KCI우수등재
인문 · 사회과학편 : 불교(佛敎)와 체육(體育) = Buddhism and Physical Education
저자
발행기관
학술지명
권호사항
발행연도
1980
작성언어
-KDC
600
등재정보
KCI우수등재
자료형태
학술저널
발행기관 URL
수록면
5-13(9쪽)
제공처
Buddhism, a religion as well as a philosophy, grew out of the teachings of Gautama Siddhartha(Buddha) who lived between 560 B.C. and 483B.C. It has had a great impact on Oriental culture over the past 2,000 years and, during the present century, it has attracted increasing interest in the West, The purpose of this study was to investigate the religious, philosophical and educational concepts of Buddhism in search of implications of physical education.Buddha`s primary concern was human predicaments such as sickness, aging, and death, and how to evercome them. Buddha, s method presented Four Noble Truths: life is dukkha ("frustration"); the cause of frustration is tanha ("craving"); cessation of frustration is possible; and the way leading to the cessation of dukkha is the Noble Eight-fold Path including right intention, right livelihood and right concentration.Although Buddha was more interested in practical matters such as human well-being, his teachings examined three characteristics of existence, annica (impermanency); dukkha (frustation); and annata (absence of self); all of these might safely be termed ontological concerns. Buddha advocated the unification of mind and body, an idea which has tremendous bearing in the concept of the total person in physical education.That Buddhahood, the ultimate goal of Buddhism, can be attained through education demonstrates the importance of education in Buddhism. However, Buddhistic education is not limited to the accumulation of knowledge. A far more important concern is the utilization of such knowledge as in, for example, character development. Buddhistic educational philosophy was practiced in Korean Hwarangdo and Japanese Bushido.Various Buddhistic concepts were examined in an attempt to draw valid implication for physical education, including philosophic and pedagogic concerns. Insofar as philosophy is concerned, Buddhism was compared with various Western philosophical schools in relation to physical education. The section on pedagogy in physical education examined three subsections; objective; curriculum; the student and teacher. Most of the objectives which physical education has commonly accepted are compatible with Buddhistic teaching; those subsumed under the physical, psychomotor, cognitive, affective and social domain. Furthermore, some Buddhistic teachings, such as a No-mind state for concentration, emotional control and moral development, can, it would seem, contribute greatly to physical education objectives. Buddhistic teachings imply that students should be provided with a variety of physical activities such as fishing, hunting and highly competitive and commercial activities should be provided with a variety of physical activities such as fishing, hunting and highly competitive and commercial activities should be discouraged. Just as Buddha`s words (Chiao) and his action (Zen) are indispensable for the attainment of Enlightenment, so, too, it is necessary to understand the organized body of knowledge undergirding physical education, as well as to participate in physical activities, if one is become a totally physically educated person. Buddhistic teachings seem to be significant, too, in any attempt to define the proper relationship between student and teacher physical education. Buddhism implies that the mutual respect that the physical education student and teacher hold for each other can improve not only the relationship between student and teacher in today`s schools but also the quality of education, To conclude, Buddhism not only shares many commonalities with physical education but also some Buddhistic values such as moral development can be beneficial for the development of those human qualities which some physical education teachers perceive to be a necessary part of the total program.
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