Metaphorical Creativity for Intercultural Communication. In Journal of Research and Pedagogy VI, pp. 7-17. https://www.otemae.ac.jp/english/gotemae/60/





The first song that came to my mind was “Stranger in a Strange Land” by Leon Russell. I encountered this song as a high school student in Kentucky in the late sixties or early seventies, at the intersection of the

anti-war movement and the ecology movement. In my memory, Earth Day was first established in 1970 in response in no small part to the ecocide being committed with defoliants like napalm and Agent Orange in Vietnam.

There are of course many other far more popular songs evoking images of home from that era that could have come to mind, such as Simon & Garfunkel’s “Homeward Bound” or Lynard Skynard’s “Sweet Home Alabama.” But in retrospect, I think the main reason this song came to my mind first is related to my identity as a multiracial Asian American born in Ohio and growing up in Kentucky, often treated as an outsider and called racial slurs such as “Jap,” “nip,” and “gook.”*

*Yokota, G. (2022, forthcoming). Teaching for Social Justice in Japan: A Sustainable Model. In G.P. Glasgow (ed.), Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning.


1. Listen to Leon Russell (1971)

https://youtu.be/0iL5aOJ7LR8


How many days has it been since I was born, how many days until I die

Do I know any ways that I can make you laugh, or do I only know how to make you cry

When the baby looks around him it's such a sight to see

He shares a simple secret with the wise man

He's a stranger in a strange land

. . .

And the baby looks around him and shares his bed of hay

With the burro in the palace of the king

He's a stranger in a strange land

. . .

Well, I don't exactly know what's going on in the world today, don't know what there is to say

About the way the people are treating each other, not like brothers Leaders take us far away from ecology with mythology and astrology

. . .

Why can't we learn to love each other

It's time to turn a new face to the whole worldwide human race

Stop the money chase, lay back, relax, get back on the human track

Stop racing toward oblivion, oh, such a sad, sad state we're in





Delving into the rhetoric of this particular song,

I realize the first feature I must mention is the rhetorical roots of the phrase “stranger in a

strange land”: the Book of Exodus in the Old Testament of the

Judeo-Christian Bible. It is spoken by Moses when he names his firstborn son. But I must honestly say that, although I religiously attended church three times a week until I graduated from high school, I was not consciously aware of the source of the expression, although it was vaguely familiar to me. It was only in the process of preparing for this presentation that I discovered the precise source. At the time, as a teenager, the song resonated for me more on an experiential level.


2. Reference: Exodus 2:22 (KJV)


1 And there went a man of the house of Levi, and took to wife a daughter of Levi.

2And the woman conceived, and bare a son: and when she saw him that he was a goodly child, she hid him three months.

3And when she could not longer hide him, she took for him an ark of bulrushes, and daubed it with slime and with pitch, and put the child therein; and she laid it in the flags by the river's brink.

4And his sister stood afar off, to wit what would be done to him.

5And the daughter of Pharaoh came down to wash herself at the river; and her maidens walked along by the river's side; and when she saw the ark among the flags, she sent her maid to fetch it.

6And when she had opened it, she saw the child: and, behold, the babe wept. And she had compassion on him, and said, This is one of the Hebrews' children.

7Then said his sister to Pharaoh's daughter, Shall I go and call to thee a nurse of the Hebrew women, that she may nurse the child for thee?

8And Pharaoh's daughter said to her, Go. And the maid went and called the child's mother.

9And Pharaoh's daughter said unto her, Take this child away, and nurse it for me, and I will give thee thy wages. And the women took the child, and nursed it.

10And the child grew, and she brought him unto Pharaoh's daughter, and he became her son. And she called his name Moses: and she said, Because I drew him out of the water.

11And it came to pass in those days, when Moses was grown, that he went out unto his brethren, and looked on their burdens: and he spied an Egyptian smiting an Hebrew, one of his brethren.

12And he looked this way and that way, and when he saw that there was no man, he slew the Egyptian, and hid him in the sand.

13And when he went out the second day, behold, two men of the Hebrews strove together: and he said to him that did the wrong, Wherefore smitest thou thy fellow?

14And he said, Who made thee a prince and a judge over us? intendest thou to kill me, as thou killedst the Egyptian? And Moses feared, and said, Surely this thing is known.

15Now when Pharaoh heard this thing, he sought to slay Moses. But Moses fled from the face of Pharaoh, and dwelt in the land of Midian: and he sat down by a well.

16Now the priest of Midian had seven daughters: and they came and drew water, and filled the troughs to water their father's flock.

17And the shepherds came and drove them away: but Moses stood up and helped them, and watered their flock.

18And when they came to Reuel their father, he said, How is it that ye are come so soon to day?

19And they said, An Egyptian delivered us out of the hand of the shepherds, and also drew water enough for us, and watered the flock.

20And he said unto his daughters, And where is he? why is it that ye have left the man? call him, that he may eat bread.

21And Moses was content to dwell with the man: and he gave Moses Zipporah his daughter.

22And she bare him a son, and he called his name Gershom:

for he said, I have been a stranger in a strange land.





Next, as you were reading or listening to the lyrics, you may have noticed that Russell shifts to the New Testament and the story of the birth of Jesus.

Having been born and raised in a Christian home,

this story was far more familiar to me than the story of Moses and the Exodus (despite having seen Charlton Heston in “The Ten Commandments”).

While making every effort to avoid any dishonest romanticization of my high school self, I recall clearly that what resonated for me most about this song was the references to class, as the child of a single mother (“the baby ... shares his bed of hay with the burro in the palace of the king”; “stop the money chase”), race (“the way the people are treating each other, not like brothers”; “why can't we learn to love each other”; “it's time to turn a new face to the whole worldwide human race”), and the environment (“leaders take us far away from ecology with mythology and astrology”).


Digression: Photo from my 1973 high school newspaper where I am allegedly a “campus radical” taking over the principal’s office. This forgotten relic was recently shared on my alumni class page as we gear up for our fiftieth anniversary next year. I actually edited an alternative newspaper called “The Bird,” where the masthead was cleverly designed to look at first glance like our school mascot, an eagle, but upon closer inspection could be recognized as a stylized raised middle finger. I provided information such as how to register as a conscientious objector.

3. Listen to Joan Baez, “David’s Song” (1969)

https://youtu.be/OxqrjqN3vXA


In my heart I will wait by the stony gate

and the little one in my arms will sleep

Every rising of the moon makes the years grow late and the love in our hearts will keep

There are friends I will make and bonds I will break as the seasons roll by and we build our own sky In my heart I will wait by the stony gate

and the little one in my arms will sleep

The stars in your sky are the stars in mine and both prisoners

of this life are we

Through the same troubled waters we carry our time

you and the convicts

and me

There's a good thing to know on the outside or in to answer not where but just who I am

Because the stars in your sky are the stars in mine and both prisoners of this life are we

The hills that you know will remain for you and the little willow green will stand firm

The flowers that we planted through the seasons past will all bloom on the day

you return

To a baby at play all a mother can say he'll return on the wind to our hearts, and till then I will sit and I'll wait by the stony gate

and the little one 'neath the trees will dance





The word “home” does not actually appear

in this song, but it is still the next song I thought of when I meditated on what home means to me. This is a prime example of the

limitations of corpus linguistics.* It would have been easy to simply Google “home metaphors” or use KWIC or

WordSmith with the BNC and take my lead from what popped up, but that would not have been an honest or productive way to achieve my goal here, which is to identify how art may work at a level deeper than that and consider why.

*Yokota, G. (2022). Gender and the Rhetoric of Waste: An Intersectional Approach.

GALE Journal 14, pp. 55-67. https://www.gale-sig.org/journal






Why did this song say “home” to me?

(The extent of its importance to me is evidenced by the fact that I auditioned to sing it in the school talent show, accompanying myself on piano.

I didn’t pass the audition, but got a friend to sing it for me and I accompanied her on the piano.)

It is because I knew that Baez’s husband, David Harris, was a conscientious objector who was imprisoned for 15 months for his beliefs. That knowledge gave special resonance to lines such as these.

“we build our own sky”

“we carry our time”

“to answer not where but just who I am”

This vision remains foundational to my sense of home.





6.

listen little sister

angels make their hope here

in these hills follow me I will guide you careful now no trespass

will guide you word for word mouth for mouth all the holy ones

embracing us all our kin

making home here

renegade marooned lawless fugitives grace these mountains we have earth to bind us the covenant between us can never be broken vows to live and let live

9.

autumn ending leaves like

fallen soldiers manmade hard hearts

fighting battles

on this once sacred ground

all killing done now dirt upon dirt covers all signs of death memory tamped down ways to not remember the disappeared dying faces longing to be seen one lone warrior lives comes home to the hills seeking refuge

seeking a place to surrender the ground where hope remains and souls surrender

4. Two poems from bell hooks, Appalachian Elegy (2012)



“Tell this old Haitian, with his old ways, about a spiritual.”

“They’re like prayers,” Joseph said, “hymns that the slaves used to sing.

Some were happy, some sad, but most had to do with freedom, going to another world. Sometimes that other world meant home, Africa. Other times,

it meant heaven, like it says in the Bible. More often it meant freedom.”


5. Edwidge Danticat, Breath, Eyes, Memory (1994)





Meditating on these three selections and why they came first to mind in connection with the theme of home, I realized they connected the idea of home with two issues dear to my heart: war and freedom. I realized that the response of my high school self to “Stranger in a Strange Land” (the song, not the SF novel, which I only read years later) was coming not only from my Asian identity, often feeling I was being identified with the enemy, but from my sense of alienation from the ecocidal, genocidal, militaristic, misogynistic war culture that was generating that enmity and destroying the natural environment. In retrospect, I now see that the alienation of my youth lacked perspective on my own complicity as an American in the war system. As a new sense of alienation is now being triggered by the war in Ukraine and the many violent conflicts raging elsewhere in the world, I hope my last two musical selections will help keep awareness of that responsibility firmly in mind.


On the surface, these two songs may initially sound very different rhetorically: the first more as a prayer, the second more as a question. But listening to them together, and also in the context of the excerpt from Breath, Eyes, Memory, I realized “Free” is not just a simple prayer. I encourage everyone to look for the questions that it also asks about the connection between freedom and home, as well as the question Lina Sleibi and my co-presenter May Kyaw Oo ask about our complicity and why conflicts in some countries get paid more attention than others.




6. Listen to John Legend, “Free” (2022)


Go down Moses, way down Moses, go down to Egypt land

Lay down soldiers, lay down those weapons, let peace rush in

Let it wash through the valley, soar to the mountains, fall in the deepest blue sea

Let it fly 'cross the sky, a banner so high, that even the rockets will see

That there is a god, and I'm just sayin' Lawd

Rain down freedom, rain down 'til we're all free

Low down broken, homeless floatin’, lost and thrown to chance

Caged birds singing, break chains so we can do our holy dance

Let 'em ring through the valley, soar to the mountain, pierce to the core of the earth Let 'em sing cross the sky, a chorus so high, that everyone will know their worth

And that there is a God, and we're just sayin' Lawd Rain down freedom, rain down 'til we're all free https://youtu.be/R5Ol-Dx-7Ms


7. Listen to Lina Sleibi, “Over the Rainbow” (2018)



Open Mic Questions


In the open mic session before the closing ceremony, we were invited to share our passions. I dared to overcome my fear of ridicule and say my passion is world peace. But actually, that courage was inspired by an earlier speaker who lamented that they felt they had lost their passion for life. I owe my own rescue from the verge of a similar loss to them.

I asked five questions, the questions that were asked by Tony Jenkins, Education Director of World BEYOND War, when he accepted an award for his book An Alternative Global Security System.

Q1. Do you believe that war is inhumane?

Q2. Do you believe that war is immoral?

Q3. Do you believe that war is an illegitimate means to resolving conflict?

Q4. Do you believe that the institution of war can be abolished?

Q5. (Seeing, as expected, that everyone raised their hands for the first three questions but no one for the fourth) Why not?


Thank You!



gyokota@gmail.com gerryyokota.academia.edu