著者

滝沢 文雄

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.31, no.1, pp.75-85, 2009 (Released:2012-12-17)

参考文献数

27

被引用文献数

2 1

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The purpose of this research is to clarify the use of language and its limitation required for movement practice by considering on the relationship between both of them. Especially in the scene of movement acquisition, there always exists some concern with the decrease of useless linguistic explanation and increase of efficiency in the movement practice. Therefore, research is needed towards the solution of this subject. It will be also inquiring for the possibility and limitation of linguistic thinking in movement practice.First, it is considered how the language has been used in PE class. Then, the use of language in movement practice is considered. It is also considered on the relationship between movement practice and indication of the specific performance. Although it is natural to use language in movement practice, too much reliance on the language may cause some negative effects. Hence, it is important for us to be aware of the use of language so that one can complete the effective acquisition of movement. That is to say, on which level of practice and that of language we may use with words.To conclude, although language with abstraction can explain movements rationally, it is extremely difficult to produce “acticept” which means Gestalt of movement perception. Therefore, we should change our attention from the use of language for scientific explanation to the usage which draws out of practice. Furthermore, the language should have a nature of time. Hence, there are two essential points of the use of language in movement practice. One of the usages is to make the selection of words indicating “acticept”, and to articulate “acticept” required in the practice is the other. For its completion, it is necessary to discern the limitation of linguistic thinking in movement practice, to assure the logic of bodily thinking required for movement acquisition and movement practice, and to consider the role of language in the scene of movement acquisition.

著者

滝沢 文雄

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

vol.56, no.2, pp.391-402, 2011 (Released:2011-12-28)

参考文献数

31

被引用文献数

1

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The purpose of this study was to specify the role of the low-rank acticept in human bodily thinking from a phenomenological viewpoint. An acticept is the gestalt of a percept with time factor and is a complex comprising a percept of action and phenomena resulting from the action. The word “acticept” is a compound of “action plus percept”, and “percept” means the content of perception. For the purpose of this study, the concept of a low-rank acticept is clarified by examining human bodily thinking as compared with verbal thinking. First, the author defines the problem, and then discusses the concept of the acticept as perception. On this basis, the formation and the role of a low-rank acticept is discussed, and the relationship between acticept and low-rank acticept is considered further. From this relationship, the prospect of classifying low-rank acticepts is demonstrated. As a result, the author describes the role of the low-rank acticept in human bodily thinking. The conclusions made are as follows. Human bodily thinking has a logical system different from that of verbal thinking. This type of thinking is necessary in order to create an acticept, and this becomes possible by gaining a low-rank acticept based on the logic of perception. From this low-rank acticept, image, explanation, and data are translated into our own practice, and we are able to realize each action. It is necessary to translate even procedural explanations into a low-rank acticept. These low-rank acticepts themselves continue being refined in such a way as to have wider applications, just as a word becomes precise. Therefore, in gymnastics lessons, it is necessary to pay attention to the originality of human bodily thinking, which is indispensable to movement practice, and furthermore to the individual low-rank acticept when teaching movement. Teachers should be able to transfer the low-rank acticept itself in order to make gymnastics lessons fruitful, not only theoretically but also practically.

著者

滝沢 文雄

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.30, no.1, pp.1-10, 2008 (Released:2010-04-30)

参考文献数

50

被引用文献数

2

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In this paper, it is insisted that teachers should shift the general viewpoint of physical education to a new one; “education of the human body”. It is not sufficient for physical educator to train only physical body or sports. Physical education lacks an important viewpoint that focuses on the human body and its education for until now.Generally speaking, we concern healthy body in daily life and tend to turn our eyes to appearance of others. Instead, the body has an important function. In order to understand the function, we have to distinguish two phases of the body; the physical body and the human body. We should pay attention to the human body itself. The distinction allows us to clear the matter why children are able to move intentionally. Moreover, it does us to educate the human body of them. This consideration also notices the blind spot of the assertion of the mind-body oneness.The human body becomes wise by own logic. Namely, children can perform actively and realistically based on the human body that is able to get practical relation to others. Their communication ability is closely connected to the ability of human body. According to change of the human body, their way of life becomes adaptable to any situation. In short, the wise body let them be able to establish concrete relations with friends or other things.

著者

滝沢 文雄

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

vol.32, no.4, pp.211-219, 1988-03-01 (Released:2017-09-27)

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The present paper discusses, from a phenomenological viewpoint. how a movement learner structurizes his own human body, i.e., the body in phenomenological implications through his movement. The points of issue were as follows: 1. What is the structure of the body in the phenomenological context? 2. What does a learner structurize as his own human body? 3. How does a learner structurize it as his own human body? After the discussion, following results were obtained. 1. The human body exists as a function of learner's own body, so that it maintains a specific structure which is distinguished from the mere physical body. 2. A learner maintains bodily space and time according to his own capability of moving. He uses them as a framework of articulating and identifying his own percepts and structurizes these percepts centering on a specific movement. This means structurizing the human body. 3. Movement learning is a process of restructurizing one's own human body that is able to move and moving now, because a movement learner structurizes his movement constantly by revising his percepts that have already been identified. It means that the process of structurizing the human body has certain order. 4. A movement learner should know what he structurizes and how he structurizes his percepts as his own human body. Without knowing these, he can not learn his own human body effectively.

著者

滝沢 文雄

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.4and5, pp.71-80, 1983 (Released:2010-04-30)

参考文献数

125

著者

滝沢 文雄

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1989, no.60, pp.72-76, 1989-11-10 (Released:2009-09-04)

参考文献数

2

著者

滝沢 文雄

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.43, no.2, pp.79-90, 1998-07-10 (Released:2017-09-27)

被引用文献数

1

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This paper addresses the concept of the human body, especially the aspect of being wise, which is necessary for considering the ability of the human body from a phenomenological viewpoint. This paper tries to answes the following five questions in order to clarify what Wise Body means. (1)Why does being Wise of Body become a subject matter? (2)What are the characteristics of practice? To solve this question is to stresss the importance of the human body. (3)How can one become wise by practice? (4)What is the new concept of "acticept", on which being Wise of Body is based? (5)How is the human body structuralized as Wise Body? The conclusions of this paper are as follows. Being Wise of Body is the ability to solve problems in practical situations. In other words, it is the ability to do perform appropriately in a given situation and to do what is necessasy for further practice. Anybody has the capacity to make the body wise in practice, but in order to actually become wiser, everybody has to structuralize the human body more effectively for every situation, since the structure of the human body makes concrete judgments possible and furthermore enables accurate correspondence to accompany the judgments. Practical judgments originate from acticepts which are differentiated as perceptual Gestalt. The acticept is a compound word of action, percept and concept. It means an articulated percept which is always accompanied by an action, and it gains a function of concept when it is refined. Therefore many acticepts have to be held in the human body as practical wisdom, and the acticepts have to be articulatd in one's own bodily time-space as a criterion. Depending on the criterion we can relate ourselves to things or other persons, and can gain more effective acticepts for practice. New articulated and identified acticepts influence the structure of the human body. Wise Body is the same concept that allows the human body to hold a more developed structure. We need to possess a Wise Body in order to exert free will and to experience our environment.

著者

滝沢 文雄

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.24, no.2, pp.17-25, 2002 (Released:2010-04-30)

参考文献数

26

被引用文献数

2 2

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The purpose of this study is to show the new domain of a human body culture which physical education should take on. The culture has seldom or never been conscious in physical education up to the present. This study focuses on everyday behavior. Though the research method taken in the study is based upon the related texts, this paper employs a phenomenological consideration focusing on practice.The author, first of all, examines how the body is thought today, which leads to the consideration about the body that makes the body culture as well as re-examination of the views on the body. And then behavioral action is examined. The difference of behavioral action from such as upbringing and military training is touched on during the process. The refined behavioral action is discussed in relation to the body that makes communication possible. Finally it is concluded that physical education should take on the new domain of the human body culture besides what it covers now.Physical education has hardly ever been conscious about the domain of the body culture called behavioral action up until now. The domain contains the field of habitus and these behaviors have been mastered in day-to-day life. This includes a phase of discipline on behavior in society. The way of action required in society is collapsing rapidly in today's life, and behavior of children has been falling into disorder. The teachers therefore have to educate them behavior that is required in the present society while re-asking the old culture of upbringing and training. It implies the changes of the objectives and correcting the contents of the subject. This also implies the education of communication capability for living in society. A form of behavior consists of accumulation of the promising thing to exchange with others in each situation, and it is not the skill completed individually but the skill of cooperation with others; then it can be called a body capacity which deals with relationship to others.It is therefore necessary that physical educators are aware of a domain of the body culture, being aware of selecting the contents carefully, and have to educate them intentionally. The time allocation has to be provided in a lesson in order for children to master the culture, and it must be guaranteed that they can acquire it steadily.