Notable Philosophies in Kinesiology Quiz

PDF page 18: In philosophy, materialism holds that all things are composed of material, and intangible phenomena, such as consciousness, are the result of material properties and interactions. The term materialism can also refer to concern over material possessions, wealth, and regard for

PDF page 18: In philosophy, materialism holds that all things are composed of material, and intangible phenomena, such as consciousness, are the result of material properties and interactions. The term materialism can also refer to concern over material possessions, wealth, and regard for

PDF page 18: In philosophy, materialism holds that all things are composed of material, and intangible phenomena, such as consciousness, are the result of material properties and interactions. The term materialism can also refer to concern over material possessions, wealth, and regard for

PDF page 19: This philosophy covers many different aspects of dualism, but a dualism concept that is crucial

PDF page 19: for kinesiology is the supposed opposition of body and mind.

PDF page 19: Since ancient times, the body and the mind have been looked at as opposing entities. However, at the beginning of the 20th century, this idea was subject to increasing criticism and was claimed to be a fatal separation in education by Dewey. “I do not know of anything so disastrously affected by the tradition of separation and isolation as is this particular theme of body-mind” (Dewey, 1928, p. 5). In Dewey’s view, mind-body dualism is a central misunderstanding of learning. It is less of a theoretical problem than grounded in the educational practice itself because, for Dewey, ideas are not statements of what is or was but statements of what can be put into practice. Furthermore, the mind-body dualism also contradicts current concepts, for example, the capability of acting and, in terms of physical education, the emphasis on competencies. Ideas and thoughts are basically without value if they do not turn into action. These, however, only originate from “being in the world” and, for this reason, demand a physical presence.

PDF page 19: Since ancient times, the body and the mind have been looked at as opposing entities. However, at the beginning of the 20th century, this idea was subject to increasing criticism and was claimed to be a fatal separation in education by Dewey. “I do not know of anything so disastrously affected by the tradition of separation and isolation as is this particular theme of body-mind” (Dewey, 1928, p. 5). In Dewey’s view, mind-body dualism is a central misunderstanding of learning. It is less of a theoretical problem than grounded in the educational practice itself because, for Dewey, ideas are not statements of what is or was but statements of what can be put into practice. Furthermore, the mind-body dualism also contradicts current concepts, for example, the capability of acting and, in terms of physical education, the emphasis on competencies. Ideas and thoughts are basically without value if they do not turn into action. These, however, only originate from “being in the world” and, for this reason, demand a physical presence.

PDF page 19: Since ancient times, the body and the mind have been looked at as opposing entities. However, at the beginning of the 20th century, this idea was subject to increasing criticism and was claimed to be a fatal separation in education by Dewey. “I do not know of anything so disastrously affected by the tradition of separation and isolation as is this particular theme of body-mind” (Dewey, 1928, p. 5). In Dewey’s view, mind-body dualism is a central misunderstanding of learning. It is less of a theoretical problem than grounded in the educational practice itself because, for Dewey, ideas are not statements of what is or was but statements of what can be put into practice. Furthermore, the mind-body dualism also contradicts current concepts, for example, the capability of acting and, in terms of physical education, the emphasis on competencies. Ideas and thoughts are basically without value if they do not turn into action. These, however, only originate from “being in the world” and, for this reason, demand a physical presence.

PDF page 19: Since ancient times, the body and the mind have been looked at as opposing entities. However, at the beginning of the 20th century, this idea was subject to increasing criticism and was claimed to be a fatal separation in education by Dewey. “I do not know of anything so disastrously affected by the tradition of separation and isolation as is this particular theme of body-mind” (Dewey, 1928, p. 5). In Dewey’s view, mind-body dualism is a central misunderstanding of learning. It is less of a theoretical problem than grounded in the educational practice itself because, for Dewey, ideas are not statements of what is or was but statements of what can be put into practice. Furthermore, the mind-body dualism also contradicts current concepts, for example, the capability of acting and, in terms of physical education, the emphasis on competencies. Ideas and thoughts are basically without value if they do not turn into action. These, however, only originate from “being in the world” and, for this reason, demand a physical presence.

PDF page 19: Thinking of the mind and body as separate entities indicates that mental processes happen before one acts physically. However, this concept excludes creative and reflective activity from the performed action itself. Applying the idea that the mind and body are mutually exclusive better explains certain phenomena commonly seen in sports and physical activity, such as splitsecond decisions that require simultaneous cognitive and physical action (Csikszentmihalyi & Csikszentmihalyi, 1975).

PDF page 19: Thinking of the mind and body as separate entities indicates that mental processes happen before one acts physically. However, this concept excludes creative and reflective activity from the performed action itself. Applying the idea that the mind and body are mutually exclusive better explains certain phenomena commonly seen in sports and physical activity, such as splitsecond decisions that require simultaneous cognitive and physical action (Csikszentmihalyi & Csikszentmihalyi, 1975).

PDF page 19: Holism (from Greek ὅλος holos "all, whole, entire") is the idea that various systems (e.g. physical, biological, social) should be viewed as wholes, not merely as a collection of parts. The

PDF page 19: Holism (from Greek ὅλος holos "all, whole, entire") is the idea that various systems (e.g. physical, biological, social) should be viewed as wholes, not merely as a collection of parts. The