Journal of Physical Education, Recreation & Dance, 2020
This article discusses the embodied nature of physical literacy with specific attention given to ... more This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential, and phenomenological philosophical schools of thought.
2021 AIESEP Scientific Conference: Descending the Mountain, Jul 1, 2021
The concept of physical literacy is continuing to gain traction internationally. This increasing ... more The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term ‘literacy’ within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead’s (2010) philosophy of physical literacy and discussion is informed further by Derrida’s (1973) notion of differance, and Barad’s (2013) challenge to singular representations of concepts. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute towards a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it’s translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.
The growing explosion of ideas such as Artificial Intelligence (AI), smart environments and ubiqu... more The growing explosion of ideas such as Artificial Intelligence (AI), smart environments and ubiquitous computing has led to the creation of the Ambient Intelligence (AmI) paradigm. As AmI begins to take place, moving from a futuristic idea to a reality, we are gradually witnessing the creation of an omnipresent, responsive, and intelligent atmosphere in which thousands of tiny sensors and natural user interfaces will be embedded in our natural movements and in our social and physical interactions. Hence, a key challenge in this multi-disciplinary approach is to get machines to act according to ethical priorities that make sense to human beings. In this study, we improve the capacity for machine ethics to approach human ethics by assessing the computation of transaction values and we argue that it is possible to perform such a computation using recent work that describes the effects of human decision-making using an axiomatic framework. This paper clarifies the relationship between the brain’s 3-axes of neuroscience, the 3 Plato’s Transcendentals of philosophy and the biological evolution’s 3-components, as well as the top-down vs. bottom-up approaches to machine ethics.
This article discusses the embodied nature of physical literacy with specific attention given to ... more This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential, and phenomenological philosophical schools of thought.
The purpose of this paper is to explore the interconnectedness between physical literacy, intenti... more The purpose of this paper is to explore the interconnectedness between physical literacy, intentionality and the notion of embodied beckoning. We coin the term ‘embodied beckoning’ to explain our innate transactional relationship and desire as human beings to explore the world through movement, and how the environment also calls us to move. We draw upon a range of perspectives including post-humanism, social-materialism and Deleuzian theory and explore how these paradigms may enable us to continue to blur the lines between mind and body, self and environment, and view human embodiment, interaction and intentionality more holistically. Our ultimate goal is to try to better understand engagement in physical activity, for holistic health, wellbeing and flourishment. Physical literacy could have a significant contribution to make in understanding, exploring and nurturing embodied experiences. Physical literacy may be able to provide a much-needed philosophical framework from which the promotion of engagement in physical activity, physical education and wider sport, leisure and recreational activities are undertaken with an holistic appreciation of human embodiment.
Journal of Physical Education, Recreation & Dance, 2020
This article discusses the embodied nature of physical literacy with specific attention given to ... more This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential, and phenomenological philosophical schools of thought.
2021 AIESEP Scientific Conference: Descending the Mountain, Jul 1, 2021
The concept of physical literacy is continuing to gain traction internationally. This increasing ... more The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term ‘literacy’ within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead’s (2010) philosophy of physical literacy and discussion is informed further by Derrida’s (1973) notion of differance, and Barad’s (2013) challenge to singular representations of concepts. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute towards a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it’s translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.
The growing explosion of ideas such as Artificial Intelligence (AI), smart environments and ubiqu... more The growing explosion of ideas such as Artificial Intelligence (AI), smart environments and ubiquitous computing has led to the creation of the Ambient Intelligence (AmI) paradigm. As AmI begins to take place, moving from a futuristic idea to a reality, we are gradually witnessing the creation of an omnipresent, responsive, and intelligent atmosphere in which thousands of tiny sensors and natural user interfaces will be embedded in our natural movements and in our social and physical interactions. Hence, a key challenge in this multi-disciplinary approach is to get machines to act according to ethical priorities that make sense to human beings. In this study, we improve the capacity for machine ethics to approach human ethics by assessing the computation of transaction values and we argue that it is possible to perform such a computation using recent work that describes the effects of human decision-making using an axiomatic framework. This paper clarifies the relationship between the brain’s 3-axes of neuroscience, the 3 Plato’s Transcendentals of philosophy and the biological evolution’s 3-components, as well as the top-down vs. bottom-up approaches to machine ethics.
This article discusses the embodied nature of physical literacy with specific attention given to ... more This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential, and phenomenological philosophical schools of thought.
The purpose of this paper is to explore the interconnectedness between physical literacy, intenti... more The purpose of this paper is to explore the interconnectedness between physical literacy, intentionality and the notion of embodied beckoning. We coin the term ‘embodied beckoning’ to explain our innate transactional relationship and desire as human beings to explore the world through movement, and how the environment also calls us to move. We draw upon a range of perspectives including post-humanism, social-materialism and Deleuzian theory and explore how these paradigms may enable us to continue to blur the lines between mind and body, self and environment, and view human embodiment, interaction and intentionality more holistically. Our ultimate goal is to try to better understand engagement in physical activity, for holistic health, wellbeing and flourishment. Physical literacy could have a significant contribution to make in understanding, exploring and nurturing embodied experiences. Physical literacy may be able to provide a much-needed philosophical framework from which the promotion of engagement in physical activity, physical education and wider sport, leisure and recreational activities are undertaken with an holistic appreciation of human embodiment.
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