Studying the Amount of Philosophical Mindedness and its Relation with Some Personal Characteristics of Physical Educators

Application of philosophy to both education and physical education can be studied from a number of points view. This research is concerned with a view that takes philosophy as a mindedness. In this view, the philosopher exhibits characteristics in his rout in life which are conceived as the characteristics of philosophical mindedness and ultimately his philosophical thinking leads to philosophical practice. The philosophical mindedness characteristics which were studied in this research are: 1)liberality, 2)self-confidence, 3)deep understanding, 4)vast view, 5)humbleness, 6)ambition, 7)personality unity, 8)curiosity, 9)supporting human values.
Both education and physical education have pedagogical and educational which jointly effect on the cognitive, emotional, psychological and kinetic aspects of the individual's personality. So, as the most important physical educational objectives in schools, in order to take important steps based on the physical educational ideals and goals, they should possess characteristics of philosophical mindedness. In this respect one might say that the most important reasons in the success or failure of instructors might be this very case. Therefore the general objective of this research was to study the amount of philosophical mindedness of secondary school physical educators and studying its difference and relationship with a number of their personal characteristics. To perform the research, 55 teachers were selected at simple random from to be taken as sample group. And then, through a researcher-developed questionnaire, the amount of their testable philosophical mindedness was tested. Furthermore for statistical analysis of the results, the soft ware computer (spss) based on the research hypotheses were used.