體育課堂裡的「具身性」論述：Whitehead「身體素養」的核心哲學基礎

Abstract

The concept of physical literacy, as developed in Margaret Whitehead's publications, draws its distinctive characteristics in part from philosophical modes of inquiry such as phenomenology and existentialism. The embodied nature of physical literacy gives embodiment a focal role in the discourse around Whitehead's concept. Human beings' embodied dimension refers to a pre-conscious and pre-reflective state in which embodiment constantly interacts with its surroundings to form new lived experiences. Under the consideration of philosophy of sport, the present study aims to fills a lacuna in literature dealing with Whitehead's physical literacy concept by addressing embodiment's concrete meanings in the context of physical education lessons. It draws on 2 scholars' perspectives on phenomenology: first, Iris Marion Young's perspective is deployed to develop embodiment's concrete meanings within the philosophical thought of ＂body as a stepping stone,＂ with lived space as the context. It roughly describes a new dimension in the lived experiences created when previous lived experiences come face to face with daily physical tasks. Second, the present study describes the interaction between lived experiences and the outside world by building on Whitehead's thought, which interprets interaction as perception and responses. This discussion contributes to the model of ＂operative intentionality as the basis of perception.＂ Through these scholars' unique perspectives, the abstract but vital philosophical concept of embodiment can be interpreted in the concrete context of physical education lessons. This opens a new channel through which philosophy and practice complement each other to aid in comprehension of the new meaning taken by Whitehead's physical literacy concept.