Abstract
The paper calls for a re-evaluation of physical education’s cognitive value claims, as this issue is fundamental to many of the conceptual difficulties the subject faces. Current epistemological challenges are reviewed before analyzing the structural connections between intelligent practice and intelligent virtues, and the possibilities for physical education to better articulate its’ intrinsic and instrumental values claims. The paper evaluates arguments made on this basis and reviews revised curriculum planning and pedagogical practices which could support an enhanced focus on learners’ wider aspirations and achievements; factors crucial for a virtuous life. While applauding enquiry into the possibilities for considering physical education as a moral endevour, the paper raises concerns about conceptual clarity in intellectual and empirical accounts of virtue. The paper concludes by advocating further research on the interrelationship between intellectual and empirical accounts of skill, evaluation of learners’ decision making and the aims of physical education and school sport programmes.
Original language | English |
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Pages (from-to) | 1-11 |
Journal | Sport, Ethics and Philosophy |
Early online date | 5 Jun 2017 |
DOIs | |
Publication status | E-pub ahead of print - 5 Jun 2017 |
Keywords / Materials (for Non-textual outputs)
- intellectual virtues
- moral virtues
- practical wisdom
- skills
- expertise