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Education and the Body: Prolegomena
British Journal of Educational Studies
Vol. 56, No. 3 (Sep., 2008), pp. 272-285
Stable URL: http://www.jstor.org/stable/20479602
Page Count: 14
You can always find the topics here!Topics: Physical education, Learning, Exercise, Curricula, Aural learning, Music learning, Dance, Ballet, Educational relevance, Language
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There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides an alternative route to knowledge, if so of what. For example, is ballet a unique form of language with its own intrinsic value, an alternative way of arriving at valued propositional knowledge, or does it provide access to a unique kind of knowledge? The conclusion is drawn that none of these claims is sustainable in terms that make them of any great educational significance.
British Journal of Educational Studies © 2008 Taylor & Francis, Ltd.