Papers - TAKAHASHI Toru

A study of “sport as experience”: An attempt to re-evaluate Dewey's concept of “experience” Reviewed

Takahashi Toru

Japan Journal of Physical Education, Health and Sport Sciences   56 ( 2 )   297 - 311   2011

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

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A study on the experiential values of sport:—An attempt to re-evaluate the concept of experience in pragmatism— Reviewed

TAKAHASHI Toru

Journal of the Philosophy of Sport and Physical Education   33 ( 2 )   91 - 105   2011

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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 “experience” 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 “primary experience” 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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スポーツの「身体環境」に関する研究

髙橋徹

国士舘大学大学院スポーツ・システム研究科 修士論文   2010.3

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

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A study on the concept of “body environment” in sport Reviewed

TAKAHASHI Toru, INOUE Seiji

Journal of the Philosophy of Sport and Physical Education   31 ( 2 )   109 - 120   2009

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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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