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  • 加藤 純一
    武道学研究
    2022年 55 巻 Supplement 号 S_15
    発行日: 2022/08/26
    公開日: 2024/02/07
    ジャーナル フリー
  • ―「形」の制定について―
    中村 民雄
    武道学研究
    1981年 13 巻 3 号 10-18
    発行日: 1981/03/31
    公開日: 2012/11/27
    ジャーナル フリー
    Since the inauguration of the modern educational system, bujutsuka military artists out of office demanded that budo military arts be put in the regular curriculums. To this, Ministry of Education and scholars on physical education argued that budo military arts was inappropriate for regular curriculum. They pointed out that budo military arts could be dangerous and that it lacked the unity of instruction program and of teaching method. They admitted, however, that it could be given as an extra curricular activity to male students who were fifteen years of age or older.
    To overcome the argument of the Education Ministry, bujutsuka military artists tried to establish “unified style to be taught in the regular curriculums” by unifying tens of, hundreds of schools. In other words, they appointed, on July 27,1906 (the 39th year of Meiji Era), “the committees to study unified style”. Jigoro Kano headed the judo committee and Noboru Watanabe, the kendo committee. Each committee reported, the following month, the style called “Dai Nippon Butoku-kai Seiteikata (Japan Society for Military Arts Virtue Style)”.
    To be more specific, in judo's case, Kodokan school made the original plans of the committee and they gained the full support.
    Kendo's case was not so easy. The plans of the committee were not accepted. A new 23-member committee was appointed in October,1912 (the 1st year of Taisho Era) and the committee presented the 10 brand new “Dai Nippon Teikoku Kendokata (Imperial Japan Kendo Styles)”. These styles still exist today and are considered to be the bases of kendo.
  • 中村 民雄
    武道学研究
    1982年 14 巻 3 号 33-40
    発行日: 1982/03/30
    公開日: 2012/11/27
    ジャーナル フリー
  • 中村 民雄, 香田 郡秀, 小林 義雄, 長谷川 弘一
    武道学研究
    1996年 28 巻 3 号 1-9
    発行日: 1996/03/31
    公開日: 2012/11/27
    ジャーナル フリー
    On July 31,1911, the amended enforcement regulations for Junior High School Ordinance were in force, and Kendo could now be incorporated in the regular school curriculum. Accordingly,5-week seminar was to be held starting November 6 of the same year at the Advanced Teachers College of Tokyo to standardize teaching method. The method introduced in this seminar was what was then called the Group Teaching Method, in which a teacher was to teach many students all at once. Naturally, the teacher paid special attention to keeping the formation of students.
    The first ever syllabus for Kendo was enacted in the second amendment to the Syllabus of School Gymnastics on June 3,1936. In the meantime, standard method of teaching Kendo in class was the forenamed Group Teaching Method.
    Before 1936 when the syllabus for Kendo was enacted, the Group Teaching was in fact the only method that was employed. In what way was the method improved and how did it lead to the syllabus for Kendo? The present study makes these processes clear from the vantage point of the system and construction of techniques in Kendo.
  • 大石 純子, 酒井 利信, 木塚 朝博, 木内 敦詞, 坂本 育未
    身体運動文化研究
    2019年 24 巻 1 号 31-48
    発行日: 2019/03/15
    公開日: 2022/03/31
    ジャーナル フリー

    Kendo is a type of Japanese traditional physical activity referred to as budo. Kendo is mainly practiced to develop one's mind and body. Kangeiko is a common style of traditional kendo practice that is held during the early morning in winter. Many kendo practitioners think that kangeiko training can improve patience, mental energy, personality, and morality. This belief is described in published kendo literature from premodern Japan. This study examined whether kendo practitioners were able to improve their mental and moral states through kangeiko by applying three psychological scale tests. The research was conducted in two stages. The first involved a literature review to examine the traditional budo mentality as well as the associated features that kendo practitioners expected to develop through kangeiko. This review confirmed two aspects about the budo mentality. The first was related to morals and ethics, while the second applied to psychology. The literature review also confirmed that kangeiko was expected to improve both of these aspects. However, premodern kendo literature tended to place more emphasis on the psychological aspects as opposed to the moral and ethical. Three psychological scale tests were then conducted to evaluate any mental improvements achieved through kangeiko regarding the two mental aspects of budo. These tests were given to kendo practitioners who participated in kangeiko from January 6 to January 13 of 2017. Scores were analyzed using a paired t-test. Posttraumatic Growth Inventory results revealed that the factors of “Relating to Others," “Personal Strength," and “Spiritual Change" significantly changed as a result of kangeiko practice. This may support the traditional belief that kangeiko is a useful way to achieve mental improvements.

    This work was supported by JSPS KAKENHI Grant Number JP16H03223.

  • 大石 純子
    身体運動文化研究
    2020年 25 巻 1 号 33-61
    発行日: 2020/03/15
    公開日: 2022/03/31
    ジャーナル フリー

    Budo refers to Japanese traditional physical activities that have been developed under unique Japanese natural, cultural, and historical circumstances. It has characteristics as a cultural body that is able to pass traditions down to the next generations. In recent years, gender equality has become a common social attitude in the sporting world, even in Japan, and it influences the traditional budo world. National budo federations have tried to follow this trend; however, the kendo federations in particular struggle to find a proper balance between tradition and gender equality. To address this struggle, it would be helpful to clarify the traditional ideology toward women in kendo. The purpose of this research is to analyze the descriptions in modern kendo literature to reveal the traditional ideologies toward women. The descriptions were cited from 43 pieces of kendo literature that were published between 1884 and 1981 and that were involved in “Kindai kendo meicho taikei. " The descriptions were categorized into ten genres including Families or general women, Interpretation of “tae 妙, " Ethics of Confucianism and Buddhism, Ideal mother and wife, Strong-minded women, Rejection of women, Female budo practices, Women in PE and gymnastics, Promotion of kendo, and Promotion of kendo to women. Nakabayashi (1973) noted that the contents that were discussed in female budo studies were limited to two topics, such as Ideal wives or mothers at home and Self-protection, in his previous research; however, this present research reveals that there are broader discussions related to women in modern kendo literatures. Although most of the ten topics appeared as simple short descriptions in the modern kendo literature, Teru Kagawa (1862 – 1923) and Tadao Nawata (1895 – 1974) in particular encouraged women to practice kendo, devoting much space to the topic in their works. It is interesting to note that, even though both encouraged women to practice kendo, the foundations behind their ideas were completely different. Kagawa insisted that women should be independent through kendo, and Nawata insisted they should follow traditional ideologies through kendo.

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