2020 Abstracts
On Pindar's poetic lessons about heroic Olympism in myths about Herakles
Gregory Nagy, Harvard University and CHS
Abstract
The Olympian victory odes of the Greek poet Pindar, who lived in the fifth century before our era (BCE), are a primary source for educating our modern and post-modern world about ancient heroic ideals of Olympism. I concentrate here on what we learn from two of his odes or songs, Olympian 2 and Olympian 10, with reference primarily to myths about Herakles, son of Zeus, as the hero who founded the athletic festival of the Olympics at Olympia in the region of Elis [Ἦλις / Ἤλιδα, Modern Greek Ηλεία], as the myth is told in Olympian 2, and who actually funded this festival by way of donating to the people of Elis the treasures that he had confiscated by defeating a primal king named Augeas [Αὐγέας / Αὐγείας], as the myth is told in Olympian 10. As I argue, the myth that tells how Herakles founded the Olympics at Olympia can be linked with a myth that tells how Herakles was immortalized on Mount Olympus. And the link is made visible in the names Olympus and Olympia. The first name, Olympus, localizes in terms of myth, while the second name, Olympia, localizes in terms of both myth and ritual. Olympus, the heavenly locale of immortalization for the hero, is mapped on to Olympia.
Ancient Greece, the Olympic Revival, and the Modern Student Athlete
Charles Stocking, University of Western Ontario and CHS
Abstract
This talk addresses the problem of what it means to be a student-athlete today in the modern University system. As part of the discussion, this talk will outline the historical development of the student athlete as a function of two historical trends in the nineteenth century, Olympic Revivalism and the Amateur Athletic Movement. The talk explores some of the problematic ideologies associated with both movements and further demonstrates how the modern University has grown beyond those early movements. As a result, the student athlete today faces new challenges and issues centered specifically on problems of discipline and freedom. In order to address the issues of the modern student athlete, I suggest that we return to some of the religious aspects of ancient Greek athletics in order to fully appreciate the student athlete and consider what universities can do today in order to more fully support student athletes.
A Balancing Act: φιλογυμναστία and φιλοσοφία in Plato's Pedagogy
Stamatia Dova, Hellenic College Holy Cross and CHS
Abstract
The purpose of this paper is to examine the concept of philogymnastia (φιλογυμναστία, love of gymnastic exercises) and its relationship to philosophia within the framework of Plato's discourse on citizen training. Through close readings of all relevant passages, this discussion explores the educational value attached to fondness of exercise in Plato. Although he remains cognizant of the fact that philogymnastia has the potential to upset the balance between physical education (gymnastikē) and liberal arts (mousikē) in the curriculum, Plato also acknowledges that love of exercise, when encouraged in moderation, constitutes a major component of character formation. By analyzing the juxtaposition of philogymnastia to gymnastikē in the context of curricular design, this paper also sheds new light on Plato's multifaceted discourse on athletics.
Different Paths to Olympia: Pindar's Olympian 9 and the Athletic Ideology
Maša Culumovic, CHS
Abstract
Pindar's victory odes celebrate individual athletes who were victorious at the four Panhellenic athletic competitions (Olympia, Delphi, Nemea and Isthmia) and they were primarily intended for performances in the athlete's hometowns, in communal and public, often religious, settings, by a chorus of the athlete's young fellow-citizens, who sang and danced Pindar's highly-regarded lyric compositions. These two aspects of Pindar's poetry: (1) its shining a light on a single, exceptional individual, almost godly in his moment of athletic victory and (2) the context of the occasion of performance that conditions that light to be dispersed more broadly among his family, fellow-citizens, as well as heroic and divine ancestors and patrons – reflect the title of my presentation: "Different Paths to Olympia." I take the example of Pindar's Olympian 9 to look at the poet's different strategies in developing an ideology of athleticism that focuses on a single athlete, but also decisively situates him in the physical and socio-cultural environment that is presented as a necessary condition – and therefore as sharing and participating in – his victories. In that sense, all of Pindar's epinicians can be viewed as templates for pursuing a life of virtue and success (encapsulated in the Greek word, ἀρετή) by presenting their audiences with paragons of such individual stature and communal status.
Olympism-Olympic Education
Konstantinos Georgiadis, University of Peloponnese and International Olympic Academy (IOA)
Abstract
The aim of the presentation is to approach Olympism and to elevate the composing elements which form the basis of the humanistic education of the Olympic Education programmes.
Olympic Education has acquired great significance globally over the past few decades, as more emphasis is given to the need for closer links between school and society. New methodologies and subjects are proposed, either to be included in or merged with physical education, such as Interdisciplinarity, Health Education, Ethical Education, Diversity, Gender Equality, Life Skills and Environment.
"Olympism" is a concept connected with the revival of the modern Olympic Movement. Its structuring elements are composed through the Evolution of the Olympic Games and the reflection on their course and humanitarian mission. The philosophical concept was created by Baron Pierre de Coubertin, the renovator of the Olympic Games.
This educational philosophy is based on three axes: sports, culture and education. The Olympic Education is the field of scientific research and implementation of pedagogical theoretical pursuits of Olympism. Pedagogy was the core in Coubertin's thought for the revival of the Olympic Games.
The purpose of Olympic education, this educational process through sports and arts, is the harmonious building and cultivation of young peoples’ character through actions addressed to honing physical abilities, social skills, cultivating their ethical principles, developing their aesthetic perception and humanitarian awareness so as to create a better society.The Olympic Education as expression of the essence of Olympism is based on the fundamental values of peace, democracy, justice, entertainment and good example for the cultivation of the persons’ virtues as an eternal situation and way of life towards "kalokagathia", the effort to achieve uplift and excellence.
The concept of Olympic Education was gradually implemented on education on a world scale. For this reason the goal of the research is to define clearly, to demarcate and to show the main axes of concept in the educational process.
Plato, Aristotle and the Meaning of Sport
Daniel T. Durbin, University of Southern California
Abstract
What is the point of sport? Is it just entertainment? Is it more? If so, what?
Plato and Aristotle lived in a world of sport. Athletic festivals were held in all the major city-states of their day. Both of the great philosophers wrote about sport and, for them, athletic contests were more than common entertainment. They found sports an elemental part of culture, one that was created not in the contests between athletes but in the public discourse that gave meaning to the contests and that defined the contests as sport. Grounded in recent articles I've published in philosophy and sport history, this presentation dives deeply into the thoughts of Plato and Aristotle to outline ways of understanding the meaning of sport today.