〈身体教育〉の視点から見た日本の近代教育思想の枠組み.pdfVIP

― 47 ― 広島大学大学院教育学研究科紀要　第一部　第62号　2013　47－54 〈身体教育〉の視点から見た日本の近代教育思想の枠組み 郅　　　向　東 （2013年10月３日受理） Frameworks of Japanese Modern Educational Thoughts from the Viewpoint of “Body Education” Xiangdong Zhi Abstract: The purpose of this paper is to clarify the frameworks of Japanese educational thoughts in four different periods: the Meiji era, Taisho democracy, militarism, and the democracy after the war. This paper is a part of a larger research of the comparative study on Japan and China regarding the modern educational thoughts and the practice of school education under the thoughts. The viewpoint of “body education” is asserted by a Japanese scholar Satoshi Higuchi, which has four moments: sensation, expression, skill, and the whole human being. In the Meiji era, the belief that science should be useful was so important that the moments of sensation, expression and skill were emphasized. The moment of the whole human being was observed as the gaze to individual against the state. In Taisho democracy, the four moments had flourished. However, the activities in this period had limitations that mainly focused on fine arts. Even in the time of militarism, sensation, skill and the holistic aspects were emphasized, which supported the state. In the democracy after the war, both for the systematic education and the experiential education, the four moments were observed. It became clear from this paper that the moment of the whole human being was emphasized at any time and then skill was regarded as important in Japanese education. When we think about the education from now on, the skill should be connected with expression, and the moment of sensation should be considered from practical perspectives, not insisting the abstract notion of the whole human being. Key words: the viewpoint of “body education”, sensation, expression, skill, the whole human being キーワード：〈身体教育〉の視点，感覚，表現，技能，全人性 １．研究の背景と目的 　中国では，1970年代末からの成績第一の知育偏重の 「応試教育」によってもたらされた受験戦争などの問 題を