Margaret Whitehead身體素養概念的哲學基礎及其實踐與挑戰

The philosophical foundations, practice, and challenges of Margaret Whitehead’s concept of physical literacy

本研究旨在辨明Margaret Whitehead身體素養(physical literacy)概念的核心意涵與哲學基礎，並評析該理念在現今體育教學現場的實踐與面臨之挑戰。研究採用詮釋學方法與相關文獻分析，試圖回答三項核心問題：一、Whitehead身體素養概念的哲學基礎為何？二、該理念如何具體落實於教育現場？三、其理論與實踐之間存在哪些落差與挑戰？研究發現，Whitehead將身體素養定義為一種整合動機、自信、身體能力與與環境互動的能力，並主張此素養對個體終身參與身體活動具有關鍵意義。其理論基礎涵蓋一元論、存在主義與現象學，主張身心一體與具身經驗的重要性，批判傳統體育教育將身體活動工具化、忽略其內在價值。透過這些哲學思維，Whitehead建構出以「人」為核心、重視個體經驗的身體素養觀點。在實踐層面，本文分析多國推動身體素養的經驗，指出加拿大與英國已建立教學策略與評量工具，並將身體素養理念融入政策與課程設計。臺灣亦在十二年國教推行背景下逐步引進此概念，並試圖整合知識、技能與態度於體育課程之中。然而，實施過程仍面臨諸多挑戰，包括教師對身體素養核心意義掌握不足、教學設計傾向技術導向，以及缺乏與本土教育現場相符的評量方式。本文認為，若欲落實Whitehead之身體素養理念，必須強化教育現場對其哲學基礎的理解，並在制度設計與教學實務中深化「身體經驗」作為學習媒介的認識，方能實現身體素養促進全人發展與終身學習的教育目標。

This study aimed to clarify the core meaning and philosophical foundations of Margaret Whitehead’s concept of physical literacy, and to evaluate its implementation and the challenges it faced in contemporary physical education settings. Using a hermeneutic approach and relevant literature analysis, the research sought to answer three central questions: (1) What were the philosophical underpinnings of Whitehead's concept of physical literacy? (2) How was this concept implemented in educational practice? (3) What gaps and challenges existed between theory and practice? The findings revealed that Whitehead defined physical literacy as an integrated capacity involving motivation, confidence, physical competence, and interaction with the environment. She argued that this literacy was essential for lifelong engagement in physical activity. The theoretical foundations of the concept included monism, existentialism, and phenomenology, which emphasized the unity of body and mind as well as the importance of embodied experience. Whitehead critiqued traditional physical education for instrumentalizing bodily movement and neglecting its intrinsic value. Drawing on these philosophical perspectives, she constructed a human-centered view of physical literacy that valued individual experience. On the practical level, the study analyzed how various countries promoted physical literacy. It pointed out that Canada and the United Kingdom had developed teaching strategies and assessment tools, and had incorporated the concept into policy and curriculum design. Taiwan also gradually introduced the concept under the implementation of the 12-Year Basic Education Curriculum, attempting to integrate knowledge, skills, and attitudes into physical education. However, the implementation process still faced many challenges, including insufficient teacher understanding of the core meaning of physical literacy, a tendency toward technically oriented instruction, and a lack of assessment tools suited to the local educational context. The study concluded that in order to realize Whitehead’s vision of physical literacy, it was necessary to strengthen educators’understanding of its philosophical foundations and to deepen recognition of embodied experience as a medium for learning. Only in this way could physical literacy truly promote holistic development and lifelong learning.