Kin 405 - Chapter 8 review

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California State University, Northridge *

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405

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Philosophy

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Apr 3, 2024

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Chapter 8 – Sport, Moral Education, and Social Responsibility -Morality and Sport -Reductionist Thesis -Inner Morality of Sport -Sport and Moral Education -Sport and Moral Responsibility -Coaching -Spectating -Athletes as Role Models -Sport, Violence, and Respect for Competitors -Vulnerability and Contact Sports Morality and Sports -The broader social implication of sport -Can sports play a significant role in broader moral development? -Should sports play a significant role in moral development? -Do sports reflect moral decline or positive moral influences? -Do sports have an important (positive) role to play in our moral lives? The Reductionist Thesis -Values in sports -reflections and reinforce values in broader society -expressions of the dominant social values -reflect back of prevailing social values and reinforce commitment to them in broader culture (values that we develop in sport serve to reinforce those broader social values) -Reductionist theory (externalism): -explanatory: values in sport explained by values in society (description of what the theory is about) -normative: worth and justification of values in sport no different than worth and justification in society at large -football: militaristic, capitalistic, egoistic -Objection: sports often express values counter to prevailing moral beliefs -overcoming racial prejudice in basketball -violence sanctioned by rules or implicitly accepted (boxing/MMA, football) (difference between the values, can be good/bad, not perfect match) Inner Morality of Sport -inner morality -certain values are central to competitive sports
-person interested in success in sporting context has strong reason to act upon values -these values may conflict with dominant social values -internal values -good internal to an activity when cannot be understood or enjoyed independently of that activity (no other means of achieving or securing that value other than through participation in that activity itself) -Strong reasons (to accept inner morality): excellence, discipline, and dedication (in practice in sport itself); can use these values in other contexts other than sport but there is that distinction in showing these values in basketball which is different than doing other types of activities – different excellence, practice in sport than the excellence and discipline in other activities) -good reasons: respect for rules; rules function differently in sport than in other activities – we follow rules of law because we have to or else bad things will happen but follow rules in sport for different reason which is for the sake of that activity (gratuitous logic) -(inner morality) seeks to exemplify: ethics of competition and demonstration of excellence (reason to accept the inner morality view rather than the reductionist external view) -values of sport -CAN (doesn’t have to) conflict with dominant social values -not mere reflections of larger society’s values (can be distinct) Sports and Moral Education -(support inner morality) -Should sports have a role in moral education? -Problems: -Partisanship: whose values should be taught? -Indoctrination: imposes values without autonomous consent (young athletes) -Response: -clarify own values -teach procedures of moral reasoning (form of how we go about moral reasoning rather than content; what moral reasons we should hold) -Response – Problem: can lead to moral relativism? (people can believe whatever they want) -Response: informal moral education -inner morality of sport…can’t avoid teaching values -teamwork, dedication, discipline, concern for excellence, respect for rules…(if we don’t have these in sport than can’t see sport in a meaningful way) -VALUES ARE PRESUPPOSED BY AN ATTEMPT TO SUCEED IN COMPETITIVE SPORTS -entirely appropriate to stress such values -good reason to support them (to engage in a mutual quest for excellence) -neutral (neither conservative or liberal)
-mild indoctrination…develop traits as part of social education, develop critical thinking, develop autonomy (quite different than forcing people to believe certain things) -public education: promote and illustrate values that all would have reason to support (sport as a means to promote universal human values) -Criticism: Still partisan – ideology of athletes overly competitive, egoistic, and conservative -Response: discipline and respect for rules and others (being loyal to internal logic of sport is all that’s required) but not blind loyalty -Criticism: Still indoctrination – do not explicitly discuss core moralities -impost on students who are too young to make competent autonomous decisions (what moral framework they want to adopt) -Response: indoctrination in pejorative sense and is this necessary? -not all values can be autonomously adopted -indoctrination is part of social process that develops critical thinking and autonomy -commitment, discipline, respect for others and rules, and appreciation for excellence are presuppositions of moral development -Moral education of a limited sort is proper function of schools/organized athletics -limited to promoting dispositions of mind and of character that can reasonably be regarded as prerequisites of the capacity to engage in autonomous critical inquiry with others (in order for us to be able to engage with others we need to have this foundation of understanding in relationship) -compatible with academic value and may enhance/reinforce them (those academic values) Sports and Moral Responsibility -Do individuals have special moral responsibilities? Coaching and its Duties -perform many duties -evaluated on various factors/functions -wins and loses -promoting program -recruiting -keeping athletes eligible -should be an alignment with duties and evaluation -but functions can conflict (emphasis on winning rather than keeping athletes eligible) -Overemphasize winning
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