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Friday, January 3, 2014 By Unknown
PE 101: PHILOSOPHY OF PHYSICAL EDUCATION
UNIT
1: WHAT IS PHILOSOPHY?
Definition:
Etymologically
the word Philosophy comes from two
Greek words Philos which means Love
and Sophia which means Wisdom.
Etymologically Philosophy means the love of wisdom or truth.
The concept of Philosophy
can be viewed in several ways:
·
Philosophy as a study of truth or the principles
underlying all knowledge, that is the study of the last causes of realities.
·
Philosophy as a study of the most general causes and
principles of the universe.
·
Philosophy as a system of guiding life.
Aristotle defined
Philosophy as the grouping the knowledge of the universe.
Bucher (1976)
defines Philosophy as a field of inquiry that attempts to help individuals
evaluate in a satisfying and meaningful manner their relationship to the
universe.
Copleston: Philosophy is
rooted in the desire to understand the World, find an intelligible pattern in
events and to answer problems or questions, which occur to the mind in
connection with the world.
Some Philosophical Questions
In order to
understand the World much better people normally come up with some
philosophical questions including the following:
- What is the origin or nature of the universe?
- What constitutes good and evil, right and wrong?
- Does God exist?
- How does fitness relate to good living?
- Is PE a profession?
- Is there life after death? Etc
Philosophy can viewed as
both a process and its resulting product. The process is a method used to
establish a system of values, while product is the system of values that
eventually is produced by the process.
Philosophy studies the
ultimate meaning of life; it studies what cannot be proved by physical or
tangible evidence. Philosophy is an attempt to extend meanings far beyond known
facts to provide directions for each person’s life.
1.2: Importance of Studying Philosophy of PE
and Sport
- It helps to discover what is known about sport, including play,
games, exercise, and athletics.
- It guides practical actions: Thinking about sport can help to get
answers that can be of use in planning what we will try o do in sports.
- It helps to get a deeper understanding: Our knowledge and
understanding of sport are minimal in comparison to what we need to know.
A deeper understanding of sport helps us in learning more about our
humanity-the essential condition of the peoples of the earth, their wants,
and their needs.
- It provides direction for the profession.
- It makes society aware that PE contributes to their values.
- Helps in bringing the members of the profession close together.
- It explains the relationship between PE and the general education.
1.3 Components/Branches of Philosophy
A: Metaphysics
The word comes
from two Greek words: Meta ,
which means beyond and Physika,
which means Physics.
The term
Metaphysics was given by Andronicus of Rhodes (50 BC) who edited the books of
Aristotle. He found ten books without title after the books of physics. He
called those books metaphysics.
Metaphysics is
the study of reality as reality as reality, that is, of what makes reality to be
reality or what is the structure of reality itself.
It is the study
of reality as Being (Being is what is related to existence).
Metaphysics
looks at the nature of realities, e.g. what is the nature of God, where is the
origin of the universe etc.
B: Epistemology
Episteme means Knowledge, and Logos means Study of. Epistemology is a
philosophical study of the sources, validity, and limitations of knowledge.
Epistemology seeks to understand how to obtain knowledge, and what kinds of
knowledge can be obtained, or what can be learned and how it can be determined.
In physical
education, epistemology helps us to define the nature of our discipline (that
is the body of knowledge of physical; education.
·
Empirical
knowledge- from senses.\
·
Revealed
knowledge –from God.
·
Authoritative
knowledge- from experts or tradition.
·
Rational
Knowledge-from reasoning.
·
Intuitive
knowledge: knowing without formal reasoning or sensory perception.
C: Logic
·
Comes from Greek meaning
Reasoning. Is concerned with the relationship of ideas to each other. That is
examination of ideas in an orderly and systematic way.
·
It describes the steps taken to
reach a conclusion. In PE and sport, logic can be used to help members of the
field to design sound research
approaches or organise facts to document the contribution of physical activity
to wellbeing.
·
It is
also used to determine the process that a physical educator can use to
determine the value of PE to program participants.
D: Axiology
·
Is the study of values. It is divided into ethics
and aesthetics.
·
Ethics is concerned with moral and conduct. It is
the study of ideal conduct and the knowledge of good and evil, right and wrong,
responsibility and standards of conduct.
·
Seeks to determine what actions are right and wrong,
or what people should do and not do.
·
Seeks to understand the value of PE programs to the
individual.
·
In PE, ethics helps members of the field in
examining issues concerning character development, justice, fair play etc
·
It can be used to explain how sport can be used to
develop ethics.
·
Aesthetics is the study of nature of beauty and art.
It helps to see and understand sport as an art form.
·
Aesthetics helps in understand ding why are skilled
performers’ movements beautiful to watch.
The above branches can be divided into two groups:
- Speculative
Philosophy: Metaphysics and
Axiology
- Critical
philosophy: epistemology and logic.
Branch
|
Focus
|
General Questions
|
Questions Relating to PE and
Sport
|
Metaphysics
|
Nature of
reality.
|
What is the
meaning of existence, What is real etc
|
What experiences
in PE programme will better enable the individual to meet the challenges of
the real world? What is the relationship btn mind and body? What is the
essential meaning of sport?
|
Epistemology
|
Nature of
knowledge and methods of obtaining knowledge
|
What is true?
|
What is the
validity of knowledge pertaining to physical activity and its influence on
the development of the individual? What is the nature of PE as a discipline?
|
Logic
|
Systematic and
orderly reasoning
|
What is the
method of reasoning that will lead to truth?
|
What process
should a researcher use to determine the value of PE to programme
participants?
|
Axiology
|
Aims and values
of society eg character development, justice, fair play etc
|
How do we
determine what has value, and on what criteria are this judgement based?
|
What is the
value of PE programmes to the individual? What actions are right /wrong
|
Ethics
|
Issues of
conduct, right and wrong
|
What is the
highest standard of behaviour each person should strive to attain?
|
How can sport
be utilised to develop ethics?
|
Aesthetics
|
Nature of
beauty and Art
|
What is beauty?
|
Why are skilled
performers’ movements beautiful to view? What are criteria/standards of
evaluating good performance
|
Unit 2: SELECTED PHILOSOPHERS AND THEIR THOUGHTS IN PHYSICAL
EDUCATION
1: SOCRATES AND PLATO (Socrates 470-399 BC; Plato 427-347 BC)
These are two of the greatest philosophers of all times. They
formulated a philosophy of the body based on Metaphysical dualism. That
is separation of being or existence into two components, the mind and body. The
separation of mind and body consequently influenced the status and aims of
contemporary physical education.
Plato was a student of Socrates and it was through Plato that much
of the Socrates ‘ ideas were known.
It is contradicting that although both of them were good athletes
and trained hard for competitions and in this way caring for the body, they
attacked the body of being the “source of endless troubles” that prevent the
mind and soul from attaining truth. They argued that the soul is imprisoned
(infected in the evils of) in the body.
However, Plato argued for a balance and harmony in the
educational criticism as he said that educational for the heroes should be
Gymnastic for the body and Music for the soul/mind.
Socrates also insisted that Gymnastic as well as Music should begin
in early years, the training should be careful and should continue through
life. He believed that the good soul by her own excellency improves the body.
He insisted that the mind when adequately trained could be in a position of
handling of the body.
In some ways Plato ideas provided the basis of :
a: Development of the soul to the exclusion of the body
b. The harmonious balance of the body and mind/soul.
2: ARISTOTLE (384-322 BC)
He divided philosophy into three parts:
1: Theoretical
philosophy:- Maths, Physics and
metaphysics.
2: Practical
philosophy:- Ethics and
Politics.
3: Poetic philosophy:- Focus on aesthetics.
Aristotle developed an education curriculum that included grammar,
gymnastics, music and drawing. According to him it was important to educate the
rational soul because the health of the mind is dependent on the health of the
body. He asserted that athletics enable the youth to develop as strong
citizens. He concluded that because the health of the soul/mind is contingent
on the health body gymnastics (PE) was necessary to ensure the health of the
mind/soul. Aristotle believed that human being is made up of the mind and soul.
3: St. THOMAS AQUINAS (28 January 1225 – 7 March 1274)
During the middle ages, physical education was at its lowest ebb
because of the ascetics’ view of the body as sinful. The scholastics however,
valued the physical activity and instead of emphasising the difference between
mind and body they actually saw a close relationship between the two. The
greatest of them was St. Thomas Aquinas.
Aquinas embraced the idea of physical fitness and recreation as a
positive force in promoting social and moral well being. He argued in his book
“Suma Theologiae” that in order to achieve happiness perfection both body and
soul are necessary. Since it is natural for the soul to be united by the body,
how is it credible that perfection of the one eg soul should exclude the
perfection of the other (body). He concluded that happiness completes the
entire requirements of the well being of the body.
Under Aquinas the scholastics received support from the orthodox
Christians who believed that since God is omnipresent he was in all things
including the body. The body was filled with God and was therefore good and not
an instrument of sin.
The scholastics were thus able to establish for the first time in
western civilisation a philosophical and religious justification for cherishing
the body and valuing physical fitness and recreation for man’s physical,
mental, social and moral well being. In sum, Aquinas clearly saw the
relationship between physical well being and mental and biological health.
4: ISAACK NEWTON (25 December 1642 – 20 March 1727)
An English mathematician and physicist whose work revolutionised the
study of physical world. He published his book called Principia in 1687. His
mechanical theory was used to support the view that God created man as a
perfect machine, that all physist had to do was to discover the laws that
govern the machine. His three laws of motion (Law of inertia, 2nd
Law of momentum/acceleration, Law of action and reaction) are required reading
in any biomechanics class of PE.
5: THOMAS HOBBES
He was influenced by Galileo Galilei and Newton
Hobbes believed in deterministic philosophy which holds that all
actions of an individual is determined by previous causes and not by free will.
In other words what a person did in the past combined with his environment
determine how such individual will behave.
Hobbes argument was that even though an individual believes that he
chooses to behave as he does there is no real choice in the matter. He did not
believe in free will. Hobbes materialism is apparent in the field of psychology
in which concepts of mind are abandoned.
Behaviourism has been an important part of research in PE and has
had much substance in shaping behaviour both in PE and in sport environment
where one is concerned strictly with performance.
6: RENE DESCARTES (1596-1650)
He also believed in dualistic approach of mind and body and
contributed two concepts to the modern world:
a.
That knowledge can be created
from simple ideas and develop into complex ideas (Progression from simple to
complex).
b.
Knowledge is not valid unless
one absolutely sets its authenticity.
These concepts gave credence to his rationalism philosophy, which
argues that “absolute knowledge can only be generated through inference or
other processes of the mind. To him, what is certain is only that which can be
rationalised. (Since we cannot trust our bodies or our senses).
He is better known for his famous statement Cogito ergo sum, which
means I think therefore I am. This stands from his beliefs that a person’s soul
is the essence of his being and that the spiritual mind or soul transcends the
material world. This argument clearly gives his method of rationalism, which is
a way of knowing reality through purely intellectual means.
The implication of his argument is what is still apparent in the
educational discourse/systems , where matters of the mind are considered more
important than the matters of the body.
The consequence of this position is to PE is that it becomes very difficult
to account for the interaction/relationship between mind and body.
Unfortunately Descartes did not adequately explain how this process occurs.
7. MICHEL DE MONTAIGNE (1533-1592)
He was strongly influenced by the Humanistic movement, which argued for
the well rounded individual. He was a monist (those who believe in the unity of
man) and therefore argued against the view that mind and body are separate, and
that to try to separate the mind from the body is to try something that cannot
be really experienced.
Although he was trained in the humanistic tradition, he disagreed
with soft life style. He thus advocated manly exercise s where the child
experienced the rougher life. His rejection of dualistic nature of humans led
him to promote PE as a means of achieving his goals. He said inter alia “it is
not enough to fortify the soul, you must also make the muscle strong, it is not
the mind, it is not the body we are training, it is the man and we must not
divide him into two parts”.
8. JOHN LOCKE (1632-1704)
He believed that the mind was a tabula rasa or blank slate on
which the senses of the body acted. He consequently argued the body was of much
more importance than the mind/soul. He argued that if you can control a
person’s experiences then you can control the formation of the mind, the
character or any other aspects of what a human being can become. The end result
of this chain of reasoning is that the body becomes the means to train all
aspects of the person (mid, body and soul). He went as far as arguing that PE
was of primary importance in developing an education foundation.
9. JEAN JACQUES ROUSSEAU
(1712-1778)
Born on June 28, 1712 in
Geneva-Switzerland.
His
political philosophy influenced the French revolution as well as the overall
development of modern political, sociological, and educational thought.
He was a naturalist. Put special emphasis on learning by experience.
Believed in body and mind. He argued that in order to learn how to think we
must train the limb. The aim of this was to exercise the body. In order to
achieve this he argued that the method training should be done according to the
learners’ ability and interests of the child.
10. JOHANN HEINRCH PESTALLOZZI (1746-1827).
He
Was a Swiss pedagogue and educational reformer who exemplified romanticism in
his approach.
Romanticism
(also the Romantic
era or the Romantic period) was an artistic,
literary, and intellectual movement that originated in Europe toward the end of
the 18th century and in most areas was at its peak in the approximate period
from 1800 to 1850. Partly a reaction to the industrial revolution, it was also
a revolt against aristocratic social and political norms of the age of
enlightenment (simply the Enlightenment or Age
of Reason) was a cultural movement of intellectuals beginning in the late
17th and 18th century Europe emphasizing reason and individualism rather than tradition) and a
reaction against the scientific rationalization of nature. It was
embodied most strongly in the visual arts, music, and literature, but had a
major impact on historiography, education and the natural
sciences. Its effect on politics was considerable and complex; while for much
of the peak Romantic period it was associated with liberalism and radicalism in
the long term its effect on the growth of nationalism was probably more
significant.
Pestallozzi was influenced by the writings of Rousseau and believed that
education is of value only if the knowledge gained is put in use. His theory of
education had 3 important aspects/elements that comprise the education of the
young.
a.
Intellectual education
b.
Moral education
c.
Practical education
His views of the later (practical education) were of great benefit
to PE. He developed the physical capacities of his male students through
physical work as well as advocating gymnastics and games. He believed that
gymnastics promote a spirit of union and brotherly association as well as
habits of industry, openness and frankness of character, personal courage, and
manly conduct when one suffers from pain.
His school at Yverdon had a programme that included gymnastics,
hiking, swimming, skating, dancing, fencing, and military drills.
His work gave an important impetus to the general progress of PE as
a school subject, which had a part to play in fulfilment of educational goals.
11. FRIEDRICH WILHELM AUGUST FROEBEL (April 21, 1782 – June 21, 1852)
He was influenced by Pestallozi through Anton Gruner who was
teaching in a modern school in Frunkfurt using Pestallozzi’s method.
Was a
German pedagogue, a student of Pestalozzi who laid the foundation for modern
education based on the recognition that children have unique needs and
capabilities. He created the concept of the kindergarten.
His contribution to education and PE in particular, were the
establishment of the kindergarten and his theory of play which is defined as
the highest phase of child development.
He argued that play is the purest, most spiritual activity of man
typical of human life as a whole. It gives therefore, joy, freedom,
contentment, inner and outer rest, peaceful reward, and holds resources of all
that is good.
According to him, the child that plays throughout with self active
determination perseveringly until physical fatigue forbids will surely be a
thorough determined man capable of self-sacrifice for the promotion of the
welfare of himself and others.
In sum, his work in education was insightful and enlightening and
his belief in purpose and value of PE was important as he asserted that without
such cultivation of the body as you play education can never attain its object
which is perfect human culture.
UNIT 3: CONTEMPORARY PHILOSOPHY OF PHYSICAL
EDUCATION AND SPORT
I: IDEALISM
Is a philosophical theory advocating that reality depends on the
mind/self for existence rather than material and that truth is universal and absolute
Or any philosophy that argues that reality is dependent upon the mind rather
than independent of it. Examples of philosophers who follow this line of
reasoning are Plato, Goltfried Wilhelm Leibnitz, George Friedrich Hegel,
Immanuel Kant, George Berkeley, Josiah Rayoe etc.
Plato stressed that only the reflective and intuitive individual can
arrive at truth.
- Idealism centres on
the mind as critical to understanding, since only through reasoning and mental
processes can truth emerge.
- Ideals, virtues,
and truths are universal and external and remain the same (never change) regardless
of how individual interpretations may vary.
- As people develop
and exercise their free will, they make choices through their
intellectual
powers. That is, people have the free will to choose between right and wrong.
- People are more
important than nature, for their mind interprets everything in nature for them.
- Truth is arrived at
by reasoning and intuition.
- The curriculum
focus is teacher centred through examples for students.
- The importance of
the teacher is to be a model and an example.
- In the development
of personality, moral and spiritual values are stressed.
- Education should be
for self-development.
Its implication in
education
·
Education develops personality
and character (moral and spiritual values of the individual).
·
Acquisition of knowledge and
development of mind are of primary importance.
·
Education is the process that
originates within the self (thus the student is responsible for won motivation
and learning).
·
Curriculum is centred around
ideas.
·
Student is guided by the teacher.
Implication of idealism to
Physical Education
- The development of
a total person.
- The individual is
important and should be nurtured through an emphasis on the mind and its
thought processes.
- The teacher is a
model to students. That is the teacher will model/give a good example how to
execute a specific movement.
- PE is centred
around ideas.
- The teaching of fitness and
sports skills focus on content.
- The teaching
methodology is lecture and some interactions with students.
·
PE and sport involve more than
the physical.
·
Development of the mind and
thought process.
·
Physical fitness and activities
are valued for their contribution to the development of one’s personality.
·
Ideals are emphasised in PE and
sport programs.
·
The teacher is a role model for
students especially in terms of character and values.
·
Self-development is emphasised.
Its weakness
- It considers PE
less important than the more thought –oriented educational activities.
- Resistance to
change.
- The curriculum for
PE can be selected without the student input.
- Evaluation is based on
qualitative assessment, which subjugate the physical to mental.
II: REALISM
- Realism is a
philosophical theory stressing that the laws and order of the World as revealed
by science are independent from human experience. Or a philosophical theory
stressing that the physical world is the real world and all physical events
that occur in the universe are a result of the laws of nature.ie the physical
world is the central focus for realism.
Examples of advocates of this philosophy are Aristotle and Ludwig
Wittgenstein.
- Realism was a
revolt against the tenets of idealism. Aristotle and today’s advocates of
realism it is the laws of nature, and not the existing truths that are in
control.
- They hold that the mind and
body cannot be separated; one is not superior to the other.
Its tenets
·
All physical events that occur
in the universe are a result of the laws of nature , nature is in control.
·
Truth can be determined through
scientific method.
·
People’s senses and experiences
help them to understand nature.
·
Mind and body have a close
harmonious relationship.
·
The role of education is to
train the student to discover and interpret the real things in life to ensure
adjustment of the individual in the real world. Since the emphasis is on the
whole individual, including the traditional objectives of organic fitness,
neuromuscular development, intellectual ability, and social and emotional
development, has a vital contribution to make.
·
Inductive reasoning, an orderly
progression in learning, extensive use of drills, and objective evaluation are
important methodologies used by the realist teacher.
·
Learning is subject centred,
rather than teacher centred as is true for the idealist.
·
The curriculum includes
activities and experiences that enable students to understand the laws of the
physical world.
In education
·
Education develops one’s
reasoning power and ability to apply scientific method to interpret real things
in life, this is essential for lifelong learning.
·
The education process is
scientifically based. Teaching process and curriculum should be based on
scientific principles and provide for orderly learning.
·
Evaluation should be objective
and standardised.
Its relevancy to PE
·
Stresses learning by doing in a
wide range of physical activities, with ample equipment and facilities
·
Engage in a structured program
of perceptual motor activities which emphasise the use of all senses of
learning.
·
Give priority to anatomy,
physics, physiology, biomechanics, test and measurement.
·
Ensure a curriculum that is
developed on scientific basis.
·
Students can select activities
from various options.
·
Stress values that are well
defined, permanent, objective and related to man’s body and its movements.
·
Ensures a goal of good life,
good society, and good students in a good school.
·
Education is for life.
·
PE and sport should focus on
the development of the total person.
·
Programmes are based on
scientific knowledge and an orderly progression. A health person can lead a
fuller life and be more productive.
·
Drills are used extensively.
·
Learning is evaluated
objectively
Its weakness:
- It is too narrow a
view; every thing must conform to natural laws or it is wrong.
III: PRAGMATISM
- Is a philosophical
view emphasising that reality is the sum total of each individual’s experiences
through practical experimentation. Pragmatism is generally considered to have
originated in the late 19th c with Charles Peirce. Other pragmatists
were John Dewey, William James.
Ultimate reality must be experienced and is not absolute.
Circumstances and situations constantly vary from person to person; thus
pragmatism is characterised as dynamic and ever changing. The leader of this
movement was John Dewey, who emphasised that the overall objective of pragmatic
education is the development of social efficiency in students. That is,
students need to have opportunities to experience solving the problems of life
and to learn how to become better –functioning members of society.
Its tenets
·
All things flow nothing remains
static.
·
It is impossible to gain the
knowledge of ultimate reality.
·
Hypotheses tested by experience
constitute the nearest approach to knowledge.
·
Science should be a social
pursue by being applied cooperative to study all problems of man.
·
Truth is situational, whatever
works in a given situation is correct at that time.
·
Values are relative and are
derived from one’s experiences.
·
Success is the only criterion
of the value and truth of a theory.
·
In order to determine the
meaning of an idea, it must be put into practice. The consequences which follow
constitute the meaning of the idea.
·
In seeking knowledge, the
pragmatist looks for truth that works in a given situation.
·
In education, an individual
learns through experience.
Its relevancy to Physical
Education
- More meaningful experiences
are presented when there is a variety of activities.
- Activities are socialising in
nature.
- Programmes are
determined by the needs and interests of the learner.
- Learning is
accomplished through the problem solving method.
- The teacher is a
motivator, and his/her role is to guide.
- PE activities are
much superior to many, if not most, classroom experiences as subject matter for
general education.
Its weakness
- Lacks fixed aims to
give students stability and direction.
IV: NATURALISM
Idea that all phenomena can be explained in terms of natural causes
and laws. Advocates are Rousseau, Karl Popper, Paul Draper etc
Naturalism is a philosophical thought that believes that the
scientific laws of nature govern life and that individual goals are important
than societal goals. It is also
known as Materialism.
Naturalism rejects the supernatural and claims that natural causes
and laws can explain everything.
Its tenets
·
Any reality that exists, it
exists only within the physical realm of nature
·
Nature is the source of value.
The laws of nature dictate to the teacher and to the student the logical
pattern of growth, development and learning.
·
Physical well-being enhances a
readiness to learn mental, moral, and social skills.
·
Individualised learning through
self-education and self-activity.
·
The individual is more
important than the society, but society is necessary to prevent chaos.
·
Education should focus on
meeting individual’s needs. For example, Jean Jacques Rousseau advocated that
education must use the physical world as the classroom and that teachers by
example should guide the students through inductive reasoning to draw their own
conclusions.
·
Non-competitive team,
individual, and outdoor activities provide play opportunities that benefit
students physically, psychologically, and, especially socially.
·
Education must satisfy the
inborn needs of the individual.
·
Students learn through
inductive reasoning. The development of both the mind and body are important.
Its relevancy to PE and sport
- Physical activities are more
than just physical in nature.
- Learning is
accomplished through self-activity.
- PE is concerned
with the whole individual.
- Highly competitive
performance between individual is discouraged.
- Play is an
important part of the educational process.
- The teacher is a
guide in the educational process.
Its weakness
- It is too simple an education
for the complex world.
V: EXISTENTIALISM
·
Is the philosophical movement
which emphasises on individual existence, freedom and choice. According to this
philosophy existence precedes essence.
·
According to existentialism,
man exists and in that existence man defines himself and the world in his own
subjectivity, and wonders between choice, freedom, and existential anguish.
·
A central proposition of
existentialism is that existence precedes essence. This means that the most
important consideration for the individual is the fact that he/she is an
individual-an independently acting and responsible, conscious being (existence)
rather than what labels, roles stereotypes, definitions or other preconceived
categories the individual fits (essence). The actual life of the individual is
what could be called his/her essence instead of there being an arbitrary
attributed essence used by others to define him or her.
·
According to this philosophy, truth
and values are arrived at by each person’s experiences. ie reality is based on
human experience, individual experiences determine what is true.
·
It emerged in the19th and 20th
c as a reaction against societal conformity. It subjugated everything to the
individual as long as acceptance of responsibility for oneself was recognised.
·
The first philosopher to use
the term existentialism was Soren Kierkergaard (1813-1855) who reacted against
systematic rational philosophy. According to him each individual not society or
religion is solely responsible for giving meaning to life and living it
passionately and sincerely.
·
Apart from Soren Kierkegaard
(Danish), the leaders of existential thought include Fyodor Dostoevsky
(1821-1881), Friedrich Nietzsche (1844-1900), Franz Kafka (Czech) (1883-1924), Karl Jaspers
(1883-1969), Gabriel Marcel (1889-1973), and Martin Heidegger (1889-1976).
Others were Jean Paul Sartre (1905-1980), Simon de Beauvoir (1908-1986), and Albert
Camus (1913-1960).
Its tenets
·
Reality is composed of the
experiences of humans and it is determined by the choices they make.
·
Human existence is the only
true reality.
·
Individuals must accept
responsibility for themselves and the choices they make.
·
An individual’s experiences and
choices are unique, affecting their perception of reality.
·
Individuals must determine
their own system of values and follow them, they must also accept the
consequences of their actions.
·
Individuals are important than
society, however, they must acknowledge their societal responsibility.
·
Individual must determine
his/her own system of values. That is, no values are imposed by society;
instead, each person is free to think and to act as personal desires dictate.
Its relevancy to PE
- Freedom of choice.
- There should be
variety of activities.
- Play results into
development of creativity.
- Students should
know themselves.
- The teacher’s role
is that of a counsellor/guide.
- The curriculum is
centred on the individual based on self-realisation.
- education is an individual
process.
- Curriculum should
present variety of activities to students, from which they choose activities
suited to their needs.
- The teacher is a
stimulator in the educational process
Its weakness
- Overemphasis on
individuality precludes preparation for social life.
Notes: By P.E Foundation
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