Philosophical Analysis of the Name of the Discipline ‘Physical Education’ and Proposal of Alternative Terminology
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OBJECTIVES The primary objective of this study is to clarify the concepts of physical education and sport from a philosophical perspective and propose the potential of kinesiology as a promising alternative. METHODS The method of philosophical argumentation was employed to carefully examine the logical consistency of physical education, sport, and kinesiology. The conceptual tools of connotation and denotation were used to analyze these definitions, and their compatibility was thoroughly assessed. RESULTS Through deductive analysis, it was discovered that both physical education and sport face inherent challenges of limited externalization and excessive externalization. These challenges hinder the accurate representation of reality or weaken the distinct identity of the disciplines. Conversely, it was argued that kinesiology possesses the conceptual capacity to encompass both physical education and sport as a discipline. CONCLUSIONS Considering the apparent conceptual constraints of physical education, it becomes reasonable to reassess the nomenclature of our field. This paper has demonstrated the philosophical significance of kinesiology and its potential as a viable alternative. However, since philosophical arguments may not always perfectly align with practical reality, further exploration and evaluation from diverse perspectives are necessary to determine the suitability of adopting the term ‘kinesiology’ as an alternative.
Abstract
OBJECTIVES The primary objective of this study is to clarify the concepts of physical education and sport from a philosophical perspective and propose the potential of kinesiology as a promising alternative. METHODS The method of philosophical argumentation was employed to carefully examine the logical consistency of physical education, sport, and kinesiology. The conceptual tools of connotation and denotation were used to analyze these definitions, and their compatibility was thoroughly assessed. RESULTS Through deductive analysis, it was discovered that both physical education and sport face inherent challenges of limited externalization and excessive externalization. These challenges hinder the accurate representation of reality or weaken the distinct identity of the disciplines. Conversely, it was argued that kinesiology possesses the conceptual capacity to encompass both physical education and sport as a discipline. CONCLUSIONS Considering the apparent conceptual constraints of physical education, it becomes reasonable to reassess the nomenclature of our field. This paper has demonstrated the philosophical significance of kinesiology and its potential as a viable alternative. However, since philosophical arguments may not always perfectly align with practical reality, further exploration and evaluation from diverse perspectives are necessary to determine the suitability of adopting the term ‘kinesiology’ as an alternative.
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