著者

坂本 拓弥

出版者

日本体育・スポーツ哲学会

雑誌

体育・スポーツ哲学研究 (ISSN:09155104)

巻号頁・発行日

vol.39, no.2, pp.121-136, 2017 (Released:2018-05-02)

参考文献数

89

被引用文献数

1 1

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This paper provides a new contention, which could be needed for developing the anti-doping education in Japan, through the critical consideration about its present situation. For this purpose, the question, “why do athletes choose doping?”, is explored from the perspective of Girard’s theory of desire. This theory suggests that the competitive sport includes the desire for victory and that the desire could paralyze the judgement of athlete with extravagance. Girard points that human desire is the “triangular” desire as a mimetic one and it means that the desire of a subject is not linear to an object but the mimesis of the mediator’s desire. In the position that the essence of competitive sport is the competition, the essence is equal to the desire for victory. Therefore, in the competitive sport, athletes have the desire for victory which is mimetic desire of the opposition. Moreover, the mediator also mimics the subject’s desire and its mediation form is called as the reciprocal mediation. This mediation form becomes “the hell of reciprocal mediation” in the case in which the spiritual distance between the subject and the mediator is close, and it builds the hostile relation between an athlete and the opposition. This relation makes the athlete to have the cognition which wants to just defeat the opposition rather than to win the game or match. Hence, in the hell of reciprocal mediation, an athlete chooses doping with paralyzing her sense of reality which is willing to follow the written rule or the spirit of fair play in competitive sport. Finally it is presented that, in anti-doping education, athletes themselves have to recognize the risk of the triangular desire in competitive sport.

著者

坂本 拓弥

出版者

一般社団法人 日本体育・スポーツ・健康学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

pp.13008, (Released:2013-08-13)

参考文献数

53

被引用文献数

5 3

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The purpose of this paper is to clarify the formation process of body culture, i.e., gestures and behavior, of physical education teachers in Japan based on phenomenological body theory, and to present a theoretical basis for the most desirable “PE teacher identity”. It has been pointed out that PE teacher body culture has a variety of influences on students. However, how a teacher acquires body culture has never been sufficiently considered. Therefore the paper focuses on the phenomenological body theory that suggests the relationship between habits and the perceptual experience of body culture formation. The main points of discussion are as follows: Previous studies have shown that the image of the PE teacher as a coach has been well established, and that clarification of the process of body culture formation is warranted. In previous studies, the body culture of PE teachers has been discussed mainly in terms of ‘habitus’. However, it has not been clarified how individual PE teachers embody such a culture. Phenomenological body theory indicates that acquisition of habit involves reworking and renewal of the body schema through perception influenced by culture. Based on this, analysis of corporal punishment as a typical example of body culture in school athletic clubs can be used to clarify the model formation of PE teacher's body culture. PE teachers' thoughts and behavior are unconsciously formed as a “body schema” through experience of school athletic clubs where a coach's one-sided method of instruction is almost unconditionally accepted by students striving to acquire athletic success. In conclusion, “PE teacher identity” is formed on the basis of original body culture, and is embodied as a habit through unconscious processes. This is why PE teachers seldom notice their behavior, and thus do not change or improve it. It is only through a “body schema” and perceptual experience that a PE teacher's thoughts and behavior, “PE teacher identity”, can be reconstructed. The possibility of PE teacher body theory can be established on the basis of this viewpoint.

著者

中野 大希 坂本 拓弥

出版者

日本体育・スポーツ哲学会

雑誌

体育・スポーツ哲学研究 (ISSN:09155104)

巻号頁・発行日

vol.44, no.2, pp.85-100, 2022 (Released:2023-03-20)

参考文献数

76

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To clarify the necessity and the possibility to explore the meanings of the pain in physical education (PE) classes, this study critically considers the literature on bodily experiences in such classes. In Japan, bodily experiences of students in PE class have been poor lately by doing a lot of language activities, using information communication technologies and taking full safety majors. According to previous studies, these bodily experiences are composed of three experiences of the things, the others, and the self. Therefore, the poorness of the bodily experiences in PE class means that students have being poor with three experiences of the things, the others, and the self. In such situation, the philosophical studies on the meanings of the bodily experiences in PE classes have discussed the experiences of the things and the others and demonstrated the significance of these two experiences for students. However, such studies have overlooked the experience of the self and, accordingly, to reveal the meaning of the experiences of the self would be required. The experiences of pain could symbolize the experiences of the self, because pain is the experience that lacks the consciousness toward the world outside human-subject and also inevitably highlights one’s own body. Thus, the experiences of the aforementioned pain could be focused when the meaning of the experiences of the self is revealed. Such an experience has the possibility of triggering the transformation of the self, and this transformation has an educational significance. The experiences of the pain as the experience of the self in PE class may have an educational significance for students. Hence, exploring the meaning of the experiences of such pain could reveal the new meaning of the bodily experiences.

著者

坂本 拓弥

出版者

Japan Society of Physical Education, Health and Sport Sciences

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.58, no.2, pp.505-521, 2013

被引用文献数

3

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The purpose of this paper is to clarify the formation process of body culture, i.e., gestures and behavior, of physical education teachers in Japan based on phenomenological body theory, and to present a theoretical basis for the most desirable "PE teacher identity". It has been pointed out that PE teacher body culture has a variety of influences on students. However, how a teacher acquires body culture has never been sufficiently considered. Therefore the paper focuses on the phenomenological body theory that suggests the relationship between habits and the perceptual experience of body culture formation.<br>   The main points of discussion are as follows:<br>   Previous studies have shown that the image of the PE teacher as a coach has been well established, and that clarification of the process of body culture formation is warranted. In previous studies, the body culture of PE teachers has been discussed mainly in terms of 'habitus'. However, it has not been clarified how individual PE teachers embody such a culture. Phenomenological body theory indicates that acquisition of habit involves reworking and renewal of the body schema through perception influenced by culture. Based on this, analysis of corporal punishment as a typical example of body culture in school athletic clubs can be used to clarify the model formation of PE teacher's body culture. PE teachers' thoughts and behavior are unconsciously formed as a "body schema" through experience of school athletic clubs where a coach's one-sided method of instruction is almost unconditionally accepted by students striving to acquire athletic success.<br>   In conclusion, "PE teacher identity" is formed on the basis of original body culture, and is embodied as a habit through unconscious processes. This is why PE teachers seldom notice their behavior, and thus do not change or improve it. It is only through a "body schema" and perceptual experience that a PE teacher's thoughts and behavior, "PE teacher identity", can be reconstructed. The possibility of PE teacher body theory can be established on the basis of this viewpoint.<br>

著者

坂本 拓弥

出版者

明星大学教育学部

雑誌

明星大学教育学部研究紀要 = Research Bulletin of Meisei University. Education (ISSN:21859051)

巻号頁・発行日

no.7, pp.75-88, 2017-03-15

著者

坂本 拓弥

出版者

日本体育・スポーツ哲学会

雑誌

体育・スポーツ哲学研究 (ISSN:09155104)

巻号頁・発行日

vol.33, no.2, pp.63-73, 2011 (Released:2012-12-17)

参考文献数

34

被引用文献数

4 3 4

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The purpose of this paper is to clarify the role of body in school athletic club by focusing on handing down of corporal punishment. For this purpose, the relationship of body to “imitation” and “habitus” is to be considered. The previous studies reveal that those who experienced corporal punishment regard it positively, although they recognise that it is unjust act. This contradiction shows the difference between understanding in verbal level and in body level. However, the latter has been missed so far. This is why this paper focuses on the viewpoint of body.To conclude, as we learn unconsciously tradition and custom in body level (“habitus”) and body itself has no relation to moral judgement, corporal punishment is also handed down from teacher to student with unconscious learning (“imitation”). It suggests the importance of effect of teacher's body on student's sensitivity, i.e. their way of thought and behaviour. Therefore, teacher's body is to be the next subject matter.