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ERIC Number: EJ1019198
Record Type: Journal
Publication Date: 2013-Oct
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1356-336X
The Philosophy of G Ryle and its Significance for Physical Education: Some Thoughts and Reflections
Stolz, Steven
European Physical Education Review, v19 n3 p381-396 Oct 2013
Physical education has long suffered low status within educational institutions, due to the assumption that practical knowledge or 'knowing how' is somehow set apart from cognitive development and anti-intellectual. This dualistic conception of mind and body is challenged using Ryle's conceptual account of 'intelligent performance', which provides a more positive account of 'knowing how' and in the process, dispels with an intellectualist account of education that privileges theory over practice, mental skills over physical skills. Since physical education predominantly deals with practical knowledge, the interest to physical educators is significant, because one's knowledge of how to do something, in most cases, is a legitimate matter of evaluation. Consequently, to take intelligent performance seriously, we need to be able to ascribe know(ing) how to someone, particularly when we appraise their actions.
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A