The purpose of this paper is to examine the “Vitality affect”, which supports the physicality of nursery teachers，and to obtain clues for developing the physicality of nursery teachers.

Education to nurture children’s minds, which Kujiraoka emphasizes, consists of both “nursing”and “educational” functions of nursery teachers. It is developed based on inter-subjective and mutual subjective relationships, which serve as a basis of bodily engagement (communication) between nursery teachers and children.

In terms of nursing practice, it was recognized that phenomena such as synchronization, affect attunement, narikomi (through yourself into the child), and bodily expression occur in the relationships between nursery teachers and children, and the involvement of the “vitality affect”, which causes these phenomena, was emphasized.

Therefore, it is suggested that it is necessary to pay attention to “vitality affect” as a clue for developing the physicality of nursery teachers.

The purpose of this study is to clarify what the “gap” problem in physical education is, especially on focusing on ability evaluation of non-academic ability. This study discusses specific issues related to the abilities that should be developed and the appropriate methods to develop these abilities in compulsory physical education.

This study adopts the following procedures. First, it reviews past studies on the educational “gap” that transcend the framework of subjects. Next, it focuses on Honda (2005) ʼs criticism of “hypermeritocracy” and her study on the “gap” in non-academic abilities, including “motivation.”Considering the various gaps that occur or will occur in the field of physical education, this study examines how the abilities developed in physical education differ from those in “hypermeritocracy.” Finally, it will be clarified the points to be discussed in the future to discuss the problem of “gap” in physical education.

The conclusions are as follows: (1) The gap, or the “ability differences” at the compulsory education stage, must be resolved. That “every child stands the same starting point” is served as a fantasy. It is considering competition and evaluation as “fair.” In reality, however, the starting points are not equal. Ability and evaluation also need to be understood and designed on the premise that the starting points are different. (2) In compulsory physical education, the function as “a social safety net” is prioritized. It is also the overcoming of poverty of relationship, health, safety, and physical fitness. Therefore, in physical education, it is necessary to acquire the “skills” of “acting as a team” as “activities to know the public nature of abilities and put them into practice.”

This paper examines the consideration of “amateurism” in philosophy of education, referring to the death of Kokichi Tsuburaya, a long-distance runner who had won the bronze medal at the 1964 Tokyo Olympics. He committed suicide in 1967 just before the selection of the Mexico Olympics.

Although the Olympic at that time was nominally regarded as an amateur festival, many of athletes in those days actually worked and attended the Games professionally. Tsuburaya belonged to Japan Self-Defense Forces Physical Training School, a national training institution for athletes, and many people believe that he chose to die due to the pressure of the organization.

However, this paper tried to provide the new perspective for the affair and to gain an educational philosophical awareness, not only by considering the social significance of his death, but also what kind of changes occurred in his mind as a human being.

First, the paper examined his and other athletes’ life and mind at that time. And then it reconsidered the definition of “amateurism” using the theories of Higuchi, Imamura, and Hannah Arendt. The conclusion of this paper is that he chose to die himself because he could not withdraw into the “private territory” as a human being where his family and lovers are, neither he could not appear to the “public territory” as an individual who escaped from the evaluation by others. In other words, he was not an “amateur” and a “hero”, in Arendt’s words, who lived his own story and who created unexpected things in “the space of appearance”.

This is possibly one of the significant modern educational issues, not only in sports. This viewpoint would propose another possibility of public education that every person can be accepted “just being that person in the world”, not only “coming to be able to something”.

This paper is based on the fact that when Kantʼs ethics is incorporated into sports ethics, the concept of “categorical imperative” is dealt with thematically. In this case, two problems are suggested. The first is how the universality of the Categorical Imperative is objective in the subjective principle of the subject. Second, there may be excessive expectations for universal laws in Kantʼs ethics. Thus, in order to answer these questions, this paper focuses on the concepts of “Willkür” and “Wille” that would not have been noticed in the intersection of sport ethics and Kantʼs ethics.

Through these examinations, it is derived that the “Willkür”, which is the freedom of choice to adopt the rating of the subjective principle, and the free “Wille”, which Legislate the law as a form, have been confused. From the above discussion, it is suggested that Kantʼs ethics has a positive significance in that each player returns from the “Sinnenwelt” to the metaphysical opportunity without excessive expecttation of the universal law in Kantʼs ethics.

The purpose of this study was to review on the diversified directivity of the issue of “character formation (Menschenbildung) in physical education” from the start of “the Japan Society of Physical Education, Health and Sport Sciences” to the present generally. The object of this investigation is the argument at area of philosophical (in principle) study.

The results of primary examination were as follows:

1) The issue of “character formation (Menschenbildung) in physical education” began in the 1950s and various and philosophical (in principle) arguments developed in the 1960s. However the issue of “character formation in physical education” continued to decrease from the 1970s.

2) New groping for the character formation started in the 1990s, and the critical reasoning against conventional issues was discussed. And then new issues of “character formation in physical education” emerged in the 2010s that based on the negation of “principle of utility” and the greatest importance to the physical experience of “becoming” emerged.

3) As the result of this review on the transition of the issue of “character formation in physical education”, I considered that this research should be discussed with “physical education” from a new standpoint of “education” continuously.