という学問分野をご存じだろうか。は、簡潔に言うと登山やキャンプといった野外活動を教材とした教育である。は子どもたちの健全育成に寄与することが明らかになっているが、のエッセンスを競技スポーツ現場に応用しようとする試みが1990年代からサッカーを中心に盛んに行なわれるようになり、近年ではJOCのプログラムにも導入されるようになってきている。本稿では、や冒険教育の歴史的背景と教育効果を解説するとともに、競技スポーツ現場においてや冒険教育の考え方、およびその手法を応用する意義や実践事例について紹介したい。

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日本で使われている

の定義は、平成８年の文部科学省の報告書「青少年のの充実について」の解説文で「とは、自然の中で組織的、計画的に、一定の教育目標.を持って行われる自然体験活動の総称」であるとされている。

これまでの

の研究では、における野外とは何か（土方、2016)、とはどのような教育なのか(星野、2001）といった「」の概念定義に関する研究や組織キャンプ前後の参加者への効果検証についての研究が中心である。ところが、実際に行われているの活動やプログラムのほとんどには「遊び」の要素が多く取り入れられており、には「遊び」の要素が内在していると考えられる。しかしながら、における概念的「遊び」を定義づける研究は、自然体験活動の一つとして自明視している可能性があり、概念定義を目的とするという点から極めて少ない。において「遊び」についてより学際的な視点を持ち、を立体的に見ることは、を再考する上で有意義なものになり得るのではないだろうか。また、そもそも「」という概念が、教育的価値を社会的に認めるところに成り立つ概念であるがゆえに、個別な事案や行為における心理学的なアプローチではなく、の中で「遊び」を社会的価値の構成の側面から検討してみる必要がある。それは、構築主義的側面から、「遊び」をどのように定義づけていくか、という課題の設定でもある。

そこで本研究では、一つの視座として、特に構築主義的アプローチから社会学的視点を定めて、

における概念的「遊び」について一考察を行う。

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     Outdoor education contributes to positive youth development. Existing outdoor education in Japan has been conducted only in an “episodic” manner with a “single activity” basis in “imitation nature”, although regular and various activities in “grand nature” have been considered more valuable for the growth of children. Therefore, the purposes of the present study were to develop and practice an outdoor education program that performed a “plural number” of experiences with “multiple activities” in “genuine nature”, and to clarify the availability of the program. For this purpose, the “Buddy Kids Adventure Challenge Program” was developed on the basis of 12 years of practice with the “Buddy Adventure Team (Non-Profit Organization)”. An inventory survey was conducted for 49 participants in the Buddy Kids Adventure Challenge Program and 26 participants′ parents to evaluate the program in 2013. Free descriptive answers for the questions with respect to experiences in the program were descriptively analyzed and a model of the growth of the participants in the Buddy Kids Adventure Challenge Program was generated. As results, self-esteem was increased by developing competence. Additionally, outdoor activities in the program and flow experience were associated. Strong relationship between adverse circumstances and flow experience were also demonstrated. The growth model of the present study showed that desiring pleasure in “grand nature” could allow participants to confront adverse circumstances. These adverse circumstances give participants flow experience and confidence by helping them to overcome adverse circumstances. Finally, self-esteem was increased and growth of participants was enhanced.

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The purpose of this study is to redefine outdoor education by using the findings of Hijikata et al. (2022) on the concept of experience in outdoor education.

We have reviewed the previous definitions of outdoor education and pointed out that they are positioned as tools and means to achieve the goals. In order to redefine outdoor education by focusing on its intrinsic value, we examined the nature of involvement, or experience, which has rarely been questioned in the past. The research were conducted through philological methods, expert discussions, and questionnaires.

As a result, a redefinition which consists of the following main text and the appendices was proposed.

[main text]

A social, cultural, and/or historical activity that generates some learnings through the direct experiences and has the nature as its source.

[appendices]

Outdoors: It is related not only to the natural environment but also to the Fudo(climate) and it also includes actions going outside of modern values.

Direct experience: It is based on one’s involvement through its body in the environment or the situation.

Social, cultural, and/or historical activities: It shows the various forms of education and learning in the long Human history.

Nature: The diverse nature that is the source of life is accidental and uncertain, and it is also the prerequisite for sustainability and well-being.

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This study examines what is experience in outdoor education, referring to Merleau-Ponty's "body theory". The results of organizing "experience" with reference to his theories in "PHENOMENOLOGIE DE LA PERCEPTION" and "LA STRUCTURE DU COMPORTEMENT" are as follows.

・Experience is an event that is inevitable and indivisible intrinsic to the world (nature).

・Experience is an event that is always open to the environment (situation).

・Experience is an event that is cyclical and reciprocal with the environment (situation).

・Experience is an event that includes many perceptual and sensory phenomena in the living world, either prior to verbalization (reflective observation) or unconsciously.

・Experience is an event in an environment (situation) that the body, with its hierarchical structure of behavior, carves out according to that structure.

In addition, by applying the elements of experience to both outdoor and education, it was possible to explain outdoor and educational experiences in outdoor education more logically and clearly.

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The purpose of this study was to examine the change in IKIRU CHIKARA (Zest for Living) among young teenagers who participated in camping. This study focused on gender, school stage and camp satisfaction. Ages of the participants are between 10 and 14. The IKIRU CHIKARA questionnaire developed by Tachibana et al. (2001) was administrated 2 times, before and after the camp. Statistical analysis was performed using t-test and two-way ANOVA. 1）IKIRU CHIKARA of all the participants showed significant change (p<.001)2）No significant difference in a change in IKIRU CHIKARA was observed between genders 3）Primary school pupils showed more change in “friendship” than junior high school students 4）Camp satisfaction High scorers showed more change in “psychological and social ability, moral ability and physical ability than Low scorers *IKIRU CHIKARA（Zest for Living）was constituted of psychological and social ability, moral ability and physical ability.

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Lately, all over Japan, our children are constantly under stress and suffer physically and psycologically from pressure. And we became to think that a feeling nature is most necessary for a growth of children. Therfore, it was commented that we have to increase a natural experience at a home, a community, a kindergarten and a primary school from a childhood, to enforce a program of natural experience in long time for children at a public institution by the Ministry of Education. However, we are able to think that a natural experience and touch with a living thing at even a School Biotope in the inner city. And we found that it is more effective for studying Outdoor Education by the reserch, still propose that a reconsidering of about a study of natural experience in a school education.

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This study considers “Fudo, or climate” a key concept in the reinterpretation of the concept of yagai, from the perspective of outdoor education practice, and attempts to stipulate the principles regulating outdoor education. First, the author undertook a critical examination of the well-known Japanese climate scholar Watsuji Tetsurō’s concept of “Fudo.” The results indicated the author interprets Kameyama’s definition‐ “the total integrated relationship between people in a collective society and living nature in a specific geographic space” ‐as comprehensive descriptions of the general sense of the reinterpretation of outdoor education. A concrete description of climate based on Kameyama’s definition was thus adopted, and an attempt to stipulate the principles of outdoor education was made. Finally, the following concrete description was obtained.

I. In outdoor education practice, attention must be paid to “Fudo, or climate”.

I-1. Physical interactions (physical experiences and the act of physically going outside) must be preserved.

I-2. The nature of the region (the venue of practice) must be understood and considered as living nature.

I-3. Collectivity and collective relationships in the local community and interaction between people and nature must be understood and managed appropriately.

I-4. Integration and physical interaction between the people and nature of the region must be understood and managed appropriately.

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本論では、21世紀初頭のオーストラリアの事業について見ていく。現状について報告するとともに現在に至るまでどのような動きがあったかを記し、今後の方向を考えてみたい。また、オニストラリアのと他の諸国の現状を比較検討する資料として供する。この点で、この報告はの発展の軌跡は草創期、成長期、安定期、衰退期のごく自然の周期をたどると提示したプリースト (1999) の論文に多くを依拠している。オーストラリアでは1950年代と60年代にかけてを組織的に始め、その後引き続き70年代、80年代に順調に発展した。1990年代に入ってからも発展は続いたものの、資格認定、安全体制の法制化や強化、研修やプログラムの実施方法などに重点が置かれるようになるにつれ、横ばい状態に陥る兆しが見え始めた。

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筆者は,山本・大野らの先行研究を受け,砂鉄原料中のチタン酸化物は前近代砂鉄製錬にとって一定度有益な溶剤として反応すると推側した。それを検証するために製鉄遺跡出十澤等のデータをもとに3つの解析を行った。
その結果,チタン酸化物が砂鉄製錬澤中で鉄酸化物を置換し共晶物質を形成して低融点マトリックスを生成するのに寄与していることを突き止めた。これは塩基的な反応と推測されるがその決定にはさらに研究が必要である。
一方,鉄とチタンの二元系の化合物はCMA特性X線像では確認されず,両元素問においてチタンは塩基的に反応していなかったことが推測された。
また,世界のブルーマリー製錬澤と比較した結果,それらの主要塩基性溶剤がファイアライト類似鉱物であるのに対し,砂鉄製錬澤ではその5～20%のFeO分がTiO₂分に置換されていたことを抽出し示した。
これらによって,チタン酸化物がスラグの流動性に一定度寄与する溶剤として反応していたことを明らかにした。ただし,これも,詳細についてはさらなる研究が必要である。
以上の遺跡製錬津の解析の結果,これまで糸口が得られなかった前近代砂鉄製錬の炉内反応の議論に具体的な視点を提供することになった。これは学界に新たな問題解決のステージを形成することに貢献すると考える。

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