The modality of physical education as “becoming”

Abstract

The purpose of this study was to define “becoming” in physical education, and thereby the ideal modality for achieving this. As a first step, the presupposition for this discussion of “becoming” in education was addressed. Secondly, the structure of “becoming” through physical movement was examined．Thirdly, an attempt was made to treat 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 does not deny the “principle of utility” and the “logic of development” that emphasize the functional ends–means relationship. The aim of education in this study was based on the realization of both “development” and “becoming.” The study objective was defined as the educational value of physical education， as “becoming” in education has a risk of nullifying the system for physical education. This study also examined conformity with the “body schema” and the phenomenon of yokai (“the melting into the world”) as the 2 phases of “becoming” in physical education (the starting point of taiiku). 2) The structure of “becoming.” Conformity with the “body schema” as the first phase of “becoming” can be interpreted as sympathy with “rhythm”, and physical movement can be adjusted through conformity-sympathy. The mechanism of “becoming” can be interpreted as “experience of shintai” (embodiment) to identify the first phase of “becoming” with the phenomenon of yokai. That is to say, sympathy with “rhythm” can be regarded as the initial phenomenon of yokai because of the pure interest in physical movement (i.e. the object). 3) The experience of physical movement as “non-savoir.” As “becoming” of physical movement is “non-savoir,” this study was unable to consider “becoming” directly. However, the specific phenomenon (ecstasy) of “becoming” was considered relevant, as the experience of “shintai” as “ecstasy” leads to “self-transcendence” into a new world (ecosystem). Based on the results of the primary examination, the modality (the ideal method) of “becoming” in physical education can be considered as follows. 1) Conformity with the “body schema” is based on sympathy with “rhythm.” Therefore, “becoming” in physical education can guide individuals to sympathize with the “rhythm” of movement by “takt” (time).” 2) “Becoming” in physical education as can change popular physical movements into new movements purposefully, and conformity with the “body schema” will adjust such new movements. This exercise can lead to the new phenomenon of yokai. 3) Conformity-sympathy with the body of another produces a physical experience in which a “relationship is felt by the body.” Physical education as “becoming” can allow the experience of shintai as “inter-corporal” education. 4) The specific phenomenon (ecstasy) of “becoming” creates a transcendent “self” and “world.” Physical education as “becoming” has great potential for education that can lead to the world breaking away from “logic of development” and “principle of utility.”