QJU3043-Kurikulum Dan Falsafah Pendidikan Jasmani Dan Pendidikan Kesihatan

1. ETIKA DAN ESTETIKA
KESUKANAN
MINGGU 5

2. We often talk about sport in the
language of aesthetics
What is the language of esthetics in
sport?

3. • Beautiful swing
• Beautiful stroke
• Graceful stroke (swimming) – gerakan yang
cantik
• Graceful stride (running)
• What is the beauty , not athleticism, of the
movement of the figure skatter?
• What is the rhythm of the gymnast’s
movement during a floor exercise routine?

4. • Estetika / Aesthetic berasal dari perkataan
Greek “aisthetike” yang dimaksudkan sebagai
sains bagaimana sesuatu itu diketahui melalui
deria, oleh Alexander Gottlieb Baumgarten
(1735).
• Estetika adalah cabang falsafah yang
menjelaskan tentang ciri-ciri kesenian dan
juga kriteria penilaian secara artistik.

5. DEFINISI ESTETIKA
• Baumgarten (1781) mendefinisikan estetika
sebagai sensation yang bermaksud taste or
"sense" of beauty.
• Berdasarkan definisi ini, jelas menunjukkan
bahawa estetika berasaskan sistem deria
(sensori) - the ability to receive stimulation
from one or more of the five bodily senses.
• Estesis – apa yang mampu dikenalpasti oleh
deria.

6. • Sebagai contoh, Baumgarten mendefinisikan
rasa sebagai kebolehan mengenalpasti melalui
deria berbanding melalui intelektual
• Proses mengenalpasti berdasarkan perasaan
suka atau tidak suka.
• Oleh yang demikian, sains estetika bermaksud
kesimpulan peraturan atau prinsip artistik,
atau keindahan semulajadi daripada rasa
individu.

7. • Menurut Aristotle, terdapat 5 deria iaitu
penglihatan, pendengaran, rasa, sentuhan dan
bau.
• Tetapi Gibson (1950) memperkenalkan sistem
persepsi (perceptual system) yang
berkebolehan mendapatkan maklumat
persekitaran tanpa melibatkan proses
intelektual yang disebut sebagai visual,
auditory, taste-smell, basic-orienting and the
haptic system.

8. • Perceptual systems are defined by what they
do, rather than the set of sensors and
effectors involved in them.
• Perceptual systems are active, rather than
passive.
• They enable exploration rather than simply
reception, not just the pickup of information
but also the changing or ending of that
information pickup on the basis of movement
and engagement with the flow of the
information.

9. • Five perceptual systems:
1. The basic orienting system, which is involved
with bodily equilibrium and is the means by
which we pick up information about orientation
to gravity, force and acceleration.

10. 2. The auditory system, which picks up the nature
and location of “vibratory events”.
3. The haptic system, allows for a variety of
different kinds of exploration associated with
the stretching and deformation of tissues, giving
access to information about shapes, encounters
with objects, solidity or viscosity and contact
with the ground.

11. 4. The taste-smell system, which gives information
about “nutritive and biochemical values.”
5. The visual system which through ambient light
specifies all those aspects of the environment
that can affect the structure and dynamics of the
optical flow field

12. • Haptic System – satu-satunya yang bersifat
bilateral – kita boleh mendapatkan maklumat
tentang sesuatu objek dan pada masa yang
sama menerima kesan daripada maklumat
tersebut.
• Contohnya, ketika membina sebuah pasu
dengan tanah liat, anda dapat merasakan
tekstur tanah dan bentuk semasa anda
menempanya, dan ini memberi maklumat
kepada anda bila anda patut berhenti atau
mengubahnya mengikut citarasa anda.

13. PENDEKATAN UTAMA DALAM
ESTETIKA
• PENDEKATAN OBJEKTIF
– Kecantikan itu wujud dalam sesuatu objek dan
penilaian terhadapnya mempunyai kesahan
objektiviti.
• PENDEKATAN SUBJEKTIF
– Kecantikan sekadar untuk menyenangkan dan
kepuasan si pemerhati.

14. ETIKA
• Etika merujuk kepada kajian tentang nilai
moral atau kebaikan terhadap diri sendiri atau
orang lain.
• Orang yang beretika percaya bahawa adalah
salah secara moralnya melanggar peraturan
permainan untuk mendapatkan kemenangan.

15. ETIKA DAN MORALITI

16. Introduction
• As we develop, most of us arrive at a point at
which we wish to behave responsibly and to
think of ourselves as moral individuals.
• What do you understand about morality?

17. • Distinguish from right or wrong
• Act on this distinction
• Experience pride in virtuous conduct
• Feel guilt or shame over acts that violate one’s
standards.

18. Morality
• A set of principles or ideals that help the
individual to distinguish right from wrong, to
act on this distinction, and to feel pride in
virtuous conduct and guilt (or other
unpleasant emotions) for conduct that
violates one’s standard.

19. WHAT IS MORAL DEVELOPMENT?
• Concerns rules and conventions about what
people should do in their interactions with
other people through:
– Reason or think about rules for ethical conduct
– Behave in moral circumstance
– Feel about the moral matters

20. Basic concepts of moral development:
• Moral thought and reasoning
– The cognitive component of morality, the thinking
that people display when deciding whether
various acts are right or wrong.
– How children reason or think about rules for
ethical conduct?

21. • Moral behavior
– The behavioral component of morality
– Actions that are consistent with one’s moral
standards in situations in which one is tempted to
violate them.
– How do children actually behave in moral
circumstances?
– How children learn to resist temptation and to
practice moral behavior, suppressing actions such
as lying, stealing, and cheating.

22. • Moral emotion
– The emotional component of morality
– Feeling such as guilt, shame, and pride in ethical
conduct
– How does the child feel about the moral matters?

23. • Moral motivation
– Moral belief - normative motivation - normative
judgments that have some motivating force.
– When we make the normative judgment that something is
good for us, or that we have a reason to act in a particular
way, or that a specific course of action is the rational
course, we also tend to be moved.
– Children are motivated to act in accordance with their
ethical principles in order to experience positive effects
such as pride, and to avoid negative moral effects such as
guilt and shame.

24. Moral Scenarios
• Scenario 1:
– Someone has a conflict about whether or not to
cheat in examination. What is appropriate for the
character to do and why?

25. • Scenario 2:
– There are some toys and you have been asked to
select one that you belief is the most attractive.
Then, you have been told that the particular toy is
someone else’s and is not to be played with. How
far that you will deviate from the prohibition or
resist your temptation?

26. • Scenario 3:
– In the example of cheating, do you feel enough
guilt to resist temptation?
– If you are cheating, do feelings of guilt after the
transgression keep you from cheating the next
time you face temptation?

27. MORAL REASONING
• The most fundamental critical thinking is the
ability to evaluate reasons for belief.
• People have moral opinions and often try to
support these opinions with reasons.
• How do we distinguish good moral reasons
from bad ones?
• Is it possible to prove anything in ethics?

28. Moral arguments:
• Elementary logical concepts:
– It is morally wrong to spend money on unnecessary things
when this money could be used to help desperately poor
people.
– What is our argument until we come to this conclusion?
– Argument is something that embodies reasons for belief.
– A good argument is called a sound argument. To be sound
argument, the reasoning must be valid, and the premises
are true.

29. • ARGUMENTS:
– Suffering and death from lack of food, shelter and medical care are
bad (PREMISES 1)
– If it is within our power to prevent something bad from happening
without thereby sacrificing anything morally significant, we ought to
do so. (PREMISES 2)
– We would not be sacrificing anything morally significant if we did not
spend our money on unnecessary items, but instead donated this
money to help prevent suffering and death from lack of food, shelter
and medical care. (PREMISES 3)
– Therefore, rather than spending our money on unnecessary items, we
ought to donate this money to help prevent suffering and death from
lack of food, shelter and medical care. (CONCLUSION)

30. • VALIDITY
– To describe an argument as valid means:
• If the premises are true, then the conclusion has to be
true.
– E.g:
• All murderer are criminals. All criminals should be
punished. Therefore, all murderers should be punished.
• All humanist are atheists. All communist are atheists.
Therefore, all humanists are communists.

31. Fallacies in Moral Reasoning
• Appeal to nature
– Sometimes, something is moral because it is
natural, or that something is immoral because it is
unnatural.
• Human beings are by nature meat eaters. Therefore,
there is nothing wrong with eating pork chops and
hamburgers.
• Homosexuality is right because it is a part of nature
– These arguments are fallacious because there is
no conceptual connection between what is
natural and what is moral.

32. • Appeal to people:
• Is it wrong to smoke marijuana? Studies show that
most of Americans use this drug.
– Fallacy occurs whenever it is argued that
something is right and permissible because many
people practice it.

33. • Appeal to tradition:
• Malaysia has traditionally been a Malay-speaking
country. Therefore, it should remain the national
language.
– This argument is fallacious because the fact that
people have engaged in some practice for a long
time does nothing to justify that practice.

34. • HASTY GENERALIZATION
– Seseorang membuat kesimpulan daripada bukti
yang tidak kukuh
– Contoh, semua manusia yang mempunyai kekasih
akan berkahwin dengan kekasih tersebut.

35. • BEGGING THE QUESTION
– Memberi pernyataan yang boleh
dibahas/dipersoalkan akan kesahihannya oleh
orang lain.
– Contoh, pensyarah universiti lebih gemar
membuat penyelidikan daripada menjalankan
proses pengajaran kerana memang cara mereka
adalah begitu.

36. • COMPLEX QUESTION
– Pernyataan soalan yang agak kompleks untuk
dijawab, biasanya akan dijawab oleh individu lain
secara tidak jujur.
– Contoh, adakah anda seorang yang anti lelaki?
Mungkin jawapan yang diberi ialah tidak, tetapi
sebenarnya dia mahu mengatakan bahawa
memang dulu dia bersikap anti lelaki tetapi
sekarang sudah berubah.

37. • AD HOMINEM FALLACY
– Ad Hominem bahasa Latin yang bermaksud “to the man”
– Seseorang melakukan fallacy ad hominem akan
menyerang individu tertentu disebabkan sesuatu ciri yang
lain, bukan kerana isu yang sedang diberi fokus.
– Contoh, Kamal tidak layak diberi jawatan sebagai ketua
kelas kerana dia adalah pelajar yang sering melanggar
peraturan sekolah.
– Isu yang sedang diberi fokus ialah lantikan ketua kelas.
– Ciri lain yang disabitkan ialah Kamal seorang pelajar yang
sering melanggar peraturan sekolah.

38. • FALSE ANALOGY
– Perbandingan yang salah tentang sesuatu perkara.
– Disebabkan sesorang melakukan kesalahan, maka
seseorang yang juga rapat dengannya dilihat
mempunyai ciri yang sama.

39. • SLIPPERY SLOPE
– Menganggap bahawa jika seseorang memainkan
peranan ke atas sesuatu tugasan, ia akan
membawa kepada bencana.
– Contoh, jika kita melantik wanita menjadi ketua
kita, nescaya ramai wanita yang akan mengikuti
jejak langkahnya, maka dunia ini akan hancur
kerana dikuasai oleh wanita.

40. • Sports have huge impact people's lives, as
they create unity, promote values and
community pride. Therefore, all the athletes,
administrators, coaches, officials and
supporters taking part in sport, must take the
personal responsibility to ensure that the
sport is fun and fair for everyone.

41. • Morals, ethics and values are more than rules
or laws. These are implied on duties or actions
that one should take. But also judge what is
right or good for a person. If somebody don't
perform in that way, then its wrong or bad.

42. • It thus becomes an obligation of coaches,
team captains and leaders to tell about basic
sports morals and ethics to their team, as well
as adhere themselves to become and
example.

43. • Fairness, integrity, equity and respect are four
important values in sports ethics. What all you
feel about co-player or others also determines
your moral sense. If a player values others, he
will be considerate and will play with moral
sense & compassion. Before doing anything,
you will always consider what affects your
actions will have on others, the fun of the
game, and thus you will do what is right and
good.

44. ISU ETIKA DALAM SUKAN
• Dengan menggunakan pendekatan moral
reasoning atau moral argument, bincangkan
beberapa senario semasa yang berkaitan etika
dalam sukan:
– Pengurusan
– Pengambilan bahan terlarang
– Rasuah
– Judi
– Keagresifan

45. HUBUNGKAIT ETIKA DAN MORAL
• Senario yang telah anda bincangkan adalah
berkaitan etika, iaitu kajian mengenai nilai-
nilai moral yang merangkumi baik atau buruk
sesuatu perlakuan, salah atau betul, taat atau
pilihan dan prinsip-prinsip tingkah laku