ERIC Number: ED126087
Record Type: RIE
Publication Date: 1975-Nov
Reference Count: 0
"Knowing How" and "Knowing That" - An Unnecessary Dichotomy in Physical Education?
Aspin, D. N.
As a contribution to the philosophical enquiry into the nature and forms of human activity, the hypothesis is ventured that "knowledge" relative to human movement and physical activities encapsulates and presents modes of perception, reflection, experience, and communication that are at least as important in human development as other generally more prized forms of knowledge. A person subsumes both intellectual and physical elements in his development; both of these are centrally involved in his experience and awareness of the world. Without experience of and instruction in the various modes of being and cognizing, no knowledge is possible in any extended sense. On this basis, human movement studies-physical education-must have a place in the curricula of educational institutions. Physical education, it seems, requires knowledge of mathematics, science, interpersonal relationships, history, politics, aesthetics, and ethics with all the peculiar sets of propositions, modes of procedure, and tests for truth, relevance, and appropriateness that are associated with each of these ways of knowing. In other words, physical education seems to be a field of knowledge which draws upon the insights available from a wide range of discrete disciplines in order to formulate answers to problems both of a theoretical and practical kind arising from the one central feature that draws its concerns together--the way in which the human person can develop his understanding of his life through the medium by which his existence is objectified, his body. (MM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Philosophic Society for the Study of Sport (Kent State University, Kent, Ohio, November 1975)