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Education and the Body: Prolegomena

Robin Barrow
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
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Education and the Body: Prolegomena
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Abstract

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.

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