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1

Olympic Education as an Intergenerational Relation of the Third Degree

100%

Pawłucki A.

Physical Culture and Sport. Studies and Research

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2009

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vol. 46

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issue 1

99-108

EN

Olympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each relationship it experiences. The discursive deficit of the Olympic good in one such relationship destroys education as an intergenerational transfer of self-knowledge.

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ОНОВЛЕННЯ ЗМІСТУ НАВЧАЛЬНИХ ДИСЦИПЛІН У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ОЛІМПІЙСЬКОЇ ОСВІТИ МОЛОДШИХ ШКОЛЯРІВ

63%

Боднар А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

207-214

EN

The article is aimed at determining the possibilities of modernization of the content of subjects in the process of getting readiness for future PE teachers to Olympic education of juniors. Methods of the research: theoretical analysis and generalization of special literature, analysis of practical activity. The results of the study: 19 topics in the frames of 11 subjects of normative and selective units were modernized and such modernization allowed to provide training of future physical culture teachers step by step to Olympic education of juniors from 1 till 4 course. Such subjects were renewed: «Introduction to speciality», «History of Ukraine», «History of Physical Education», «Methodology of teaching moving games and activities», «Philosophy», «Pedagogy», «Sociology of Physical Education and sport», «Valeology», «Economics», «Study of Law», «Politology». Modernization of content in upper-reminded subjects has promoted formation of positive motivation, theoretical knowledge and practical skills of future physical culture teachers for realization of Olympic education of juniors during training, educational and outside school activities. Making allowable changes to the contents of educational disciplines of professional-pedagogical preparation of future teachers of physical culture took place in three stages. The first stage involved in the formation of students’ motivational readiness of Olympic education of junior schoolchildren, development of their interest in future professional activity. The second stage was the formation of the cognitive readiness of future teachers of physical culture to Olympic education of the elementary school pupils. The third stage involved the compilation and implementation of the acquired theoretical knowledge and practical skills, focused to provide students with skills to plan, organize and implement Olympic education of junior schoolchildren. The modernization of content of subjects with an Olympic thematic, which was suggested in this work can be effective just in the complex interaction with other pedagogical items such as organization of self and scientific methodological work of students on Olympic thematic, realization of special course «Olympic Education of Juniors», including tasks of Olympic Education to the program of pedagogical practice. These items are going to be investigated in further works of the author.

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Why sport exists – and should it be considered philosophically?

63%

Pawłucki A.

Ido Movement for Culture. Journal of Martial Arts Anthropology

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2020

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vol. 20

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issue 3

1-8

EN

Problem. In this essay I have been asking the question where sport comes from and what values justify the reason for both the Olympic and the non-Olympic athlete’s activity. If sport exists as two types: the ludic and the Olympic, then two reasons must explain its origins. Method. The purpose of the research task, which was preceded by a historiosophic query, was to explain the hypothetical reason for the existence of an athlete. Results. The first part of the paper refers to my personal experience of playing the game of palant. It also includes the answer to the question concerning the reason for the agonistic destination of both the athlete of play and the athlete faced with the seriousness of the Olympic feat. The second part of the paper explains why the origins of the Olympic movement cannot be understood without knowing the social conditions in which the philosophies of moral consolation arise. Modern Olympism is a moral philosophy that opposes the evil of war and provides all nations with the possibility of creating peaceful ecumenism in friendship. Conclusion. In conclusion, a law has been formulated, which says that if there was no moral evil of the act of war, there would be no premise to oppose the moral good in the sign-symbolic rule of peaceful coexistence.

PL

W eseju zadaję pytanie skąd bierze się sport i jakie wartości uzasadniają sens działania sportowca olimpijskiego i nieolim- pijskiego. Jeżeli sport istnieje w dwóch odmianach: ludycznej i olimpijskiej, to dwie racje muszą wyjaśniać jego pochodzenie. Celem zadania badawczego, które zostało poprzedzone historiozoficzną kwerendą, było wyjaśnienie hipotetycznej przyczyny istnienia sportowca. W pierwszej części odwołano się do osobistego doświadczenia gry w palanta, w której zawarto odpowiedź o sens agonistycznego przeznaczenia sportowca zabawy i sportowca powagi olimpijskiego wyczynu. W drugiej części wyjaśniono, dlaczego pochodzenia ruchu olimpijskiego nie da się zrozumieć bez znajomości warunków społecznych, w jakich powstają filozofie moralnego pocieszenia. Olimpizm nowożytny jest filozofią moralną, która przeciwstawia się złu wojny i zapewnia wszystkie narody o możliwości tworzenia pokojowej ekumeny w przyjaźni. W konkluzji sformułowano prawo, które mówi, że gdyby nie zaistniało zło moralne czynu wojennego, nie zachodziłaby przesłanka myślowa dla prze- ciwstawienia mu dobra moralnego w znakowo-symbolicznej regule pokojowego współistnienia.

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1 Ido Movement for Culture. Journal of Martial Arts Anthropology

1 Physical Culture and Sport. Studies and Research

1 Педагогічні науки: теорія, історія, інноваційні технології

2 Pawłucki A.

1 Боднар А.

1 2020

1 2015

1 2009

Olympic Education as an Intergenerational Relation of the Third Degree

ОНОВЛЕННЯ ЗМІСТУ НАВЧАЛЬНИХ ДИСЦИПЛІН У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ОЛІМПІЙСЬКОЇ ОСВІТИ МОЛОДШИХ ШКОЛЯРІВ

Why sport exists – and should it be considered philosophically?