体育・スポーツ哲学研究
Online ISSN : 1884-4553
Print ISSN : 0915-5104
ISSN-L : 0915-5104
36 巻, 2 号
選択された号の論文の4件中1~4を表示しています
原著論文
  • 大峰 光博, 友添 秀則
    2014 年 36 巻 2 号 p. 73-82
    発行日: 2014年
    公開日: 2015/04/23
    ジャーナル フリー
    Focusing on responsibilities for victory-oriented attitude by coaches who account for the most part of corporal punishments during extracurricular sports club activities in which such punishments have been rampant, we limited subjects in the present study, in particular, to those of baseball clubs which have deep-seated problems of corporal punishments. Objective of the study was to clarify how coaches of clubs in baseball superpower schools or those trying to become such a superpower school, who have been under pressure to pursue victory more than ever, take responsibilities for victory-oriented attitudes based on what kind of logics. We adopted the responsibility concept set up by Omine et al. (2013).
    As the results, it has been proved that coaches in baseball superpower schools or those trying to become such a superpower school take structural responsibilities for their victory-oriented attitudes from a sense of responsibility with obligation generated from victory-oriented attitudes ① in association with participation in baseball as a competitive sport, ② expected by those who are involved in baseball clubs and ③ based on educational logics. It has also been suggested that coaches of baseball clubs have such structural characteristics that victory is be positioned as an aspect to be evaluated among others.
    Since such responsibility with obligation as not to exert corporal punishment also exists in such settings, on the other hand, it has been suggested that it is a responsibility with obligation for coaches in baseball superpower schools or those trying to become such a superpower to satisfy both responsibility with obligation to pursue victory and not to exert corporal punishment as well.
  • 中澤 雄飛
    2014 年 36 巻 2 号 p. 83-96
    発行日: 2014年
    公開日: 2015/04/23
    ジャーナル フリー
    The purpose of this study is to consider learning theory of the body in the view of arts (Geido). It is also to quest for the educational possibilities of the body that are inherent in learning culture. In the tradition of arts, learner acts by using one’s own body through modeling teacher’s. That is to say, the tradition of arts culture is formed by mutual relationship with not only teacher’s effort but also learner’s for learning, yet the viewpoint of learning is regarded as an important. As the view is supported by learner’s active learning, it is also the process of making one’s own body from the order of others’. However, the disciplined body in arts is not merely an obedient body toward the power introduced by Foucault but the body as the origin for creating further stage. This difference can be seen in modeling teacher’s specific appearance. The concept of mimesis as a moment in which human open the new possibilities of life and create the meaning is an important clue to discuss learning. Mimesis is the endless endeavor for learning that integrates oneself with the world by one’s own body as a medium; then a new self is created and allowed the further mimesis. Learning theory of the body in arts is the educational process that constantly creates the new meaning in the basis of relating to others by one’s own body. It reflects on the way to face with the current educational issues over so called a modern or rational system.
  • 舛本 直文, 本間 恵子
    2014 年 36 巻 2 号 p. 97-107
    発行日: 2014年
    公開日: 2015/04/23
    ジャーナル フリー
    Olympic legacy study became popular in recent years, especially towards the 2012 London Olympic Games. One of the reasons was that the International Olympic Committee (IOC) required the Organizing Committees for the Olympic Games (OCOGs) to submit the Olympic Games Global Impact (OGGI, later OGI) study from the 2008 Beijing Games. The OGGI/OGI program was created aiming for generating many positive effects (i.e. ‘legacy’) in three aspects, that is, economic, environment and socio-cultural areas, by hosting the Olympic Games. Host cities must collect the data for these three aspects required by the OGI and submit four reports in twelve years.
    It is difficult to categorize Olympic legacies precisely; however, there are two types of legacies: tangible and intangible. In the OGI study, intangible legacies should belong to the socio-cultural area in most cases. Nevertheless, the socio-cultural indicators do not refer to understanding the Olympism, three pillars of the Olympism (i.e. sport, culture and environment), the Olympic values (i.e. excellence, friendship and respect) and Olympic Movement. It is clear that such intangible legacies are important even though they cannot be measured in numerical terms.
    In order to reconstruct intangible legacies of the Olympic Games, it is necessary to incorporate positive mind aspect such as dream, hope, vigorousness, solidarity, cohesion, identity and national identity through sports. In addition, it would be important to focus on the behavioral culture aspect by promoting the peace movement and understanding philosophy of peace and social values such as equality, fairness, justice, and human rights.
研究資料
  • −佐藤臣彦著 『身体教育を哲学する』 を方法論とすることの問題性−
    佐々木 究
    2014 年 36 巻 2 号 p. 109-121
    発行日: 2014年
    公開日: 2015/04/23
    ジャーナル フリー
    This paper is to discuss a condition of acceptance of T.Sato’s theory of Physical education(P. E.), and verify the validity of H.Tomozoe’s discussion based on the Sato’s theory, on the subject of Tomozoe’s “Character Building in School Physical Education”. Sato’s theory of P.E. is often referred and adopted for a methodological theory, but that theoretical range or validity were not examined. So, an attempt in this paper is a verification of Tomozoe’s discussion as a case study.
    By this work, we reconfirmed that Sato’s theory is used as theoretical method in Tomozoe’s discussion, and clarified that a problem derives from using Sato’s theory. This problem, which is also based on omitting the argument of physical building from his discussion, is against his own purpose which aims to establish the importance of P.E. as a subject. Namely, in his “Character Building in School Physical Education”, reasonableness of listing P.E. in the school curriculum is hardly enlarged in theory. Also, his own discussion puts the meaning of the existence of P.E. to come up against a new problem.
    The concrete results of our examination are stated below.
    It is possible and important to add ‘the character building’ as the educational purpose to P.E.. But it is not self-evident that that purpose can be compatible with the indigenous works of P.E.. Although Sato argue that the concept of P.E. is universal with human being, this doesn’t mean that P.E. is always arising everywhere the people is acting. ‘Physical building’ is a key concept for connecting logically P.E. and ‘Character building’, that is why, a discussion about ‘physical building’ should not have been omitted for discussing meaningfully ‘character building’ of P.E. based on Sato’ s theory.
    Therefore, we cannot say that Sato’s theory of P.E. is used with an adequate effectiveness, and it is necessary in future to be resolved the impropriety as stated above, by discussing ‘physical building’.
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