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  1. Scylla and Charybdis: the purist’s dilemma.Leon Culbertson - 2016 - Sport, Ethics and Philosophy 10 (2):175-196.
    This paper explores the view that, on Mumford’s account of the purist, to the degree that the purist adopts an aesthetic perspective, he or she doesn’t watch the sport in question, and to the degree that he or she does watch the sport, there is a loss of aesthetic appreciation. The idea that spectators oscillate between partisanship and purism means that the purist is unable to avoid either the Scylla of not actually watching the sport, or the Charybdis of loss (...)
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  • Purism and the category of ‘the aesthetic’: the drama argument.Leon Culbertson - 2017 - Journal of the Philosophy of Sport 44 (1):1-14.
    This paper examines one component of Stephen Mumford’s case for the claim that we should regard sport, art and the aesthetic as more closely connected than has tended to be the case, under the influence of the work of David Best, in recent years. Mumford’s rejection of what I call ‘the drama argument’ is examined in detail and it is argued that all but one element of his case fails to do the job he envisages.
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  • Logic, Rules and Intention: The Principal Aim Argument.Leon Culbertson - 2017 - Sport, Ethics and Philosophy 11 (4):440-452.
    Stephen Mumford develops his view of sport spectatorship partly through a rejection of an argument he attributes to Best, which distinguishes between two categories of sports, the ‘purposive’ and the ‘aesthetic’, on the basis of the claim that they have different principal aims. This paper considers the principal aim argument and one feature of Mumford’s rejection of that argument, namely, Best’s observation that the distinctions to which he draws attention are based on logical differences. The paper argues that Mumford misconstrues (...)
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  • What Creativity Isn't: The Presumptions of Instrumental and Individual Justifications for Creativity in Education.Howard Gibson - 2005 - British Journal of Educational Studies 53 (2):148 - 167.
    Creativity is a popular but heterogeneous word in educational parlance these days. By looking at a selection of recent discourses that refer to creativity to sustain their positions, the paper suggests that two key themes emerge, both with questionable assumptions. Romantic individualists would return us to a naïve bygone age of authentic self-expression, while politicians and economists would use the term instrumentally by binding it to the future needs of the workforce without questioning substantive issues. Cultural theories of creativity indicate (...)
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