コンラート・コッホの「学校遊戯」論にみるスポーツ教育の可能性：マルチノ・カタリニウム・ギムナジウムの遊戯運動と自己規律化

抄録

This study focuses on the early theory of play in the school (“Schulspiele”-Theorie) of Konrad Koch, who advocated his “play movement” (Spielbewegung) at the Martino-Katharineum gymnasium in Braunschweig at the end of the 19^th century.
According to Koch's “Schulspiele”-Theorie, sports education shows isolated pupils how to conform to norms on their own initiative, i.e. following rules and norms as a requirement in sports, and also improves self-discipline. However, at least at the inception of the thesis of play in the school (“Schulspiele”-Thesis) written in 1878, the school was placed as an associate between “home and family” and “nation”, where not only “lessons” were required, but inside the free gymnastic group (freie Turnerschaft) a community was to be built on the basis of an independent connection between teachers and students, as well as amongst the students themselves. The ideal form for this formatted collective was not further defined by Koch, who did not intend to have this collective focusing on “nation”, but rather aimed to build this on the basis of a civil collective. Although at this time Turnern idolized anti-foreign nationalism, Koch admired the significance of the English style of sports education. One can say that the “Schulspiele”-Theorie based on a civil collective had aims that were quite different from gymnastics in school (Schulturnen) that valued nationalism.
Nevertheless, by the turn of the century, Koch had also published an extremely militaristic thesis. At this time, the collective building based on play in the school (Schulspiele) was to be described as something that was clearly dependent on the “nation”. Future issues will focus on how and in which way Koch's “Schulspiele”-Theorie subsequently found its way into forms of authority in modern nations.