The purpose of this study is to explore the potential of physical education from a pragmatist perspective.
Examining the intellectual development from Dewey to Rorty, Dewey’s educational theory presents socialization and individualization as inherently interconnected processes. His emphasis lies in fostering children’s self-realization through the reciprocal relationship between these two processes.
In contrast, Rorty’s educational theory positions socialization as a prerequisite for individualization, establishing a sequential relationship in which individualization follows socialization. The focus of education, therefore, shifts toward enabling children’s self-creation through this structured progression. Consequently, the transition from Dewey to Rorty signifies a shift in educational emphasis - from self-realization to self-creation.
In physical education, children continually create new selves - both physically and mentally - through their interactions with others. This process begins with productive dialogue, challenging commonly accepted agreements and conventional ideas in physical education and sports. When such challenges are realized, new possibilities for self-creation emerge, not only physically and mentally but also culturally.
From this perspective, physical education has the potential to contribute not only to the development of children’s motor skills and physical fitness but also to the cultivation of individuals who can actively participate in and sustain a democratic society.
This highlights one of the important aspects of the potential of physical education based on pragmatism.
