体育的身体論の課題と展望 : 個・身体・社会

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  • Problems and Prospects of Body Theories in the Field of Physical Education : Individual-Body-Society
  • タイイクテキ シンタイロン ノ カダイ ト テンボウ : コ シンタイ シャカイ

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The purpose of this study is to inquire about body theories typically discussed in the field of physicaleducation and uncover problems currently faced in their application and obtain a clearer view on theirpossible solutions. Body theories based on philosophical anthropology and phenomenology unveil the possibility ofphysical education being taught at modern schools by getting a more complete understanding of thehuman body. However, because such theories focus exclusively on the body itself, problems that exist insociety may be overlooked. On the other hand, body theories focusing on the relationship between thehuman body and society, whose focus falls away from the body itself, involve arguments that may serveas a basis for the reform of the existing systematic framework of physical education at schools. Nonetheless, no clear views that break away from the existing systematic framework called educationhave come about. As pointed out by Manabu Sato in his theory about educational reform, following hisideas may heighten the possibility of reaching the new physical education. ― Learning is utilizing physical activities to try to regain the“ truly living individualized body” ratherthan a“ systematized body living under a system structure”. ― Learning is achieved through“ reflective teaching”. ― The structure of groups among school children is constantly rebuilt mainly by incidents comprisinga detachment from the current system. ― Improvement of teaching in schools, which should be individually tangible, is attained by actionresearch. ― A“ model of coexistence”, rather than a“ model of conflict” or a“ model of compromise”, is needed,since it acknowledges a variety of ideas on education methodology. ― A school is a“ learning community” where teachers, students, community residents, and educationaladministration personnel improve one another. Considering the viewpoints on educational reform mentioned above and by reinterpreting the practicesof physical education applied in schools today, we should attempt to design a new structure whichbreaks away from the existing systematic framework for physical education.

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