Towards a didactic of possibility: implications of Merleau-Ponty ’s phenomenology for physical education

Abstract

The aim of this paper is to demonstrate some of the implications of MerleauPonty ’s phenomenology for the Didactics of Physical Education. For these purposes, beginning with notions of “one’s own body ”, intentionality, gesture, intersubjectivity, signification, and expression, it establishes relations with teaching and learning situations in the field of human movement. It concludes by advocating a “didactics of expressive possibility ” which takes the meanings and intentions of subjects in movement into account, that is, the diverse modes of expression that are involved therein.