Performance and control of upright bipedal posture requires a constant and dynamic integration of relative contributions of different sensory inputs (i. e., sensory reweighting) to enable effective adaptations as individuals face environmental changes and perturbations. Children with gymnastic experience showed balance performance closer to that of adults during and after proprioceptive alteration than children without gymnastic experience when their center of pressure (COP) was analyzed. However, a particular COP sway can be achieved through performing and coordinating different postural movements. The (...) aim of this study was to assess how children and adults of different gymnastic experience perform and control postural movements while they have to adjust balance during and after bilateral tendon vibration. All participants were equipped with spherical markers attached to their skin and two vibrators strapped over the Achilles tendons. Bipedal stance was performed in three 45-s trials in two visual conditions (eyes open, EO, and eyes closed, EC) ordered randomly in which vibration lasted 10 s. Posture movements were analyzed by a principal component analysis (PCA) calculated on normalized and weighted markers coordinates. The relative standard deviation of each principal movement component (principal position, PP-rSTD) quantified its contribution to the whole postural movements, i.e., quantified the coordinative structure. The first (principal velocities, PV-rSTD) and second (principal accelerations, PA-rSTD) time-derivatives characterized the rate-dependent sensory information associated with and the neuromuscular control of the postural movements, respectively. Children without gymnastic experience showed a different postural coordinative structure and different sensory-motor control characteristics. They used less ankle movements in the anterior-posterior direction but increased ankle movements in medio-lateral direction, presented larger hip and trunk velocities, and exhibited more hip actions. Gymnastic experience during childhood seemed to benefit the development of proprioceptive reweighting processes in children, leading to a more mature form of coordinating and controlling posture similarly to adults. (shrink)

In the Panathenaic Games, there was a torch race for teams of ephebes that started from the altars of Eros and Prometheus at Plato’s Academy and finished on the Acropolis at the altar of Athena, goddess of wisdom. It was competitive, yes, but it was also sacred, aimed at a noble goal. To win, you needed to cooperate with your teammates and keep the delicate flame alive as you ran up the hill. Likewise, Plato’s philosophy combines competition and cooperation in (...) pursuit of the goal of wisdom. On one level, agonism in Plato is explicit: he taught in a gymnasium and featured gymnastic training in his educational theory. On another level, it is mimetic: Socratic dialogue resembles intellectual wrestling. On a third level, it is metaphorical: the athlete’s struggle illustrates the struggle to be morally good. And at its highest level, it is divine: the human soul is a chariot that races toward heaven. This volume explores agonism in Plato on all of these levels, inviting the reader—as Plato does—to engage in the megas agōn of life. Once in the contest, as Plato’s Socrates says, we’re allowed no excuses. (shrink)

The pandemic caused by the COVID 19 Virus creates an unprecedented situation of global confinement altering the development of competition and sports training at all levels of participation and in all sports, including rhythmic gymnastics (RG). To avoid possible effects of physical, technical and psychological detraining, coaches looked for home training alternatives. The objectives of the study were to know how rhythmic gymnastics training developed during the lockdown period (the conditions, type of training, performance monitoring means, and determinants of (...) class='Hi'>gymnasts’ participation) and to provide recommendations for a possible future lockdown. Three hundred and two RG coaches from twenty-six different countries throughout the five continents and four professional levels took part in the study: national team (28), international (26), national (172) and regional (75). The data collection tool was a questionnaire consisting of 39 closed questions structured in three dimensions: identification data of the coaches, training data during confinement and gymnast participation data. The independent variable was the gymnasts’ performance levels and the dependent variables organized in four categories: the technical media used to conduct and monitor the training sessions, the type of training done, the mechanisms for monitoring training performance and the aspects that determined participation. Most coaches kept their gymnasts training during confinement, although 76.5% confirm abandonment of any of their gymnasts. The main means used were real-time video conferencing, although at the lower practice levels the media stand out in deferred time. The contents of the training were mainly body technique, physical preparation and body difficulties. For performance monitoring, challenges, physical, and technical tests were predominant. The determinants for the development of training in the confinement vary depending on the level of the gymnasts, connectivity and electronic resources at the highest level, and the availability of spaces and social distancing at lower levels. For future lockdowns, it is necessary to review the content of the trainings, as well as the performance evaluation and the means necessary for it. (shrink)

This review locates the 1980 lectures within the context of the wider discussions of Foucault and religion; highlighting the influence of George Dumézil on the comparative and structural analysis. Assessing the problem of the historical accuracy of Christian history in Foucault’s work and the nature of the archaeological approach, the review explores what would be fair to ask of Foucault’s 1980 lectures on Christianity. The review focuses on the internal consistency, selections and theoretical tensions. While acknowledging that Foucault picks up (...) the important shift towards external ritual performance of early Christian life, the review questions Foucault’s lack of appreciation of the notion of “sacramentum,” which informs the central interpretative framework of “truth acts.” The review suggests that Foucault’s thinking is shaped by an “expressionist theology” and operates on a false binary distinction between faith and practice. It shows the problematic reading of Tertullian and the indivisibility between acts and faith in his work and reveals the counter-conduct and freedom practices in Tertullian’s later Montanist commitment—which rejected church authority for inner commitment to God—and also suggests a gendered dimension to expressionist acts. The review reveals Foucault’s own inability to split the faith-practice dichotomy—on which his expressionistic argument depends—and highlights the tensions that persist in maintaining a “truth-act” model from early Christian life. It concludes by suggesting that the philosophy-theology relation in Foucault opens more questions than it resolves. (shrink)

Fundamental movement skill proficiency does not develop solely due to maturation, but also via diverse perceptual-motor experiences across childhood. Practicing gymnastics has been shown to improve postural control. The purpose of the present study was to examine potential changes to postural control of children following a course of educational gymnastics. Two groups of children both completed 20 × 45-min physical education lessons; one group completed educational gymnastics lessons in school delivered by a professional coach, the other group completed their typical (...) PE classes. Unipedal balancing performance was assessed by calculating the percentage of successful trials made. Postural sway dynamics were explored by calculating center-of-pressure sample entropy, 95% ellipse sway area and sway velocity. Measurements were taken before the lessons began and immediately after the lessons were completed. The gymnastics group performed better than the typical PE group at unipedal balancing. Females outperformed males in both groups. Males made different changes to postural control compared to females across 3 months. Educational gymnastics enabled children in a critical period of development to make more rapid improvements to postural performance and control. Novel movement experiences, like those offered by educational gymnastics, may have a positive influence on postural control and importantly, physical literacy. Future work should examine how sex effects the development of postural control strategies in young children. (shrink)

It is not mere coincidence that several of Plato’s dialogues are set in gymnasia and palaistrai (wrestling schools), employ the gymnastic language of stripping, wrestling, tripping, even helping opponents to their feet, and imitate in argumentative form the athletic contests (agōnes) commonly associated with that place. The main explanation for this is, of course, historical. Sophists, orators, and intellectuals of all stripes, including the historical Socrates, really did frequent Athens’ gymnasia and palaistrai in search of ready audiences and potential students. (...) Perhaps they were following the example of Pythagoras, who may have been a boxing coach (gymnastēs) and was, in any case, associated with the extraordinary Olympic success of athletes from his adopted Croton—success so great it generated the saying that the last of the Crotonites was the first among all other Greeks. After his visit to Western Greece, Plato famously established his school in or adjacent to the Academy gymnasium in Athens, and he may have held the public office of Gymnasiarch there. In this essay, I would like to argue that there are also symbolic reasons for Plato setting some of his dialogues in gymnasia. These dialogues function as virtual gymnasia in which readers are coached by the character of Socrates toward an innovative ideal of aretē (virtue, excellence). (shrink)

Under communism, the symbolic potential of the body was multiplied in the mass gymnastic displays in order to portray the society as disciplined, strong, happy and beautiful and thus to legitimize its leadership. These gymnastic rituals followed the volkisch tradition of 19th-century mass gymnastics, which aimed at mobilization and homogenization of the `imagined community' of the nation. Behind the symbolic play of the mass gymnastics, there was, as Kracauer pointed out, a deeper relationship between modernity with its mode of production (...) and gymnastics with its mechanization of the body. The relation, however, was not a direct one, mass gymnastic displays were used to aestheticize the mass production and therefore to deny the very logic of instrumental rationality that both the gymnastics and the production were built upon. (shrink)

The implicit motivational needs for power, achievement, and affiliation are highly relevant in the context of sports. Sport enables people to experience achievement incentives like mastering challenges as well as social incentives such as recognition by teammates. Further, McClelland’s (1986) hypothesized that implicit motives are particularly associated right-hemisphere functions. Therefore, this preregistered study, conducted online, examines motivational needs using a standard picture-story exercise (PSE) and their associations with indicators of laterality, sports participation, and competition in gymnasts (N = 67). (...) Further it explores how implicit motives interact with suitable motivational incentives in the prediction of sports performance. Results partly confirm a link between indictors of cerebral rightward laterality and implicit motives, showing that the implicit affiliation and achievement motives are positively associated with an indicator of emotional-perceptional laterality (chimeric-faces task), but not with an indicator of motor laterality (turning bias). Moreover, the implicit achievement motive was positively correlated with training hours. The implicit affiliation motive was negatively associated with competition level. The presence of achievement incentives (perceived control, failure) and affiliation incentives (training together or alone) did not interact with corresponding motives to predict sports performance. (shrink)

The translation of Rudolf Bode’s Rhythm and its Importance for Education and Rudolf Laban’s ‘Eurhythmy and kakorhythmy in art and education’ aims at unearthing rhythm-related discourses in the Germany of the 1920s. If for most of the English-speaking world the translation of Henri Lefebvre’s Rhythmanalysis: Space, Time and Everyday Life marks the moment in which rhythm descends into the theoretical arena, these texts, seen in their connection with other sources, express, instead, the degree to which rhythm was omnipresent in philosophical, (...) artistic, socio-economical and psychological discourses at the turn of the 20th century. Some commentators, such as Lubkoll, have recently highlighted the centrality of rhythm in Modernity, lamenting a lack of scholarship focusing on this phenomenon. This is arguably due to a lack of access to sources accentuated by the language barrier; if, indeed, the ‘rhythmanalysis’ of the turn of the century is not an exclusively Teutonic phenomenon, it is also true that a copious amount of material on rhythm of this period is written in German and remains untranslated. In this sense, then, this translation aims at contributing to the project of a cultural history of rhythm. (shrink)

Kant’s concept of grace in Religion within the Bounds of Mere Reason is a difficult topic, exegetically speaking. Obviously enough, Kant subscribes positively to a notion of divine assistance. This appears awkward given his rationalist ethics rooted in personal autonomy. This has given cause to interpreters of Kant’s philosophy of religion – both early commentators and today – to read Kant’s account of grace is uniquely rationalist. This would make grace a rational expectation given personal commitment to good works. The (...) argument of this paper is that grace is a hyperrationalist element in Kant’s practical philosophy because of the potentially problematic consequences of Kant’s views of human nature. Human nature is namely not particularly prone to be responsive to the rational moral law and therefore requires a number of pedagogical tools that facilitate moral agency. (shrink)

This essay examines what the philosophy of Paul Ricoeur can contribute to current debates on the role of spiritual exercise, or askēsis, in philosophical life. The influential work of Pierre Hadot and Michel Foucault has sparked a widespread interest in the ancient model of philosophy, variously described as a way of life, art of living, or care of the self. Ricoeur’s potential contribution to this conversation has been overlooked, largely because he does not discuss these themes explicitly or often. However, (...) Ricoeur’s early phenomenology of embodiment in The Voluntary and the Involuntary offers valuable insights regarding the exercises of self-transformation. After a brief survey of Ricoeur’s concept of askēsis, this essay draws on Ricoeur to demonstrate the merits of physical exercise, or gymnastic, in ethical and spiritual formation. Gymnastic, Ricoeur shows, can be a form of spiritual exercise. The final section of the paper then makes a similarly counterintuitive claim: namely, that reading is an embodied practice that can facilitate the ethical formation of the lived body. (shrink)

The present study explored the types of stressors faced by rhythmic gymnastics athletes, their parents, and coaches. Semi-structured interviews with 12 participants—four gymnasts, five coaches, and three parents—were analyzed using reflexive thematic analysis in a theory-driven framework. The categorizations of sport-related stressors for the parents, coaches, and gymnasts were based on existing theories. The results showed that both the gymnasts and the coaches predominantly noted mastery-avoidance goals in terms of performance, while the interviews with parents mostly indicated (...) performance-avoidance goals. All three groups of participants consistently reported a detrimental atmosphere in rhythmic gymnastics. For instance, they emphasized the stress related to inadequate communication between the concerned parties. Moreover, all parties believed that having a lean body was linked to success in the competitive world of rhythmic gymnastics. The present study provides insight into some of the potential major stressors and the related subjective experiences affecting athletes socializing in the same sporting environment. (shrink)

Abusive practices in elite women’s artistic gymnastics have been the focus of discussions about how to eliminate or reduce them. Both coaches and parents have been named as key actors in bringing about change. Our focus is on parents and their ability to safeguard their daughters in WAG. Parents are not independent actors, however, but are part of a larger web consisting of an entanglement of emotions and technologies and rationalities used by staff, other parents, and athletes, bounded by skill (...) development plans and by coaching expertise and authority. This entanglement may limit the ability of parents to bring about change. We draw on a Deleuzian notion of assemblage, Foucauldian concepts of discourse and governmentality and Ahmed’s assertion about the entanglement of discourses and emotions to explore how parents are disciplined into accepting dominant discursive practices of sport clubs for elite athletes. The data were drawn from a project called the Parental Awareness Program that was designed to make parents aware of practices in competitive WAG that may not be in their child’s best interest. Participants were parents of young gymnasts who had been identified as “talented” and who were members of an elite gymnastics club. The data analysis was based on focus group discussions with a total of 22 parents and semi-structured interviews with 8 parents. The results suggested that although parents problematized many practices during PAP, processes of governmentality involving an assemblage of discourses about coaching expertise, families, talent, enjoyment, long term skill development plans and its associated time demands, together ensured parental consent for dominant practices. The data suggested that a reduction of abusive practices lies in part in critical examinations of skill development plans that are presented as regimes of truth and are kept in place by emotions and the authority accorded to coaching expertise. These processes curtail parents in their ability to safeguard what is in the best pedagogical interest of their daughter. (shrink)

Developmental and cognitive psychology recently started to take an interest in the sports domain, exploring the role of either cognitive functions or emotions in youth sport. However, to the extent that cognition and emotions are inextricably linked, studying them jointly from a developmental perspective could inform on their interplay in determining performance in different sports. This research examined the role of general cognitive abilities, attentional style, and emotions, in predicting performance in youth volleyball and artistic gymnastics. A total of 218 (...) female participants, of which 114 volleyball players and 104 artistic gymnasts were administered two measures of working memory and six measures of executive functions. They also completed an attentional style and an emotion-related questionnaire. For each volleyball player, an individual performance index based on every gesture performed during the games and controlled for the team performance was computed. As a measure of gymnasts’ performance, scores in 2017–2018 competitions were used. Regression analysis showed that the main predictor of the volleyball players’ performance was a working memory-updating factor, together with experience and high-arousal unpleasant emotions, which positively predicted performance. Experience, age and high-arousal unpleasant emotions were the predictors of gymnasts’ performance. These results represent a first step in understanding if and how youth female athletes of open- and closed-skills sports rely on different psychological abilities. This line of research could offer insight to practitioners regarding which psychological abilities could be more relevant to train depending on the type of sport. (shrink)

In 2012, the Swedish newspaper Dagens Nyheter published a series of articles criticising Swedish national level gymnastics for being abusive. This text analyses the subsequent debate by identifying the discursive and rhetorical resources used by the involved parties. The analysis shows how the parties negotiate accountability, manage dilemmas of stake and what the possible social consequences of these are. Five narratives are singled out in the debate: the counter narrative, the victim narrative, the defence-speech narrative, the expert narrative and the (...) ‘not-us-narrative’. In these narratives, the involved parties used rhetorical resources to account for reality. Hence, the gymnastics community, the research community, individuals and journalists are all portrayed as actors co-producing a social problem. (shrink)

Kineska gimnastika, daoyin xingqi 導引行氣, koju svakodnevno vježbaju milijuni Kineza, potječe iz razdoblja starodrevne Kine i ima korijene u šamanističkim obrednim plesovima. Bazira se na pokretima tijela kojima se oponašaju pokreti životinja. Doslovni prijevod termina daoyin xingqi jest »upravljati, rastezati i gibati qi 氣«, tj. sveprožimajući vitalni dah. Naime, gimnastika u kineskoj tradiciji nije se razumijevala samo kao puka tjelovježba, već kao oblik kultiviranja vitalnog daha, qia. Gimnastika, štoviše, predstavlja važan korak prema harmoniziranju čovjeka s nebom i zemljom . Iščitavanjem (...) isječaka tekstova iz razdoblja Zaraćenih država i razdoblja dinastije Han 漢, kao i analiziranjem najstarijeg pronađenog vizualnog prikaza gimnasticiranja u Kini »Karte upravljanja i povlačenja« , analizirat će se poimanje gimnastike u ranoj kineskoj kulturi. Interpretacija tjelovježbe postavit će se unutar paradigme promjene koja je oblikovala kinesko viđenje kozmosa. Posebno će se naglasiti veza između gimnasticiranja i pojma sheng 生 koji znači život, kao i rađanje, stvaranje, obnavljanje.Chinese gymnastics, daoyin xingqi 導引行氣, practised daily by millions of Chinese people, originates from ancient China and is rooted in shamanistic ritual dances. It is based on body movemements which imitate the movements of animals. Literally translated, daoyin xingqi means “guiding, pulling and moving qi 氣” i.e. the all-permeating vital spirit. Gymnastics in Chinese tradition, therefore, was never considered to be just a body exercise but also a form of cultivating the vital spirit, qi. Gymnastics, however, is the important medium of harmonizing man with heaven and earth . By reading of Warring States and Han 漢 dynasty writings, as well as the the oldest excavated visual representation of gymnastics in China “Daoyin chart” , in this exposure analysis will be on the understanding of gymnastics in the early Chinese culture. The interpretation of Chinese gymnastics will be set forth within the paradigm of change which shaped Chinese vision of cosmos. Special emphasis will be given to the connection between gymnastics and the concept of sheng 生, which means life, as well as birth, creation, renewal. (shrink)

Zusammenfassung In diesem Beitrag zeigen wir anhand zweier empirischer Fälle aus dem Bereich sportlichen Trainings, wie Neulinge Praktiken erlernen. Der Beitrag beginnt mit einer kurzen Skizzierung praxis­theoretischer Grundgedanken sowie ihres Interesses daran, wie Teilnehmer von Praktiken ‚Rekrutiert‘ werden. Der Ausgangspunkt unseres Beitrags ist, dass in praxistheoretischen Zugängen, die sich einer Analytik der Rekrutierung bedienen, Praktiken zu typisierten Vollzugsformen oder Entitäten hypostasiert werden, die über die Macht verfügen, sich ihre Teilnehmer beiläufig für ihre Ziele und Zwecke anzueignen. Mit dieser Betrachtung von (...) Praktiken geht einher, dass die Perspektiven der in Praktiken positionierten Teilnehmer ausgeblendet und ihr situatives accomptishment des Engagiert- Werdens sowie Sich-Engagierens degradiert werden. Im Anschluss an die einfuhrenden theoretischen Überlegungen werden Analysen der empirischen Fälle vorgestellt. Es wird gezeigt, wie Lernende und Lehrende die Lernprozesse, die stets auch mit Unsicherheiten behaftet sind, Schritt für Schritt gemeinsam meistern und dabei die erforderlichen,Mitspielkompetenzen‘ erworben werden. Am Ende werden Gemeinsamkeiten und Unterschiede der Fälle dargelegt. Zudem wird auf die Verallgemeinerbarkeit der gewonnenen Ergebnisse auch für Praktiken und Lernprozesse abseits des Universums des Sports reflektiert. (shrink)

Human culture is built upon nature to help humans adapt to their environment – first natural, but later natural-cultural. Cultural practices are aimed at aiding survival in changing environments, and in different settings they meet different environmental pressures, causing later changes in trajectories. According to cultural evolutionism, behaviours, ideas and artefacts are subject to inheritance, competition, accumulation of modifications, adaptation, geographical distribution, convergence and changes of function – these are mechanisms present also in biological evolution. In the following paper, we (...) examine women’s dance and physical exercise practices, which contain similar postures performed in comparable circumstances, as found in initiation ritual dances in chosen East African communities and in Slavic gymnastics for women in the Belarusian tradition. In times of globalization and the mixing of cultures, the position on knees and elbows is recontextualized in a visually attractive form of contemporary dances like Kangamoko and Baikoko, or more widely different variants of ‘twerking’ and reconstructed physical exercises. Approaching ‘twerking’ positions, especially on knees and elbows as a cross-genre performance, we find common roots in the communal support for women’s good wife and mother status teachings in various cultures, showing the importance of women’s circles, women’s health and well-being for the community. (shrink)

The Growing-Block view of time has some problems with the past. It is committed to the existence of the past, but needs to say something about the difference between the past and present. I argue that we should resist Correia and Rosenkranz’ response to Braddon-Mitchell’s argument that the Growing-Block leads to scepticism about whether we are present. I consider an approach, similar to Peter Forrest, and show it is not so counter-intuitive as Braddon-Mitchell suggests and further show that it requires (...) no ‘semantic and metaphysical gymnastics’, as Chris Heathwood has suggested. In doing these things I make the problem of the past on the Growing-Block view a problem in its history, not its present. (shrink)

The standpoint of this paper is the distinguished Ode to Sport from Pierre de Coubertin, specifically the second part of the elegy, the one concerning beauty. Starting with ?O Sport, you are Beauty!?, Pierre de Coubertin mentions, beyond beauty, an assemblage of aesthetic categories such as sublime, abject, balance, proportion, harmony, rhythm and grace. He also mentions strength, power and suppleness. Although the first quoted categories are general categories of aesthetics, it seems quite relevant to emphasize the need of the (...) author to introduce specific categories that fits to body movement and sport, such as strength, power and suppleness. There is no doubt that the first group of categories also fits to sport and body movement, but it equally fits to different forms of art, while strength, power and suppleness can only be literally applied to sport and performing arts. The purpose of this paper is to analyze strength as an aesthetic category of sport, developing three main arguments: the feeling of achievement and its conservation, the fight against gravity and the multiple forms of strength?s expression. It is concluded that strength can improve the communicative power of sport and its emotional appeal. In sports such as gymnastics, diving or synchronized swimming, the appreciation of strength exhibited by the athletes communicates to the observer some king of ease and lightness that enhances the aesthetic judgment. In other sports like weightlifting, sumo or rugby, effort and heaviness are stamped on the athlete's faces, what contributes to a sort of communion between the observer and the athlete that can also improve the aesthetic experience. (shrink)

Whether it's conkers in the schoolyard, kicking a football in the park, or playing tennis on Wimbledon Centre Court, sport impacts all of our lives. But what is sport and why do we do it? Colin McGinn, renowned philosopher, reflects on our love of sport and explores the value it has for us and the part it plays in a life lived well. Written in the form of a memoir, McGinn discusses many of the sports he has engaged in - (...) from pole-vaulting and gymnastics to windsurfing and tennis - and describes the athletic experience from the inside, as a participant, articulating what is uniquely valuable about sport as an activity. Sport, argues McGinn, takes us to our fullest potential as human beings, it's what we fling at mortality to keep it at bay, a holiday from the Unbearable Heaviness of Being. "Sport" expresses our nature, it bears upon our self-realization. If a happy life consists in one that expresses fully our natural faculties, then sports must play an essential role in our lifes. Mind-body unity, the nature of practical knowledge and physical skill, success and failure, the ethics of competition, peak experiences, the spectacle of professional sport, aesthetics and death, McGinn discusses these and many other issues while telling of his own sporting mishaps and adventures. To use the vernacular of philosophy, "Sport" captures the phenomenology of sport - what it's like to do it - and in doing so shows how sport is a way of expressing and understanding who and what we are, way beyond whether we are a good sportsman, a bad loser or a team-player. For anyone who has ever thought that there must be less humiliating ways to enjoy yourself than being thrashed on the tennis court, "Sport" will reassure you that it's time not wasted. (shrink)

From artistic performances in the visual arts and in music to motor control in gymnastics, from tool use to chess and language, humans excel in a variety of skills. On the plausible assumption that skillful behavior is a visible manifestation of intelligence, a theory of intelligence—whether human or not—should be informed by a theory of skills. More controversial is the question as to whether, in order to theorize about intelligence, we should study certain skills in particular. My target is the (...) view that only a particular class/kind of skill (i.e., ‘theoretical’, or ‘intellectual’ skills, versus ‘practical’, or ‘embodied’ skills) manifests intelligence, or especially does so. I call this view ‘Intelligence Elitism’. Intelligence Elitism is pervasive in popular culture, in academic culture, as well as in psychometrics. It has, arguably, a long pedigree in philosophy (though explicit arguments for it are rare). But it is a substantive view which, if false, can promote unfairness. In this article, I defend Intelligence Socialism—the claim that intelligent behavior is everywhere skillful behavior is. I go on to isolate the best case for the further Elitist claim that, even if all skillful behavior is intelligent in some modest sense of ‘intelligence’, there is a principled difference in intelligence between theoretical, or intellectual, skills, on one side, and practical, or embodied skills, on the other, and I show it wanting. (shrink)

"Dr. Montessori was par excellence the great interpreter of the child; and though she herself has passed on from the scene of her labours her work will still go on."-- Westminster Cathedral Chronicle One of the landmark books in the history of education--and one of the least expensive editions now available--this volume describes a new system for educating youngsters. Based on a radical concept of liberty for the pupil and highly formal training of separate sensory, motor, and mental capacities, the (...) system enabled youngsters to master reading, writing, and arithmetic rapidly and substantially. Included are discussions of scientific pedagogy; discipline; the importance of proper diet, gymnastics, and manual labor; and many other topics. Unabridged reprint of the classic 1912 edition. (shrink)

The moral importance of the ‘intention–foresight’ distinction has long been a matter of philosophical controversy, particularly in the context of end-of-life care. Previous empirical research in Australia has suggested that general physicians and surgeons may use analgesic or sedative infusions with ambiguous intentions, their actions sometimes approximating ‘slow euthanasia’. In this paper, we report findings from a qualitative study of 18 Australian palliative care medical specialists, using in-depth interviews to address the use of sedation at the end of life. The (...) majority of subjects were agnostic or atheistic. In contrast to their colleagues in acute medical practice, these Australian palliative care specialists were almost unanimously committed to distinguishing their actions from euthanasia. This commitment appeared to arise principally from the need to maintain a clear professional role, and not obviously from an ideological opposition to euthanasia. While some respondents acknowledged that there are difficult cases that require considered reflection upon one's intention, and where there may be some ‘mental gymnastics,’ the nearly unanimous view was that it is important, even in these difficult cases, to cultivate an intention that focuses exclusively on the relief of symptoms. We present four narratives of ‘terminal’ sedation – cases where sedation was administered in significant doses just before death, and may well have hastened death. Considerable ambiguities of intention were evident in some instances, but the discussion around these clearly exceptional cases illustrates the importance of intention to palliative care specialists in maintaining their professional roles. (shrink)

Do we watch sport for pure dumb entertainment? While some people might do so, Stephen Mumford argues that it can be watched in other ways. Sport can be both a subject of high aesthetic values and a valid source for our moral education. The philosophy of sport has tended to focus on participation, but this book instead examines the philosophical issues around watching sport. Far from being a passive experience, we can all shape the way that we see sport. Delving (...) into parallels with art and theatre, this book outlines the aesthetic qualities of sport from the incidental beauty of a well-executed football pass to the enshrined artistic interpretation in performed sports such as ice-skating and gymnastics. It is argued that the purist literally sees sport in a different way from the partisan, thus the aesthetic perception of the purist can be validated. The book moves on to examine the moral lessons that are to be learned from watching sport, depicting it as a contest of virtues. The morality of sport is demonstrated to be continuous with, rather than separate from, the morality in wider life, and so each can inform the other. Watching sport is then recognised as a focus of profound emotional experiences. Collective emotion is particularly considered alongside the nature of allegiance. Finally, Mumford considers why we care about sport at all. Addressing universal themes, this book will appeal to a broad audience across philosophical disciplines and sports studies. (shrink)

Whether it's conkers in the schoolyard, kicking a football in the park, or playing tennis on Wimbledon Centre Court, sport impacts all of our lives. But what is sport and why do we do it? Colin McGinn, renowned philosopher , reflects on our love of sport and explores the value it has for us and the part it plays in a life lived well. Written in the form of a memoir, McGinn discusses many of the sports he has engaged in (...) - from pole-vaulting and gymnastics to windsurfing and tennis - and describes the athletic experience from the inside, as a participant, articulating what is uniquely valuable about sport as an activity. Sport, argues McGinn, takes us to our fullest potential as human beings, it's what we fling at mortality to keep it at bay, a holiday from the Unbearable Heaviness of Being. "Sport" expresses our nature, it bears upon our self-realization. If a happy life consists in one that expresses fully our natural faculties, then sports must play an essential role in our lifes. Mind-body unity, the nature of practical knowledge and physical skill, success and failure, the ethics of competition, peak experiences, the spectacle of professional sport, aesthetics and death, McGinn discusses these and many other issues while telling of his own sporting mishaps and adventures. To use the vernacular of philosophy, "Sport" captures the phenomenology of sport - what it's like to do it - and in doing so shows how sport is a way of expressing and understanding who and what we are, way beyond whether we are a good sportsman, a bad loser or a team-player. For anyone who has ever thought that there must be less humiliating ways to enjoy yourself than being thrashed on the tennis court, "Sport" will reassure you that it's time not wasted. (shrink)

In line with familiar portrayals of Kant's ethics, interpreters of his philosophy of education focus essentially on its intellectual dimension: the notions of moral catechism, ethical gymnastics and ethical ascetics, to name but a few. By doing so, they usually emphasise Kant's negative stance towards the role of feelings in moral education. Yet there seem to be noteworthy exceptions: Kant writes that the inclinations to be honoured and loved are to be preserved as far as possible. This statement is not (...) only at odds with Kant's general claim that education should not encourage feelings, but more importantly, it encourages a feeling that is in many ways paradigmatically un-Kantian. How are we to understand the fact that of all feelings, the love of honour should be preserved? To answer this question, I begin by clarifying the reasons behind Kant's negative stance towards feelings in moral education. I then turn to his account of the feeling of love of honour. After distinguishing between its good and its bad forms, I consider two ways of making sense of the positive role Kant assigns to it. The first, modest reading will suggest that the feeling of love of honour is morally useful because it has two functions: an epistemic one, and a motivational one. The second, more ambitious reading will suggest that the feeling of love of honour enables the child to experience her inner worth as bearer of value. (shrink)

Robert Wilson’s The Eugenic Mind Project is a major achievement of engaged scholarship and socially relevant philosophy and history of science. It exemplifies the virtues of interdisciplinarity. As principal investigator of the Living Archives on Eugenics in Western Canada project, while employed in the Department of Philosophy at the University of Alberta, Wilson encountered a proverbial big ball of mud with questions and issues that involved local individuals living through a painful set of memories and implicated his institutional home in (...) outstanding moral obligations. It is engaged scholarship because it required building relationships with affected persons and taking responsibility for his institution’s legacy, as well as transforming Wilson’s own outlook along the way. It is socially relevant philosophy and history of science because it brings to light issues that remain salient today, especially how eugenic themes are ubiquitous in societal discourse and evinced in everyday decisions. It is interdisciplinary because to accomplish this type of analysis requires intellectual gymnastics that range over diverse domains of research: from standpoint theory and disability studies to oral history and governmental policy; from the evolutionary biology of prosociality and variation to conceptual questions about the categorization of human traits and types. (shrink)

Neo-Confucianism was a vast intellectual movement that was launched in Song China and that continued to exert great influence in the countries of East Asia, including Japan, Korean and even Vietnam. By the mid-Ming period in China, it found itself in the midst of a major intellectual transformation, undergoing its most lively philosophical effervescence since its formative stage. My dissertation explores the Neo-Confucian discourse of this time. ;Methodologically, I have attempted to overcome various limitations in existing scholarship, which tends to (...) be devoted to individual thinkers, and sought to provide a wide-ranging contextual treatment of various currents of thought during this period. Also, to explicate what Neo-Confucianism meant to its practitioners, I explore in depth a cardinal philosophical assumption of Neo-Confucianism that was particularly important in mid-Ming Neo-Confucian discourse: the unity between self and world. Without this philosophical underpinning which allows an individual moral agent to contain within himself the whole world, the Neo-Confucian project, which upholds personal morality as the main fulcrum of social well-being, cannot be theoretically sustained. ;By combining these approaches of history and philosophy, I offer a new lens for understanding each of the remarkable thinkers that emerged at that time---Chen Xianzhang , Hu Juren , Zhan Ruoshui , Luo Qinshun , Wang Tingxiang , and Wang Yangming . My account of each thinker seeks to prove that each thinker's philosophy can best be understood as varying responses to the crisis of the moral self in the mid-Ming. In general, mid-Ming thinkers enriched Neo-Confucian thought in the sense that they managed to articulate new conceptual modes by which to recuperate the moral self. ;Although mid-Ming thinkers' philosophical gymnastics represented their endeavor to save Neo-Confucianism, their philosophies, taken together, reveal certain features of the general intellectual milieu at that time. That is, intellectuals contested the idea of the unity of the world---the assumption that made it possible to conceive the individual self as more than an isolated ego. With this shift in the way in which individuals thought about themselves, Neo-Confucianism found itself not just in transformation but also in crisis. (shrink)

I was a delicate child, and to my great embarrassment I was excused from gymnastics as a teenager owing to an illness whose identity is still mystery, at least to me. That is when I acquired my world-weariness, a permanent and invincible lethargy that was to get worse with the passing years. Tiredness as a natural state has for many years been a recurring theme, when I'm complaining about life in letters and conversation. My friends consider it a bad habit (...) of mine, almost an attempt to attract attention, and they don't take me seriously. “I'm increasingly falling apart”, I recently told an old friend. He replied with a slightly mocking air: “You've been telling me that for twenty years”. But the truth is - and it is difficult to explain this to anyone younger - that the descent into the void is long, much longer than I would have ever imagined, and slow, so slow as to appear almost imperceptible (although not to me). The descent is continuous and, what is worse, irreversible: you descend one step at a time, but having put your foot on the lower step, you know that you will never return to the higher one. I have no idea how many more downward steps are to follow. I can only be sure that their number is steadily decreasing. (shrink)

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...) teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

Elaborated in this discourse is the idea that identifying with a punk persona is a necessary step in the ethical development of an individual. Offered are various ethical corollaries of standing on the punk philosophic grounds, including: abomination of the art of following, appreciation of creative aspirations more than the technique, the necessity for the constant shift of the epistemic grounds on which one stands, revival of the aesthetics of Speer’s theory of ruin values, revitalization of language via its destruction, (...) and embracement of anarchic revulsion of the concept of authority as a pathway to excellent educational efforts. It is also mentioned that science is inherently a systematic rebellion against stale, prejudiced thinking, and that, as such, it is intrinsically the endeavor of intellectual punks. The final summersault in the course of the philosophical gymnastics class of the hour pertains to realization that the anarchistic ideals underlying the punk culture foster ultimate freedoms that make even the abolition of these very same freedoms and obedience to any rules or principles legitimate. The failure of all the ideologies of the 20th century has been in favor of the anti-ideology of authentic anarchism, and yet this ideology not only insists on ruining the relevance of any ideologies out there, but also calls for the deconstruction of itself, wherefrom the freedom to follow any ideologies under its umbrella naturally emanates. (shrink)

Consider the following three situations: learning to perform a complex skill such as gymastics (a stunning demonstration of which participants to ICP 2004 experienced during the opening ceremony), learning a complex game such as the ancient Chinese game of Weichi (more widely known as Go), or learning natural language. What these situations have in common, beyond the sheer complexity of the required skills, is the fact that most of what we learn about each appears to proceed in a manner that (...) does not depend so much on the acquisition of explicit, declarative information or on the deployment of intentional strategies, but instead critically depends on repeated practice: Developing the skills needed to execute complex movements in gymnastics, to. (shrink)

In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the programs of (...) musical and gymnastic education in the Laws and highlight parallels to the accounts of the spirited part of the soul and its role in moral education and virtue that are offered in Republic and Timaeus. I also examine the educational role given to the laws themselves in Magnesia, and I suggest that the education provided through them is largely directed at the spirited part of the soul as well. (shrink)

In 1962 I offered an analysis of the Line and Cave which maintained that the four main divisions of each are parallel and interpreted the three stages of ascent in the Cave allegory as representing the three stages in Plato's educational programme: music and gymnastic, mathematics and dialectic. At that time a major portion of my task was to counter arguments which purported to show that the Line and Cave could not be parallel. The present situation is quite different since (...) recent writers, for the most part, not only take the four main divisions of the Cave as parallel to those of the Line, but also accept the restriction of the Cave allegory to moral and mathematical education as a crucial step in the establishing of this fact. This last move, which is clearly in harmony with the form and content of the Republic, enables us to allow for the ordinary unenlightened man to be at the bottom level of the Cave without our having to suggest that he confuses the shadows of visual objects with their originals, which could well be the case if the Cave were taken to represent all sense perception as such. Despite fairly general agreement on these basic points of interpretation there remains, however, a wide divergence of opinion as to the significance of the various levels of education or moral awareness portrayed by the Cave. In keeping with several recent papers on this topic I shall focus my attention on the bottom two stages of this allegory: the state of the prisoners viewing shadows on the cave wall and that of the released prisoners, still in the cave, but turned around and looking at the puppets which cast these shadows. (shrink)

Recently David Best has advanced the claim that sport is not an art form, and that although sport may be aesthetic, it is not artistic. Such a claim is false and runs counter to ordinary usage and sport practice. On behalf of sport practice, let me cite as an example the world-class Canadian skater, Toller Cranston, who thinks there are such things as ‘artistic sports, those being gymnastics, diving, figure skating’. Best claims that athletes like Cranston are conceptually confused and (...) that they endow sport with greater respectability than should be allowed. Ascribing the predicate ‘artistic’ to sport performances reflects ‘barbarous usage’. Why does Best exclude the artistic from the realm of sport? Upon examination of his argument, one finds that this exclusion derives mainly from his concepts of art and sport. He thinks that art has a subject-matter, a content, and that sport does not. Sport is contentless, so ‘sport’ and ‘art’ are two logically distinct regions. But is this so? Are we to accept Best's argument or are we to listen to accomplished, reflective athletes in the area of artistic sports? It seems the most reasonable analytic procedure would be to listen to Cranston's case and decide whether such a piece of intentionalist criticism5 should override Best's premises. (shrink)

This article offers an analysis of marketing as an ideological set of practices that makes cultural interventions designed to infuse social relations with biopolitical injunctions. We examine a contemporary site of heightened attention within marketing: the rise of online communities and the attendant profession of social media marketing managers. We argue that social media marketers disavow a core problem; namely, that the object at stake, the customer community, barely exists. The community therefore functions ideologically. We describe the ideological gymnastics necessary (...) for maintaining momentum behind a practice that barely exists and we ponder why such ideologies are necessary, and what they allow the marketer to do. Working with such concepts as ‘the wild’, ‘communicative capitalism’, and ‘biopolitical marketing’, we explore a genre of popular business literature that proselytizes for online customer communities and we reflect on the broader implications. (shrink)

This paper examines how the exercises offered to the young Socrates in the Parmenides can be understood as an educational practice, or a gymnastic that is prior to and instrumental for defining forms. To this end, I argue that the subject of the exercises given to Socrates can be understood as an open and indeterminate ‘one’, rather than a form per se. I show that the description of the gymnastic exercises, the demonstration of the hypotheses themselves, and the language concerning (...) the ‘one’, are consistent with an indeterminate subject ‘one’. (shrink)

In 1974, David Best rightly contrasted purposive sports (exemplified by most sports) with aesthetic sports; and recently I was careful to exempt the issues for aesthetic sports from my critique of the prospects for an all-embracing philosophy of officiating. While discretion plays a part in umpiring or refereeing in both kinds of sports, it is especially important for aesthetic sports (such as gymnastic vaulting, ice-skating or diving), where the manner of execution determines victory. Here, it is urged that the issue (...) of objectivity for judgements in aesthetic sports is not the most crucial aspect: we have reason to expect correct accounts from knowledgeable, sensitive and experienced judges or umpires. Impartiality remains a concern, of course, not least between the training for judges or umpires might tend to favour particular styles of performing key movements. So that many past rule-changes are explained as attempts to improve fairness, with competitors getting their ‘just deserts’. In doing so, they have implicitly contributed to what is then valued in the manner of execution in aesthetic sports. The term ‘aesthetic’ is generally applied in its positive valence, although one must recognize the negative valence also. But, for aesthetic sports, the rules provide guidance as to what will or will not be regarded positively in the context of competition. And rule-changes here will sometimes be best explained as attempting to modify what is rewarded in such sports, the manner of performance. Such changes might be expected to bear on the character of the sport (here exemplified through men’s ice-skating). (shrink)

By the end of the 19th century, mathematics teaching underwent a crisis of similar proportion in several European countries. Constrained by the values of classical Antiquity, which dominated in secondary education, mathematics was taught as a formal discipline enhancing elementary geometry and intended as some gymnastics of the mind. Moreover, a specific feature in Germany was that the country was split up into numerous independent states each having a separated educational system of its own. Many of these conferred an only (...) marginal status to mathematics instruction. This complex situation is analyzed for the traditional school system for boys, as well as for the emerging system for girls, and for primary schooling.The study describes the key initiatives by Felix Klein, who forged a dynamic movement of teachers for modernising secondary school teaching. Their culmination in the famous “Meran” reform program is depicted, a program which became the starting point for the first international reform movement in mathematics teaching. (shrink)