Physical Education as ‘Means without Ends’
Towards a new concept of physical education
Bibliographic Data
| ID | 8859129 |
|---|---|
| Authors | Joachim Vlieghe (0000-0001-6307-3221, KU Leuven, corresponding author), Joris Vlieghe (a Laboratory for Education and Society, University of Leuven (KU Leuven)) |
| Year | 2013 |
| Volume | 45 |
| Issue | 9 |
| Pages | 934-948 |
| Publication date | 2013-04-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2013.785351 |
| OpenAlex | W2053019114 |
| Language | EN |
| Citations received | 4 |
| References cited | 16 |
This article is concerned with the educational value of raising the human body at school. Drawing inspiration from the work of Giorgio Agamben, I develop a new perspective that explores the possibility of taking the concept of physical education in a literal sense. This is to say that the specific educational content of physical education (in contradistinction to organized sporting life outside school) resides in its concentration on the physical ‘as such’. This is not an obvious path to explore, because defenders of physical education as a rule have to compete against the (dualist) prejudice that this discipline is merely an instrument to train the body or to keep it fit, and that it therefore should not be considered as a serious endeavour. Therefore, more often than not, apologists try to justify the relevance of physical education on the very ground that it is a practice that is concerned with something ‘beyond’ the merely physical that is at stake in movement activity. I argue, however, that this line of thought excludes the possibility of conceiving an alternative approach that relates the concentration on ‘entirely physical’ activities (as opposed to ‘merely physical’ activities) to an experience of potentiality. I develop this idea on the basis of an analysis of repetitive, rhythmical and collective body-exercise (e.g. running in a group or basic callisthenics)
Epistemology · Higher education · Pedagogy · Perspective (graphical · Philosophy of education · Physical culture · Physical education · Political science · Prejudice (legal term · Relevance (law · Sociology · Value (mathematics · Computer Science · Doping in Sports · Foucault, Power, and Ethics · Law · Martial Arts: Techniques, Psychology, and Education · Medicine · Philosophy · Psychology · Social Psychology
Embodied Movement Knowledge in Fitness and Exercise Education
The Concept of Physical Literacy
The Mirror-Neuron System
The Nature and Values of Physical Education
Rhythm
Histoire de la sexualité, vol. 1, La volonté de savoir
The Concept of Physical Education in Current Curriculum and Assessment Policy in Scotland
Physical Education and Value Diversity
The Learning Society and Governmentality
Education and the Body
The Politics of Life Itself
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2014 - 2020 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |