پیوندهای مفید
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 227 |
| تعداد مقالات | 2,290 |
| تعداد مشاهده مقاله | 3,546,774 |
| تعداد دریافت فایل اصل مقاله | 2,595,060 |
تحلیل رفتار حرکتی در نگرش هستی‌شناسانه فلسفه اصالت وجود. | ||
| پژوهش های هستی شناختی | ||
| دوره 13، شماره 26، اسفند 1403، صفحه 656-629 اصل مقاله (978.84 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/orj.2025.2296 | ||
| نویسنده | ||
| سیدکاوس صالحی | ||
| استادیار گروه رفتار حرکتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران | ||
| تاریخ دریافت: 24 شهریور 1403، تاریخ بازنگری: 30 بهمن 1403، تاریخ پذیرش: 30 بهمن 1403 | ||
| چکیده | ||
| در اندیشه فلسفه اصالت وجود، رفتار حرکتی و تربیت بدنی به منظور کسب مهارت و ورزیدگی و قهرمانی تلقی نمی‌شوند، بلکه به آنها به مثابه هماهنگی با هستی و جریان زندگی نگریسته می‌شود. این نگرش فلسفی، برای رفتار حرکتی بروندادهایی چون تعمیق معنای وجودی و خودشکوفایی متصور است. از آنجا که یکی از اصول بنیادین اگزیستانسیالیسم، تقدم وجود بر ماهیت و آزادی انسان در شکلدهی به سرنوشت خویش است، رفتار حرکتی نه تنها بازتابی از هستی انسان است بلکه در شکلدهی به آن نقش دارد. بر این مبنا، هدف پژوهش حاضر، تحلیل رفتار حرکتی در نگرش هستی شناسانه فلسفه اصالت وجود بود. روش پژوهش، تحلیل محتوای کیفی با رویکرد استنتاج منطقی بوده است. با توجه به مبانی، در مکتب اصالت وجود، رفتار حرکتی، به عنوان پدیده‌ای وجودی انسان را در ارتباط با هستی خود یاری داده و به خودشکوفایی می‌رساند. با عنایت به موضع اختیارگرایانه فلسفه اصالت وجود در مسئله جبر و اختیار، فعالیت‌های حرکتی به عنوان انتخاب‌های آگاهانه، بیانگر آزادی و اختیار انسان هستند. در این مکتب، واقعیت توسط تجارب شخصی معین می شود و از همین جهت، بازی به عنوان تجربه ای ارزشمند در شناخت مفاهیم و محیط است. در این راستا ورزش‌های انفرادی به دلیل آزادی عمل بیشتر، مهم‌تر از ورزش‌های گروهی‌اند. علاوه بر این، اجرای حرکات می تواند به شناخت بهتر از وجود خویش منجر شود. با این حال، اگزیستانسیالیست ها با ورزش قهرمانی چندان موافق نیستند و آن را باعث اختلال در ماهیت انسان و گرایش او به سوی کمال مرتبط می‌دانند. به طور کلی در دیدگاه فلسفه اصالت وجود، رفتار حرکتی فراتر از یک فعالیت فیزیکی صرف در نظر گرفته شده که با وجوه وجودی و هستی شناختی و مفاهیمی چون خودشکوفایی، اختیار، آزادی و مسئولیت پذیری ارتباط و پیوند عمیقی دارد. | ||
| کلیدواژه‌ها | ||
| رفتار حرکتی؛ حرکت؛ بازی؛ اگزیستانسیالیسم؛ اصالت وجود | ||
| عنوان مقاله [English] | ||
| Analysis of Motor Behavior in the Ontological Perspective of Existential Philosophy | ||
| نویسندگان [English] | ||
| Sayed Kavos Salehi | ||
| Assistant Professor, Department of Motor Behavior, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
| چکیده [English] | ||
| In the philosophy of existentialism, motor behavior and physical education are not perceived as means to acquire skills, proficiency, or achieve championship status. Rather, they are viewed as aligning with existence and the flow of life. This philosophical perspective sees motor behavior beyond the achievements of championship, envisioning outcomes such as responsibility, hope for life, deepening existential meaning, and self-actualization. Since one of the foundational principles of existentialism is the precedence of existence over essence and human freedom in shaping one’s destiny, motor behavior is not only a reflection of human existence but also contributes to shaping it. Based on this, the aim of the present study was to analyze motor behavior from the ontological viewpoint of existentialism. The research method was qualitative content analysis with a logical inference approach. According to existentialist principles, motor behavior is considered a phenomenon connected to human existence, helping individuals connect with their own being and achieve self-actualization. Given that existentialism holds a strongly libertarian stance on the issue of free will, motor activities are regarded as conscious choices and symbols of human freedom and autonomy. In this philosophy, reality is determined by personal experiences, and thus, play can aid the growing individual in understanding concepts and the environment. In this regard, individual sports such as swimming, chess, and shooting, which ensure personal freedom, hold more significance than team sports. Moreover, through motor behavior, individuals can take responsibility for their growth and development as a personal journey, offering opportunities for decision-making, choice, and the creation of their identity, aligning both mind and body toward self-actualization. However, existentialists are not particularly in favor of competitive sports, as they believe it may interfere with human nature. Overall, in existentialist philosophy, motor behavior is considered more than a mere physical activity; it is deeply connected to existential and ontological aspects, as well as concepts such as self-actualization, freedom, autonomy, and responsibility. | ||
| کلیدواژه‌ها [English] | ||
| Motor Behavior, Movement, Play, Existentialism, Existential Philosophy | ||
| مراجع | ||
|
Abbagnano N, Fulvi D. Existentialism as Philosophy of the Possible. Journal of Continental Philosophy. 2020;1(2):260-276. Akinbode E. Jean-Paul Sartre’s Existential Freedom: A Critical Analysis. International Journal of European Studies. 2023; 7(1): 15-18. Azarbani A, Eghbali M. Philosophy of physical education and sport. Tehran: Ayeiz; 2023. Persian. Azhar I. A critical study of existentialistic view of education and its relevance to human existence and progress. [Master’s thesis] Aligarh Muslim University; 2013. Buben A. Existentialism and the Desirability of Immortality. Routledge; 2022. Bucher CA, Wuest DA. Physical Education. Exercise Science, and Sport: New York: Mc Graw Hill. 2009. Callahan LF. Epistemic existentialism. Episteme journal. 2021;18(4):539-54. Campbell JD, Assanand S, Paula AD. The structure of the self‐concept and its relation to psychological adjustment. Journal of personality. 2003;71(1):115-140. Cheng M. An Analysis of Sartre’s Existentialism. Philosophy Journal. 2023;2(1):100-4. Chukwuokolo JC, Jeko VO. Existentialism, Man and Society: A Philosophical Appraisal. Oracle of Wisdom Journal of Philosophy and Public Affairs. 2020;4(4):43-60. Crewe D, Lippens R. Introduction: Existentialism—Freedom, being and crime. Existentialist criminology. Routledge-Cavendish; 2009. Crone EA, Green KH, van de Groep IH, van der Cruijsen R. A neurocognitive model of self-concept development in adolescence. Annual Review of Developmental Psychology. 2022;4(1):273-95. Devaney DJ, Nesti MS, Ronkainen NJ, Littlewood MA, Richardson D. The philosophical underpinning of athlete lifestyle support: An existential-humanistic perspective. The Sport Psychologist. 2021;36(1):29-39. Elder J, Cheung B, Davis T, Hughes B. Mapping the self: A network approach for understanding psychological and neural representations of self-concept structure. Journal of personality and social psychology. 2023;124(2):237. Frick WB. Conceptual foundations of self-actualization: A contribution to motivation theory. Journal of Humanistic Psychology. 1982;22(4):33-52. Grankvist G, Kajonius P, Persson B. The relationship between mind-body dualism and personal values. International Journal of Psychological Studies. 2016;8(2):126-32. Grotevant HD, Cooper CR. Individuality and connectedness in adolescent development. Personality Development in Adolescence: A cross national and life span perspective Elisabeth E, Skoe AE, London, New York Routledge; 2005. Gutek GL. Historical and philosophical foundations of education: A biographical introduction. Prentice-Hall; 2001. Harris LR, Carnevale MJ, D’Amour S, Fraser LE, Harrar V, Hoover AE, et al. How our body influences our perception of the world. Frontiers in psychology. 2015; 6:819. Hokowhitu B. Indigenous existentialism and the body. Cultural Studies Review. 2009;15(2):101-118. Johnson EL. Existentialism, self-theory and the existential self. The Personnel and Guidance Journal. 1967;46(1):53-58. Jordbru AA, Jespersen E, Martinsen E. Conversion gait disorder—Meeting patients in behaviour, reuniting body and mind. Sports Ethics and Philosophy. 2008; 2(2):185-199. Joseph F, Reynolds J. Existentialism, Phenomenology and Method. The Bloomsbury Handbook of Existentialism. 2023. Lopez Frias F. Talent Development, Existential Philosophy, and Sport. On becoming an Elite Athlete. Taylor & Francis; 2015. Mahajan A. Existentialism: A Philosophical Approach in Literature. Turkish Online Journal of Qualitative Inquiry. 2021;12(5): 5124-5133 Malik G, Akhter R. Existentialism and classroom practice. IOSR Journal of humanities and Social Science. 2013;8(6):87-91. Malyshev VB. Martin Heidegger VS Ludwig Wittgenstein: the world as an image and metaphysical dial. Vestnik of Samara State Technical University Series Philosophy. 2022;4(2):90-8. Mozaffari M, Jahanian R. Identifying Existentialist Philosophy of Education. International Academic Journal of Social Sciences. 2016;3(8):18-28. Naghibzadeh A. philosophy of education. Tehran: Tahoori; 2023. Persian. Ozturk N. Metacognition’s potential for Existentialism in classrooms. Journal of Pedagogy. 2023;14(2):123-41. Pitt R. Play and being in Jean-Paul Sartre’s being and nothingness. The philosophy of play. 2013:109-119. Reveles JA. Ontology and Existentialism: Re-Examining the Heidegger-Sartre Debate. [Master’s thesis] Dominican School of Philosophy and Theology; Berkeley, California; 2022. Rumianowska A. Existential perspectives on education. Educational philosophy and theory. 2020;52(3):261-9. Rusdi R. Bringing Depth to Education: Applying Existentialist Philosophy and its Implications in Developing Islamic Education. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education). 2019;7(2):207-18. Salehi SK, Tahmasebi F, Talebrokni FS. A different look at featured motor learning models: comparison exam of Gallahue’s, Fitts and Posner’s and Ann Gentile’s motor learning models. Movement Sport Sciences. 2021(2):53-63. Sartre J-P. Existentialism is a humanism. Yale University Press; 2007. Sherman GL. Existentialism and higher education: A renewed intersection in well-being. Journal of Humanistic Psychology. 2020;64(3): 504–522. Thurzo V. The influence of Existentialism and subjectivism on the concept of the human person. Spiritual and Social Experience in the Context of Modernism and Postmodernism. 2021;(1) 7-34. Tubbs N. Existentialism and Humanism: Humanity—Know Thyself. Studies in Philosophy and Education. 2013; 32:477-490. Van den Bos K. Making sense of life: The existential self trying to deal with personal uncertainty. Psychological Inquiry. 2009;20(4):197-217. Van der Aar LP, Peters S, Becht AI, Crone EA. Better self-concept, better future choices? Behavioral and neural changes after a naturalistic self-concept training program for adolescents. Cognitive, Affective, & Behavioral Neuroscience. 2022; 22(2): 341–361. Van Dung V. The Thought of Human in Existentialism. European Journal of Human Resource Management Studies. 2020;4(1):72-84. Van Stee A. Philosophers of Existential Selfhood. Love and Selfhood: Self-understanding Through Philosophy and Cognitive Neuroscience. Springer Nature; 2022. Warburton N. A student’s guide to Jean-Paul Sartre’s Existentialism and Humanism. Philosophy Now. 1996; 15:27-31. Yacek DW. Nietzsche and Moral Education. Moral education in the 21st century. 2023:69-93. Zarvandi, J. A Comparative look at the education of values in the two perspectives of Islam and Existentialism. Applied Research in the Field of Quran and Hadith, 2021; 1(3): 51-88. Persian.
| ||
|
آمار تعداد مشاهده مقاله: 437 تعداد دریافت فایل اصل مقاله: 183 |
||