KNES 380: PHILOSOPHY OF HUMAN MOVEMENT, WEB EDITION (3 UNITS)
Course Syllabus; FALL Semester, 2023
Please read to the end of the syllabus. You are responsible for all content included in the syllabus and expected
to check here FIRST for answers to your questions. If you are still confused AFTER checking the syllabus,
please post your question to the Q and A forum on Canvas. I know it’s long, but this document explains what
you need to know to be successful. Since we are not face-to-face, I have made every effort to be clear and
detailed. Not reading it will only hurt your chances of success and may cause you serious pain and anguish
later in the course. You have been warned!
1. Instructor Info
Instructor: Magdalena Mankowska Gleaves
(Dr. Mankowska, Dr. M)
Office: KHS 159 (near Titan Gym)
Office Hours: on Tuesdays – in the office and on Zoom
(11:30 am – 2:30pm) or by appointment
Email: mmankowska@fullerton.edu
Contact Hours: Students should expect replies to emails
received between 8 am and 5 pm, Monday through
Saturdays, within 48 hours. Emails received after 5 pm on
Saturday will be replied to on the following Monday.
2. Course Information
Name: KNES 380: The Philosophy of Human Movement
Prerequisite: Completion of G.E. Category: C.2.
Undergraduate Course not available for Graduate Credit
Location: Canvas
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Time: Asynchronous – no meetings on campus or Zoom
Description:
The philosophy of human movement in athletics, sport, kinesiology, play, dance, and other human movement
forms from ancient Greeks to the present. Philosophical theories of human movement relative to personal
identity, reality, being, values and nature of competition.
Course Format:
Learning is a challenging and frequently uncomfortable process. All education is fundamentally self-education.
In this process teachers serve as facilitators in what is primarily a quest by each individual student to acquire
knowledge and insight. As one of America's foremost “liberal arts” educators, Mortimer J. Adler, asserts, “all
genuine learning arises from the activity of the learner's own mind. It may be assisted, guided, and stimulated
by the activity of teachers. But no activity on the part of teachers can ever be a substitute and become the sole
cause of a student's learning.” In the end, learning by reading and discussion is fundamentally an active
proposition. The passive sort of consciousness through which one approaches television does not work in
education. In that spirit, this course facilitates opportunities for students to actively engage in learning with the
result being that course material becomes internalized and has value beyond the classroom. The course will
utilize strategies of group-based learning. Student initiative, decision-making, and responsibility will be
emphasized throughout the course. A willingness to accept responsibility for your own work is essential for
success in the class and will be an element of one’s final grade. Skill and habit development are crucial. Thus,
a willingness to undergo training exercises and practice philosophic skills (e.g., critical thinking, formal logic,
analyze complex arguments) will be essential to success in the class.
Course Objectives:
The National Academy of Kinesiology explains that “Kinesiology is a common name for college and university
academic departments that include many specialized areas of study in which the causes, processes, and
consequences, and contexts of physical activity are examined from different perspectives. The specialized areas
of study apply knowledge, methods of inquiry, and principles from areas of study in the arts, humanities,
sciences, and professional disciplines. These specialized areas include (but are not limited to) biomechanics,
psychology of physical activity, exercise physiology, history of physical activity, measurement of physical
activity, motor development, motor learning and control, philosophy of physical activity, physical activity and
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public health, physical education pedagogy, sport management, sports medicine, and the sociology of physical
activity.” In line with this statement, the mission of the Department of Kinesiology is to provide students with a
broad understanding of human motor performance and health across kinesiology’s subdisciplines. This course
aims to facilitate student’s ability to understand the philosophical perspectives of human movement. Through
this course, students will:
•
Gain an understanding of the philosophical context of various human thinking (across time and
place) towards movement, exercise, play, games, martial arts and dance including how cultures
embed values in movement activities.
•
Develop an appreciation for philosophy and its relationship to the social and empirical sciences
within kinesiology.
•
Articulate the strengths and weaknesses of different philosophical models of the human person and
discuss their implications for kinesiology.
•
Explore how differences are experienced in various forms of movement—including social class,
gender, race, (dis)ability, and sexual orientation as well as power and privilege.
•
Consider the axiological values of human movement both as a means to an end and as an end in
itself that includes skilled movement, performance, recreation, and competitive physical activity.
•
Examine contemporary ethical problems that kinesiologists may face and evaluate the merits of
different solutions to them.
•
Exercise general critical thinking skills and how to apply learning from various disciplines
(humanities, social sciences, and natural sciences) to practical and theoretical problems related to
human movement.
•
Improve writing skills to express critical thinking and argumentation that employ civility and
academic style as well as grammar and spelling.
Learning Outcomes
At the conclusion of this course, students will be able to:
•
When prompted, express in writing multiple perspectives held by various cultures towards
movement, exercise, play, games, martial arts and dance including how cultures embed values in
movement activities.
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•
Explain in writing how philosophy contributes to knowledge in conjunction with the social and
empirical sciences within kinesiology.
•
Independently analyze the strengths and weaknesses of different philosophical models of the human
person and discuss their implications for kinesiology.
•
Evaluate in writing how differences are experienced in various forms of movement—including
social class, gender, race, (dis)ability, and sexual orientation as well as power and privilege.
•
Compare the axiological values of human movement as a means to an end and as an end in itself that
includes skilled movement, performance, recreation, and competitive physical activity.
•
In a writing, evaluate contemporary philosophical problems related to physical activity and appraise
the merits of different solutions to them.
•
When given contemporary news articles, express in writing critical thinking and argumentation that
synthesizes learning from various disciplines (humanities, social sciences, and natural sciences) to
critically evaluate philosophical issues in human movement.
This course meets General Education Requirements for Category C3 and the Z Overlay. A grade of “C” (2.0) or
better is required to meet this General Education requirement. A grade of “C-” (1.7) or below will not satisfy
this General Education requirement.
Learning Objectives for C3 (Based on Fall 2019 Catalogue Year)
•
Understand broad, unifying themes from cross-disciplinary perspectives in the humanities.
•
Understand the relevance of the humanities for the thoughtful consideration of complex contemporary problems.
•
Appreciate the complex relationship and interaction between the humanities and other fields of learning, including
the natural sciences, social sciences, and arts.
Learning Objectives for Z
•
Demonstrate an understanding of the ways in which culture, difference, and otherness are socially constructed and
fundamental to social interaction in an inter-connected world.
•
Demonstrate reflection and appreciation of the complex relationships that various factors such as gender,
ethnicity, race, sexual orientation, religion, class, and exceptionality bring to a discussion of society and culture.
•
Demonstrate a critical understanding of how power, privilege, and oppression play out across a range of cultures,
human experiences, intersecting social locations, and historical experiences, including but not limited to one's
own experiences.
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•
Recognize how one's own cultural histories and practices mediate one's own sense of self and relationships to
others.
•
Describe and understand how to enact ethical and transformative frameworks and modes of exchange
and communication that promote rights, social justice, equity, and inclusiveness.
Writing Requirement for General Education
According to UPS 411.201, GE courses “shall include student writing appropriate to the course” and that
writing “shall involve the organization and expression of complex data or ideas and careful and timely
evaluations of writing so that deficiencies are identified and suggestions for improvement and/or for means of
remediation are offered.” The news curations, group projects, and essay questions on exams are designed to
satisfy this requirement. Evaluation of student writing will consider both mechanics of writing such as
organization, style, and clarity and the communication of critical analysis and original evaluation through
writing. The instructor shall provide students with a rubric (available on Canvas) and shall provide prompt,
specific feedback for addressing deficiencies and improving writing.
Required Text
Kretchmar, R. S., Dyreson, M.,
Scan QR code below for the
Llewellyn, M.P., Gleaves, J.
copy on Amazon
(2018). History and
philosophy of sport and
physical activity. Champaign,
IL: Human Kinetics.
Also, you can have an access for two weeks of the semester at VitalSource, link below:
https://fullerton.vitalsource.com/reader/books/9781492549147/pageid/50
The following required readings are available in Canvas (see course schedule for reading order):
Anderson, D. R. (2002). The Humanity of Movement or “It's Not Just a Gym Class”. Quest, 54(2), 87-96.
Beresford, M. J. (2010). Medical reductionism: lessons from the great philosophers. QJM: An International Journal of
Medicine, 103(9), 721-724.
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Brackenridge, C., Mutrie, N., & Choi, P. Y. (2005). Is sport and exercise science a man’s game? Philosophy and the
sciences of exercise, health and sport: Critical perspectives on research methods, 169-186.
Foddy, B., & Savulescu, J. (2006). Ethics of performance enhancement in sport: drugs and gene doping. Principles of
health care ethics, 511-519.
Gleaves, J., & Lehrbach, T. (2016). Beyond fairness: the ethics of inclusion for transgender and intersex athletes. Journal
of the Philosophy of Sport, 43(2), 311-326.
Goldstein, R. (2014). How Philosophy Makes Progress, Chronicle of Higher Education.
https://www.chronicle.com/article/Is-Philosophy-Obsolete-/145837
Greenfield, B. H., & West, C. R. (2012). Ethical issues in sports medicine: A review and justification for ethical decision
making and reasoning. Sports health, 4(6), 475-479.
Harriss, D. J., & Atkinson, G. (2011). Update–ethical standards in sport and exercise science research. International
journal of sports medicine, 32(11), 819-821.
Kitcher, P. (2012). The trouble with scientism. New Republic, 4.
Leder, D. (1992). A tale of two bodies: The Cartesian corpse and the lived body. In The body in medical thought and
practice (pp. 17-35). Springer, Dordrecht.
McFee, G. (2009). Ethics and Consent. Ethics, knowledge and truth in sports research: An epistemology of sport (135150). Routledge.
Pinker, S. (2013). Science is not your enemy: An impassioned plea to neglected novelists, embattled professors, and
tenure-less historians. New republic, 6.
Plato “Allegory of the Cave” from Cooper, J. M., & Hutchinson, D. S. (Eds.). (1997). Plato: complete works. Hackett
Publishing (514a-520A).
Russell, B. (2001). The value of philosophy. The problems of philosophy. OUP Oxford 89-95.
Schultz, J. (2011). Caster Semenya and the “question of too”: Sex testing in elite women's sport and the issue of
advantage. Quest, 63(2), 228-243.
Stolz, S. A. (2013). Phenomenology and physical education. Educational Philosophy and Theory, 45(9), 949-962.
Thompson, J. G. (1984). Logos protreptikos: Building pride in the profession. Canadian Journal of History of Sport,
15(2), 1-4.
Verghese, A. (2011) Treat the patient, not the CT scan. New York Times .
https://www.nytimes.com/2011/02/27/opinion/27verghese.html
Wei-Ming, T. (1992). A Confucian perspective on embodiment. In The Body in Medical Thought and Practice (pp. 87100). Springer, Dordrecht.
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Young, I. M. (1980). Throwing like a girl: A phenomenology of feminine body comportment motility and spatiality.
Human studies, 3(1), 137-156.
Change of Syllabus:
Changes may be made, as necessary, during the semester. Any changes will be made in writing. Students shall
be notified by email of any changes.
Assessment Plan
See below for detailed description of assignments. Your final grade will be calculated as:
Category
% of
Grade
Administration
tool
Pre-Quiz
0%
Canvas
Understanding Quizzes
22%
Canvas
Multiple question quizzes with questions taken from the pre-quiz question bank. Single attempt.
Applying Assignments
25%
Canvas
Variety of assignments to connect philosophical material for each module to applied settings.
Peer Review and
Discussion Boards
20%
Canvas
Four writing assignment (one for each module) graded using a rubric, three reviews (one for
Module 1, 2 and 3) of an assigned peer’s philosophical positions essay
Philosophical Positions
Essay
33%
Canvas
Three short argumentative essays (in Module 1, 2, 3) graded using a rubric
Evaluation tool
Multiple question quiz with randomly appearing questions drawn from a question bank.
Unlimited attempts.
Grade Scale
A
AB+
B
BC+
C
CD+
D
DF
100-93%
92.99-90%
89.99-87%
86.99-83%
82.99-80%
79.99-77%
76.99-73%
72.99-70%
69.99-67%
66.99-63%
62.99-60
59.99-Below
3. Assessment of Student Learning
Pre-Quizzes
You do not receive any course credit for completing a pre-quiz. Each pre-quiz is designed to prepare you for an
understanding quiz by allowing you to test your understanding against a bank of questions. Some of the
questions in the pre-quiz may appear in the understanding quiz. You may take the pre-quiz as much as you like
so, please use the pre-quiz as a learning tool to improve your understanding quiz scores.
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Pre-quizzes are not counted for course assessment.
Understanding Quizzes:
The purpose for the understanding quizzes is to assess your basic understanding of essential concepts
introduced throughout the course.
Throughout the modules, you will be assigned quizzes that measure your understanding of basic course
concepts. You will have ONE attempt at each quiz. The quizzes will often feature multiple choice, true/false,
fill in the blank, matching, or other short questions to measure your understanding of content. Each quiz will be
evaluated by the points answered correctly (i.e., 4/5) Quizzes with no attempt will receive 0 points. To prepare
for the quizzes, students should complete the assigned reading, lecture, or pre-quiz assignment.
The grade for this category is determined by the percentage of total points earned for all quizzes and is counted
for 22% of the final grade.
Applying Assignments
These assignments will not all be the same but are aimed to deepen your understanding of the assignments.
These assignments will be aimed to help you apply key concepts to real world settings and problems. Applying
assignment will have a preparation lecture and will use materials discussed in the course textbook and assigned
readings. You will apply material from the lecture and the readings to create original philosophical
investigations. They will be turned in through Canvas and are due when each module closes.
The grade for this category is determined by the percentage of total points earned for all applying assignments
and is counted for 25% of the final grade.
Peer reviews and Discussion Boards
These assignments are designed to get you to analyze philosophy considering the news that unfolds. As the
world population grows exponentially, so too does demand for and consumption of resources...even news and
information. Even though we live in an era of unprecedented technological innovation, there’s more junk, noise,
and garbage on the internet than ever, and with more people online than ever, the problem gets worse every day.
At the same time, we need the ability to think critically and examine the philosophical accuracy of assumptions
that guide our course of action. In other words, we need to see how philosophical theory applies in the real
world. For module 1, 2 and 4 (Discussion Boards) we will be discussing selected readings for that module or
videos. Please select one of required readings or videos for your post. Readings samples are going to be
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provided on CANVAS. You may view more videos of the same concept via Youtube. Please read the
description and read articles or view video sample. Your initial post should include the following:
-
Which article or video are you discussing?
Why did you choose this article/video?
What philosophical principles are at work?
How those arguments presented in the article/video support your professional vision?
You are expected to post an initial response and reply to the discussion. You will only receive full credit
after you have posted an initial response and then a reply to two students post at least 1 time in each
discussion. If you only post once within single discussion, you will only receive 15/20 points. Your reply
post should include the following:
-
Choose at least two students to respond to
Compare your analysis to theirs
What do you find most interesting about the other students post?
The respond to peers’ discussion is due 3 days after the due date for selected module, so for module 1 (due for
respond to peers’ discussion is on Wednesday since all other assignments are due on Sunday).
Following Modules 1, 2, and 3, you will provide a peer review of a fellow student’s philosophical position. The
review will require you to be familiar with both the student’s Philosophical Position and the article they
critiqued. Your role in the peer-review is to discuss the counterarguments and evidence provided in the
philosophical position as well as any insights that may sharpen the critique of the article. Like in academic peer
review, your review will be anonymous. Peer reviews are due within 5 days of the assignment.
The grade for this category is determined by the percentage of total points earned for all news curations and is
counted for 20% of the final grade.
Philosophical Positions
For module 1, 2 and 3, you will select one of the assigned philosophical articles for a deeper analysis. With
each selected article, you will identify a single sentence that makes a claim about that issue that is of
philosophical or ethical significance that you disagree with. Please note:
Claim: This is a statement that is essentially arguable but is used to prove an argument.
Philosophical significance: You must be sure that the claim you are critiquing is in the subject matter of
philosophy, not zoology, physiology, economics, etc. (for guidance, please consider the branches of philosophy
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described in the textbook). So, for example, if an author says that highly competitive youth sport improves
children’s performance as adults, this may be a pedagogically significant claim but not a philosophically
significant claim, since it does not say something about right or wrong behavior. A philosophically significant
claim would be a claim that a certain kind of behavior or policy is right or wrong, or that certain individuals
have or do not have certain rights, or that people in certain circumstances have or do not have certain
obligations or duties, etc.
Philosophical significance: You must also be sure that the claim you are critiquing is significant, not minor, or
trivial. For example, suppose an author were to say that he thinks that people have the right to 2,000 calories of
nutrition per day, and you were to think that people only have the right to 1,950 calories of nutrition per day.
Then while your disagreement with the author would be an ethical one (because it would be concerned with the
extent of the rights that people have), it would not be a very significant one, because even if the author were to
concede this point, it wouldn’t have a substantial impact on the practical implications of his or her views.
Each philosophical position paper should:
1. Briefly describe the claim that will be the object of your critique. This could probably be done as part of
the short opening paragraph. Remember the “Principle of Charity.”
2. Explain why this claim is significant. This is the “So what?” Why should we care about this claim? You
might explain, for example, that if the claim with which you’re concerned turns out to be objectionable,
then there will turn out to be problems with one of the author’s main arguments. This could probably be
done in a paragraph or so.
3. Critically evaluate the claim you have identified, and whose significance you have established. In other
words, explain why the claim is objectionable. This will require the most work and should occupy the
bulk of your paper. Here is where you should introduce not only counter arguments which can be from
course materials and empirical evidence (provide citations).
You may wish to consult Harvard’s “A Brief Guide to Writing the Philosophy Paper” here:
https://philosophy.fas.harvard.edu/files/phildept/files/brief_guide_to_writing_philosophy_paper.pdf
The grade for this category is determined by the percentage of total points earned for all four essays and is
counted for 33% of the final grade.
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Grading Policies
Assessment of Assignments
Prompt assessment of your work is vital to your learning. You will receive assessments on completed
assignments through the assigned rubrics for each assignment in Canvas. You should expect that an assignment
is assessed (graded with feedback) within one week of its due date and up to 10 business days for longer essays
(see Due Dates below). If you turn the assignment in early, it may be graded early, but this is not always
possible.
It is your responsibility to access the rubric, read comments, and follow up with the instructor for clarification.
These are available through Canvas. Depending on your personal notification settings, you may or may not
receive an automatic notification when a grade is available. Please double-check your settings and verify if you
have received your rubric score prior to emailing me regarding your assignment score.
Please know, I welcome every opportunity to interact with you and as a human from time to time I make a
mistake. If for any reason (and I mean it!) you feel your grade contains an error or you wish to clarify a
comment or grade you received, please follow up with me.
Due dates
Each level (module in Canvas) has a due date (See Course Schedule below). All quizzes, kinesiology
engagement activities, and student learning assignments must be submitted by 11:30 PM on the due date to
receive full credit.
Make-Up Policy (AKA What Happens if You Miss a Deadline)
More and more, I am aware that life happens, and deadlines get missed. If you miss a deadline because of an
unforeseen issue such as an illness or a family crisis, please email me at your earliest convenience (preferably
before the deadline has past) and I can work with you to extend your deadline.
For non-emergencies, you can still turn in assignments or quizzes after the deadline. Late work will
automatically lose 3% for every day that it is late for 5 days (e.g., down to 85%). Afterwards, the assignment
will be too late to receive credit.
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Authentication of Student Work
Students are required to submit their own work. Student work will be authenticated through plagiarism software
or other appropriate means. Students may be asked to provide evidence authenticating their work when the
instructor has reason to suspect the submitted assignment was not completed by the student.
Penalties for Academic Dishonesty
Academic dishonesty includes but is not limited to cheating on examinations or assignments, unauthorized
collaboration, plagiarism, falsification/fabrication of university documents, any act designed to give unfair
academic advantage to the student (such as, but not limited to, submission of essentially the same written
assignment for two courses without the prior permission of the instructor), assisting or allowing any of these
acts, or the attempt to commit such acts.
All instances of academic dishonesty will be dealt with as outlined in CSUF UPS 300.021 located here:
http://www.fullerton.edu/senate/publications_policies_resolutions/ups/UPS%20300/UPS%20300.021.pdf
Participation - Students are not assessed on participation. However, participation will be generated through
the Kinesiology Engagement Activities. Higher Quality KEAs will inherently require more participation in
the course and more participation will improve the assessment of KEA assignments.
Students are expected to show up at any time to their Canvas site, make contribution to the discussion boards,
and completed the assignments. Students shall be responsible for content and learning that occurs during the
semester. Being social and interact with professor and classmates is in your best interest.
Students Rights for Accommodations
Every effort will be made to accommodate student learning. To learn more about your rights as a student, please
consult CSUF UPS 300.000 here:
http://www.fullerton.edu/senate/publications_policies_resolutions/ups/UPS%20300/UPS%20300.000.pdf
Any student needing accommodations to facilitate their legal right to learning should contact DSS here:
http://www.fullerton.edu/dss/prospective_students/apply/index.php
Often the instructor is able to accommodate other requests to support learning. So, if there is something I can do
to help, please ask.
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Actions for Emergency Situations
All students should be aware of what needs to be done in the case of an emergency, such as an earthquake, a
fire, or other disasters, natural or otherwise. Be sure to look at the CSUF Emergency Preparedness website for
critical information about your safety.
University Wide Policies
All University Wide Policies supersede any policies described in this syllabus. In the event that the statements
in the syllabus do not conform with a university wide policy, the instructor will follow the university wide
policy that is in effect during that semester. For current University Wide Policies, please see:
http://fdc.fullerton.edu/teaching/syllabus.php
Military experience
Veterans and military personnel with special circumstances (e.g., upcoming deployments, drill requirements,
VA appointments, or specific accommodations/needs) are welcome and encouraged to communicate these (in
advance, if possible) to the instructor. In addition, California State University Fullerton's Veterans Resource
Center (VRC) is committed to serving the needs of veterans, service members, and their families during their
transition from military experience to student life. Student veterans, service members, or military families who
need support or assistance while attending CSU Fullerton may refer to the VRC website at
http://www.fullerton.edu/veterans; call 657-278-8660/2373; email veterans@fullerton.edu; or stop by Gordon
Hall, Room 244.
Campus services:
Dear students, we have all been through an unprecedented time in our lives – unexpected, unpredictable, and
unimaginable. I hope that you and your family and friends remained healthy throughout this time. Returning to
campus and our normal lives will be another transition for all of us. I want you to know, without hesitation, that
I am here for you to help you navigate through this period. For some of you, it may be seamless, and yet, for
others more challenging. Listed below are resources for you to contact – do not hesitate if you need support.
I’m not a trained therapist, but I’m a good listener because I care; and if I’m unable to help you, I do know the
services that we provide for our students and can direct you there – personally walking you to the facility if
needed.
•
CAPS 24/7 crisis phone services for students: (657)278-3040
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•
YOU@Fullerton: A free and confidential wellness portal that connects students to academic, physical
and mental health resources. Student visit: https://you.fullerton.edu
•
CAPS appointments for students: (657) 278-3040 or visit https://www.fullerton.edu/caps/
•
Please call 911 for any and all emergencies.
4. Online Instruction Information
Participation
Again, students are not assessed on participation. However, participation will be generated through the
Kinesiology Engagement Activities. Higher Quality KEAs will inherently require more participation in the
course and more participation will improve the assessment of KEA assignments.
Netiquette
How we treat each other online is no different than how we treat each other face – to - face. That said, the new
medium may prove confusing when we have not established a shared set of expectations. Below is a resource to
help with "netiquette." However, when in doubt, err on the side of kindness and caution. It is better to risk being
too polite than to accidentally be rude or offensive.
Email: Please email me but please keep it brief. Write in the subject line what your email is about. Tell me
upfront what you need or what I can do and when you need it by. I will respond quicker to shorter emails. If
your issue is too long for a short email, then request a phone call or zoom meeting.
Here is a resource to learn more about netiquette: https://titaniumhelp.fullerton.edu/m/StudentSelfHelpGuide/l/646667-student-what-is-netiquette
Deadlines
All assignments are due at 11:30 PM (Pacific time zone) on the assigned date of completion for each module
identified in the course schedule below.
Technical Competencies
Students are expected to be competent in using word processing software, accessing audiovisual materials,
producing, and uploading short audiovisual materials for assignment, and using search engines. When
necessary, students will receive additional guidance to complete an assignment while using specific software
applications.
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Minimum computer hardware and software specifications
Operating System: Windows 7, 8, 10 or Mac OS X/X+
Processor: 2+ GHz
Memory: 4+ GB
Plug-ins: PDF Reader, QuickTime, Java (use the current version) Note: Flash Player is no longer recommended.
Web browser: Chrome, Firefox or Safari (use the current version)
Display: 1920x1080
Software: Microsoft Office 2013/2011 or newer or Open Office or similar
Internet connection: FiOS/DSL/Cable or better (wifi is not recommended when taking any examinations)
E-mail: CSUF student email account
Sound card or built-in sound: required
Microphone
Webcam
Contact for Technical Support
The student technical help desk is located here: http://www.fullerton.edu/it/students/helpdesk/index.php
Their email contact is: StudentITHelpDesk@fullerton.edu
Alternative procedures for submitting work
In the event of technical problems, students should email the completed assignment to the instructor before the
deadline. If students are unable to access the assignment because of technical problems and miss the deadline,
students should contact the instructor to receive an extension. All contact about technical issues must occur
prior to the deadline.
On-campus meeting requirements
There are no required on-campus meetings for this course. Only asynchronous work.
Link to the library’s policy page for online instruction
http://www.library.fullerton.edu/about/guidelines/online-instruction-guidelines.php
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Course Schedule (more detailed graphic course organizer is posted on Canvas in Module O)
Please note that this course has online instruction/activities that occur during the campus closure.
Module
0
Course Objectives
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1
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2
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3
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4
Introduce the course
To develop an appreciation for philosophy and its
relationship to the social and empirical sciences
within kinesiology.
To exercise general critical thinking skills and to
apply learning from various disciplines (humanities,
social sciences, and natural sciences) to practical and
theoretical problems related to human movement.
Required Reading
•
•
•
•
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To improve writing skills to express critical thinking
and argumentation that employ civility and academic
style as well as grammar and spelling.
Gain an understanding of the philosophical context of
various human thinking (across time and place)
towards movement, exercise, play, games, martial
arts, and dance including how cultures embed values
in movement activities.
To exercise general critical thinking skills and to
apply learning from various disciplines (humanities,
social sciences, and natural sciences) to practical and
theoretical problems related to human movement.
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Canvas Pages
Level Completion Dates
On Wednesday,
August 30th @ 11:30 PM
Plato's Allegory of the Cave
Goldstein: Is Philosophy Obsolete
How To Read Philosophy Guide
Russell: Value of Philosophy
Textbook: Introduction and Chapter 3
(p 69-74 ONLY)
Chapter 1 (p 27-36),
Chapter 2 (50-61),
Chapter 3 (p 86-90),
Thompson: Logos Protreptikos
Quizzes: On Wednesday,
September 20th @ 11:30 PM
Assignments: on Sunday,
September 24th @11:30 PM
Quizzes: On Wednesday,
October 18th @ 11:30 PM
Assignments: on Sunday,
October 22nd @11:30 PM
To improve writing skills to express critical thinking
and argumentation that employ civility and academic
style as well as grammar and spelling.
To articulate the strengths and weaknesses of
different philosophical models of the human person
and discuss their implications for kinesiology.
To exercise general critical thinking skills and to
apply learning from various disciplines (humanities,
social sciences, and natural sciences) to practical and
theoretical problems related to human movement.
To improve writing skills to express critical thinking
and argumentation that employ civility and academic
style as well as grammar and spelling.
Consider the axiological values of health and
wellbeing as they relate to human movement both as
a means to an end and as an end in itself that includes
skilled movement, performance, recreation, and
competitive physical activity.
Exercise general critical thinking skills and how to
apply learning from various disciplines (humanities,
social sciences, and natural sciences) to practical and
theoretical problems related to human movement.
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Chapter 5 (p 130-139)
Chapter 10 (p 261-270)
Chapter 11 (p 274-276)
Chapter 12 (P 304-322)
Thomas and Rintala "Injury as
Alientation"
Verghese "Treat the Patient, not the
CT"
Quizzes: On Wednesday,
November 15th @ 11:30 PM
Assignments: on Sunday,
November 19th @11:30 PM
Belluck "Alzheimer's Therapy"
Improve writing skills to express critical thinking and
argumentation that employ civility and academic style
as well as grammar and spelling.
To examine contemporary ethical problems that
kinesiologists may face and evaluate the merits of
different solutions to them.
KNES 380 FALL 2023
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Virtue Ethics (68-69, 104-105)
Utilitarianism (156-161)
Quizzes: On Wednesday,
December 13th @ 11:30 PM
Deontological Ethics (180-183)
16
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To exercise general critical thinking skills and to
apply learning from various disciplines (humanities,
social sciences, and natural sciences) to practical and
theoretical problems related to human movement.
To improve writing skills to express critical thinking
and argumentation that employ civility and academic
style as well as grammar and spelling.
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Environmental ethics (318-320)
Savulescu: Doping and Gene
Doping
Assignments: on Sunday,
December 17th @11:30 PM
Accessibility score: High Click
to improve.
Karkazis: The Trouble with Too
Much T
The End of the Syllabus
Congratulations for reading to the end of the syllabus. There is a prize for your efforts. Do NOT DO the first
assignment listed in the class. This assignment is titled “Detailed Summary of the Syllabus” is NOT WORTH
ANY POINTS. I repeat, DO NOT DO IT. Yes, I am serious! It is a BIG WASTE OF TIME. You can see that it
does not appear on your grade book for any points. Those that do not read the syllabus to the end and just start
doing the assignment will waste their time. So again, great job following instructions. You are well on your
way to success in online learning.
KNES 380 FALL 2023
17