Scientific objectivity and basis of TAIIKU-GAKU

Abstract

To give the sciences on physical education an assured status, it is premised on a conceptual grasp of physical education in itself. But physical education has been confused with sport conceptually. This means it cannot be regarded as scientifically estab1ished. As the conceptual base of physical education is derived from 'education', its categorical basis consists in relation', whereas a genus of sport is 'culture' that has a categorical basis of 'substance'. They are the disparate concept that cannot have an overlap each other. Namely conceptual substitution physical education for sport is impossible. For establishment of specialty as science, first of all, our distinctive comprehension of these concepts will be required. Although physical educat1on researchers mix up practical knowing (phronesis) with theoretical knowledge frequently, it is crucial to differentiate clearly between the two matters also. Empirical knowing is of significance for practice but doesn't automatically mean to be researches. Scientific work obviously requires inter-subjectively testable objectivity and falsifiability (Popper). The origins of actual influences in scientific knowledge are based on a rational explanation of fact and prediction of unforeknown fact (Carnap). Therefore the sciences on physical education too must pursue not a mere object but the objectivity that everyone recognizes the validity of an argument. Academizing our studies, the subjects of inquiry for physical education must be argued not only generally and logically, but also falsifiably. Such learned accomplishments will be able to obtain the above objectivity as requirement for research. Then our sciences will acquire social significance and recognition from that its scientific force arises.