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You play as a ignorant American, who can be named into whatever you want, meeting his Korean pen-pals in person for the first time.
#Sumeragi stay stay democratic peoples republic of korea full#
For this review, I will go against the Glorious Leader’s wishes and refer to this game as Stay! Stay! DPRK!, because it takes too damn long to write out the full title. Stay! Stay! Democratic People’s Republic of Korea! (abbreviated as DPRK) is a visual novel created by DEVGRU-P, who is best known for their meme-tastic dating sim, Panzermadels: Tank Dating Simulator. After fooling around with WWII history and tank waifus, their next target was North Korea.
![sumeragi stay stay democratic peoples republic of korea sumeragi stay stay democratic peoples republic of korea](https://img.youtube.com/vi/hL5NYQmou7s/0.jpg)
Stay! Stay! Democratic People’s Republic of Korea! follows this same formula, but the different setting makes the game a lot more interesting. More than likely, the protagonist will magically fall on top of the girl, landing with his face in between her boobs.
![sumeragi stay stay democratic peoples republic of korea sumeragi stay stay democratic peoples republic of korea](https://infinitemirai.files.wordpress.com/2017/09/20170909194921_1.jpg)
A girl will try to express her feelings towards the protagonist, but he’s completely clueless and the girl gets distraught. The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.When one thinks of dating sims, they may often think about high school comedy and the hijinks that the dense male protagonist gets into. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. First, it concentrates on the School’s distinctive account of human becoming. The present collection focuses on the Kyoto School in three unique ways. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice. In light of this, then, the School’s ongoing relationship to the thought of Heidegger has an added salience. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Above all this is a philosophy of experience, of human becoming, and of transformation. Following the cultural renaissance of the Meiji Restoration after Japan’s period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan.