The purpose of this paper is to clarify “Considerate Body” as the capacity of forming interpersonal relationship, which can be brought up in physical education, from phenomenological viewpoint. Phenomenology can present the viewpoint to reconsider the formation of interpersonal relationship. Because it deals with the fundamental question what the other is for “I” in one of its themes of “experiencing someone else.”
This paper consists of four parts: first, theories of interpersonal relationship are surveyed focusing on communication skills, sympathy or moods. It reveals that it is not enough just to explain the importance of them for the question of interpersonal relationship. Then, the question how those arise is referred from phenomenological viewpoint. Secondly, considerateness is analyzed in the concrete situation of daily life. Thirdly, how “I” perceive the other in considerateness is examined. Lastly, the idea of “Considerate Body” is presented. In this paper, the term of considerateness is used in phenomenological examination of the formation of interpersonal relationship.
The conclusion of this paper is as follows: It is necessary to put oneself in the other's position for considerateness. This is related to sympathy. However, this does not mean that “I” can completely understand what the other is or thinks. Husserl explains this aspect of “a mediacy of the other” as concept of “appresentation.” To experience the other is to constitute “alter ego.” This paper regards this viewpoint as “existence of the other's body” for “I.” It means that body of physical object is recognized as body of the other. “I” am considerate for the other as body, and at the same time, for myself as body. In this sense, “Considerate Body” can be “body as capacity” with a motive that “I can.” The experience of human movement in physical education is to be reconsidered from the viewpoint of “Considerate Body” for its new perspectives.