1. History and Philosophy in Sport and Physical Education PED 191

2. Greek Example  Western world subscribes to Greek metaphysical and ontological positions  Reality consists of two separate components: idea and matter  Metaphysical dualism.  Being (existence) is composed of mind and body  Greek ontology is founded upon dualism  Western world subscribes to Greek metaphysical and ontological positions  Reality consists of two separate components: idea and matter  Metaphysical dualism.  Being (existence) is composed of mind and body  Greek ontology is founded upon dualism

3. “Doing” History  Working definition: the study of change over time or lack of change  Historians examine how civilizations and institutions (e.g., sport) change over time  identify people and events in this change  Working definition: the study of change over time or lack of change  Historians examine how civilizations and institutions (e.g., sport) change over time  identify people and events in this change

4. “Doing History”  History documents what happened and then asks “who, what, when, or where?”  Descriptive History  Usually through artifacts, documents, photos, etc.  Primary sources  History documents what happened and then asks “who, what, when, or where?”  Descriptive History  Usually through artifacts, documents, photos, etc.  Primary sources

5. Why Study (Sport) History?  Provides context and perspective  Studying past civilizations helps explain what various cultures considered important  “Whoever would know the heart and mind of America had better learn baseball.” 1  Predictive  History tends to be cyclical  “Those who do not know history are condemned to repeat its mistakes.” 2  Provides context and perspective  Studying past civilizations helps explain what various cultures considered important  “Whoever would know the heart and mind of America had better learn baseball.” 1  Predictive  History tends to be cyclical  “Those who do not know history are condemned to repeat its mistakes.” 2

6. Sport—Then

7. ... and Now

8. General Types of History  Descriptive: Tells what happened in past. Tries to be objective.  Generally concerned with the who, what, when, and where  Also known as chronological or narrative  Interpretive: Uses a set of rules or theory to show and analyze change over time.  Descriptive: Tells what happened in past. Tries to be objective.  Generally concerned with the who, what, when, and where  Also known as chronological or narrative  Interpretive: Uses a set of rules or theory to show and analyze change over time.

9. General Types of History  Interpretive  Often reveals the “how” and “why”  Subjective: person selects the theory or theories that will be used to interpret change over time  e.g., feminist, postmodernist, critical  Interpretive  Often reveals the “how” and “why”  Subjective: person selects the theory or theories that will be used to interpret change over time  e.g., feminist, postmodernist, critical

10. Doing History: Sources  Two types: primary and secondary  Primary  First-hand account  Newspaper and other artifact sources  pottery, statues, poems, etc.  Example: an autobiography or written account by an Olympic athlete at the Athens Games  Two types: primary and secondary  Primary  First-hand account  Newspaper and other artifact sources  pottery, statues, poems, etc.  Example: an autobiography or written account by an Olympic athlete at the Athens Games

11. Doing History: Sources  Secondary: Telling the story from other sources  Producer was not there  Includes books and articles which can use both primary and secondary sources  Which source type is better?  Depends on the quality of the source  Secondary: Telling the story from other sources  Producer was not there  Includes books and articles which can use both primary and secondary sources  Which source type is better?  Depends on the quality of the source

12. Ontology: Nature of Mind & Body  Relationship between mind and body is critical to understanding the text  Relationship between mind and body changes over time  Relationship of sport is directly related to the value of the body in a given culture  The more important the body is, the more central sport is  The more important the mind, the less central sport is  Relationship between mind and body is critical to understanding the text  Relationship between mind and body changes over time  Relationship of sport is directly related to the value of the body in a given culture  The more important the body is, the more central sport is  The more important the mind, the less central sport is

13. Ontology Across Time

14. Classical Western Philosophies  The mind/body relationship determines much of what is taught and how it is taught in physical education.  Platonic dualism and Descartes’ rationalism  Have in common the view that the mind and body are separate and distinct entities.  Hobbes’ empiricism: argues that there is only the material world and physical bodies in it.  The mind/body relationship determines much of what is taught and how it is taught in physical education.  Platonic dualism and Descartes’ rationalism  Have in common the view that the mind and body are separate and distinct entities.  Hobbes’ empiricism: argues that there is only the material world and physical bodies in it.

15. From Dualism to Monism  Twentieth century philosophies try to reconcile mind and body  Monist philosophies: view humans as an integrated whole  Mind and body are not separate  Knowledge exists in the entire person  Focus is not on the nature of a person, but how that person experiences reality  Twentieth century philosophies try to reconcile mind and body  Monist philosophies: view humans as an integrated whole  Mind and body are not separate  Knowledge exists in the entire person  Focus is not on the nature of a person, but how that person experiences reality

16. Twentieth Century Monistic Philosophy  Pragmatism—one of first to reject dualism  Pragmatists argue that experience, and therefore the body, is where one begins to come to know reality  Pragmatists also argue that man is an embodied entity (mind and body are integrated)  Pragmatism—one of first to reject dualism  Pragmatists argue that experience, and therefore the body, is where one begins to come to know reality  Pragmatists also argue that man is an embodied entity (mind and body are integrated)

17. Phenomenology  Emphasize epistemology  Body accesses world/knowledge (instrument)  Body has inherent meaning  Body is not enemy of reason/mind  Emphasizes experience  Meaning not explained by mind or senses alone  must be LIVED  Awareness and meaning associated with movement  Emphasize epistemology  Body accesses world/knowledge (instrument)  Body has inherent meaning  Body is not enemy of reason/mind  Emphasizes experience  Meaning not explained by mind or senses alone  must be LIVED  Awareness and meaning associated with movement

18. Premodern and Modern Sport Premodern  Organization  Nonexistent or informal  Arranged directly or indirectly  Rules  simple, unwritten  based on local customs/traditions Premodern  Organization  Nonexistent or informal  Arranged directly or indirectly  Rules  simple, unwritten  based on local customs/traditions Modern  Organization  Formal  Differentiated at local, regional, national levels  Rules  formal, standard, written  rational and overseen by organization Modern  Organization  Formal  Differentiated at local, regional, national levels  Rules  formal, standard, written  rational and overseen by organization

19. Premodern and Modern Sport Premodern  Competition  locally meaningful  Roles  loose distinction among players/spectators Premodern  Competition  locally meaningful  Roles  loose distinction among players/spectators Modern  Competition  national and international  Roles—specialists  distinction between players/spectators Modern  Competition  national and international  Roles—specialists  distinction between players/spectators

20. Premodern and Modern Sport Premodern  Public information  limited, local, oral  Stats/records  nonexistent, perhaps anecdotal Premodern  Public information  limited, local, oral  Stats/records  nonexistent, perhaps anecdotal Modern  Public information  Regular: in local and national mediums  Stats/records  kept regularly  important measures of achievement Modern  Public information  Regular: in local and national mediums  Stats/records  kept regularly  important measures of achievement

21. Industrialization/ Urbanization  Another paradigm to understand change in sport over time  Views one’s leisure activities dependent on living pattern  Shift from rural to urban patterns  Move from country games to city games  from hunting and fishing to urban games  Another paradigm to understand change in sport over time  Views one’s leisure activities dependent on living pattern  Shift from rural to urban patterns  Move from country games to city games  from hunting and fishing to urban games

22. Industrialization/ Urbanization  Concept of enclosure becomes important  Space is limited  one’s recreational pursuits are guided into confined spaces  Example: American basketball  Availability of lots of people makes possible team games  Concept of enclosure becomes important  Space is limited  one’s recreational pursuits are guided into confined spaces  Example: American basketball  Availability of lots of people makes possible team games