巻号一覧
16 巻 (1994)
- 1 号 p. 3-
16 巻, 1 号
選択された号の論文の5件中1～5を表示しています
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認知系の構造と認知系における言語と映像の限界額谷 修二1994 年 16 巻 1 号 p. 3-13
発行日: 1994年
公開日: 2010/04/30
ジャーナル フリーThe ultimate purpose of this study is to clarify the structural relationships between ‘knowing that’ and ‘knowing how’ in performance in sport.
In the part 1, the purpose is to consider the structure of cognitive system, and the limits of language and seeing in the cognitive system.
The results are as follows:
As to the structure of cognitive system;
1) There are various kinds of ‘knowing that’ levels.
2) ‘knowing how’ is a kind of ‘knowing that’, and it is nothing else but sensorimotor cognition which can be bodily understood.
3) The synthetical knowledge concerned with the cognitive system or the motor system can not be essentially verbalize. Tried to verbalize the synthetical knowledge, it will change to the analytical knowledge.
As to the limit of language in the cognitive system;
1) We can not verbalize the tacit knowledge because of a synthetical knowledge.
2) When we are trying to express any object by language, we can not express all features but can do only some distinctive features.
As to the limits of seeing in the cognitive system;
1) The cognition only by seeing leads to misunderstand both phenomenal and conceptual knowledge.
2) Models or demonstrations which are far from performer's experience, do not help to develop his capacity of movement-sympathy because he can not unify sensually with the models or demonstrations.抄録全体を表示PDF形式でダウンロード (1407K) -
月岡 茂久, 加藤 泰樹1994 年 16 巻 1 号 p. 15-28
発行日: 1994年
公開日: 2010/04/30
ジャーナル フリーThe twofold purpose of this study is to clarify epistemologically the relationship between performing level and ‘comprehension’ in forward-upward-circling movement, then to acquire some effective teaching strategies for movement learning.
The performing levels in Forward-upward-circling is classified as follows: (1) student is at once unable and incomprehensive to perform the movement, (2) he is comprehensive but unable to do it, (3) he is incomprehensive but able to do it, (4) he is able to do it with the comprehension.
From our observation and questionnaire to students, we found that each performing level accompanied with the degree of student' comprehension differs in three components, namely, embodiment of movement-planning, embodiment of the movememt sense. For example, the developmental process, from (1) student is at once unable and incomprehensive to perform the movement to (4) he is able to do it with the comprehension, is ascertained by the changes of the verbalization of the movement, the recognition of movement system, the understanding of the segments of space and time in movement and so on.
Thus, we conclude that the key which links between performing level and ‘comprehension’ in forward-upward-circling is to teach relevantly students three components of the embodiment.抄録全体を表示PDF形式でダウンロード (1528K) -
体育の授業をとおして森 知高1994 年 16 巻 1 号 p. 29-40
発行日: 1994年
公開日: 2010/04/30
ジャーナル フリーThe purpose of this paper is to solve a problem about relation between the cognition of movement and the performance of movement. In order to solve the problem, I set up the following questions.
1. Who does movement recognize and who does movement perform?
2. How do we recognize movement and how do we perform movement?
3. How does cognition relate to performance?
It was examined where are the different points between a people who recognize movement and a people who performs. As a hypothesis, it was obtained that I move in order to accomplish a movement-subject. Namely, when I succeed in accomplishing a movement-subject, I recognize the movement-subject, the situation and myself. Then four combinations about cognition and performance were made in order for examination of each possibilities.
The conclusion by answering three questions is as accomplished by a people, he performs the movement and recognizes the movement-subject and the situation at the same time.抄録全体を表示PDF形式でダウンロード (1223K) -
関根 正美1994 年 16 巻 1 号 p. 41-51
発行日: 1994年
公開日: 2010/04/30
ジャーナル フリーThe purpose of this paper is to examine Lenk's argument against the existential interpretation of sport by Slusher and to make clear the problem of existence in sport philosophy by Lenk. We considered Lenk's criticism toward Slusher's interpretation by paying attention on two points: one is the one-sidedness of the existential interpretation of sport, and the other the ambiguousness and inconsistency of technical terms (especially, “being” and “authenticity”) used by Slusher. In spite of those criticism, Lenk suggests to make an issue of existence is important. In order to approach the problem of existence in his sport philosophy, we have adopted three perspective of existence: property, freedom and transcendence. They have led to the conclusion that they are connected with the concept of performance. We considered the subject from Lenk's viewpoint of existential experience. Our consideration shows that life is aesthetic. We may, therefore, reasonably conclude that the problem of existence in his sport philosophy is related to a self-fulfillment and an affirmation of one's own life caused by sport.抄録全体を表示PDF形式でダウンロード (1374K) -
アダム カール, 片岡 暁夫, 関根 正美, 深澤 浩洋, 窪田 奈希左1994 年 16 巻 1 号 p. 53-63
発行日: 1994年
公開日: 2010/04/30
ジャーナル フリーテーゼ
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.抄録全体を表示PDF形式でダウンロード (1403K)
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