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Education,Movement, and the Rationality of Practical Knowledge
Authors:Peter J. Arnold
Affiliation:Moray House College of Education , Cramond Road North, Edinburgh , EH4 6JD , Scotland
Abstract:Curriculum models in physical education are rarely discussed in relation to the school curriculum as a whole. The purpose of this article is to examine the initiation view of education, which is essentially a knowledge-cum-ethicalaccount of education. It will be found that the type of knowledge prescribed is predominantly of a theoretical kind and as a consequence allows little or no room for physical pursuits. It is argued that this account of knowledge is limiting and reductionist, and that if rationality in a broader sense is to be a central concern of education, then practical knowledge in the form of such activities as sport and dance should form a necessary part of a balanced education.
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