著者

石垣 健二

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.59, no.2, pp.483-495, 2014 (Released:2014-12-20)

参考文献数

32

被引用文献数

4 4

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This paper focuses on “bodily experience” and “bodily dialogue” in physical education with the aim of clarifying the domain of bodily experience and bodily dialogue, and discusses the significance of physical education as “education in intercorporeality” by showing that bodily experience and bodily dialogue foster a vital sense of “we” in modern Japanese children.   First, the author examines bodily experiences in the context of physical education. Bodily experiences are central to other experiences (experiences of the self, experiences from the others and experiences of the things) in physical education, and elicit “bodily feelings”, which can be regarded as Gestalts that we perceive from the subject's viewpoint. The Gestalts consist of feelings of the self body, feelings from others' bodies, and the feelings of things for both the self and the others. The bodily feelings as Gestalts form the core of bodily experiences, and this underlies our experiences in physical education.   Secondly, the author considers the essence of bodily dialogues, through which we perceive the others by bodily feelings. Therefore the domain of bodily dialogues involves both bodily experiences and experiences from the others. The domain of bodily dialogues extends to that of “mental dialogues”, but the two are distinct because the latter is involves mental, not bodily, feelings. Also the latter promotes the restoration of corporeality by acquiring mental feelings, whereas the former promotes the formation of the latter by acquiring bodily feelings.   Finally, it can be said that the self and the others share bodily rather than mental (emotional) experiences in physical education. In other words, instead of having mental dialogues through mental feelings, we experience bodily dialogues thorough bodily feelings. In our everyday lives, we nurture “intersubjectivity” through mental dialogues, but we also nurture “intercorporeality” through bodily dialogues when practicing physical education. This makes it possible for us to recognize ‘we’ as bodily feelings. Therefore, physical education is essential for the development of modern Japanese children, who allocate too much time to intellectual training and need to education in intercorporeality.

著者

石垣 健二

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

pp.13090, (Released:2014-07-30)

参考文献数

32

被引用文献数

1 4

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This paper focuses on “bodily experience” and “bodily dialogue” in physical education with the aim of clarifying the domain of bodily experience and bodily dialogue, and discusses the significance of physical education as “education in intercorporeality” by showing that bodily experience and bodily dialogue foster a vital sense of “we” in modern Japanese children.   First, the author examines bodily experiences in the context of physical education. Bodily experiences are central to other experiences (experiences of the self, experiences from the others and experiences of the things) in physical education, and elicit “bodily feelings”, which can be regarded as Gestalts that we perceive from the subject's viewpoint. The Gestalts consist of feelings of the self body, feelings from others' bodies, and the feelings of things for both the self and the others. The bodily feelings as Gestalts form the core of bodily experiences, and this underlies our experiences in physical education.   Secondly, the author considers the essence of bodily dialogues, through which we perceive the others by bodily feelings. Therefore the domain of bodily dialogues involves both bodily experiences and experiences from the others. The domain of bodily dialogues extends to that of “mental dialogues”, but the two are distinct because the latter is involves mental, not bodily, feelings. Also the latter promotes the restoration of corporeality by acquiring mental feelings, whereas the former promotes the formation of the latter by acquiring bodily feelings.   Finally, it can be said that the self and the others share bodily rather than mental (emotional) experiences in physical education. In other words, instead of having mental dialogues through mental feelings, we experience bodily dialogues thorough bodily feelings. In our everyday lives, we nurture “intersubjectivity” through mental dialogues, but we also nurture “intercorporeality” through bodily dialogues when practicing physical education. This makes it possible for us to recognize ‘we’ as bodily feelings. Therefore, physical education is essential for the development of modern Japanese children, who allocate too much time to intellectual training and need to education in intercorporeality.

著者

石垣 健二

出版者

新潟大学

雑誌

基盤研究(C)

巻号頁・発行日

2011-04-28

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「間身体性」とは,人間の関係性の基盤であり,それは「自己と他者」の身体の間で相互理解を可能にする「身体の働き」であると同時に,そこで得るところの「身体的な感じ」である.体育やスポーツにおける身体運動の実践のなかでは,「身体的な感じ」を得ることによって,「身体的な感じ」としての「われわれ」が成立するのであり,このことが間身体性の育成にほかならない.したがって,学校教育でおこなわれる体育やスポーツの身体活動は,子どもたちにとって殊に重要である.今後,体育学における間身体性の研究は,他者の身体運動を記述する方法論の構築とその方法による具体的な「身体の働き」の抽出が必要となるだろう.