The present study is relevant to the socio-cultural approach to commemoration. Memories of wars and disasters are often commemorated and tried to transmit to following generations and people who did not experienced them. Various kinds of practices are attempted: monument construction, narrative activities, setting an anniversary day etc. What is transmitted by these practices? It seems to have been considered in socio-cultural research contexts that what is transmitted to following generations and non-experiencers is a story of experiencers rather than their experiences themselves. The present study asks the possibility of transmission of experiences themselves through the transfer of experiencers’ bodily memory to following generations who share no experiences with them. Bodily memory in the present context is what is preserved in experiencers’ body persistent from the past to the present and appears in bodily actions during remembering rather than contents of remembrance. The author and his colleagues have made it clear that bodily memory cannot be totally converted to narrative and that its specification in remembering can be used to discriminate between real experiences and fabricated ones (Mori, 2008; Ohashi et al., 2002). How can such bodily memory be transmitted? The present study explores the possibility by interviewing people who suffered from Hanshin-Awaji great earthquake that occurred in 1997 in Japan and observing memorials of the quake as well as commemorative activities between the sufferers and their following generations who have no memory of the disaster. As showed in earlier studies (e.g., Casey, 1983), physical objects like ruins and the fault are the keys of commemoration. Additionally, talk between experiencers of the quake and non-experiencers mediated by these objects is also important for them to share the experiences. Their bodies seems to resonate for the experiencers’ bodily memory to be transferred. A theoretical position of the present study is the ecological approach to psychology founded by James J. Gibson (e.g., Gibson, 1979). The importance to let it contact to the socio-cultural approach will be also discussed. SGUPR