Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education. The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied relationship between (...) the knowledge object and the knowing subject. Drawing on the work of key phenomenological thinkers but also exploring the implications of this work for teaching practice, the book helps to illuminate our understanding of important concepts in physical education such as practical knowledge, skill acquisition, experience and ethics. This is fascinating reading for any serious student or researcher working in physical education or the philosophy or sociology of sport. (shrink)

This article argues for the notion of the embodied self in reformulating insights in Kierkegaard that point to the existential difference in being embodied. The main arguments are: 1. Kierkegaard uses a Hegelian model: the human mind exteriorizes itself, in history and language, in actions and speech. Human being is being there. 2. This does not make the notions of self and interiority obsolete. On the contrary, in order to understand human exteriority, we need to re-define what a human self (...) is. 3. The crucial point in this re- definition is that self is to be understood as self-relation. Self is to relate oneself to others and to a world in between, and, in these relations, to relate to oneself. 4. Human consciousness is embodied in being embedded in a social, historical and cultural context. A human being relates to itself as being corporeally and temporally determined. 5. Human embodiment, with its intrinsic history, is a matter of concern: how humans take themselves in being embodied. In this there is a critical difference between being present and not being present. Our embodied existence is to be taken over or to be appropriated by ourselves as embodied beings. (shrink)

Studies on phenomenology and pedagogy in the context of physical education in schools are lacking in the literature, and often approaches are dominated by pragmatism. As such, Phenomenology and Ped...

It is impossible not to discuss the question of time, at least for the philosophy of religion. However, to discuss the question of time is equally impossible, as the various perspectives presented in this volume show. Then what is time? Time is not, and yet everything is within time. Time is, but neither substance nor pure form. Being a dimension of all Being, not even God could or would withdraw from time. The authors of the contributions to this volume discuss (...) the unavoidability of time and its paradoxes, not the least with the purpose of giving time, as a recurring topic for the philosophy of religion. Contributors: Joseph Ballan, Jonna Bornemark, Oystein Brekke, Rebecca Comay, Iben Damgaard, Arne Gron, Jan-Olav Henriksen, Marius Timmann Mjaaland, Carsten Pallesen, Ulrik Houlind Rasmussen, Werner Stegmaier, Philipp Stoellger, Claudia Welz. (shrink)