著者

深澤 浩洋

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.38, no.2, pp.117-132, 2016 (Released:2017-04-10)

参考文献数

80

被引用文献数

2 1

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This essay attempts to identify the meaning of the expanding experience (EE) that emerges through the practice of sports activity. The author shows the meaning of EE as a reflective experience rather than a living experience and reconsiders the aspect of this experience from the perspectives of perception and feeling, examining its difference from dissolving experience (DE). In this essay, the characteristics of EE are described through the development of the relationship between the self and the other. When two judoka throw each other and be thrown as if they are one, or, when runners feel each other’s physical pain, the experiences are termed “dissolving experiences”, which are living and subjective experiences. There is a lack of objective feeling in this kind of experience. Also, it is considered that DE emerges through a widening of the origination of sensation: it is a factor of empathizing with the other, or understanding their feelings at the physical level. DE shifts toward EE through the perception of this experience as an object. When both the self and the opponent reflect DE, which is irrational and beyond both athletes’ control, then the experience has emerged as the representative object and has become EE for them. Both athletes come to recognize the representation or the personality of the other as peers who engage in sports activities together. We can find EE for both athletes in this situation. Thus, EE is an experience which athletes cannot share with spectators but only with other athletes.

著者

森田 啓 荒牧 亜衣 植木 陽治 深澤 浩洋

出版者

一般社団法人 日本体育学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.64, no.1, pp.303-313, 2019

被引用文献数

2

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The purpose of this research is to consider ways to encourage critical thinking in Philosophy of Physical Education and Sports classes. Introductory classes for students specializing in sports education were observed. Students reviewed a specific example in which a batter was given an intentional walk five consecutive times and they aimed to consider the case critically.<br> Right after watching the case on screen, students noted whether they agreed with such a practice or not. Then, 3 points were explained and students noted their opinion again.<br> The 3 points were;<br> (1) position of activities of sports clubs<br> (2) regarding it as a competitive sport<br> (3) regarding it as part of education (Physical Education)<br> In 4 years, 8 classes were held and 1,020 students participated in them. 118 of them (11.5%) changed their opinion after listening to the explanation. It must prove that those students were able to analyse even their own initial judgement critically and perceive it differently.<br> Furthermore, the following became clear from comments written after the classes:<br> By watching and using a specific example on screen, there is a possibility to eliminate/reduce negative images some people hold towards sports(P.E.) philosophy or philosophy. It also increases the possibility to engage students positively by introducing active learning of actually thinking and writing down their opinions.

著者

深澤 浩洋

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.18, no.1, pp.9-19, 1996

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This paper considers on the rule-following concept which constitutes sport games through the discussion on the others. It is meaningless to inquire why one will abide by the rules in sport. At the same time, it is disregarded to ask the motive which urges one to obey the rules from outside of sport. We consider it to be sufficient to do one's best at any rate. If the aim of rule-following was not asked, however, it would lead to a kind of tautology as follows: rules should be followed because they should be followed. Furthermore, Wittgenstein developed the skepticism about the possibility of the justification for an action by its rule. The necessity arises as to find such a condition that makes the state of rule-following possible, the condition that the necessity and the contingency coexistence in that state. For the rule-following has no sense anymore when an action accords with its rule in any case, nor the rule fill the role of itself when the accordance between an action and its rule is quite contingent. This paper, then, attempted to solve this problem by introducing the notion of the self and the others. The others take on contingency against the self in the sense that the others might do or not do the same act as the self accidentary. In the case that the self and the others coexistenced in the same dimension (e. g. the present tense), the latter were contingent as it were. If the others were in the different dimension (e. g. the past tense) from the self, they appeared as the being that the self could not deal with at one's will (<i>the absolute other</i>). The absolute other in this sense is grasped under the aspect of necessity. Consequently, the state of rule-following depends on whether the self could set these <i>others</i> in oneself.

著者

アダム カール 片岡 暁夫 関根 正美 深澤 浩洋 窪田 奈希左

出版者

Japan Society for the Philosophy of Sport and Physical Education

雑誌

体育・スポーツ哲学研究 (ISSN:09155104)

巻号頁・発行日

vol.16, no.1, pp.53-63, 1994 (Released:2010-04-30)

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テーゼ1: スポーツは, 人間の達成行動の考察や観察に適したモデルである.2: 人間の達成と競争の行動は, 先天的欲求に起因し, かなり深く根付いているため, 無理に躾けることはほとんど不可能なのだが, 例えば公正という意味で訓練されるべきである (その際公正な態度への能力が先天的欲求によって与えられる).3: 順位の序列が, 達成の比較に帰せられる場合にのみ, 人間にはそれを合法的なものと認めようとする非常に強い傾向がある. それと反対に, 集団のメンバー全員の平等を要求する同じくらい強い傾向もまた存在する. 例えば, 教育政策上の妥協や達成比較による地位獲得の際の機会均等など. 達成比較の尺度は問題を孕んでいる. さらに難しいのは様々な達成の横の比較である. それに関して, 二つの視点がある. 一つはヒトの種の保存についての意義であり, もう一つは幸福のバランスについての意義である. 文句のつけようのない, しかも達成比較により修正された団体におけるメンバーの序列は, 社会生産物の分配と集団の意思決定に影響を及ぼす.4: かなり細分化された達成行動と達成動機のレベルの高さは, 文明的にも文化的にもレベルの高い集団の達成 (アトキンソン, マクレランド) とひいてはヒトの種の保存に対して, ほぼ必要不可欠な条件である. 幸福のバランスに対する達成行動の影響には, 異論の余地が残されている. 達成原理以外でなされる幸福のバランスの回復は, 通常はもしかすると, というよりはむしろ必然的に幻想に基づく性格を持つ. さらには, 幻想的性格と結び付いて現実を見失うと集団達成と種の保存が危うくなるだろう.確かに現代に横たわる困難な問題は, 自然科学と技術が規範的思惟よりも急速に発展してきたことと, 技術に規範が未だ伴っていないことに起因している. 技術文明の条件のもとでは, あらゆる人に対し人間らしい生活を保証するような, 社会構成, 行動基準, 規範の発展が求められている. 社会学, 教育学, 規範的哲学とそれらを伴う技術が精密科学の方法を受け入れ, さらに発展させるときにのみ, 現代の課題が解決されうるということは, キャセル・バイロンと私にとって明白なことである. これまで克服されてきたものすべてを困難さの点で上回る課題領域では, スポーツをモデルとした人間の達成行動に関する入念な探求が重要な位置を占めるものと私には思われる.

著者

深澤 浩洋

出版者

Japan Society for the Philosophy of Sport and Physical Education

雑誌

体育・スポーツ哲学研究 (ISSN:09155104)

巻号頁・発行日

vol.28, no.2, pp.105-110, 2006