Toward the virtuous mover

A neo-Aristotelian interpretation of physical education

Bibliographic Data

ID21783930
AuthorsJamie Jacob Brunsdon (0000-0002-4579-0005, University of Memphis, corresponding author)
Year2024
Volume29
Issue6
Pages588-600
Publication date2024-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePhysical Education and Sport Pedagogy (JOURNAL)
Journal identifiersISSN: 1740-8989 • E-ISSN: 1742-5786
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2022.2135693
OpenAlexW4306399143
LanguageEN
Citations received9
References cited22

Background The philosophy of the discipline of physical education among school, further and higher education curriculums remains misunderstood, understudied and underdeveloped. With growing levels of uncertainty concerning its philosophical nature, general future (e.g. eradication, more of the same, radical change), and the role the profession plays within modern educational institutions, there is an urgent need to acknowledge, problematize, interpret and to study the unavoidably philosophical nature of the subject.Purpose The purpose of this paper is to strengthen the justification for movement-oriented character education in schools by articulating a neo-Aristotelian interpretation of physical education.Key Concepts Aligned with this goal, I begin by clarifying my guiding philosophical framework of neo-Aristotelian virtue ethics by synthesizing the concepts of virtue, character, phronesis and eudaemonia. Subsequently, I deconstruct contemporary practices associating character education to physical education circles with the goal of illuminating the potential of a philosophically informed approach compared to the dominant practice-driven and anecdotal view of character. In summary, I address the field’s; overreliance on caught character; overemphasis on performance virtue; disproportionate focus on résumé virtues over eulogy virtues; the use of character as a peripheral curriculum activity; and lack of emphasis on wisdom and eudaemonia. Thereafter, I articulate one Aristotelian interpretation of physical education as if (neo) Aristotle was the teacher himself. From this position, I describe an education fixated on the affective domain, primarily concerned with helping youth to comprehend their moral potential in life through movement and inspired by the view that the cultivation of virtuous skills, agency, and reasoning are foundational to a flourishing society.Conclusion By taking this approach, I philosophize the concept of the ‘Virtuous Mover’ and the potential ways in which school-based physical educators might begin to help future generations of youth to flourish

Character education · Curriculum · Epistemology · Pedagogy · Phronesis · Physical education · Sociology · Virtue · Virtue ethics · Doping in Sports · Ethics and Legal Issues in Pediatric Healthcare · Philosophy · Physical Education and Pedagogy

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