@article{oai:nagasaki-u.repo.nii.ac.jp:00014932,
 author = {山地, 弘起},
 journal = {長崎大学 大学教育機能開発センター紀要, Journal of Research and Development Center for Higher Education Nagasaki University},
 month = {Mar},
 note = {In response to an urgent call for communication education in Japanese higher education, this paper attempted to establish an effective pedagogical policy as to the development of foundational capacity for face-to-face interaction. Drawing on phenomenologically-oriented relational somatics, the author proposed a three-stage model of learning tasks―awareness of existence, awareness of the implying, and words as action―which are compatible with the developmental theme of encountering the other and the self addressed in late adolescence. Those learning tasks may also be incorporated into hidden curriculum via the teacher's body (quality of presence). Through transforming the way of relating to their own body, students are expected to assume a critical attitude against the mainstream notion of the naturalized and commodified body, hence to make more authentic choices and expressions., 長崎大学 大学教育機能開発センター紀要, 2, pp.75-90; 2011},
 pages = {75--90},
 title = {コミュニケーション教育における身体関係論の視座},
 volume = {2},
 year = {2011}
}