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Carbondale, Southern Illinois University Press (1969)
In a wide-ranging study of unusual interest, Paul Weiss, Sterling Professor of Philosophy at Yale University, applies the principles and methods of philosophy to athletics. Every culture, he notes, has games of some kind; few activities seem to interest both children and young men as much as sports do; and few attract so many spectators, rich and poor. Yet none of the great philosophers, claiming to take all knowledge and being as their province, have made more than a passing reference to sport, in part, Professor Weiss suggests, because they thought that what pleased the vulgar was not worth sustained study by the leisured. This seminal book breaks new ground and explores new paths: psychological and sociological forms of human behavior exhibited in games; the physiology of athletics, and the efforts of training and conditioning; and the motivation of athletics—the rhythm and aims of contests and games, and the meaning of team play. More importantly, however, Professor Weiss’s unique contributions lie in his discussions of the distinct contributions that sport makes to civilization. Professor Weiss discusses at length such topics as the Olympic Games and men and women as amateur and professional athletes—and their sacrifices, defeats, and humiliations. And he delineates the stages the athlete must go through in his progress toward self-completion
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Citations of this work BETA
Scott Kretchmar (2012). Competition, Redemption, and Hope. Journal of the Philosophy of Sport 39 (1):101-116.
Barry Allen (2013). Games of Sport, Works of Art, and the Striking Beauty of Asian Martial Arts. Journal of the Philosophy of Sport 40 (2):241 - 254.
Diana Abad (2010). Sportsmanship. Sport, Ethics and Philosophy 4 (1):27 – 41.
Gunnar Breivik (2010). Philosophical Perfectionism – Consequences and Implications for Sport. Sport, Ethics and Philosophy 4 (1):87 – 105.
Peter J. Arnold (1992). Sport as a Valued Human Practice: A Basis for the Consideration of Some Moral Issues in Sport. Journal of Philosophy of Education 26 (2):237–255.
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