Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Physical Education, Health, and Sport Sciences  

DOI： 10.5432/jjpehss.21050

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Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Physical Education, Health, and Sport Sciences  

DOI： 10.5432/ijshs.202220

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Authorship：Lead author   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：JAPAN OUTDOOR EDUCATION SOCIETY  

<p>The two-fold objectives of this study are first, to elucidate John Dewey's educational theory and examine its implications for outdoor education; and second, to examine the contemporary significance of outdoor education grounded in Dewey's model of progressive education. This study specifically focuses on three aspects of Dewey's thought: the educational purpose, the concept of experience, and the notion of human growth. </p><p>Dewey's pragmatic educational theory aims for social change through the application of its own definition of democracy. According to Dewey, human growth is an evolving process of accumulating experiences through personal interactions with the environment. For such experiences to be generated, occupations labeled manual creation activities must be undertaken by learners. Further, Dewey's model aims to foster democratic attitudes and ideas through interpersonal occupational collaborations. </p><p>In brief, the analysis accomplished by the study allows the following inferences to be drawn: 1) scholars should reevaluate the immense potential of outdoor education to impart knowledge through the extension of diurnal activities and should reexamine its promise of encouraging the holistic growth of children; 2) the present-day social and educational significance of outdoor education vests in the inculcation of democratic attitudes and ideas in children; and 3) the social significance of outdoor education is growing because it can provide children who now encounter more indirect or secondary experiences the opportunity to accumulate direct or primary experiences. </p>

DOI： 10.11317/joej.2021_0001

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

DOI： 10.11317/joej.2021_0007

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Authorship：Lead author   Publishing type：Research paper (conference, symposium, etc.)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)   Publisher：Japan Society for the Philosophy of Sport and Physical Education  

DOI： 10.9772/jpspe.41.1_65

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Authorship：Lead author   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)   Publisher：Japan Society for the Philosophy of Sport and Physical Education  

DOI： 10.9772/jpspe.40.1_83

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：仙台大学  

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Other Link： http://id.nii.ac.jp/1522/00001236/

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：岡山体育学会  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：環太平洋大学  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：International Pacific University  

The purpose of this study is to consider the vision of environment in sport through the concept of lifelong education and lifelong learning. This paper explains a contention in a discussion about a sport environment, and examines a background of the discussion. The study considers an argument for to examine a vision of environment in sport that solves the problem. The problem inherent in sport environment is a situation what child does not a sport as only lesson. Namely in this situation, the scene of sport for child is kept under a control of adult. There is a turn of paradigm of school education for instruction to learning in background that is pointed out a problem of sport as lesson. This imply the dawn of new perspective for child as learning existence in view of education at society. The one of argument about a vision of sport environment is a turn of paradigm of sport environment that reacts a turn of paradigm of education. This implies that educate to learn through sport. The realization is required to do a place which can provide opportunities for learning.

DOI： 10.24767/00000457

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Other Link： http://id.nii.ac.jp/1634/00000457/

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japanese Society of Sport Education  

This study considered the concept of educational environments—both social and material—in sport. It addresses some environmental issues of sport and examines the conditions necessary for solving those issues. In the social aspects discussed, a child's participation in sport is considered as a lesson under adult control. However, as a discipline, there has been little discussion of a sport's material aspect in physical education. The "paradigm change" in school education lies in the background of this issue, that is, as a new perspective for the child as a learning existence in the social view of education. This argument of sport environment, based on the paradigm change in sports education, reflects the overall tendency of education. Therefore, there is a greater need for a material environment providing learning opportunities for children. Such a discussion on the educational environment in sports is extremely difficult when using a single approach—the physical education perspective; therefore, it is necessary to use various approaches from the field of research.

DOI： 10.7219/jjses.35.2_17

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Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

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Authorship：Lead author   Language：Japanese   Publishing type：Doctoral thesis  

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Physical Education, Health and Sport Sciences  

The purpose of this study was to re-evaluate the concept of &amp;ldquo;experience&amp;rdquo; and &amp;rdquo;education&amp;rdquo; presented by J. Dewey in order to better understand the concept of &amp;rdquo;sport as experience&amp;rdquo;. Dewey&#039;s ideas of &amp;ldquo;interaction&amp;rdquo; and &amp;ldquo;continuance&amp;rdquo; are the representative concepts upon which his theory of &amp;ldquo;experience&amp;rdquo; is based. Such experience may arise from the interaction between an organism and its environment, and is linked to past, present and future experience. Through this concept, Dewey explains the process of experience and concludes that education proceeds through a stack of experience. The present study also considers the concept of &amp;ldquo;experience&amp;rdquo; as applied to &amp;ldquo;experience of sport&amp;rdquo; in terms of both process and substance, and subsequently the relationship between sport and the education process.&lt;br&gt; &amp;rdquo;Experience of sport&amp;rdquo; arises from constant interaction between a moving body and its environment, and the process has two stages: the &amp;ldquo;first experience&amp;rdquo; and the &amp;ldquo;secondary experience&amp;rdquo;. The former stage involves direct experience and the latter is a reflective stage. Substantially, &amp;ldquo;experience of sport&amp;rdquo; is a type of consciousness experienced by individuals when they interact. In other words, it cannot be understood by an observer, but only through individual experience. Individuals may acquire &amp;ldquo;experience of sport&amp;rdquo; from every other experience and gain an overall picture through self-reflection. This &amp;ldquo;an experience&amp;rdquo; proposed by Dewey. A significant stock of sport experience can be gained over time, and this experience is held over thereafter. Such a process of consecutively reconstituted experience, i.e. the process of development through experience, is the educational process envisaged by Dewey. Thus, &amp;ldquo;experience of sport&amp;rdquo; allows for the possibility of educational development, so that individuals may gain new experiences and undergo successive developmental processes. The concept of &amp;ldquo;an experience of sport&amp;rdquo; is crucial for appreciating the importance of sport education and for extending the avenues of human education.&lt;br&gt;

DOI： 10.5432/ijshs.201231

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：国士舘大学体育学部附属体育研究所  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：日本体育学会体育哲学専門分科会編集委員会  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Physical Education, Health and Sport Sciences  

The purpose of this study was to re-evaluate the concept of &amp;ldquo;experience&amp;rdquo; and &amp;ldquo;education&amp;rdquo; presented by J. Dewey in order to better understand the concept of &amp;ldquo;sport as experience&amp;rdquo;. Dewey&#039;s ideas of &amp;ldquo;interaction&amp;rdquo; and &amp;ldquo;continuance&amp;rdquo; are the representative concepts upon which his theory of &amp;ldquo;experience&amp;rdquo; is based. Such experience may arise from the interaction between an organism and its environment, and is linked to past, present and future experience. Through this concept, Dewey explains the process of experience and concludes that education proceeds through a stack of experience. The present study also considers the concept of &amp;ldquo;experience&amp;rdquo; as applied to &amp;ldquo;experience of sport&amp;rdquo; in terms of both process and substance, and subsequently the relationship between sport and the education process.&lt;br&gt; &amp;ldquo;Experience of sport&amp;rdquo; arises from constant interaction between a moving body and its environment, and the process has two stages: the &amp;ldquo;first experience&amp;rdquo; and the &amp;ldquo;secondary experience&amp;rdquo;. The former stage involves direct experience and the latter is a reflective stage. Substantially, &amp;ldquo;experience of sport&amp;rdquo; is a type of consciousness experienced by individuals when they interact. In other words, it cannot be understood by an observer, but only through individual experience.&lt;br&gt; Individuals may acquire &amp;ldquo;experience of sport&amp;rdquo; from every other experience and gain an overall picture through self-reflection. This &amp;ldquo;an experience&amp;rdquo; proposed by Dewey. A significant stock of sport experience can be gained over time, and this experience is held over thereafter. Such a process of consecutively reconstituted experience, i.e. the process of development through experience, is the educational process envisaged by Dewey. Thus, &amp;ldquo;experience of sport&amp;rdquo; allows for the possibility of educational development, so that individuals may gain new experiences and undergo successive developmental processes. The concept of &amp;ldquo;an experience of sport&amp;rdquo; is crucial for appreciating the importance of sport education and for extending the avenues of human education.&lt;br&gt;

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for the Philosophy of Sport and Physical Education  

The purpose of this study is to discuss on the experiential values of sport, namely the educational and social values in experiencing sport. The study also try to re-evaluate the pragmatism in terms of the concepts of &ldquo;experience&rdquo; presented by J.Dewey and E.Reed. Through examining the sport experience based on Dewey's concept, we may see some educational possibilities as consecutively reconstituted experience in the developmental process. According to Reed's concept of experience, many suggestions of the social values were derived in sport experience, that is namely the &ldquo;primary experience&rdquo; of sport making persons free from the crisis of experience in modern society. Such experiential values as an important property of sport should be strongly insisted in our enterprise of education and social matter. At result, it comes to be appeared as the next task how to observe and refer onto person's encounter with a rich experience of sport. Thus, when we consider the meaning acquired in the sport experience, the educational and social values should be re-evaluated. If we stand on such a viewpoint, the ground of school or even the facility of sport as an environment must be reviewed as the space which would cultivate a rich experience above the traditional framework. It is also to inquire into the meaning of body and its movement fully absorbed in the experience of sport.

DOI： 10.9772/jpspe.33.91

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Authorship：Lead author   Language：Japanese   Publishing type：Master’s thesis  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for the Philosophy of Sport and Physical Education  

The purpose of this study is to examine the surroundings of moving body based on the theory of &ldquo;affordance&rdquo;, that is to refine the concept of &ldquo;body environment&rdquo; in sport. The study also try to consider its implication into the theory of physical education and sport philosophy.<br>First, the concept of &ldquo;affordance&rdquo; presented by J. Gibson is discussed to express the meaning lurked in environment around us. Then, the environment in sport is examined in terms of two ways of talking sport which is introduced by M. Sasaki. Namely, the first manner is the way talking sport inside the body. The second is that of the border between body and environment. Especially, author concentrates to focus on the latter manner in discussing sport environment. Next, the study attempts to define the concept of &ldquo;body environment&rdquo; in sport. It may give us the meaning of environment found in bodily movement.<br>At any rate, refining this concept is an approach to understanding the lived experience in sport by its useful manner of experiential description. That is to say, it is an attempt to explore the potentiality in the enterprise educating sport. Finally, author may also inquire the significance and limitation of using experiential description of sport which is a method finding the meaning of lived movement. Then, the study may conclude that this manner of describing sport experience would be possible to apply into every educational affairs.

DOI： 10.9772/jpspe.31.109

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Event date： 2022.8.20 - 2022.8.21

Language：Japanese   Presentation type：Oral presentation (general)  

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Event date： 2021.11.6 - 2021.11.7

Language：Japanese   Presentation type：Poster presentation  

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Event date： 2021.9.7 - 2021.9.9

Language：Japanese   Presentation type：Oral presentation (general)  

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Event date： 2020.3

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Event date： 2019.6

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Event date： 2019

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Event date： 2018.6.2

Language：Japanese   Presentation type：Oral presentation (general)  

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Event date： 2018

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Event date： 2017

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<p> デューイの教育思想は日本の教育の考え方に大きな影響を与えた思想の一つである。特に戦後の教育改革において、日本はデューイの教育思想に特徴づけられる新教育の考え方を受容することとなった。もちろんそれは体育にとっても無関係ではなく、新体育と呼ばれる戦後の体育改革は、「身体の教育」から「身体活動を通しての教育」へという体育理念の転換とともに、教材としてのスポーツに対する教育的な価値付けをもたらすことにもなった。そのようなデューイの教育思想の影響下にあったとされる新教育（新体育）に対する評価としては、教育方法論的観点から見た経験主義教育の功罪や、教育成果に対する批判が数多く提出されてきた。しかし、戦後の教育改革を評価する観点の一つとして、教育の民主化を通して人々の民主的態度の育成が目指されていたという点も看過することはできない。特に、体育はスポーツを主要な教材に位置付けることによって、それを実現しようとしたのである。本発表では、戦後の民主化を目指した体育改革に対するデューイの教育思想の影響について、特に民主的態度の育成という観点から考察してみたい。</p>

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Event date： 2016.10

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Event date： 2016.9

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Event date： 2009.9

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Language：Japanese   Presentation type：Oral presentation (general)  

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