The purpose of this research is to discuss the possibility of Physical Education to reform Neoliberalism. Neoliberalism has led the education to inequality and disparity, where the education used to guarantee equality and minimum academic standards. Due to the introduction of the evaluation based on viewpoints which focused on interests and attitudes, students became unable to express their true feelings because they could not show that they were not interested in certain things or even disliked them. This has invited a situation where they have to pretend to be someone else rather than express their true feelings even among friends and in daily life. The following is necessary in order to modify the education based on Neoliberalism.
1. To fundamentally change the education system to become proactive in demanding the absolute equality.
2. It is important to be not only “the education to develop” but also “the education to produce”. The role of teachers is very important to achieve this.
3. In order to communicate with others with one’s true feelings, it is necessary to reform the evaluation based on viewpoints which intends to appraise interests and attitudes in the education system. The teachers should encourage the relationship where students can say their true feelings to each other and the role of the teachers should be to encourage them to keep challenging even if they suffer setbacks.
The possibility of Physical Education in order to change Neoliberalism is as follows;
1. The physical development depends on individuals, so they should be evaluated not by the ability to learn, but a positive appraisal of their physical development should be given to each student as he/she is.
2. To provide an environment where students are encouraged to express their true feelings by allowing them to express their negative feelings.
3. To create solidarity by teachers accepting everyone, which leads to accepting various personalities.

抄録全体を表示

The purpose of this research is to consider a phenomenological theory of human movement as a new field, in terms of the education of human body. This theory aims at the education of human body itself. In order to consider the matter of movement practice, it is indispensable to treat a subjectivity of movement and his or her intention of movement relating to the human body. Moreover, thinking in movement has to be considered. The thinking is equipped with logic that is different from linguistic thinking. It is so called human bodily thinking. The purpose of this thinking is not to explain movement but to realize movement practice. The thinking has not considered in the general movement theory until now. For considering these matters, it is needed to use not by the scientific method but by the phenomenological method as an original one of physical education.
This new phenomenological theory of human movement will present the following two originalities. The first is a unique phenomenological method in the study of physical education. This theory is not for explanation of movement practice, but for practice and acquisition by movement subject. Hence, we have to adopt the phenomenological method that treats intention of movement subject, the human body and human-bodily thinking. The second is the humanbodily thinking which indispensable to movement practice. It is because of necessity to treat not by linguistic thinking but by the human-bodily thinking in order to realize the acquisition of movement. New phenomenological theory of human movement considers movement practice from a viewpoint of the movement subject, and understands the intention of subject from the relation to the human body. Furthermore, it is important for this theory to be presented in a simple and clear form being useful for movement practice in physical education.
At first this paper considers the precedent research in connection with the concept for phenomenological theory of movement. Next, it is argued why the phenomenological method is required. In this case, the originality of human movement is described, and then it reflects upon the relationship between the intention and human body. At the same time, the education of human-bodily thinking and human body itself is also discussed. Furthermore, a new method is considered, which is indispensable to the theory of human movement. At last, some perspectives of the new phenomenological theory of human movement are presented.

抄録全体を表示

The purpose of this study is to examine children's way of life in order to stimulate their development of manner and behavior. At first, the cause of children's developmental problems is examined, and then we discuss the concerns between play and children's development. We also consider how to apply the traditional knowledge of play theory into the children's way of life. At result, it has become clear that the factor of problems in manner and behavior is caused by the lack of impressionable experience. And play is an effective activity for children's development because of its independent action, and every activities in daily life are also. The prominent knowledge of play theory may become the useful guideline to evaluate children's way of life. That is to say a possibility of evaluating children’s life in terms of the discussion on the fun of play. It is also to argue the perspective of educating children's play and their life.

抄録全体を表示