A justification for physical education based on practical knowledge
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This study arose out of a need to counter attempts to eliminate or limit the time dedicated to physical education in school. Physical education has been advocated as a valuable means for health education, social education, environmental education, moral education, and aesthetic education. These possibilities are not to be denied and indeed are important values involved in physical education. However, these instrumental arguments are not strong enough to provide a persuasive justification for why physical education should be taught in school. If physical education is to retain a place in the school system, an intrinsic justification for the inclusion of physical education as an educational activity is required. With a focus on the acquisition of practical knowledge, this study attempts to provide a more justifiable argument which establishes physical education as a unique and valuable component of the educational curriculum.
Abstract
This study arose out of a need to counter attempts to eliminate or limit the time dedicated to physical education in school. Physical education has been advocated as a valuable means for health education, social education, environmental education, moral education, and aesthetic education. These possibilities are not to be denied and indeed are important values involved in physical education. However, these instrumental arguments are not strong enough to provide a persuasive justification for why physical education should be taught in school. If physical education is to retain a place in the school system, an intrinsic justification for the inclusion of physical education as an educational activity is required. With a focus on the acquisition of practical knowledge, this study attempts to provide a more justifiable argument which establishes physical education as a unique and valuable component of the educational curriculum.
참고문헌 (35)
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