Faculty Profiles - TAKAHASHI Toru

Papers - TAKAHASHI Toru

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Investigation of the Point of Hip Circle Forward in Bar Exercises

( 25 ) 1 - 9 2024.11

Effects of an e-Learning physical activity promotion program in university physical education classes Reviewed

21 2024.3

A Survey of the Instrumental Exercise Experience in School Physical Education -Toward Improving Instrumental Exercise Instruction at Colleges and Universities. - Reviewed

Kousuke Sakamoto, Toru Takahashi, Jun Kochi

14 1 - 12 2024

Re-examining the Educational Significance of Learning Bodily Movement : An Approach Using the Concept of “Affordance”

Toru TAKAHASHI

180 61 - 67 2022.8

Examination of Lesson Contents of “Principles of Physical Education”

Toru TAKAHASHI, Hiraku MORITA, Tomoki MATSUMIYA

179 113 - 119 2022.2

The range of Dewey's educational theory that influenced the reform of physical education in post-WWII: Reviewed

Toru TAKAHASHI

Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 2022

The Range of Dewey's Theory of Education that Influenced the Postwar Reform of Physical Education: Liberation from Trivialization and the Reconstruction of the Premises of the Argument*

Toru Takahashi

International Journal of Sport and Health Science 20 271 - 284 2022

体育の中にみるシティズンシップ教育の可能性の一端

髙橋徹

体育哲学年報 51 17 - 21 2021.3

The contemporary significance of outdoor education grounded in Dewey's theory of progressive education:― The possibility of cultivating democratic attitude and holistic growth ― Reviewed

TAKAHASHI Toru

Japan Outdoor Education Journal 24 2021.3

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

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. 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. 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.

DOI： 10.11317/joej.2021_0001

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戦後の民主体育とJ.デューイの教育思想との関係に関する一試論

髙橋徹

体育哲学年報 ( 48 ) 17 - 20 2018.3

Critical review of the theory of existential significance of physical education : The organize problem point and examine future task Reviewed

髙橋徹

仙台大学紀要 49 ( 1 ) 37 - 44 2017.9

保健体育科教員採用試験対策に向けた器械運動の「映像資料」および「実技検定」の活用

髙橋徹, 水口潔

環太平洋大学平成27年度学内特別研究費研究成果報告書 35 - 43 2016.7

A study on the sport as art : A focus on the Dewey's educational theory Reviewed

髙橋徹

岡山体育学研究 ( 23 ) 11 - 17 2016.3

A study on the teaching method using step-by-step practice in the class of the university apparatus gymnastics Reviewed

髙橋徹, 水口潔

環太平洋大学研究紀要 = Bulletin of International Pacific University ( 10 ) 201 - 210 2016

A study on the vision of environment in sport : A shift from lifelong education to lifelong learning Reviewed

髙橋徹

( 9 ) 251 - 257 2015

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/

A Study on the Concept of Educational Environment in Sport:― A Focus on the Shift of Educational Paradigm of Sport and Affordance ― Reviewed

TAKAHASHI Toru

Japanese Journal of Sport Education Studies 35 ( 2 ) 17 - 28 2015

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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スポーツ経験の教育論序説

髙橋徹

国士舘大学大学院スポーツ・システム研究科博士学位論文 2013.3

A Study of “Sport as Experience”: An Attempt to Re-evaluate Dewey's Concept of “Experience”^* Reviewed

Takahashi Toru

Int. J. Sport Health Sci. 11 ( 0 ) 84 - 95 2013

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 &ldquo;experience&rdquo; and &rdquo;education&rdquo; presented by J. Dewey in order to better understand the concept of &rdquo;sport as experience&rdquo;. Dewey's ideas of &ldquo;interaction&rdquo; and &ldquo;continuance&rdquo; are the representative concepts upon which his theory of &ldquo;experience&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 &ldquo;experience&rdquo; as applied to &ldquo;experience of sport&rdquo; in terms of both process and substance, and subsequently the relationship between sport and the education process. &rdquo;Experience of sport&rdquo; arises from constant interaction between a moving body and its environment, and the process has two stages: the &ldquo;first experience&rdquo; and the &ldquo;secondary experience&rdquo;. The former stage involves direct experience and the latter is a reflective stage. Substantially, &ldquo;experience of sport&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 &ldquo;experience of sport&rdquo; from every other experience and gain an overall picture through self-reflection. This &ldquo;an experience&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, &ldquo;experience of sport&rdquo; allows for the possibility of educational development, so that individuals may gain new experiences and undergo successive developmental processes. The concept of &ldquo;an experience of sport&rdquo; is crucial for appreciating the importance of sport education and for extending the avenues of human education.

DOI： 10.5432/ijshs.201231

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A Study on the Fundamental Philosophy for the Theory of Sport Education Reviewed

髙橋徹, 井上誠治

国士舘大学体育研究所報 32 ( 32 ) 53 - 60 2013

An attempt to re-evaluate the pragmatism and the theory of physical education Reviewed

髙橋徹

体育哲学研究 ( 43 ) 17 - 27 2012

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