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This paper is a reconsideration of the view of "mind-body oneness", which has been the major foundation of physical education, in order to specify the best approach for children in learning about the human body, This considers the view of daily experience using a phenomenological approach based on Husserl's philosophy. First, the term [`mind-body oneness" is examined, as presented in the newly revised government guidelines fbr teaching. Then, there is a consideration of the phenomenological viewpoint of how the relationship between mind and body develops unconsciously in daily life. Furthermore, what actually constitutes a phenomenological viewpoint with regard to the human body is considered. Finally, the necessity fbr children to learn about the human body is discussed. It is concluded that every individual unconsciously chooses a specific mind-body relationship that fits their life situation. In other words, the relationship of individuality, the mind, and the body changes according to the situation, Therefbre "individuality" is difficult to grasp as a living entity through mind-body oneness, However, the present condition is not desirable because most people are unaware ofthe importance ofhuman bedy function, which defines individuality and the world of the individual. This function forms the basis of human existence, and everyone needs to be aware of this, as this will create an ideal body-mind oneness, What constitutes the concept ofthe body for an individual? How does the body produce behavior and sustain bodily cultures? And how should education about the human body be conducted and evaluated? Although the function of the human body is not clear to children, they need to learn and and develop a grasp of it. In other words, teaehers must provide children with a desirable view of the body, not as theory but as experience through practice in physical education,

Phenomenological reconsideration about "the view on mind-body oneness" : necessity for children to learn one's view of the human body