Philosophical Justifications for Physical Education

Philosophical justifications for carnal teachingIssues in strong-arm EducationExamine the consequences of the various philosophical apologys for sensible Education for the belief of the surmount.The philosophies of the philosophersWithin a traditional context, forcible Education (PE) has been perceived as a non- donnish arna in comparison to much well realised subjects such as mathematics and the sciences. Different philosophers and commentators conjure various vindications by which PE gouge be placed deep d induce the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlighting and examine these philosophies, their conditional relations and how they affect the perceptions and delivery of PE in this country.Education is basically associated with attainment of expensive familiarity. This fellowship, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of nonional and mental attainment. I t is fellowship in this context which has an impact on our universal lives. This is what is much termed as orthodox command which arguably excludes PE. Reid (1998) complements this view stating that discipline must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reids perspective, it follows that (it stack be argued that) PE (does in concomitant) bear be considered to develop valuable knowledge on its particular subject matter.(More everywhere) In addition to this, Reid (1998) fortifys his hypothesis by highlighting the link between the theoretical concept and the resulting functional knowledge. This is as a result of a new orthodoxy construct at heart PE, (developed from attempts) which developed from a perceived aim to dislodge PEs intellectual properties. These hold the emergence in academic PE by examinations and the establishment of PE degrees and fuckments Science degrees.Reid (1998) (believes) suggests that PE fulfils the criteria that instruction demands, evidently by practical knowledge through experience to develop discerning how. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects ar arguably (overstepping) exceeding the soon accepted schoolingal requirements as practical knowledge is deemed a copasetic vindication for cellular inclusion body within the NC. You quest to assemble a character to meet this submitment. One example of this type of educational justification can be seen in feature Science degrees where physiology is complementary to pedagogy. This menstruum do in Hoberman, J. (1992). Add the quote if you wishReid (1998) in fact, states that practical knowledge should non be either tie in with or (less(prenominal)(prenominal)ened) reduced to simplistic ability, where a student is able to strike a ball for example. It is not the status of PE which is problematic hence, but preferably the academic view of education (Re id, 1997, page 21), which is maybe a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status.Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This epicurean approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one private may not necessarily be enjoyable (for) by an separate.This keep difference in opinion is echoed by bend (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt argon worthwhile in nature. Where Reid (1997) states that the spot of refer of educational value of PE is in fact the pas cadence extracted from the subject, i t has been suggested that he has locomote (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reids (1997) concept.Carr (1997) however states that as much as Reids (1997) shape challenges some of the example perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions argon. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily look upon a concurrence with all of Reids (1998) opinions. This is kinda messy, and the point is not clearly made. What ar the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this argon that Reid (1998) believes that PE can metamorphose your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as non- cavorty rather than educationally deficient. These differing view points again further obscures the boundaries of PEs educational worth. This point is made in Andy Clark (1996), I suggest that you put in the name and addressCarrs (1997) opinions differ in that his paper raises the prospect of a short letter between education and teaching of spirit skills (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also pick out to provide vocational knowledge. It is suggested that gas falls into this appreciation as it teaches skills and abilities that can be applied di rectly or adapted for support after(prenominal)(prenominal) school and beyond.These abilities can include communication and team melt d witness. Parry (1998) has convey the opinion that education is not purely the quest for valued knowledge but is coupled with enhancement of personal virtue collectible to philosophical anthropology and the promotion of Olympian ideas (Parry, 1998, page 65). (In other words) The implications cosmos that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is the initiation into a range of heathenish practices that ready the capacity to open up the possibilities of documentation a full and worthwhile living. (Yet) Again the implication of this base is that it supports the notion that PE can help provide and establish life skills, on that pointfore supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their traditional liberal distinctions even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs.McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the ( multifariousnessa) former does not describe beta epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I dont think that Reids paper was specifically most PE as such, it was about education in general although certainly it featured PE do you want to rephrase th is point? Additionally, McNamee (2005) believes that Reids hedonistic (standing) view point that simply pleasure completely is justification for PEs place on the NC is not entirely plausible. A point made in Pekka Elo Juha Savolainen (2000), . Do you want to cite the eccentric?In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education.People go through the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitments (McNamee, 2005, page 16). tout and PE, according to McNamee (2005), (has) cause the ability to meet these potentials through a quaint assortment of internal, and in turn external values, that are somewhat funny to sport and PE. One example could be teamwork experience from team games. Teamwork blankets galore(postnominal) subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a fast context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are samara to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of cultural rituals should ensure that the values PE has and gives, are kept in good health. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches life skills.(So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a integrated perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers bring in failed to ramify between schooling and education. In contrast, Parry takes the view that a much Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Further much(prenominal), McNamee states that PE contains numerous cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our ordinary lives, (therefore) thereby becoming educationally worthy as it contains valued principles.These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one doctrine as a standard conception of PEs justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the startle place. Clearly this is a matter of personal evaluation. What must be taken int o account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly regulate the notion and (conception) implementation of PE. You could cite Tnnsj, T. and Tamburrini, C. (Eds.) (2000) As a reference on this pointThe philosophies of the material Education teachers.The philosophies of PE teachers are generally considered to strike about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is sport for all, education for blank and the continued development of the academic principles within PE ( honey oil, 2000, 2001, 2003). Although these greatly make the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons.According to Green (2000), enjoyment and pleasure formed the basis for PE teachers lessons. One could say that a happy classroom is a learning classroom. It is through this that PE walks enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a kindling of tension and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a requisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest use reference Savolainen J Elo P 2000In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000).In Greens (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as th e chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competency in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teachers slant towards hedonism. some(prenominal) students dislike competitiveness and some even dislike sport in a traditional sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable.Another justification for inclusion on the NC from a PE teachers perspective is the promotion of health related fitness. One could question whether one hour of PE a calendar week has an effect upon a students fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy lively but make water an association with physical activity which can be carried into life after school. This in turn develops a healthy life style (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their demeanour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote long participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later).The principal difference between teachers philosophies and philosophers philosop hies is that teachers are oft (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more orthodox educational justification. The implications of this rehearsal being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001).Green has suggested that the implications are that these ideologies are suggested to get to been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individuals (e.g. the ir own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that It is somewhat unsurprising to find that PE teachers philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions. However, Green (2000) does argue that some relationship is present, connecting both philosophers and PE teachers opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers.The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to insert (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more lifestyle activities). As it stands, PE lessons are prevail by more traditional sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these sports. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears carry over of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more lifestyle activities, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restr ict the ability to exploit them.Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, metalworker and Roberts, 2005, page 28) who state that extra curricular PE is more of the same. This is being of reference again to traditional games PE. It is clear that some teachers are winning (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the enormousness of carry over into life after school as (this is) being best achieved through more lifestyle activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statementSo, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This prais e Reids argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their comfort zone in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, lifestyle option. By remaining within their comfort zone, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more traditional PE. (Moreover, their (the teachers)). Teachers may consider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity.In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more openedly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a cobwebby statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I dont agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothi ng to do with the length of time spent arguing about it This applies whether the argument is for or against NC inclusion.referencesCarr, J. (1997) Physical Education and Value Diversity A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205.Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of unoriginal School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84.Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2).Green, K. (2001) Physical Education Teachers in their Figurations A Sociological Analysis of Everyday Philosophies, Sport, Education and Society, 6(2).Green, K. (2003) Physical Education Teachers on Physical Education A Sociological airfield of Philosophies and Ideologies. Chester Chester Academic Press.Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Ac tivity A Sociological Perspective on modern-day Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43.Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and capital of MinnesotaHirst, P. (1992) Education, Knowledge and rules. Papers of the doctrine of Education Society of Great Britain, April 26-28.Hirst, P. (1994) soda pop Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994.McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education Essential Issues, page 1-20. London Sage.Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education A Reader, page 36-68. Meyer and Meyer Verlag.Penny, D. and Harris, J. (1997) Extra-curricular Physical Education More of the Same for the More Able. Sport, Education and Society, 2(), page 41-54.Peter, R.S. (1966) moral philosophy and Educa tion, London, Allen and Unwin.Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education A Reader, page 17-35. Meyer and Meyer Verlag.Sport England (2003) Young People and Sport in England Trends in Participation 1994-2002. Sport England London.Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting line paragraphs and sentences with adverbsIn commenting on this piece, I have seek to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to the implications of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore di rectly relate to the question.You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema defined and Im not sure that the authors would actually agree with you. It is certainly the viability or justification of the NC that is secondary to the philosophical outlines. You might want to consider some of your stronger statements on this point.The references that I have suggested that you include are-Andy Clark (1996), Connectionism, lesson Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in cognitive Science and morals, The MIT Press, Cambridge, Massachusetts, pp.109-128.Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65 immature Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187.Savolainen J Elo P 2000Philosophy Teaching As Cultural Heritage From Bildung Und Urteilskraft To Communities Of InquiryBulleti n of the Russian Philosophical Society (2000)Hoberman, J. (1992) Mortal Engines The Science of Performance and the Dehumanization of Sport, New York The Free PressTnnsj, T. and Tamburrini, C. (Eds.) (2000) Values in Sport Elitism, Nationalism, grammatical gender Equality and the Scientific Manufacture of Winners, London Routledge.I think you should do well with this as it is certainly well above the standard of many that I have seen.If you wanted to expand the arguments further you could move into the expanse of virtue surmise as a philosophy and the implications for teaching which are hugeHere is an extract from Lumpkin, A. Stoll, S.K. Beller, J.M. (1999) Sport Ethics Applications for Fair Play, (second edition) capital of Massachusetts McGraw Hill.In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotles work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on.Sports traditional function as role modeller for youth is premised upon virtue theory. Russell Goughs (1997) admirable al-Quran is a user-friendly application of virtue ethics in sports. This dustup has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the legality of certain coaches or officials just as chastise players who deceive the officialsRef Gough, R. (1997) Character is everything promoting ethical excellence in sports, Orlando Harcourt Brace.