Education and Corporeality: Contributions from the Philosophy of Sport
Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of educ...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ana Cristina Zimmermann [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Deutsch ; Englisch ; Französisch ; Russisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: RUDN Journal of Philosophy - Peoples’ Friendship University of Russia (RUDN University), 2018, 25(2021), 4, Seite 602-612 |
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| Übergeordnetes Werk: |
volume:25 ; year:2021 ; number:4 ; pages:602-612 |
| Links: |
Link aufrufen |
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| DOI / URN: |
10.22363/2313-2302-2021-25-4-602-612 |
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| Katalog-ID: |
DOAJ07593941X |
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10.22363/2313-2302-2021-25-4-602-612 doi (DE-627)DOAJ07593941X (DE-599)DOAJ8a78a396c4ef4dd8a57739ae481f9ad0 DE-627 ger DE-627 rakwb ger eng fre rus Ana Cristina Zimmermann verfasserin aut Education and Corporeality: Contributions from the Philosophy of Sport 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. phenomenology corporeality human movement philosophy of sports Philosophy. Psychology. Religion B In RUDN Journal of Philosophy Peoples’ Friendship University of Russia (RUDN University), 2018 25(2021), 4, Seite 602-612 (DE-627)1760629308 24088900 nnns volume:25 year:2021 number:4 pages:602-612 https://doi.org/10.22363/2313-2302-2021-25-4-602-612 kostenfrei https://doaj.org/article/8a78a396c4ef4dd8a57739ae481f9ad0 kostenfrei http://journals.rudn.ru/philosophy/article/viewFile/29692/20102 kostenfrei https://doaj.org/toc/2313-2302 Journal toc kostenfrei https://doaj.org/toc/2408-8900 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 25 2021 4 602-612 |
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10.22363/2313-2302-2021-25-4-602-612 doi (DE-627)DOAJ07593941X (DE-599)DOAJ8a78a396c4ef4dd8a57739ae481f9ad0 DE-627 ger DE-627 rakwb ger eng fre rus Ana Cristina Zimmermann verfasserin aut Education and Corporeality: Contributions from the Philosophy of Sport 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. phenomenology corporeality human movement philosophy of sports Philosophy. Psychology. Religion B In RUDN Journal of Philosophy Peoples’ Friendship University of Russia (RUDN University), 2018 25(2021), 4, Seite 602-612 (DE-627)1760629308 24088900 nnns volume:25 year:2021 number:4 pages:602-612 https://doi.org/10.22363/2313-2302-2021-25-4-602-612 kostenfrei https://doaj.org/article/8a78a396c4ef4dd8a57739ae481f9ad0 kostenfrei http://journals.rudn.ru/philosophy/article/viewFile/29692/20102 kostenfrei https://doaj.org/toc/2313-2302 Journal toc kostenfrei https://doaj.org/toc/2408-8900 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 25 2021 4 602-612 |
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Education and Corporeality: Contributions from the Philosophy of Sport |
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Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. |
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Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. |
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Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. |
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