David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Human Studies 18 (1):25 - 40 (1995)
This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between these two increasingly compatible partners, emphasizes the primary connection — the body — and shows the practical and heuristic applications of phenomenology in the lifeworld of physical education.
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References found in this work BETA
Mark L. Johnson (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. University of Chicago Press.
Edmund Husserl (1970). The Crisis of European Sciences and Transcendental Phenomenology. Evanston,Northwestern University Press.
Martin Buber (1970). I and Thou. New York,Scribner.
Kenneth Joel Shapiro (1985). Bodily Reflective Modes: A Phenomenological Method for Psychology. Duke University Press.
Citations of this work BETA
Steven A. Stolz (2013). Phenomenology and Physical Education. Educational Philosophy and Theory 45 (9):949-962.
Ejgil Jespersen & Mike McNamee (2008). Philosophy, Adapted Physical Activity and Dis/Ability. Sport, Ethics and Philosophy 2 (2):87 – 96.
Maureen Connolly & Tom Craig (2002). Stressed Embodiment: Doing Phenomenology in the Wild. [REVIEW] Human Studies 25 (4):451-462.
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