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1

The Influence of Dualism and Pragmatism on Physical Education

100%

Kudláček M.

Physical Culture and Sport. Studies and Research

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2009

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vol. 46

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issue 1

109-115

EN

Physical education is an area in which most professionals focus only on the body and its needs. Most PE teachers do not believe that having an understanding of philosophy is important in order to be a good teacher. One might ask why the physical educators think this. Looking at the history of philosophy we might find the answer within philosophy itself. Physical education is an unquestionable part of the school curriculum, but it does not have the same value as other subjects. The importance of PE is underestimated as school administrators stress the importance of academic subjects. The reason why physical education is so strongly separated from academic disciplines is because of its roots in ancient Greek times, when the soul was separated from the body. Medieval scholars stressed the importance of soul and cursed body as the nest of sins. From then on we have had dualism, a term which is widely adopted by western society. Dualism is so deep in us that we do not realize its impact any more. Other strong educational influence came from great thinkers such as: Comenius (1592-1670), Rousseau (1712-1778) and Dewey (1859-1952). Particularly Dewey's influence on American education, society, psychology, philosophy and way of life is significant. An importance of the experience is valued by Pragmatism. Pragmatists believe that the curriculum should be focused on the child and not on facts, they remind us about the role of education in society, and about the realization of the deep roots of division of our bodily and mental functions. The opportunities offered by the pragmatist's approach to education can help us to improve U.S. education, particularly physical education, and thus to use this to improve the state of American society.

2

Leisure as a Category of Culture, Philosophy and Recreation

100%

Zowisło M.

Physical Culture and Sport. Studies and Research

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2010

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vol. 50

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issue 1

66-71

EN

When we look at the very origins of human world, civilization in its history and prehistory, we can trace strong evidence of the archaic presence of leisure in human life. It seems striking and meaningful that in fact all that is human streams out from leisure. Leisure occurs to be an arch-human phenomenon. This paper addresses this multidimensional cultural presence and the sense and value of leisure conceived as a source of civilization, symbolic thought, social institutions, habits and practices. The cultural primordiality of leisure is evident when we take into consideration an aboriginal release from total preoccupation with only impulsive and instinctual survival activities that took place in the era of Homo habilis some 2 millions years ago. It is obvious that free time was a great achievement of these evolutionary forms of human beings when we reflect upon the earliest seeds of consciousness expressed in primitive pebble tools. These tools tell us about at least three important messages from our prehistory: that first man must have had some free time to think about given life-troubles and inventing implements; that primitive tools must have been a real help and means for hastening and unburdening a load of work and must have given in effect a small amount of discretionary time to avoid impulsive activity; and last, that primitive tools afterwards became the first material for imaginative aesthetic transformation and gave the first impulse for art. So art was the earliest non-compulsory and non-functional field of free activity and a borderline between the biological and cultural existence of infra-human and human species, the former centered completely and instinctively on just remaining alive and the latter disclosing outdistanced, free and reflective behavior. The next evolutionary steps in development of using free time were religion and philosophy. In religious acts with their ritual practices human beings made holy days of their holidays. Philosophical contemplation gave broad space for autonomous and autotelic thinking and self-fulfilling practices focused on human intellectual and moral self-realization (semi-divine activity and happiness). But the most modern acceleration of exercising leisure is recreation understood as a differential area of physical culture, tourism, play and rest. Leisure occurs to be not only free time after obligatory activities bound up with biological determinants of life and with work are completed, it is also an important social factor (for instance, for the stratification of the levels or classes of society), an existential state of being, a phenomenon of rejuvenation, enjoyment, pastime, pleasure, distraction, indolence, idleness. Leisure appears at last a great challenge for humans to show their own specific and private attitude towards their lives and understanding their own position in the whole world. The authentic leisure is not void time, it is overfilled with creative acts confirming human freedom and capacity for transgressionvirtue, here and now, sentiments

3

The Referee as Educator: Hermeneutical and Pedagogical Perspectives

100%

Isidori E., Müller A., Kaya S.

Physical Culture and Sport. Studies and Research

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2012

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vol. 56

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issue 1

5-11

EN

Nowadays, in contemporary sports studies scarce attention is devoted to studying the referee and his/her functions in light of the philosophical and pedagogical approach. For this reason, the main aim of this study is to use a hermeneutical philosophic methodology to reflect on the role and functions of this figure, and to show his or her importance in preserving the intrinsic values of sport in front of youth and society. Starting with a historical analysis of the referee and the sport judge in ancient Greek athletics, this study will highlight how such this important figure has always been a key element of competitive sport. This study will demonstrate that refereeing is a practice that needs a specific set of hermeneutical skills and the development of complex pedagogical knowledge and ways of acting. It will also define the concept of “refereeing” in light of a pedagogical approach demonstrating that this practice is, fundamentally, a communicative action implying an ethical and hermeneutical dimension of the referee as a critical-reflective professional committed to enforcing sport’s rules and values. In conclusion, the study will stress the importance of looking at referees and sport judges not as a mere technicians and evaluators of performances in competitions but as educators whose specific knowledge must be developed in all of the courses for their training and education.

4

A Pioneer of Italian Sports Pedagogy and Philosophy

100%

Isidori E., Kosiewicz J.

Physical Culture and Sport. Studies and Research

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2017

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vol. 74

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issue 1

61-73

5

The Body as a Form of ID and Social Differentiation (In Ancient Greece)

100%

Sahaj T.

Human Movement

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2011

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vol. 12

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issue 4

385-390

EN

The aim of the article is the presentation of the philosophical approach towards the human body against a background of broader culture and social context. In ancient Greece, the corporeal nature of man was a category strongly linked with a precisely understood form physical culture, including both philosophy and medicine and what we would call today ‘physiotherapy’. In antiquity, rank and a person's social status was assessed not only by the quantity of material goods owned, but also by the superiority of one's body and their fitness level; the physical form. Those who were disabled were disposed of or outcast. The human body was treated as a kind of identification card, which contributed to the development of numerous social divisions. This paradigm was supported both in practice and theory by such outstanding thinkers as: Aristotle, Plato, Socrates, Hippocrates, Pythagoras and Diogenes of Sinope.

6

Philosophy of Sport Education: Main Issues and Methodology

88%

Isidori E.

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vol. 66

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issue 1

5-13

EN

The aim of this study is to reflect upon the main issues of the so-called philosophy of sport education, showing its methodologies and possible use in the context of sport studies. This study will begin answering two of the main questions dealing with the issues of the philosophy of sport education, that is: what are sport and its values from an educational philosophical perspective and how can we put these values into practice through a practical methodology? The study will show that the philosophy of sport education is a human science capable of developing both a theoretical and practical knowledge very useful for physical education teachers, sport educators, athletes, and coaches. The aim of this philosophical science is to analyze and understand sport in order to give it an educational and hermeneutical sense: that is, interpreting and not merely describing sport and its complex problems, and trying to find a solution in light of a pedagogical perspective and through a reflexive methodology of intervention.

7

Aspects of the philosophical analysis of the concept of human dignity

88%

Fischer M.-L., Link P.-C.

Medicina Internacia Revuo

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2017

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vol. 28

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issue 108

163-175

EN

The following article is based on a discussion of the concept of dignity, Both, the criticism and the different concepts will be discussed. If the concept of human dignity should not only replace an empty formula, human dignity has to be analysed with regards to content. Based on the more detailed analysis it is proved that human dignity is interpreted and used in different ways. It is not only valid for the relationship between the nation and the citizens, which is the original reason why it is arranged at the beginning of the fundamental rights, but also indirectly for the relationship of the citizens among themselves. The human being is endowed with reason and conscience and therefore a morally responsible subject – a person. For this reason human dignity is bestowed on human. Afterwards it will be considered whether all human own dignity or if it depends on belongings of certain characteristics.

8

Sport and Philosophy of Hospitality: Three Questions on How to Rethink Contemporary Sport Education in Light of Gift and Peace

88%

Isidori E., Echazarreta R. R.

Physical Culture and Sport. Studies and Research

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2013

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vol. 59

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issue 1

5-10

EN

The ancient Olympic Games were held in spaces and places consecrated for hospitality, to xénia, a Greek word that means “gifts” but also something that refers to and belongs to strangers and foreigners. Foreigners from every part of Greece met in Olympia to celebrate the agón. In this place, a stranger or a foreigner (hostis in Latin), probably a former enemy, became a friend because he was both guest and host (hospes in Latin) in the sanctuary-town, which belonged to the gods and to all of the Greeks, who recognized themselves in its spirit. This mechanism of hospitality formed the basis of the Olympic peace system and was the fundamental prerequisite for the celebration of agón. The practice of the agón was therefore made possible by a “gift” but also by “for-giveness” that allowed people to meet and compete. We can conclude that at the base of the Olympic (and Greek) ethics there was the concept of hospitality. Olympia was then the common home of all Greeks, the place where ethics were carried out, were put into practice, and concretely exercised. It is not a pure coincidence that the Greek word “ethics” is linked to the word éthos, which means “house”, “home”. For this reason, ethics can be thought as the art of hosting somebody in our own home and trusting him/her, just as it happened in ancient Olympia during the Olympic Games, which demonstrated that ethics was always a home’s ethics. Therefore, taking into account this cultural and philosophical framework, this study will develop a methodological approach, derived from deconstructionism, which will be applied to concepts that are both ambiguous and semantically rich in meaning, such as “gift”, “forgiveness”, xénos, hostis, and hospes. The first objective of this study is to reflect upon the connection between “gift” and “sport” and show the deep interconnection between the two concepts. The second is to use the model of Greek hospitality at the Olympic Games to deeply rethink sport and contemporary philosophy of sport education in terms of peace and multiculturalism.

9

Deconstructing Sport: When Philosophy and Education Meet in Derrida's Thought

88%

Isidori E.

Physical Culture and Sport. Studies and Research

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2010

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vol. 48

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issue 1

15-20

EN

Jacques Derrida (1930-2004), master of the deconstructionist method and recognized as one of the greatest thinkers of our time, was in his youth, before beginning his career as a philosopher, a footballer who played this game with the Italian prisoners in Algiers, his birthplace, during World War II. In a 1991 interview, when he was 60, Derrida narrated in detail his childhood dream of becoming a professional football player, confiding that all of his philosophy and thought had been inspired by sport and the game of football. Starting from this biographical note, the aim of my study is to demonstrate, first of all, how Derrida's whole philosophy and technique of deconstruction really has its roots in the concept of sport. The French-Algerian philosopher understood sport as a cultural structure based on the concepts of play, game, body, rules, and all of the oppositional pairs deriving from différance and from the tensions it generates. Secondly, the study tries to show how sport is for Derrida a metaphor of life and its meaning, suspended between being and nothingness; a place and a field in which human beings act, learn and educate themselves, deconstructing, as in a text, the values and prejudices of their lives and understanding, through sport itself, their roles and responsibility toward themselves and the community in which they live.

10

Philosophy of Sport in Poland: Observations

88%

Kosiewicz J.

Physical Culture and Sport. Studies and Research

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2012

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vol. 54

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issue 1

86-102

EN

The presented paper has a polemic and an explanatory nature. It refers to some of the inaccuracies contained in the text authored by Ivo Jirásek and Peter Hopsicker. The aforementioned authors presented the achievements of various prominent philosophers of sport from Slavic countries, including the achievements of some Polish thinkers. My observations are focused mainly on issues related to the birth and development of the philosophy of sport in Poland. I would like to thank Professor Ivo Jirásek and Professor Peter Hopsicker for addressing the topic of Polish philosophy and for their research efforts. I also would like to ask the authors to receive my comments with the good intentions with which I composed them, and hope my comments may enrich their cognitive project.

11

Social and Biological Context of Physical Culture and Sport

75%

Kosiewicz J.

Physical Culture and Sport. Studies and Research

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2010

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vol. 50

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issue 1

5-31

EN

Author underlines that biological sciences connected with the human being are traditionally - after MacFadden, among others - counted among physical culture sciences. Because of the bodily foundations of human physical activity, they perform - shortly speaking - a significant cognitive function: they describe natural foundations of particular forms of movement. In spite of the fact that knowledge in that respect is extremely important for multiform human activity in the field of physical culture, it is not knowledge of cultural character. From the formal (that is, institutional) viewpoint it is strictly connected with culture studies, but it has separate methodological and theoretical assumptions. Knowledge of that type is focused on the human organism and not on effects of mental, axiocreative, symbolic activity of the human being entangled in social relations. It includes auxiliary data which support practical - that is, in that case, physical, bodily - activity. Its reception of axiological (ethical and aesthetical), social (philosophical, sociological, pedagogical, historical {universal or strictly defined - referring e.g. to art and literature with the connected theories} or political) character is dealt with by the humanities (in other words: social sciences) constituting an immanent and the fundamental - and hence the most important - part of culture studies. Putting stress on alleged superiority and the dominating role of natural (biological in that case) sciences within physical culture sciences and the connected marginalization of the humanities - which constitute, after all, a necessary and hence an unquestionable foundation for culture studies, their essence and objectivisation - is, euphemistically speaking, a clear shortcoming in the field of science studies.The abovementioned exaltation and aspirations for superiority, as well as deepening and more and more aggressive marginalization of the humanities (understood in that paper as a synonym for social sciences) in the field of physical culture sciences may lead to the separation of biological sciences.

12

Should Philosophy of Sport Matter More?

75%

Kretchmar R.

Physical Culture and Sport. Studies and Research

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2010

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vol. 49

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issue 1

5-12

EN

While the philosophy of sport has registered significant gains in stature over the past 40 years, and while its future looks bright quite apart from any enhanced interventions by ourselves, I suggest that the philosophy of sport should still matter more. The achievement of this end, I argue, can be expedited by heeding Spinoza's philosophy of unity, Merleau-Ponty's emphasis on embodiment, and Dewey's focus on the aesthetics of experience. While other philosophers and their works might be used for the same purpose, I claim that it would be difficult to find three more accommodating allies. The major portion of the essay is devoted to defending this assertion.

13

Społeczne i kulturowe następstwa uznania „Hipotezy o wspołudziale ludzi w nawrotowym odtwarzania się Wszechświata”

51%

Brodziak A., Kutnohorska J., Muc-Wierzgoń M., Ziółko E.

Annales Academiae Medicae Silesiensis

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2009

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vol. 63

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issue 2

40-47

EN

Authors consider the social and cultural consequences of the recognition of the Hypothesis of People’s Participation in Recurrent Reconstruction of the Sub - universe, presented over the last few years by many authors. They discuss the possible implications in the fi eld of religion, metaphysical refl ection and research. They consider also the possible economic and political consequences. The authors argue that the most important would be the psychological repercussions relevant to every human being, considering that hypothesis. They believe that the consequences would be benefi cial to the average well-being and patterns of action. According to the authors these consequences would be even benefi cial to public health.

PL

Autorzy, zastanawiają się w pracy jakie będą konsekwencje społeczne i kulturowe uznania za wysoce prawdopodobną prezentowanej na przestrzeni kilku ostatnich lat, przez wielu już autorów „Hipotezy o współudziale ludzi w nawrotowym odtwarzaniu się Wszechświata”. Omawiają następstwa jakie przejawiłyby się wtedy na polu religii, rozważań metafi zycznych i badań naukowych. Zastanawiają się również nad ewentualnymi następstwami ekonomicznymi i politycznymi. Autorzy sadzą, iż najważniejsze byłyby jednak następstwa psychologiczne, istotne dla każdego człowieka, rozważającego tą hipotezę. Sądzą oni iż następstwa te byłyby korzystne dla przeciętnego samopoczucia i wzorców działania. Zdaniem autorów pracy, w skali całej populacji następstwa te, byłyby wręcz korzystne dla poziomu zdrowia publicznego.

Refine search results

The Influence of Dualism and Pragmatism on Physical Education

Leisure as a Category of Culture, Philosophy and Recreation

The Referee as Educator: Hermeneutical and Pedagogical Perspectives

A Pioneer of Italian Sports Pedagogy and Philosophy

The Body as a Form of ID and Social Differentiation (In Ancient Greece)

Philosophy of Sport Education: Main Issues and Methodology

Aspects of the philosophical analysis of the concept of human dignity

Sport and Philosophy of Hospitality: Three Questions on How to Rethink Contemporary Sport Education in Light of Gift and Peace

Deconstructing Sport: When Philosophy and Education Meet in Derrida's Thought

Philosophy of Sport in Poland: Observations

Social and Biological Context of Physical Culture and Sport

Should Philosophy of Sport Matter More?

Społeczne i kulturowe następstwa uznania „Hipotezy o wspołudziale ludzi w nawrotowym odtwarzania się Wszechświata”