A fundamental consideration on “transcendence” in physical education: Through critical inquiring into Sato’s theory of physical education

Abstract

Sato’s theory is a fundamental theory of physical education and is often referred to by other researches in Japan. However, this theory has a logical inconsistency, that is, the paradox between the categories of “relationality” and “transcendentality.” Given the paradox, the concept of “transcendence” in Sato’s theory is indistinct. It is uncertain whether “transcendence” can occur in educational relationships, in Sato’s theory. This study, therefore, attempted to re-interpret the concept of “transcendence” in Sato’s theory, and to place the opportunity of “transcendence” in educational relationships again. This study approached the purpose by clarifying the way of referring to the “allegory of the cave” in Sato’s theory and reconsidering the category of “relationality.” The conclusions of this study are as follows. The idea of “transcendence” in Sato’s theory can be re-interpreted as an opportunity that teachers attempt “changing the students’ framework of recognition of the world,” which is analogous to Plato’s concept of “periagoge.” Defining the concept of “transcendence” as above and categorizing the “relationality” as “active voice (teachers) - middle voice (students),” “transcendence” can be integrated in educational relationships. “Transcendence” is an occurrence a new framework of recognition of the world is generated in students, caused by a chance that the existing frameworks students have are opened to question, in relation to others who demand to turn the existing framework around. The abovementioned findings uphold and critically develop Sato’s theory, and place the opportunity of “transcendence” in physical education again. Furthermore, the fundamental understanding of “transcendence” shown by this study can suggest limitations of an educational ideal that demands immoderate subjectivity or activity for students such as “active leaning.”