The importance of metaphysics in the theory of nontrivial physical education – Polish tradition

Abstract

The sociological cognition of physical education is, in itself complete but insufficient. Within sociological theory we will find explanations of the social and individual functions of physical education. However we find neither 1) justification of the reason for its origins: where does it come from?, why is it here?, nor 2) interpretation of the meaning – what value justifies the meaning ? The first question requires reference to the basics of metaphysics, and the second to the social philosophy and philosophy of culture. Expanding the scope of cognition of physical education by a philosophical thread shows this field of education to be a metaphysical singularity and a cultural universal with a three-stage chain of social causality. In the realities of a pedagogical university, the transformation of a theoretician of physical education into a philosopher of physical education takes place alongside the operation of justifying the sense of being. This is the transition from an explanation of the existence of being in the light of the truth about the cause, to a justification of the rightness of the existence of being in the light of the truth about the good. The intellectualization of the philosophical rationality of a student as a future teacher can increase discreetly the effectiveness of influencing the personality of the student. The aim of the considerations is to show the importance of metaphysical thinking in expanding the explicative range of physical education theory: from the trivial to the non-trivial.