The Philosophy of Physical Education and Sport from Ancient Times to the Enlightenment

Duygu Harmandar Demirel,Ibrahim Yıldıran

doi:10.12973/eu-jer.2.4.191

Duygu Harmandar Demirel, Ibrahim Yıldıran

Open Access

https://doi.org/10.12973/eu-jer.2.4.191

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Abstract

<p style="text-align:justify">As an academic discipline, the philosophy of sport has been in existence for a relatively short period. Although the philosophy of sport as an academic endeavour is relatively young, the philosophical view of sport itself is not new. Although sport was a major activity according to the Greeks and Romans, it lost its importance during the Middle Ages. After the Renaissance, education came to be seen as a necessity. With its incorporation and utilisation in the educational curriculum, physical education obviously became more common in the curricula of the Renaissance and Reformation than it had been in the Middle Ages. Opinions about the sport of ancient times have influenced those of the modern era. The aim of this study is to examine the evolution of physical training from the renaissance to enlightenment, which is important because this period has laid the foundations of modern physical training and sport perception. In this study, the literature is reviewed from ancient times to the enlightenment, and the revolutions and developments that have occurred are emphasised.</p>

Highlights

Movement was seen as an obligatory life activity among humans during primitive ages who viewed movement as lively activity (Alpman, 1972)
The aim of this study is to examine the “Evolution of Physical Training from the Renaissance to the Enlightenment”, which is important because the foundations of current physical training and sport perceptions are based on this concept
The “Renaissance” movement, which started in Europe and whose ideas inform the modern world, developed many theories related to education and physical training and attempted to apply this in various ways; the development of these ideas was continued in “The Age of Enlightenment”

Summary

Introduction

Movement was seen as an obligatory life activity among humans during primitive ages who viewed movement as lively activity (Alpman, 1972). An Overview from the Ancient Age to the Renaissance The Greek educational ideal which emerged during the 8th – 6th centuries B.C. aimed at developing general fitness via “gymnastics” and the “music” of the body; that is, the development of body and spirit in a harmonic body and, in this way, providing a beautiful body, mental development and spiritual and moral hygiene. These are expressed by the word Kalokagathia, meaning both beautiful and good, based on the words “Kalos” and “Agathos” (Aytaç, 1980; Alpman, 1972). The “Renaissance” movement, which started in Europe and whose ideas inform the modern world, developed many theories related to education and physical training and attempted to apply this in various ways; the development of these ideas was continued in “The Age of Enlightenment”

The Renaissance General Aspects of the Renaissance

General Features and Educational Concepts of the Enlightenment

The Concept of Physical Training during the Enlightenment and Its Pioneers

Conclusion