International graduate students’ campus and social adjustment experiences at a Japanese university
Multicultural Learning and Teaching
The purpose of this study was to analyze international graduate students’ study abroad experience... more The purpose of this study was to analyze international graduate students’ study abroad experiences at a university in Japan. In this qualitative study, in-depth, semi-structured interviews (Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). Teacher College Press) grounded in the concept of the sojourner (Siu, P. C. P. (1952). The sojourner. American Journal of Sociology, 58, 34–44) were conducted with international students studying in an English-medium graduate program at a university located in the Kanto region of Japan. The five participants, ranging from 25 to 42 years of age, were from Nigeria, India, Peru, and the United States and were enrolled in a master’s program in physical education, health and sport sciences. Three recurrent themes were identified: (a) challenges in overcoming loneliness on campus, (b) importance of participation in extracurricular activities (on and off campus), and (c) lang...
Journal of the Philosophy of Sport and Physical Education, 2019
According to St. Augustine's theory of teaching, "… we do not learn anything by means of the sign... more According to St. Augustine's theory of teaching, "… we do not learn anything by means of the signs called words". This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language. This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language. However, coaches and physical education teachers try to encourage learners' skill acquisition by the use of language when teaching. So it seems that the word may have some role in physical education and coaching.
Journal of the Philosophy of Sport and Physical Education, 2016
This essay attempts to identify the meaning of the expanding experience (EE) that emerges through... more This essay attempts to identify the meaning of the expanding experience (EE) that emerges through the practice of sports activity. The author shows the meaning of EE as a reflective experience rather than a living experience and reconsiders the aspect of this experience from the perspectives of perception and feeling, examining its difference from dissolving experience (DE). In this essay, the characteristics of EE are described through the development of the relationship between the self and the other. When two judoka throw each other and be thrown as if they are one, or, when runners feel each other's physical pain, the experiences are termed "dissolving experiences", which are living and subjective experiences. There is a lack of objective feeling in this kind of experience. Also, it is considered that DE emerges through a widening of the origination of sensation: it is a factor of empathizing with the other, or understanding their feelings at the physical level. DE shifts toward EE through the perception of this experience as an object. When both the self and the opponent reflect DE, which is irrational and beyond both athletes' control, then the experience has emerged as the representative object and has become EE for them. Both athletes come to recognize the representation or the personality of the other as peers who engage in sports activities together. We can find EE for both athletes in this situation. Thus, EE is an experience which athletes cannot share with spectators but only with other athletes.
Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences), 2007
In recent time there have been many problems concerning the "other", and many people seem to have... more In recent time there have been many problems concerning the "other", and many people seem to have lost sight of the essence of the other being. The authors speculate that the causes of these issues are deeply related to the problem of the "self-other" and "physicality". Based on these background issues, this paper attempts to present a new thesis of the "transcendental other" in physical education. First, the authors try to clarify the essence of the teacher-student relationship, and whether it can be regarded as one of subject-object or subject-subject? If a teacher teaches and a student learns, across a gap of maturity, the student is not the same as the teacher, but alien to him/her. In this sense, the student is a "separate other" for the teacher. In other words it may be said that the process of education involves communication to the "other" as an "alien", and that it allows a student to transcend from an "alien" status to the same being. The authors examine the substance of "transcendence" in the following way. Though, according to L. Wittgenstein, logic and ethics are transcendental as "what cannot be said", we cannot say what we have learned in education ; for example we have no words to describe skills learned in swimming. Therefore we are open to learning through "what cannot be said". For this, one must acquire a viewpoint of the "transcendental other". Finally, the authors try to present a new thesis of the "transcendental other" in physical education, involving acquisition through practice of physical movement. It is possible not to comprehend the "other" linguistically, but to feel it in terms of physicality. The physical acquisition of the "transcendental other" allows the formation of a "we-relationship". Accordingly, the essence of the "self-other" relationship is a paradox of "alienation and sameness". It is necessary to understand our society from this viewpoint of physicality.
International Journal of Sport and Health Science, 2014
This paper inquires into the possibility to connect athletes from the sense of empathy that athle... more This paper inquires into the possibility to connect athletes from the sense of empathy that athletes could have for each other. For this purpose, the potentiality of empathy has been interpreted from the notion of`pure experience' which Kitaro Nishida (1870-1945) developed. Empathy is considered as a bodily and interactive communication between the self and the other, and means we are to assume an event has occurred on the other (object) as well as on the self (subject). But this framework to understand empathy formally as the relation between subject and object seems to have some methodological limitations. Nishida attempts to overcome this theoretical di‹culty in western thought by introducing`pure experience' into the issue of identifying subject with object. According to Nishida, while a person remains within his/her individual experience, he/she would be still a subject in relation to an object, i.e. he/she cannot transcend the limitation of western dualism. But we can recognize the potentiality of perceiving the other at the physical level, i.e. empathy, according to Nishida's notion of`pure experience' as transcendental conception. In this paper individual athletics and interpersonal athletics have been set as examples. For example, a Judoka is required to react to the opponent's attack as swiftly as possible. In that moment he/she could perceive the opponent's state at the corporeal level regardless of his/her (moral) consciousness. We couldˆnd the possibility of understanding others and solidarity in sport by inquiring about the role empathy plays in such situations.
Mezigenerační komunikace a sport: Simmelův pohled Intergenerational communication and sport: From Simmel's perspective
Acta Universitatis Palackianae Olomucensis. Gymnica, 2006
Může moderní sport přispět k reaktivaci komunity v urbanizované společnosti? V této eseji, týkají... more Může moderní sport přispět k reaktivaci komunity v urbanizované společnosti? V této eseji, týkající se urbanizace, uvažujeme o významu mezigenerační komunikace pro obnovu komunity a o povaze sportu umožňující posilovat kontakty mezi různými generacemi. Tyto možnosti nacházíme ve sportovních aktivitách, které jsou "formou společenskosti". Společenskost vyžaduje vztah, díky němuž se lze radovat z kontaktů s ostatními, a tento přístup také předpokládá. Can modern sport contribute to reactivating community in urbanized society? This essay, referring to the feature of urbanization, considers the significance of intergenerational communication to the regeneration of community and the character of sports for promoting exchanges among different generations. In sport activities, we can find, for example "the form of sociability". Sociability implies the ability to enjoy and relish relationships with others and supposes such an attitude.
The purpose of this research is that mental factors, such as the necessity for physical education... more The purpose of this research is that mental factors, such as the necessity for physical education which each of the university-of-the-air students on physical education for the disabled considers, and a sport, volition, confidence, patience, cooperation, and cooperation, show clearly how it changed after finishing all lectures. The candidate for investigation is about 200 persons of the University of the Air students on physical education for the disabled. The contents of investigation were the consciousness to comment, and physical education and the sport to the actual condition and a lecture of exercise. The item of an opinion poll was 78 items, such as a feeling, a view, an attitude, and action. Investigation was conducted from June, 2003 at the end of July. Statistics processing of the reply of 57.0% of recovery rates was carried out. Consequently, having made the necessity and effect of exercise for health recognize anew understood. Thinking rather that it is desirable was gues...
Can modern sport contribute to reactivating community in urbanized society? This essay, referring... more Can modern sport contribute to reactivating community in urbanized society? This essay, referring to the feature of urbanization, considers the significance of intergenerational communication to the regeneration of community and the character of sports for promoting exchanges among different generations. In sport activities, we can find, for example "the form of sociability". Sociability implies the ability to enjoy and relish relationships with others and supposes such an attitude.
Journal of the Philosophy of Sport and Physical Education, 2018
The purpose of this paper was to depict the theoretical background of the language used in coachi... more The purpose of this paper was to depict the theoretical background of the language used in coaching scenes through the reexamination of the language used in coaching sessions. Focusing on the dialogue situation between the coach and the learner, it is divided into a "scientific language" which is a "denotational language" and a "waza language" which is a "metaphorical language". According to Saussure (Ferdinand de Saussure, 1857-1913), the language is made up of signs, and this sign is divided into a concept (signifié) and a sound-image (signifiant). "Shoot" is to throw the ball into the goal in the basketball and anyone can do that if 体育・スポーツ哲学研究
This paper inquires into the possibility to connect athletes from the sense of empathy that athle... more This paper inquires into the possibility to connect athletes from the sense of empathy that athletes could have for each other. For this purpose, the potentiality of empathy has been interpreted from the notion of`pure experience ' which Kitaro Nishida (1870-1945 developed. Empathy is considered as a bodily and interactive communication between the self and the other, and means we are to assume an event has occurred on the other (object) as well as on the self (subject). But this framework to understand empathy formally as the relation between subject and object seems to have some methodological limitations. Nishida attempts to overcome this theoretical di‹culty in western thought by introducing`pure experience' into the issue of identifying subject with object. According to Nishida, while a person remains within his/her individual experience, he/she would be still a subject in relation to an object, i.e. he/she cannot transcend the limitation of western dualism. But we can recognize the potentiality of perceiving the other at the physical level, i.e. empathy, according to Nishida's notion of`pure experience' as transcendental conception. In this paper individual athletics and interpersonal athletics have been set as examples. For example, a Judoka is required to react to the opponent's attack as swiftly as possible. In that moment he/she could perceive the opponent's state at the corporeal level regardless of his/her (moral) consciousness. We couldˆnd the possibility of understanding others and solidarity in sport by inquiring about the role empathy plays in such situations.
International graduate students’ campus and social adjustment experiences at a Japanese university
Multicultural Learning and Teaching
The purpose of this study was to analyze international graduate students’ study abroad experience... more The purpose of this study was to analyze international graduate students’ study abroad experiences at a university in Japan. In this qualitative study, in-depth, semi-structured interviews (Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). Teacher College Press) grounded in the concept of the sojourner (Siu, P. C. P. (1952). The sojourner. American Journal of Sociology, 58, 34–44) were conducted with international students studying in an English-medium graduate program at a university located in the Kanto region of Japan. The five participants, ranging from 25 to 42 years of age, were from Nigeria, India, Peru, and the United States and were enrolled in a master’s program in physical education, health and sport sciences. Three recurrent themes were identified: (a) challenges in overcoming loneliness on campus, (b) importance of participation in extracurricular activities (on and off campus), and (c) lang...
Journal of the Philosophy of Sport and Physical Education, 2019
According to St. Augustine's theory of teaching, "… we do not learn anything by means of the sign... more According to St. Augustine's theory of teaching, "… we do not learn anything by means of the signs called words". This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language. This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language. However, coaches and physical education teachers try to encourage learners' skill acquisition by the use of language when teaching. So it seems that the word may have some role in physical education and coaching.
Journal of the Philosophy of Sport and Physical Education, 2016
This essay attempts to identify the meaning of the expanding experience (EE) that emerges through... more This essay attempts to identify the meaning of the expanding experience (EE) that emerges through the practice of sports activity. The author shows the meaning of EE as a reflective experience rather than a living experience and reconsiders the aspect of this experience from the perspectives of perception and feeling, examining its difference from dissolving experience (DE). In this essay, the characteristics of EE are described through the development of the relationship between the self and the other. When two judoka throw each other and be thrown as if they are one, or, when runners feel each other's physical pain, the experiences are termed "dissolving experiences", which are living and subjective experiences. There is a lack of objective feeling in this kind of experience. Also, it is considered that DE emerges through a widening of the origination of sensation: it is a factor of empathizing with the other, or understanding their feelings at the physical level. DE shifts toward EE through the perception of this experience as an object. When both the self and the opponent reflect DE, which is irrational and beyond both athletes' control, then the experience has emerged as the representative object and has become EE for them. Both athletes come to recognize the representation or the personality of the other as peers who engage in sports activities together. We can find EE for both athletes in this situation. Thus, EE is an experience which athletes cannot share with spectators but only with other athletes.
Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences), 2007
In recent time there have been many problems concerning the "other", and many people seem to have... more In recent time there have been many problems concerning the "other", and many people seem to have lost sight of the essence of the other being. The authors speculate that the causes of these issues are deeply related to the problem of the "self-other" and "physicality". Based on these background issues, this paper attempts to present a new thesis of the "transcendental other" in physical education. First, the authors try to clarify the essence of the teacher-student relationship, and whether it can be regarded as one of subject-object or subject-subject? If a teacher teaches and a student learns, across a gap of maturity, the student is not the same as the teacher, but alien to him/her. In this sense, the student is a "separate other" for the teacher. In other words it may be said that the process of education involves communication to the "other" as an "alien", and that it allows a student to transcend from an "alien" status to the same being. The authors examine the substance of "transcendence" in the following way. Though, according to L. Wittgenstein, logic and ethics are transcendental as "what cannot be said", we cannot say what we have learned in education ; for example we have no words to describe skills learned in swimming. Therefore we are open to learning through "what cannot be said". For this, one must acquire a viewpoint of the "transcendental other". Finally, the authors try to present a new thesis of the "transcendental other" in physical education, involving acquisition through practice of physical movement. It is possible not to comprehend the "other" linguistically, but to feel it in terms of physicality. The physical acquisition of the "transcendental other" allows the formation of a "we-relationship". Accordingly, the essence of the "self-other" relationship is a paradox of "alienation and sameness". It is necessary to understand our society from this viewpoint of physicality.
International Journal of Sport and Health Science, 2014
This paper inquires into the possibility to connect athletes from the sense of empathy that athle... more This paper inquires into the possibility to connect athletes from the sense of empathy that athletes could have for each other. For this purpose, the potentiality of empathy has been interpreted from the notion of`pure experience' which Kitaro Nishida (1870-1945) developed. Empathy is considered as a bodily and interactive communication between the self and the other, and means we are to assume an event has occurred on the other (object) as well as on the self (subject). But this framework to understand empathy formally as the relation between subject and object seems to have some methodological limitations. Nishida attempts to overcome this theoretical di‹culty in western thought by introducing`pure experience' into the issue of identifying subject with object. According to Nishida, while a person remains within his/her individual experience, he/she would be still a subject in relation to an object, i.e. he/she cannot transcend the limitation of western dualism. But we can recognize the potentiality of perceiving the other at the physical level, i.e. empathy, according to Nishida's notion of`pure experience' as transcendental conception. In this paper individual athletics and interpersonal athletics have been set as examples. For example, a Judoka is required to react to the opponent's attack as swiftly as possible. In that moment he/she could perceive the opponent's state at the corporeal level regardless of his/her (moral) consciousness. We couldˆnd the possibility of understanding others and solidarity in sport by inquiring about the role empathy plays in such situations.
Mezigenerační komunikace a sport: Simmelův pohled Intergenerational communication and sport: From Simmel's perspective
Acta Universitatis Palackianae Olomucensis. Gymnica, 2006
Může moderní sport přispět k reaktivaci komunity v urbanizované společnosti? V této eseji, týkají... more Může moderní sport přispět k reaktivaci komunity v urbanizované společnosti? V této eseji, týkající se urbanizace, uvažujeme o významu mezigenerační komunikace pro obnovu komunity a o povaze sportu umožňující posilovat kontakty mezi různými generacemi. Tyto možnosti nacházíme ve sportovních aktivitách, které jsou "formou společenskosti". Společenskost vyžaduje vztah, díky němuž se lze radovat z kontaktů s ostatními, a tento přístup také předpokládá. Can modern sport contribute to reactivating community in urbanized society? This essay, referring to the feature of urbanization, considers the significance of intergenerational communication to the regeneration of community and the character of sports for promoting exchanges among different generations. In sport activities, we can find, for example "the form of sociability". Sociability implies the ability to enjoy and relish relationships with others and supposes such an attitude.
The purpose of this research is that mental factors, such as the necessity for physical education... more The purpose of this research is that mental factors, such as the necessity for physical education which each of the university-of-the-air students on physical education for the disabled considers, and a sport, volition, confidence, patience, cooperation, and cooperation, show clearly how it changed after finishing all lectures. The candidate for investigation is about 200 persons of the University of the Air students on physical education for the disabled. The contents of investigation were the consciousness to comment, and physical education and the sport to the actual condition and a lecture of exercise. The item of an opinion poll was 78 items, such as a feeling, a view, an attitude, and action. Investigation was conducted from June, 2003 at the end of July. Statistics processing of the reply of 57.0% of recovery rates was carried out. Consequently, having made the necessity and effect of exercise for health recognize anew understood. Thinking rather that it is desirable was gues...
Can modern sport contribute to reactivating community in urbanized society? This essay, referring... more Can modern sport contribute to reactivating community in urbanized society? This essay, referring to the feature of urbanization, considers the significance of intergenerational communication to the regeneration of community and the character of sports for promoting exchanges among different generations. In sport activities, we can find, for example "the form of sociability". Sociability implies the ability to enjoy and relish relationships with others and supposes such an attitude.
Journal of the Philosophy of Sport and Physical Education, 2018
The purpose of this paper was to depict the theoretical background of the language used in coachi... more The purpose of this paper was to depict the theoretical background of the language used in coaching scenes through the reexamination of the language used in coaching sessions. Focusing on the dialogue situation between the coach and the learner, it is divided into a "scientific language" which is a "denotational language" and a "waza language" which is a "metaphorical language". According to Saussure (Ferdinand de Saussure, 1857-1913), the language is made up of signs, and this sign is divided into a concept (signifié) and a sound-image (signifiant). "Shoot" is to throw the ball into the goal in the basketball and anyone can do that if 体育・スポーツ哲学研究
This paper inquires into the possibility to connect athletes from the sense of empathy that athle... more This paper inquires into the possibility to connect athletes from the sense of empathy that athletes could have for each other. For this purpose, the potentiality of empathy has been interpreted from the notion of`pure experience ' which Kitaro Nishida (1870-1945 developed. Empathy is considered as a bodily and interactive communication between the self and the other, and means we are to assume an event has occurred on the other (object) as well as on the self (subject). But this framework to understand empathy formally as the relation between subject and object seems to have some methodological limitations. Nishida attempts to overcome this theoretical di‹culty in western thought by introducing`pure experience' into the issue of identifying subject with object. According to Nishida, while a person remains within his/her individual experience, he/she would be still a subject in relation to an object, i.e. he/she cannot transcend the limitation of western dualism. But we can recognize the potentiality of perceiving the other at the physical level, i.e. empathy, according to Nishida's notion of`pure experience' as transcendental conception. In this paper individual athletics and interpersonal athletics have been set as examples. For example, a Judoka is required to react to the opponent's attack as swiftly as possible. In that moment he/she could perceive the opponent's state at the corporeal level regardless of his/her (moral) consciousness. We couldˆnd the possibility of understanding others and solidarity in sport by inquiring about the role empathy plays in such situations.
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