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Being social creatures in a complex world, we do things together. We act jointly. While cooperation, in its broadest sense, can involve merely getting out of each other’s way, or refusing to deceive other people, it is also essential to human nature that it involves more active forms of collaboration and coordination (Tomasello 2009; Sterelny 2012). We collaborate with others in many ordinary activities which, though at times similar to those of other animals, take unique and diverse cultural and psychological (...) |
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The philosophical and scientific literature on play is extensive and the approaches to the study, description, and explanation of play are diverse. In this paper I intend to provide an overview of approaches to play. My interest is in describing the most fundamental categories in terms of which play is characterized, explained, and evaluated. Insofar as these categories attempt to describe what kind of reality we are talking about when we make claims about play, I hope to clarify the metaphysics (...) |
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Zero-sum aspects of sport have generated a number of ethical concerns and a similar number of defenses or apologetics. The trick has been to find a middle position that neither overly gentrifies sport nor inappropriately emphasizes the significance of winning and losing. One such position would have us focus on the process of trying to win over the fact of having one. It would also ameliorate any harms associated with defeat by pointing out that benefits like achievement, excellence, and moral (...) |
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This article defends a conception of philosophy popular outside the discipline but unpopular within it: that philosophy is unified by a concern with the meaning of life. First, it argues against exceptionalist theses according to which philosophy is unique among academic disciplines in not being united by a distinctive subject matter. It then presents a positive account, showing that the issue of the meaning of life is uniquely able to reveal unity between the practical and theoretical concerns of philosophy, while (...) |
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ABSTRACTMy goal in this article is to give a portrait of how modern sport philosophy, which started in 1972, developed from relatively narrow paradigmatic borders to become a diverse and multi-para... |
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Artikkelen tar utgangspunkt i den norske idrettsmodellen der topp og bredde hører sammen, og der toppidrettsutøvere uvegerlig blir rollemodeller for barn og unge. Den moderne toppidretten er i økende grad preget av egoistiske holdninger der det dreier seg hele tiden om å skaffe seg fordeler. I denne artikkelen tar jeg opp egoisme, rettferdighet og sjenerøsitet som tre grunnleggende holdninger i idrettskonkurranser og drøfter hvorvidt man med inspirasjon fra sjenerøsitetsidealer og praktiske eksempler kan tenke seg en toppidrett som i større grad (...) |
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Philosophical concerns are evidenced from the beginning of human literature, which have no obvious connection to philosophy’s mainstream epistemological and metaphysical problematic. I reject the views that the nature of philosophy is a philosophical question, and that the discipline is united by methodology, arguing that it must be united by subject matter. The origins of the discipline provide reasons to doubt the existence of a unifying subject matter, however, and scepticism about philosophy also arises from its a priori methodology and (...) |
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In this paper, I argue that, beyond a philosophy of sport, space should be made for a ‘philosophy from sport.’ A philosophy from sport is one that can allow us to see sport as more than instantiating broader social values or possessing an isolated set of unique values. It can, as I believe a philosophy from sport, by paying special attention to the actual practice of sport, bring with it ways of developing, informing, even justifying a set of broader social (...) |
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In this paper, we argue that a rich phenomenological description of ?sweet tension? is an important step to understanding how and why sport is a meaningful human endeavour. We introduce the phenomenological concepts of intersubjectivity and horizon and elaborate how they inform the study and understanding of human experience. In the process, we establish that intersubjectivity is always embodied, developing and ethically committed. Likewise, we establish that our horizons are experienced from an embodied, developing and ethically committed perspective that serves (...) |
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