Central Mindanao University |

2024
UNIT
IV MIND-BODY DUALISM
AND
THEORETICAL-
PRESENTORS:
PRACTICAL
Bedan, Heaven A.
Padrique, John Carl B. KNOWLEDGE
Dela, Kent Xhyron L.

Villanueva, Kinn John L. Gaquing, Princess Mica S.

Castro, Elaiza Jean A.
BPED-1B
Loche, Joshua G. San Jose, Heart Nina P.
Tabamo, Esterlito
BPED 53 C.
- Philosophical and Socio-anthropological Foundations of
 UNIT IV – MIND-BODY DUALISM AND 1
THEORETICAL-PRACTICAL KNOWLEDGE

• 1. Mind-Body Dualism: Historical

Context & Key Philosophers
1.1 Rene Descartes (1596-
1650)
1.2 Plato (427-347 BCE)

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RENE DESCARTES (1596-1650)

• A French soldier, Mathematician,

Philosopher, Scientist, and Psychologist
• Known as the father of modern philosophy
• “Cogito, ergo sum” (I think, therefore I
am)

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Mind-Body Dualism
• Dualism refers to the belief that something is composed of two
fundamentally different components
• An individual is composed of two separate entities: the mind and body

Matter: the physical substance that walks, talks, and plays the
accordation. (the body)

Mind: the nonphysical substance that thinks, doubts, and remembers

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Cartesian Dualism

• States that the immaterial mind and material body, while being
ontologically distinct substance, causally interact

• Mental events cause physical events (e.g., mental intention causing

physical action), and vice-versa.

• Raises the question of how these two different substances interact

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Pineal Gland

• It was surrounded by animal spirits (what we now call cerebrospinal fluid), it was
not duplicated like other brain structures, and (he erroneously believed) it was found
only in the human brain
• It was through the pineal
gland that the mind willed the body to act or inhibited action
• When the mind willed something to happen, it stimulated the pineal gland, which in
turn stimulated appropriate brain areas, causing animal spirits to flow to various
muscles and thus bringing about the willed behavior

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Argument from Indivisibility

Descartes argued that the mind is indivisible, while the body is

divisible. He stated that the body can be physically separated into parts
(e.g., limbs), but the mind, as a thinking entity, cannot be divided in
the same way. This distinction suggests that the mind and body are
different substances: the body (res extensa) is material and extended,
while the mind (res cogitans) is immaterial and non-extended

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PLATO (428/427 BCE -

348/347 BCE)
• He was an ancient Greek philosopher,
student of Socrates, and teacher of
Aristotle.

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MIND-BODY DUALISM (ACCORDING TO PLATO)

- mind-body dualism from his philosophical belief. He viewed the body as a

temporary vessel for the eternal soul, which he believed possessed true
knowledge and understanding.

- He argued that a well-rounded education should cultivate both the body and
mind.

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PLATO'S CONCEPT OF MIND-BODY DUALISM

•Nature of the Soul: The soul is eternal, unchanging, and the true essence of a
person.

•Nature of the Body: The body is seen as a temporary, physical vessel that
houses the soul.

•Relationship: Plato believed that the soul and body are distinct but
interconnected.

•Philosophical Implications: This dualism led to the idea that true knowledge
comes from the intellect, rather than sensory experience, which is often deceptive.

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IMPORTANCE OF BOTH PHYSICAL AND MENTAL TRAINING IN
EDUCATION:
•Holistic Education:
- nurtures both the mind and the body.

•The Ideal Form:

-physical world is an imperfect reflection of a higher reality.

•Moral and Ethical Development:

-physical education contributes to moral character.

•Philosophical Framework:
-emphasizing that a sound mind in a healthy body is crucial for effective leadership and civic
responsibility.
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• 2. MIND BODY DUALISM: IMPACT ON

PHYSICAL EDUCATION & SPORTS
2.1 Emphasis on Intellectual Over
Physical
2.2 Integration of Mind and Body

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Mind body dualism impact on physical
•education and
Mind-body dualism, sportsconcept most notably associated with René
a philosophical
Descartes, posits a clear separation between the mind and body as distinct
entities. This theory historically influenced how physical activities, such as
sports and physical education, were viewed in relation to intellectual or
cognitive pursuits. In many cases, it led to a diminished emphasis on physical
education, as intellectual development was prioritized. However, contemporary
perspectives challenge this dualism, highlighting the interconnectedness of
mental and physical health, particularly in the fields of sports performance and
education.

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Educational Curriculum
Prioritization
• In traditional education systems,
subjects like mathematics, literature,
and sciences are given more
instructional hours and funding,
reflecting the greater emphasis on
intellectual over physical education.

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Standardized Testing and

Academic Metrics
• Schools and universities often
emphasize standardized testing and
intellectual achievements as primary
indicators of a student’s capabilities
and future potential.

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Social and Cultural Perceptions

• The dichotomy is further reinforced by

cultural views that prioritize mental work
over manual or physical labor.
Historically, scholars and thinkers were
held in higher esteem than athletes or
laborers, perpetuating the notion that
intellectual pursuits are superior.

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Impact on Policy and Resource
Allocation
• Due to the prioritization of intellectual
over physical development, funding and
resources for physical education
programs are often limited. This leads to
fewer sports facilities, less qualified staff,
and a lack of structured programs for
physical development.

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INTEGRATION OF MIND AND BODY

• What is “INTEGRATION?”

• What is “INTEGRATION OF MIND & BODY?”

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INTEGRATION OF MIND
& BODY
Integration
• The process of combining different parts or elements to
create a unified whole.

INTEGRATION OF MIND & BODY

• The understanding that your mind and body are not separate entities,
but rather interconnected parts of a whole system. They work
together and influence each other.

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Here's the easy way to understand it:

Mind to Body: What you think and feel can affect your
physical health.
Body to Mind: What happens to your body can affect
your thoughts and emotions.

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HOW THIS AFFECT PHYSICAL EDUCATION & SPORT?

Three different ways that mind-body integration can
help in physical education and sports.

1. Thinking Skills: This refers to teaching mental skills that can improve
athletic performance.
ex:
• Mindfulness:
• Visualization:
• Positive Self-Talk
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2. Feeling Good: This emphasizes the importance of emotional well-

being in sports.

It means helping student:

• Recognize the impact of emotions:
• Develop healthy coping strategies:

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3. Taking Care of the Whole Person: This highlights the importance of a holistic
approach to physical education and sports.

It means:
• Focusing on overall well-being:
• Creating a positive and supportive environment:

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• 3. Theoretical Knowledge (Philosophical

Principles)
3.1 Holistic Education (John Dewey, Aristotle)
3.2 Embodiment (Maurice Merleau-Ponty)

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Theoretical Knowledge (Philosophical
Principles)
• Theoretical knowledge refers to understanding abstract principles and
concepts that explain the 'why' and 'how' behind actions and practices.

• Theoretical knowledge helps to shape educational philosophies, such as

holistic education and embodiment, by providing a framework for
integrating mind, body, and experience in learning.

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Holistic Education
• Is an approach that seeks to develop the
whole person—intellectually,
emotionally, socially, and
physically—emphasizing
interconnectedness and experiential learning.

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John
Dewey
• Education is not preparation for life; it is life itself.
• Advocated for experiential learning (learning by doing)
and democratic education.
• Emphasized hands-on learning that integrates mind and
body.

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Aristotle

• Education should develop both intellectual and moral

virtues.
• A well-rounded education should balance mind, body,
and spirit.

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Embodim
ent
• In education, embodiment emphasizes the need
for learning through physical interaction and
sensory engagement, ensuring that knowledge is
not just theoretical but experienced through the
body.

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Maurice Merleau-
Pont
• "The body is central to how we experience the world
and gain knowledge."
• Challenges traditional mind-body dualism by
emphasizing that we engage with the world through
our bodies.
• Knowledge is not purely intellectual; it’s also physical
and experiential.

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• 4. Practical Knowledge (Physical

activity)
4.1 Cognitive & Physical
Development
4.2 Skill Development &
Descipline

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Definition of
terms
• Theoretical knowledge
•Practical knowledge
• Cognitive development
• Physical development

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Theoretical
Knowledge
• Theoretical knowledge- refers to
understanding the concept,
principles, theories that are not
based on direct experience or
observation but rather on reasoning
analysis and interpretation of
available information..

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Practical
knowledge
• refers to the skills, abilities and
experience gained through hands-
on practice or real world
application. That allows
individuals to perform tasks
efficiently and effectively.

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Cognitive
Development
• means the development of
the ability to think and
reason. Including the
development of memory,
problem skills and etc..

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Physical
Development
• Involves growth and changes
in the body, brain, the senses,
motor skills and health.

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Skill Development

• Is like learning something new and

getting better at it. It's about
practicing and gaining experience so
you can do things well.

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Key Aspects of Skill Development:

• Continuous Learning: Skill development is not a one-time event. It

requires a commitment to lifelong learning and continuous improvement.

• Diverse Skills: Developing a wide range of skills is crucial. This includes

technical skills, soft skills, and interpersonal skills.

• Goal-Setting: Setting clear goals helps individuals focus their efforts and
measure progress.

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Key Aspects of Skill Development:

• Practice and Feedback: Regular practice and seeking feedback are

essential for improving skills and identifying areas for development.

• Adaptability: Being able to adapt to new technologies, trends, and

challenges is vital in today's rapidly changing world.

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Benefits of Skill Development:

• Enhanced Career Opportunities: Developing in-demand skills can lead to

better job prospects and higher earning potential.

• Increased Confidence: Acquiring new skills can boost self-esteem and

confidence.

• Personal Growth: Skill development contributes to personal growth and

fulfillment.

• Problem-Solving: Strong skills equip individuals to tackle challenges

effectively. Central Mindanao University | 2024

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Discipline
• is a crucial trait that involves self-
control, perseverance, and the
ability to follow a structured
routine. It's the foundation upon
which many achievements are
built.

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Why is Discipline Important?

• Goal Achievement: Discipline helps individuals stay focused on their goals and avoid
distractions, leading to greater success.

• Habit Formation: Disciplined individuals can form positive habits that contribute to their
overall well-being.

• Stress Management: Discipline can help people manage stress effectively by

maintaining a structured routine and prioritizing tasks.

• Personal Growth: Disciplined individuals are more likely to take on challenges and
learn from their experiences, fostering personal growth.
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Why is Discipline Important?

• Set Clear Goals: Having well-defined goals provides a sense of direction and
motivation.

• Create a Routine: A consistent daily routine can help establish discipline and reduce
procrastination.

• Prioritize Tasks: Focus on the most important tasks first to avoid feeling
overwhelmed.

• Practice Mindfulness: Mindfulness techniques can help improve self-awareness and

self-control.
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5. Interplay Between Theoretical

and Practical Knowledge.
5.1 Curriculum design
5.2 Mindfulness and Mental
Training

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Curriculum
design • In physical education (PE), the interplay
between theoretical and practical
knowledge in curriculum design involves
integrating concepts and skills that
enhance student learning and
physical literacy.

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Theoretical
Knowledge
• This includes understanding the principles of
health, fitness, biomechanics,
anatomy, and psychology. Students
learn about topics like exercise
physiology, nutrition, and the
benefits of physical activity. This
knowledge provides the foundation for informed
decision-making regarding health and fitness.

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Practical
Knowledge
• This involves the application of theoretical concepts
through physical activities, sports, and fitness
practices. Students engage in various sports, develop
motor skills, and learn teamwork and leadership in a
practical setting.

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Integration

• Effective PE curricula blend these two types of

knowledge. For example, students might study the
physiological effects of exercise while
simultaneously participating in workouts. This helps
them understand why specific techniques are used
and how they can apply theoretical principles in real-
life situations.

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Assesment
• Curriculum design also considers how to assess both
theoretical understanding (through tests, projects, or
presentations) and practical skills (through
performance and participation). This dual approach
ensures that students can both understand and execute
concepts effectively.

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Lifelong Learning

• Emphasizing both types of knowledge prepares

students not just for physical education classes
but for a lifetime of healthy living, encouraging
them to apply their knowledge in various
contexts outside of school.

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Focus: Paying attention to the present
Mindfulness moment without judgment.

• Goals - Increase self-awareness

• Reduce stress
• Improve emotional regulation
• Enhance overall well-being
• Practices: meditation
• Body scan exercises
• Mindful movement (Yoga, Taichi,)
• Mindful breathing
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Benefits in PE:
• Improved focus and concentration during training and competition
• Enhanced body awareness for better movement control and injury
prevention
• Increased emotional resilience to handle pressure and setbacks
• Reduced anxiety and improved performance under stress.

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Focus: Developing specific mental skills to
Mental
enhance performances.
training
• Goal t
• Improve performance
• Achieve goals
• Develop a winning mindset
• Practices
• Visualization
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Mental
• Goal setting training
• Self-talk
• Imagery
• Relaxation techniques
• Cognitive restructuring

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Benefits of PE:

• Improved performance by enhancing focus, motivation and

confidence.
• Better coping mechanisms for dealing with pressure and adversity.
• Increased self-belief and stronger mental game
• Improved decision-making and problem-solving skills under pressure

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6. CONTEMPORARY PERSPECTIVES

6.1 HOLISTIC HEALTH AND

WELLNESS
6.2 INCLUSIVITY AND
ACCESSIBILITY

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HOLISTIC HEALTH AND
WELLNESS
Holistic health and wellness has gained significant traction in
contemporary society, reflecting a shift towards a more
comprehensive and integrated approach to well-being. This
modern perspective recognizes that health is not merely the
absence of disease but encompasses physical, mental,
emotional, and spiritual dimensions, all interconnected and
influencing one another.

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INCLUSIVITY AND
ACCESSIBILITY
Inclusivity
Inclusivity in PE refers to ensuring that all students, regardless of
their abilities, disabilities, backgrounds, or interests, feel welcome,
valued, and respected in the PE environment.
Accessibility
Accessibility in PE focuses on making PE programs and facilities
physically and functionally accessible to all students.

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Challenges to Inclusivity and
13
Accessibility
- Limited Resources: Schools often lack the necessary resources,
including funding, trained staff, and adapted equipment, to
effectively implement inclusive and accessible PE programs.
- Lack of Awareness and Training: Many teachers lack the
knowledge, skills, and training to adapt PE activities and curriculum
to meet the diverse needs of students with disabilities.
- Traditional PE Models: Many PE programs are still based on
traditional models that emphasize competition and sport-specific
skills.
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Central Mindanao University |
"True understanding arises
when we bridge the gap
between the mind and body,
for knowledge is not merely
2024

SECTION
CODE
PRESENTORS: abstract but is experienced
Bedan, Heaven A.
Dela, Kent Xhyron L.
and embodied in our actions
Padrique, John Carl B.
Villanueva, Kinn John L.
and interactions with the
Gaquing, Princess Mica S.
Castro, Elaiza Jean A. world."
Loche, Joshua G.
San Jose, Heart Nina P. END OF PRESENTATION
Tabamo, Esterlito C.
Bracero, Kier Phillip
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