The place and role of Olympism in higher education
| Author |
|---|
Rychtecky, Antonin |
| Date | Issue | Start Page | End Page |
|---|---|---|---|
2010 | 3 | 7 | 13 |
Olympism is a set of principles, ideas, visions and challenges. Coubertin described it in not completely systematic terms as a philosophy of life with the principles of a cult of effort, eurhythmics and a love of exercise, but also as a state of mind (Naul, 2009). Consequently, as far back as the end of the 19th century, in his philosophical, psychological and educational musings, Coubertin already understood that sport and exercise were becoming important actors in culture as well as a means of educating and communicating across of different civilisations. Besides the original ideas of Pierre de Coubertin, Olympism is enriched by other ideas and objectives in the Olympic Charter. These comprise reflections on the development of the Olympic Movement, sport and culture as well as their mutual relationships (Georgiadis, 2003). Nonetheless, they also include reflections on applying the results of academic research. Two different approaches have been pursued in incorporating Olympism into curricula at Czech universities for training experts in physical education and sports. At other universities and faculties, the implementation of Olympism is not yet systematic, and is influenced by specialists operating in the fields of philosophy, sociology, ethics, aesthetics, etc. In cooperation with NOAs and OSCs, universities should focus part of their research and educational capacities on current issues concerning the Olympic Movement. Olympism, the principles, values, and relationship of Olympism to sport and culture should be an integral part of professional training for future teachers, coaches, managers, etc. The results of research activities in Olympism should be subsequently a predicate of education programmes and systematically developed in university concepts of Olympic education programmes. They may be applied as a separate educational subject or as a set of selected Olympic themes included in the content of education for social science and sports subjects. Cooperation between Olympic institutions and universities is beneficial not only for the development of a deeper and more comprehensive interpretation of Olympism in historical and contemporary reflections, but also for the development of sports and social sciences as well as for sport itself and its relationship with culture. Today, without the ideas and principles of Olympism, it is not possible to assess sport in its complex and rapid development or to assess the evolution of society in the 20th and 21st centuries.
Olimpizmas yra principų, idėjų, vizijų ir iššūkių derinys. P. de Coubertinas šį terminą apibūdino ne visiškai sistemingai – kaip gyvenimo filosofiją vadovaujantis pastangų, ritmikos ir meilės mankštai principais ir kartu kaip dvasios būseną (Naul, 2009). Dėl šios priežasties pačioje XIX a. pabaigoje jis savo filosofiniuose, psichologiniuose ir pedagoginiuose apmąstymuose jau suvokė, kad sportas ir mankšta tapo svarbia kultūros dalimi, lygiai taip pat kaip ir švietimo priemonės ar bendravimas tarp skirtingų civilizacijų. Be originalių P. de Coubertino idėjų, olimpizmą kitomis idėjomis ir siekiais praturtino ir Olimpinė chartija, suvienijusi pamąstymus apie olimpinio sąjūdžio plėtojimą, sportą, kultūrą ir, žinoma, jų tarpusavio santykius (Georgiadis, 2003). Be to, Chartijoje kalbama ir apie mokslinių tyrimų rezultatų taikymą. Įtraukiant olimpizmą į Čekijos universitetų fizinio lavinimo ir sporto trenerių rengimo programas buvo einama dviem skirtingais keliais. Kituose universitetuose ir fakultetuose olimpizmo integravimas vis dar nėra sistemiškas, tam įtakos turi filosofijos, sociologijos, etikos, estetikos ir pan. specialistai. [...]