The purpose of this research is to pursue new possibilities of physical education by incorporating concepts traditionally excluded from education such as “illness/aging/death”, “experiences of failure/setbacks”, “negative feelings”, etc.
This research stems from the symposium of JSPSPE held between 2005 and 2007, of which the grand theme was “Consider the Positives, Bodies and Physical Education: Philosophy of Physical Education through Practice”. The research is mainly based upon the theme “Consider Positives, Bodies and Physical Education from Illness/aging/death” in 2007. Dr. Endo, the coordinator of the symposium expressed his expectations to do pioneering work in new problem areas and this research is one of such attempts.
The following are examined in this research: Studying “illness/aging/death” as part of the curriculum would help one understand “the relationship with others” and “the fact you are not alone”. Concepts such as “illness/aging/death”, “experiences of failure/setbacks” and “negative feelings” are important in order to understand other people. One should understand that people cannot control their entire life by the concepts of “illness/aging/death”, “experiences of failure/setbacks” and “negative feelings”. A fortuity that one could have been someone else should help develop sympathy for others, possibility to care for others and imagination of others' bodies.
The starting point is the positive acceptance of the existence of one's individuality, rather than searching for individuality itself, and importance should be placed upon evaluating concepts such as “experiences of failure/setbacks” and “negative feelings” positively after various actual experiences. Acceptance of a person as he is, evaluation of a person as he is, and attaching great importance to experiences are difficult in fields of education other than physical education. Therefore, this research concludes that this area is one possibility for physical education to explore.

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The purpose of this study is to clarify what is the meaning of “the real strength” of a person. This paper is based on the literatures written about the stage of Masters of Budo, and Geido. This stage is called by the name of “Mushin”.
· How can we live, not as a creature but as a human being?
· What is “the real thing” for a person?
· What is “the essential strength” of a person?
When we answer these questions from the standpoint of thinking about Mushin, we can say that “the real strength” of a person is “the strength of the person who is trying to live honestly with oneself”. This “oneself” means one's movement of the mind that is the essence of a person. To have “the real strength” of a person means to live honestly with “oneself”.
When we think about the dimension in which there is “the real strength” of a person, it seems that the dimension has an axis that tells us “the depth of the spirit”. We can say that to have physical ability, physique, knowledge, skill, or so, is one of the “strength”. When we think about the dimension in which there are those “strength”, it seems that the dimension has no axis of “the depth of the spirit”. So, “the real strength” of a person is different in the dimension in which it exists to those “strength”.
There is the Japanese old legend of the sword that is called by the name of “Masamune”. “Masamune” cut only the thing that the sword should cut. The person who has “the real strength” of a person seems like “Masamune”.

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The purpose of this paper is to clarify the substance of teacher's “sensitizing reflection” which is concerned with career development. The present study was designed (a) to investigate of “teacher's sensibility” from the view point of “teacher's body” with suggestion of Department of Kansei Philosophy, Japanese Society of Kansei Engineering which share common issue with us, and (b) to refer the substance of teacher's “sensitizing reflection” and the relationship between deepening it, “occurring events” in physical education classes based on “events of politics” which is the Lazzarato's theory.
The results of these procedures are as follows.
1) It is recognized that “teacher's sensibility” has a close relationship with “awareness of class events”.
2) It found that an excellent teacher has great “teacher's sensibility” which is to feel atmosphere of the field on class.
3) It is defined that teacher's “sensitizing reflection” that is “action which level up for a next stage of practice by finding new proposition of own practice when occurring an event as token-identity”. It found that deepening teacher's “sensitizing reflection” is concerned with career development.
4) It is recognized that there are two types of object-oriented behavior from Lazzarato's mentions. The former is “object-oriented behavior as majority” that is happening events as type-identity on purpose. The later is “object-oriented behavior as minority” that is to stylized overcoming an event as token-identity as immanent action. It found that an excellent teacher has both of “object-oriented behaviors”.
As these results, the excellent teachers has been making attitudes for an event as token-identity by control of the events as type-identity in usual. This means that the excellent teachers understand by sense the events as chance which is improving own-self. It is why the excellent teachers are excellent to stylized on overcoming events as token-identity as immanent action.

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