On the Philosophical Implications of Physical Literacy

Physical literacy has received much attention in the fields of education and physical education, sports, and beyond. Its philosophical rationale is crucial to understanding the core tenets of physical literacy. From an ontological perspective, the ontological significance of physical literacy lies in the relationship between human cognition and bodily experience. It is rooted in monism, criticizing dualism, and emphasizing the shaping role of the body and experiences on human cognition. The discovery of mirror neurons provides neurobiological evidence supporting the monistic view of physical literacy. Epistemologically, bodily activities serve as important means and mediators for knowledge acquisition. The epistemological principles of physical literacy emphasize the unity of action and perception. Embodied cognition theory and motor intentionality theory highlight the critical role of bodily experiences in conceptual formation and development. Methodologically, physical literacy highlights the idea that humans create themselves through interaction with the world. The affordance perspective, ecological dynamics, and predictive processing theory provide different perspectives for understanding the practice of physical literacy, emphasizing the importance of environmental design and sustained interaction in its development. Physical literacy transcends the traditional notion of physical education, and its philosophical implications enrich our understanding of human existence and development, providing a theoretical foundation for relevant practices.