Naslov
On the Role of Physical Activities and Competitive Games in Aristotle’s Account of Education: The Sport Philosophy Perspective
(On the Role of Physical Activities and Competitive Games in Aristotle’s Account of Education: The Sport Philosophy Perspective)

Autori
Škerbić, Matija Mato

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
11th International Conference on Ethics Education ETHICS EDUCATION, INTERDISCIPLINARITY AND PLURIPERSPECTIVISM / Jurić, Hrvoje - Zagreb : Croatian Bioethics Society, 2023, 86-86

ISBN
978-953-8393-04-4

Skup
11th International Conference on Ethics Education ETHICS EDUCATION, INTERDISCIPLINARITY AND PLURIPERSPECTIVISM

Mjesto i datum
Zagreb, Hrvatska, 15.06.2023. - 17.06.2023

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Aristotle ; physical education ; arête ; kalokagathíā

Sažetak
Background: In his work, Aristotle has considered the role of physical activity and competitive (Olympic) games in ethical education at several places in Nicomachean Ethics, Rhetoric, and Politics. Most of it was recognized and discussed in the philosophy of sport literature, with an emphasis on account of (bodily) excellence or perfectionism (Reid, López Frías, César Torres, Hurka, Pike), golden mean (Hwang, Kretchmar), and admiring pentathletes (Reid, Mareš). Aim/purpose: With this paper I intend to ritically consider the following questions in the sport philosophy literature (SPL): (1) Is it scholarly just usage of the term sport in the context of Aristotle or Ancient Greece? (2) What was the role of physical activity and competitive games in Aristotle’s account on education? (3) What are the possible implications for today’s ethical education? Empirical methods and/or theoretical perspective: In order to achieve my aims, I will use the critical content analysis method and hermeneutical method from the sport philosophy perspective. Results, outcomes and implications: First, the term ‘sport’ was used in most of the papers discussing competitive games and physical activities in Aristotle’s works, which I find questionable. Second, despite keeping the body strong and healthy, the role of physical activity, contrary to SPL, did not play a significant role for Aristotle, and he was not paying much intention to involvement in competitive games. Third, ethical ideals of achieving arête and kalokagathíā were rightly recognized as the ones that can serve as crucial aims in ethical education both then and now. Conclusions: First, it seems that it would be scholarly just to avoid using the term sports in connection to Aristotle or Ancient Greece period in general. Secondly, a more precise and less interpretative account on the role of physical activity and competitive games in Aristotle’s views on education would be much more appropriate. It seems that a clear division between physical activity and competitive games should be made before considering their role in education. Only then we can follow Aristotle in using only the former in ethical education. Finally, to the educational ideals of arête and kalokagathíā, explication for/towards the good life in sholé should be added.

Izvorni jezik
Engleski

Znanstvena područja
Filozofija

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