The Role of Philosophy for the Field of Physical Education
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The purpose of this study was to examine the role of philosophy for the field of physical education and to review critically the current status of philosophy in physical education. By current status, it means the period from 1960 to 1995, in which the name of subject was called as the philosophy of physical education, not sport philosophy. The following things were traced and characterized as the result of this study. First of all, the field of physical education has used many of methodological or theoretical devices for investigating the nature, goal, objectives, attitude, and meaning of physical education. In studying philosophy of physical education. By dividing four typical philosophical subject categories - metaphysics, epistemology, ethics, aesthetics, physical education field investigates what physical education is and how physical education is. Secondly, philosophy was a guide and tool for developing discipline of physical education. Surely, philosophy can provide physical education field with various implicative sources. The field of philosophy of physical education is the place studying physical education from the philosophical perspective, not philosophy from the physical education perspective. Thirdly, the history of the philosophy of physical education would be classified into three periods: 1) the primative stage, 2) the formative stage, and 3) the creative periods. Within the four philosophical categories, most books referred that the metaphysical nature of physical education, epistemological consideration of physical education, ethical aspect of professional sport, and the aesthetic dimension of human movement in those of stages. Finally, the following things were characterized as the main tendencies of philosophy of physical education in this period: 1) basing theoretical foundation on the educational philosophy, 2) influence by the foreign philosophical forces - Eastern philosophy and phenomenology, 3) preference of philosophy toward humanistic philosophical aspect, 4) searching for the new types of philosophical force.
Abstract
The purpose of this study was to examine the role of philosophy for the field of physical education and to review critically the current status of philosophy in physical education. By current status, it means the period from 1960 to 1995, in which the name of subject was called as the philosophy of physical education, not sport philosophy. The following things were traced and characterized as the result of this study. First of all, the field of physical education has used many of methodological or theoretical devices for investigating the nature, goal, objectives, attitude, and meaning of physical education. In studying philosophy of physical education. By dividing four typical philosophical subject categories - metaphysics, epistemology, ethics, aesthetics, physical education field investigates what physical education is and how physical education is. Secondly, philosophy was a guide and tool for developing discipline of physical education. Surely, philosophy can provide physical education field with various implicative sources. The field of philosophy of physical education is the place studying physical education from the philosophical perspective, not philosophy from the physical education perspective. Thirdly, the history of the philosophy of physical education would be classified into three periods: 1) the primative stage, 2) the formative stage, and 3) the creative periods. Within the four philosophical categories, most books referred that the metaphysical nature of physical education, epistemological consideration of physical education, ethical aspect of professional sport, and the aesthetic dimension of human movement in those of stages. Finally, the following things were characterized as the main tendencies of philosophy of physical education in this period: 1) basing theoretical foundation on the educational philosophy, 2) influence by the foreign philosophical forces - Eastern philosophy and phenomenology, 3) preference of philosophy toward humanistic philosophical aspect, 4) searching for the new types of philosophical force.
참고문헌 (17)
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