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  1. The Body and the Place of Physical Activity in Education: Some classical perspectives.Jānis Ozoliņš - 2013 - Educational Philosophy and Theory 45 (9):892-907.
    The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical (...)
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  • The ethical dialogue on doping with free will.Mizuho Takemura, Dai Shigematsu & Daisuke Kobayashi - 2011 - Journal of the Philosophy of Sport and Physical Education 33 (1):27-40.
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  • Virtue Lost: Courage in Sport.John Corlett - 1996 - Journal of the Philosophy of Sport 23 (1):45-57.
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  • Genetic Technologies and Sport: The New Ethical Issue.Andy Miah - 2001 - Journal of the Philosophy of Sport 28 (1):32-52.
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  • Sporting Practices, Institutions, and Virtues: A Critique and a Restatement.Mike McNamee - 1995 - Journal of the Philosophy of Sport 22 (1):61-82.
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  • Sport as strategic action: A Habermasian perspective.Andrew Edgar - 2007 - Sport, Ethics and Philosophy 1 (1):33 – 46.
    The purpose of this paper is to explore the moral status of sport through a conceptual structure borrowed from Jürgen Habermas's philosophy and social theory. Habermas distinguishes between communicative and strategic action as two ways in which social action may be coordinated. While the former relies on the building of mutual understanding between social agents, the latter entails one agent manipulating others, as if they were mere objects to be treated instrumentally. In an initial model of sporting practice, it is (...)
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