CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Challenges in the New Roles of Physical Education as Liberal Education in Higher Education
Tác giả
You J.; Craig C.J.; Oh S.
Năm xuất bản
2019
Source title
Quest
Số trích dẫn
6
DOI
10.1080/00336297.2018.1498794
Liên kết
Tóm tắt
This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. © 2019, © 2019 National Association for Kinesiology in Higher Education (NAKHE).
Từ khóa
curriculum; general education; Higher education; liberal arts; liberal education; PELE; physical education; teaching
Tài liệu tham khảo
Appenzeller H., Risk management in sport: Issues and strategies, (2005); Arnold G., Symbolic politics in curriculum reform, Journal of Higher Education, 75, 5, pp. 572-593, (2004); Atkinson R., Crawford L., Ward S., Fundamental uncertainties in projects and the scope of project management, International Journal of Project Management, 24, 8, pp. 687-698, (2006); Bailey R., Armour K., Kirk D., Jess M., Pickup I., Sandford R., The educational benefits claimed for physical education and school sport: An academic review, Research Papers in Education, 24, 1, pp. 1-27, (2009); Ben Peretz M., Craig C., International impact of a curriculum enigma: The scholarly legacy of Joseph J. Schwab, Educational Studies; Cardinal B., Quality college and university instructional physical activity programs contribute to Mens Sana in Corpore Sano, “The Good Life” and Healthy Societies, Quest, 69, 4, pp. 531-541, (2017); Cardinal B., Cardinal M., Burger M., Lifetime fitness for health course assessment: Implications for curriculum improvement, Journal of Physical Education, Recreation & Dance, 76, 8, pp. 48-52, (2005); Cardinal B., Sorensen S., Cardinal M., Historical perspective and current status of the physical education graduation requirement at American 4-year colleges and universities, Research Quarterly for Exercise and Sport, 83, pp. 503-512, (2012); Chapman C., Ward S., Project risk management: Processes, techniques, and insights, (2003); Connelly F.M., Liberal education in biology: An inquiry perspective, The American Biology Teacher, 34, 7, (1972); Craig C., You J., Zhu Y., Verma R., Stokes D., Evans P., Curtis G., The embodied nature of narrative knowledge: A cross-study case analysis of embodied knowledge in teaching, learning and life, Teaching and Teacher Education, 71, pp. 329-340, (2018); Crutcher R., O'Brien P., Corrigan R., Schneider C., College learning for the new global century: A report from the national leadership council for liberal education and America’s promise, (2007); Danylchuk K.E., Occupational stressors in physical education faculties, Journal of Sport Management, 7, 1, pp. 7-24, (1993); Deng Z., Bringing knowledge back in: Perspectives from liberal education, Cambridge Journal of Education, 48, 3, pp. 335-351, (2018); Gard M., Wright J., Managing uncertainty: Obesity discourses and physical education in a risk society, Studies in Philosophy and Education, 20, 6, pp. 535-549, (2001); Glass B., Science and a liberal education, (1959); Hensley L., Current status of basic instruction in physical education at American colleges and universities, Journal of Physical Education, Recreation and Dance, 71, 9, pp. 30-36, (2000); Hirst P., Archibald R.D., Liberal education and the nature of knowledge, Philosophical analysis and education, (1965); Holley K., Understanding interdisciplinary challenges and opportunities in higher education, (2009); Horine L., Stotlar D., Administration of physical education and sport programs, (2013); Joseph P., Kridel C., Liberal education, Encyclopedia of curriculum studies, pp. 542-544, (2010); Kang S., You J., Developing a challenge program in school physical education, The Physical Educator, 60, 2, pp. 20-27, (2003); Keeling R.P., Underhile R., Wall A.F., Horizontal and vertical structures: The dynamics of organization in higher education, Liberal Education, 93, 4, pp. 22-31, (2007); Kim M., Cardinal B., A review of how physical activity education policies in higher education affect college students’ physical activity behavior and motivation, International Journal of Human Movement Science, 10, 2, pp. 41-51, (2016); Kim M., Cardinal B., Cardinal M., Diversifying physical activity course curricula to meet institutional expectations and satisfy student needs in higher education: An introductory framework, Journal of Physical Education, Recreation & Dance, 86, 9, pp. 5-8, (2015); Kretchmar R., Toward a stronger position for physical education in higher education: Three recommendations, Quest, 40, pp. 47-55, (1988); Kulinna P., Warfield W., Jonaitis S., Dean M., Corbin C., The progression and characteristics of conceptually based fitness/wellness courses at American universities and colleges, Journal of American College Health, 58, 2, pp. 127-131, (2009); Macedo S., Liberal civic education and religious fundamentalism: The case of God v. John Rawls?, Ethics, 105, 3, pp. 468-496, (1995); May G., STEM, not STEAM, INSIDE Higher Education, (2015); The symbolic power of sport, Sport and the body: A philosophical symposium, pp. 231-236, (1979); Metheny E., Ellfeldt L., An inquiry into the nature of movement as a significant form of human experience, In E. C. Davis (Ed.), The philosophic process in physical education, pp. 282-290, (1961); Mulcahy D.G., Redefining without undermining liberal education, Innovative Higher Education, 35, pp. 203-214, (2010); Newman J.H., The idea of a university, (1822); Oakeshott M., The voice of liberal learning: Michael Oakeshott on education, (1989); The definition and selection of key competencies: Executive summary, (2003); Tertiary education for the knowledge society, (2008); Progress report of the OECD learning framework 2020, (2017); Sadler M., The outlook in secondary education: A liberal education, Teachers College Record, 32, 3, (1930); Schneider C., The proof is in the portfolio, Liberal Education, 95, 1, pp. 1-2, (2009); Schwab J.J., The nature of scientific knowledge as related to liberal education, The Journal of General Education, 3, 4, pp. 245-266, (1949); Schwab J.J., The practical: A language for curriculum, The School Review, 78, pp. 1-23, (1969); Shin J., Harman G., New challenges for higher education: Global and Asia Pacific perspectives, Asia Pacific Education Review, 10, 1, pp. 1-13, (2009); Smith B.L., McCann J., Reinventing ourselves: Interdisciplinary education, collaborative learning, and experimentation in higher education, (2001); Smith J., Ross W., On the parts of animals (Book 1, Chapter 1). The works of Aristotle, (1912); Spencer H., Education: Intellectual, moral, and physical, (1894); Stapleton D.T., Taliaferro A.R., Bulger S.M., Teaching an old dog new tricks: Past, present, and future priorities for higher education physical activity programs, Quest, 69, pp. 401-418, (2017); Stolzenberg N.M., He drew a circle that shut me out”: Assimilation, indoctrination, and the paradox of a liberal education, Harvard Law Review, 106, pp. 581-667, (1993); Strauss V., Hiding in plain sight: The adult literacy crisis, The Washington Post, (2016); Trower C., Can colleges competitively recruit faculty without the prospect of tenure?, The Questions of Tenure, 182, (2002); Van Der Smissen B., Legal liability and risk management for public and private entities: Sport and physical education, leisure services, recreation and parks, camping and adventure activities, (1990); Westbury I., Wilkoff N.J., Joseph J. Schwab, science, liberal education, and curriculum: Selected essays, (1978); Williams J., John Henry Newman’s consideration of physical education as a “liberal pursuit.”, Peabody Journal of Education, 42, 6, pp. 343-348, (1965); You J., Craig C.J., Deretchin L.F., Freeing the body to build the creative mind, Cultivating curious and creative minds: The role of teachers and teacher educators, (2010); You J., Critique on educational and competitive power of physical education as liberal education in Korea higher education, Korean Alliance for Physical Education, Recreation, and Dance, 52, 6, pp. 205-216, (2015)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus