The Role of Physical Education as Moral Education
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This paper argues that there is a logical connection between engagement in physical education and the formation and development of the character of the engaged. My paper attempts to indicate the role of physical education in moral education of, in particular, children engaged in it. Moral education is an activity of building moral character which refers to the instilling of moral habits, along with enhancing one’s skill of moral reasoning. In short, two necessary factors of moral education are the formation of moral habits and the learning of skill in moral reasoning. The main aim of this paper is to demonstrate that the logic of acquiring practical knowledge in physical education is similar to that of acquiring a moral habit and skill of moral reasoning. Thus, physical education class (PE) provides an important resource for the process of moral education. Without the active role of the PE teacher, moral education in physical education would be left incomplete. Another question addressed in this paper is as follows: What can the teacher of sport do in order to facilitate moral education? This paper discusses the role of the physical education teacher as a physical educator in the sense of facilitating the acquisition of knowledge (both theoretical and practical) in their students, as well as a moral educator in the sense of facilitating moral growth in their students.
Abstract
This paper argues that there is a logical connection between engagement in physical education and the formation and development of the character of the engaged. My paper attempts to indicate the role of physical education in moral education of, in particular, children engaged in it. Moral education is an activity of building moral character which refers to the instilling of moral habits, along with enhancing one’s skill of moral reasoning. In short, two necessary factors of moral education are the formation of moral habits and the learning of skill in moral reasoning. The main aim of this paper is to demonstrate that the logic of acquiring practical knowledge in physical education is similar to that of acquiring a moral habit and skill of moral reasoning. Thus, physical education class (PE) provides an important resource for the process of moral education. Without the active role of the PE teacher, moral education in physical education would be left incomplete. Another question addressed in this paper is as follows: What can the teacher of sport do in order to facilitate moral education? This paper discusses the role of the physical education teacher as a physical educator in the sense of facilitating the acquisition of knowledge (both theoretical and practical) in their students, as well as a moral educator in the sense of facilitating moral growth in their students.
참고문헌 (42)
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