瀧澤 文雄

The purpose of this paper is to show clearly what our view of the human body in Japan is and how the present view of the human body is constructed. This study is considered from a phenomenological standpoint. The outline of this consideration is as follows: This document classifies the views of the human body as found in modern Japanese society. Using concrete examples to illustrate current ideas, this paper argues the modern view is not same as views held in the past. Furthermore, the background of this change is considered with reference to recent social change. Additionally, consideration is given to an original view of the human body in Japan which remains basically, in spite of the process of globalization which is said to reduce cultural originality.<br>The conclusion of this paper is that the Japanese had the view the body was a gift presented by nature and that nature was like a God. This body was in continuous harmony with the nature, and it was not to be treated as goods. This view is rare now and people perceive the body as the vessel of one's mind. The vessel itself has come to have a higher material value than in the past. Also, the idea of individual personality has become the same as the vessel which has valuable goods in distribution. In modern Japan, it can be said that the view of human body as goods is the main stream. The background of this view comes from the development of science, knowledge imparted by school education and the influence of science journalism. These influences encourage people to gaze at the body analytically from a scientific viewpoint. Nevertheless, Japanese still have a world view of plural cosmology-a world of multiple Gods and natural forces. These ideas are continually affecting our view of the body, although many people are unconscious of it. The Japanese modern view of the human body is problematic, because it lacks the idea of "the human body as a function", that realizes good life.

The purpose of this study is to show the new domain of a human body culture which physical education should take on. The culture has seldom or never been conscious in physical education up to the present. This study focuses on everyday behavior. Though the research method taken in the study is based upon the related texts, this paper employs a phenomenological consideration focusing on practice.<br>The author, first of all, examines how the body is thought today, which leads to the consideration about the body that makes the body culture as well as re-examination of the views on the body. And then behavioral action is examined. The difference of behavioral action from such as upbringing and military training is touched on during the process. The refined behavioral action is discussed in relation to the body that makes communication possible. Finally it is concluded that physical education should take on the new domain of the human body culture besides what it covers now.<br>Physical education has hardly ever been conscious about the domain of the body culture called behavioral action up until now. The domain contains the field of habitus and these behaviors have been mastered in day-to-day life. This includes a phase of discipline on behavior in society. The way of action required in society is collapsing rapidly in today's life, and behavior of children has been falling into disorder. The teachers therefore have to educate them behavior that is required in the present society while re-asking the old culture of upbringing and training. It implies the changes of the objectives and correcting the contents of the subject. This also implies the education of communication capability for living in society. A form of behavior consists of accumulation of the promising thing to exchange with others in each situation, and it is not the skill completed individually but the skill of cooperation with others; then it can be called a body capacity which deals with relationship to others.<br>It is therefore necessary that physical educators are aware of a domain of the body culture, being aware of selecting the contents carefully, and have to educate them intentionally. The time allocation has to be provided in a lesson in order for children to master the culture, and it must be guaranteed that they can acquire it steadily.

This paper aims at a solution of the following problems. 1) What does child need to understand and how does child need to move in order to cooperate with others in playing sport? 2) How should teacher grasp the relation between "understand-ing" and "being-able-to-do." And 3) how should he/she construct actual lessons for children's cooperation?<br>Main findings are as follows. To cooperate in play, child has to be given many typical examples of cooperation. Those examples enable child to cooperate with others. Child can get the examples through experience of actual movement throgh using his/her own body. When child is conscious of the typical example, we can say the child understands what cooperation is. It is important to point out that the relation between "understanding" and "being-able-to-do" are not contradictory but interrelated.<br>In order to use words effectively for making child to understand cooperation, it is necessary for child to be given the typical example which the word applies to. Therefore, teacher should understand how to turn child's eyes to typical examples. Teacher should construct lessons with the typical examples.