Search results for 'Physical education and training Philosophy' (try it on Scholar)

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  1. Robert A. Mechikoff (2006). A History and Philosophy of Sport and Physical Education: From Ancient Civilizations to the Modern World. Mcgraw-Hill.score: 213.0
    This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; (...)
     
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  2. Earle F. Zeigler (1968). Problems in the History and Philosophy of Physical Education and Sport. Englewood Cliffs, N.J.,Prentice-Hall.score: 184.5
  3. Robert A. Cobb (1973). Contemporary Philosophies of Physical Education and Athletics. Columbus, Ohio,Merrill.score: 154.5
  4. Charles Clarence Cowell (1963). Philosophy and Principles of Physical Education. Englewood Cliffs, N.J.,Prentice-Hall.score: 142.5
     
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  5. James MacAllister (2013). The 'Physically Educated' Person: Physical Education in the Philosophy of Reid, Peters and Aristotle. Educational Philosophy and Theory 45 (9):908-920.score: 141.0
    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid?s interpretation of Peters? views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in Ethics and Education, it will be argued that he elsewhere suggests that such (...)
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  6. Peter J. Arnold (1968). Education, Physical Education and Personality Development. London, Heinemann.score: 139.5
     
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  7. James A. Baley (1970). Physical Education and the Physical Educator. Boston,Allyn and Bacon.score: 139.5
     
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  8. Elwood Craig Davis (1967). The Philosophic Process in Physical Education. Philadelphia, Lea & Febiger.score: 139.5
     
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  9. Sheryle Bergmann Drewe (2001). Socrates, Sport, and Students: A Philosophical Inquiry Into Physical Education and Sport. University Press of America.score: 139.5
  10. Janet Felshin (1967). Perspectives and Principles for Physical Education. New York, Wiley.score: 139.5
  11. Aurobindo Ghose (1967). Sri Aurobindo and the Mother on Physical Education. Pandicherry, Shri Aurobindo Ashram.score: 139.5
  12. William A. Harper & Elwood Craig Davis (eds.) (1977). The Philosophic Process in Physical Education. Lea & Febiger.score: 139.5
  13. J. Myrle James (1967). Education and Physical Education. London, Bell.score: 139.5
     
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  14. A. D. Munrow (1972). Physical Education: A Discussion of Principles. London,Bell.score: 139.5
  15. David Kirk (2001). Schooling Bodies Through Physical Education: Insights From Social Epistemology and Curriculum History. Studies in Philosophy and Education 20 (6):475-487.score: 121.5
    Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised (...)
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  16. Orteza Y. Miranda & M. Evelina (1999). Readings in Philosophy of Education. Published and Distributed by Rex Book Store.score: 117.0
    THE PLACE OF ANALYTIC PHILOSOPHY OF EDUCATION IN THE EDUCATION AND TRAINING OF SCHOOL TEACHERS That the question of the place of philosophy of education in ...
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  17. Cressida J. Heyes, Natalie Helberg & Jaclyn Rohel (2009). Thinking Through the Body: Yoga, Philosophy, and Physical Education. Teaching Philosophy 32 (3):263-284.score: 117.0
    Philosophers sometimes hope that our discipline will be transformative for students, perhaps especially when we teach so-called philosophy of the body. To that end, this article describes an experimental upper-level undergraduate course cross-listed between Philosophy and Physical Education, entitled “Thinking Through the Body: Philosophy and Yoga.” Drawing on the perspectives of professor and students, we show how a somatic practice (here, hatha yoga) and reading texts (here, primarily contemporary phenomenology) can be integrated in teaching and (...)
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  18. Ani Casimir (2013). Plato & Dukor on Philosophy of Sports, Physical Education and African Philosophy: The Role of Virtue and Value in Maintaining Body, Soul and Societal Development. Open Journal of Philosophy 3 (1):231.score: 117.0
    To the question,“what is sports”, or what is a good sports activity or event, I am sure Plato would know what to say, using references to his philosophical division of man into three parts, namely: the appetite soul; the emotional soul and the reasonable soul. Plato would have said that sports comes from the human person and being, and so, for any particular sports to be accorded the accolade of goodness it must have the correspondence of the three constituent parts (...)
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  19. Takayuki Hata & Masami Sekine (2010). Philosophy of Sport and Physical Education in Japan: Its History, Characteristics and Prospects. Journal of the Philosophy of Sport 37 (2):215-224.score: 117.0
    In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed (...)
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  20. Takayuki Hata (2012). Report on the 33rd Conference of the Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 34 (1):71-75.score: 114.0
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  21. Kenji Ishigaki (2011). Report on the 32th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 33 (1):41-44.score: 114.0
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  22. Yutaka Miura (2010). Report on the 31th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 32 (1):39-43.score: 114.0
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  23. Elwood Craig Davis (1963). Philosophies Fashion Physical Education. Dubuque, Iowa, W. C. Brown Co..score: 112.5
     
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  24. Agnes Rebecca Wayman (1938). A Modern Philosophy of Physical Education. London, W. B. Saunders Company.score: 112.5
     
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  25. Margaret Whitehead (ed.) (2010). Physical Literacy: Throughout the Lifecourse. Routledge.score: 111.0
    Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and ...
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  26. Peter J. Arnold (1997). Sports, Ethics and Education. Cassell.score: 108.0
  27. Hasan Ünder (2008). Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present. [REVIEW] Studies in Philosophy and Education 27 (6):405-431.score: 102.0
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  28. Dorothy J. Allen (1977). Being Human in Sport. Lea & Febiger.score: 99.0
     
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  29. E. N. Gogunov (2006). Psikhologicheskie Osnovy V Fizicheskom Vospitanii I Sporte. Vostochnyĭ Universitet.score: 99.0
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  30. Ari Kunnari (2011). Liikuntapääoma Ja Holistinen Ihmiskäsitys Liikuntaa Opettavan Työssä. Tila [Distrib.].score: 99.0
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  31. L. D. Nazarenko (2004). Ėstetika Fizicheskikh Uprazhneniĭ. Teorii͡a I Praktika Fizicheskoĭ Kulʹtury.score: 99.0
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  32. Celeste Ulrich (1972). Tones of Theory. Washington,American Association for Health, Physical Education, and Recreation.score: 99.0
     
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  33. Charles H. McCloy (1940). Philosophical Bases for Physical Education. New York, F. S. Crofts & Co..score: 97.5
     
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  34. Michael Gard & Jan Wright (2001). Managing Uncertainty: Obesity Discourses and Physical Education in a Risk Society. [REVIEW] Studies in Philosophy and Education 20 (6):535-549.score: 93.0
    This paper considers the role of physicaleducation researchers within current publicconcerns about body shape and weight. UsingUlrich Beck's notion of `risk' it examines howcertainty about children, obesity, exercise andhealth is produced in the contexts of `expert'knowledge and recontextualised in the academicand professional physical education literature.It is argued that the unquestioning acceptanceof the obesity discourses in physical educationhelps to construct anxieties about the body,which are detrimental to students and silencesalternative ways of thinking and doing physicaleducation.
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  35. Danièle Tosato-Rigo (2012). In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW] Studies in Philosophy and Education 31 (5):449-463.score: 93.0
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and (...)
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  36. Nel Noddings (1995). Philosophy of Education. Westview Press.score: 87.0
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated (...)
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  37. David Kirk (2013). Educational Value and Models-Based Practice in Physical Education. Educational Philosophy and Theory 45 (9):973-986.score: 87.0
    A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each (...)
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  38. James Mark Baldwin (1940). Dictionary of Philosophy and Psychology, Including Many of the Principal Conceptions of Ethics, Logic, Aesthetics, Philosophy of Religion, Mental Pathology, Anthropology, Biology, Neurology, Physiology, Economics, Political and Social Philosophy, Philology, Physical Science, and Education, and Giving a Terminology in English, French, German, and Italian. New York, P. Smith.score: 87.0
  39. Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.score: 87.0
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
     
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  40. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 84.0
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of (...)
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  41. Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.score: 84.0
    The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.
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  42. Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.score: 84.0
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, (...)
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  43. Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.score: 84.0
    Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal (...)
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  44. Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.score: 84.0
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon (...)
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  45. Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.score: 81.0
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ (...)
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  46. Regner Birkelund (2000). Key Words: Aesthetics; Aristotle; Care; Education; Ethics; KE Løgstrup; Philosophy of Life; Plato In the Debate Concerning the Education of Nurses That is Currently Taking Place in Denmark, Two Widely Differing Views Are Apparent Regarding the Best Way of Training Nurses Such That the Ethical Aspect of Their Work is Adequately Considered. The First. Nursing Ethics 7 (6).score: 81.0
     
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  47. Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.score: 78.0
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, (...)
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  48. Duck-joo Kwak (2011). Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education. Educational Philosophy and Theory 44 (5):535-545.score: 78.0
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, (...)
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  49. Desh Raj Sirswal (2012). Positive Philosophy, Innovative Method and Present Education System. In Abdp (ed.), Applied Philosophy and Ethics.score: 76.5
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it (...)
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  50. R. Michael Matthews (1997). Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education. Studies in Philosophy and Education 16 (1/2):159-173.score: 75.0
    Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper (...)
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