&amp;ldquo;Semantic generation&amp;rdquo; through experience of sports movements: A structural analysis

Kubo, Masaaki

doi:10.5432/jjpehss.15025

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Thereafter, physical education as semantic generation, as discussed by Yano, spread and developed through research, chiefly in the academic fields of physical education and sport philosophy. Prior studies on this topic include Kubo's (2006Kubo's ( , 2009aKubo's ( , 2009bKubo's ( , 2010Kubo's ( , 2012Kubo's ( , 2013Kubo's ( , 2015, Fukazawa's (2016;Fukazawa & Ishigaki, 2010), Ishigaki's (2014;Fukazawa & Ishigaki, 2010), Tōru Takahashi's (2011a, 2011b, and Morita's (2014). 1 However, there remain areas that have not been thoroughly discussed through research on physical education as semantic generation, making the nature of this education unclear.…”

Section: Introductionmentioning

confidence: 99%

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The Possibility of Physical Education as Semantic Generation*

Kubo

2020

Int. J. Sport Health Sci.

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This study examined the possibility of regarding Physical Education as "Semantic Generation". First, the educational theory of Yano was examined, in order to consider the concept of the body. And this study considers the advisable body in the Physical Education as "Semantic Generation". Second, the special experience of the general physical movement (i.e. "melting into the world": yokai taiken) was examined. It was argued that the sympathetic and interconnected relationship between one's own body and that of another (intecorporéité) can give rise to a special experience (yokai taiken). The results of this examination were as follows: 1) Yano claimed that Physical Education was not a means of treating the activity of the body as an educational subject. The body is not a physiological or corporeal object. He considered the living body to have existential identity and that it interacted with the world, and that this type of existence was an essential experience for humans. The body that takes place the special peak experience is hoped in the Physical Education as "Semantic Generation". 2) The general physical movement of the same body creates a special experience ("melting into the world": yokai taiken). In the practice of general physical movements, the body schema synchronizes with the movements of others' bodies. This body schema synchronization represents resonance, sympathy and interaction with the bodies of others: in other words, special experience. 3) The resonant and interactive relationship between an individual body and the bodies of others is known as "intecorporéité". Behavior matching and interactional synchrony appear in this relationship. This matching and synchrony of bodies deepen interactive mutual understanding. The resonant and interactive movement of the body, for example, creates "the experience of connection by the body", and this represents the special experience (yokai taiken). 4) Physical Education as "Semantic Generation" can aid in development of educational potential through nurture of the body that creates a special peak experience and resonance, as well as sympathy and interaction with the bodies of others. That is to say, Education in bodily experience of relations between a subject and an object (i.e. "intecorporéité") is important.

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Section: Introductionmentioning

confidence: 99%

“…Educ., 44: 13-22. • Kubo, M. (2015). ''Semantic generation'' through experience of sports movements: A structural analysis.…”

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The Possibility of Physical Education as Semantic Generation*

Kubo

2020

Int. J. Sport Health Sci.

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The direction of research on physical education as “becoming”

Kubo¹

2019

Japan Journal of Physical Education, Health and Sport Sciences

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The purpose of this study was to consider the direction of research on physical education as "becoming." A full discussion of this topic poses several problems. The first is that the meaning of "semantic generation" in education is indistinct. The second is that the relationship between the experience of melting into the world (yokai taiken) and the special experience (peak experience/experiencing flow) arising from bodily movement has not been fully discussed. The third problem is that the methods for arguing about the special experience (yokai taiken) as "non-savoir" is obscure. These problems have led to a loss of direction in studies of physical education as "becoming". The present study was an attempt to overcome these problems in order to clarify a suitable direction of research on this topic. The results of this examination were as follows: 1) "Semantic generation" in education involves making, creating and generating an intellectual sense or meaning. In this context, however, "becoming" yields different phases of meaning. "Becoming" in the educational context is considered to involve reconstruction of a new world view that transcends usefulness, and special experience (yokai taiken) is considered to be of great importance to education as "becoming". 2) "Becoming" arises through special experience (yokai taiken), which melts into the special world beyond the self (ecosystem) through a genuine interest in the object (allocentricity). The special experience (yokai taiken) and the special experience that arises from bodily movement are much the same. The experience of bodily movement has a close relationship to the end and the means. However, this special experience (yokai taiken) occurring through bodily movement represents liberation from the useful relationship between the end and the means. This is the beginning of education as "becoming." 3) The special experience (yokai taiken) occurring through bodily movement is the beginning of education as "becoming" and the experience has been designated "non-savoir." The situation of "non-savoir" is an absence of "wit" and "noesis", and no study can argue the situation as "non-savoir." Nevertheless, as the experience of "nonsavoir" elicits certain effects, a study can argue the effects of the experience. 1) Physical education as "becoming" ought to be considered as a reconstruction of a new world view that transcends the usefulness of action. 2) The special experience (yokai taiken) occurring through bodily movement ought to be considered as an educational experience, separated from the relationship between the end and the means. 3) The experience of "non-savoir" occurring through bodily movement ought to be discussed in terms of the effects of the experience.

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The modality of physical education as “becoming”

Kubo¹

2020

Japan Journal of Physical Education, Health and Sport Sciences

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The purpose of this study was to define the "becoming" in physical education and based on the results of that examination to exhibit the modality (the ideal method of the existence) of physical education as "becoming." In the first place, this study examined the presupposition for this discussion of "becoming" in education. Secondly this study examined the structure of "becoming" through physical movement．And thirdly this study tried to talk the experience of physical movement as "non-savoir" (the experience of "becoming." )The results of the primary examination were as follows:1) The presupposition for this discussion."Becoming" in education dose not deny "principle of utility" and "logic of the development" that emphasize the functional relation of ends-means. The aim of education in this study was decided on the realization of both "development" and "becoming." And the object of this study was defined as the educational value of physical education， because this "becoming" in education has the risk that dissolve the educational system of physical education. Furthermore this study elected the conformity with "body schema" and the phenomenon of "yokai(the melting into the world)" as two phases of "becoming" in "physical education(starting point of taiiku). "2) The structure of "becoming."The conformity with "body schema" as first phase of "becoming" can interpret the sympathy with "rhythm" and the physical movement is adjusted by that conformity-sympathy. And I can regard the mechanism of "becoming" that this "experience of " identify the first phase of "becoming" with the phenomenon of "yokai(the melting into the world)." That is to say, I can regard that the sympathy with "rhythm" starts the phenomenon of "yokai" because of the pure interest in the physical movement (the object).3) The experience of physical movement as "non-savoir.""Becoming" of physical movement is "non-savoir," therefore this study can not talk "becoming" directly. However this study can talk the specific phenomenon (ecstasy) of "becoming." This study can talk that the experience of as

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“Semantic generation” through experience of sports movements: A structural analysis

Cited by 4 publications

References 12 publications

The Possibility of Physical Education as Semantic Generation*

The Possibility of Physical Education as Semantic Generation*

The direction of research on physical education as “becoming”

The modality of physical education as “becoming”

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