メルロ= ポンティにおける「間身体性」の教育学的意義 : 「身体の教育」再考

Abstract

This paper aims to reconsider the education of the body, by referring to the phenomenological framework of Maurice Merleau-Ponty (1908-1961). Many interests in the body among educational studies have been given to changing bodies or improving performances as the education of “through the body.” On the other hand, works of the body, according to Merleau-Ponty’s framework, are the base of the experience of the world, which has already moved before a reflective subject thinks about world. If it is so, we can understand that these works of the body have been beyond our educational attempts or intentions. In this paper, I describe these works of the body, which provides a perspective to its education. To explain this perspective, I first consider the influences of Husserl to Merleau-Ponty, who expands and deepens the basic framework proposed by the Husserl’s phenomenology, especially about the idea of“ Lebenswelt” transforming to“ le monde vécu.” Second, I investigate the concept of “intercorporéité, ” which is regarded as a key concept in describing the experience of the world. In conclusion, I reconsider the education of the body by claiming the educational significance of the concept of “intercorporéité” and the phenomenological mode of thought in educational studies.