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dc.contributor.author Kretchmar, Scott
dc.date.accessioned 2021-12-20T15:05:24Z
dc.date.available 2021-12-20T15:05:24Z
dc.date.issued 2013
dc.identifier http://www.raco.cat/index.php/FairPlay/article/view/264041
dc.identifier.uri http://hdl.handle.net/10230/21205
dc.description.abstract In this essay, I examine claims made for the significance of mind-body holism. I look for thepromised earthquake-like impact of holism on sport pedagogy by reviewing concepts of special education,curriculum development, and assessment. By relying on holistic insights generated by Husserl, Merleau-Ponty, Polanyi, Sheets-Johnstone and others, I attempt to show how traditional pedagogies are turned, as itwere, upside down by holism. I discuss play handicaps, the reciprocal process of growing players andplaygrounds, and the need for ambiguous, meaning-inclusive play assessments. I conclude by underliningpedagogical ironies generated by an earthquake of holism that many have never experienced.
dc.format application/pdf
dc.language.iso cat
dc.publisher Universitat Pompeu Fabra
dc.relation.haspart http://www.raco.cat/index.php/FairPlay/article/view/264041/351562
dc.source.uri FairPlay, Revista de Filosofia, Ética y Derecho del Deporte; Núm. 1 (2013); 28-43
dc.source.uri FairPlay, Revista de Filosofia, Ética y Derecho del Deporte; Núm. 1 (2013); 28-43
dc.source.uri 2014-9255
dc.subject.other holism
dc.subject.other education
dc.subject.other sport
dc.subject.other mind
dc.subject.other body
dc.title Mind-body Holism, Paradigm Shifts, and Education
dc.type info:eu-repo/semantics/article
dc.type info:eu-repo/semantics/publishedVersion
dc.date.modified 2019-11-20T12:54:06Z


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