“olympism” revisited as context for global education: Implications for physical education

Quest

Volumn 53, Issue 1, 2001, Pages 14-34

  Binder, Deanna ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 11444255627     PISSN: 00336297     EISSN: 15432750     Source Type: Journal    
DOI: 10.1080/00336297.2001.10491728     Document Type: Article

References (67)

1. Ball, S. (1993). Self-doubt and soft data: Social and technical trajectories in ethnographic fieldwork. In M. Hammersley (Ed.), Education research: Current issues (pp. 32-48). London: Paul Chapman Publishing.
2. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1997). Women's ways of knowing: The development of self, voice, and mind: Tenth anniversary edition. New York: Basic Books.
3. Bengu, S. (1997). Curriculum 2005 Preface. Pretoria, South Africa: Government of South Africa.
4. Bhabha, H. (1994). The location of culture. New York: Routledge.
5. Binder, D. (2000). Be a champion in life: An international teacher's resource hook for schools. Athens. Greece: Foundation of Olympic and Sport Education.
6. Binder, D. (1994). Bringing the Olympic Spirit to life in schools. Unpublished paper presented to the 2nd Joint International Session for Directors of National Olympic Academies. and Members and staff of National Olympic Committees and International Federations. Ancient Olympia. Greece.
7. Binder, D. (1996). Challenges and models for successful Olympic education initiatives at the grassroots level. Olympic perspectives: Third international symposium Jar Olympic research (pp. 245-252). London. Canada: The University of Western Ontario.
8. British Columbia. (1995). Physical Education Integrated Resource Package: S-IO. Victoria. British Columbia: Queen's Printer.
9. Butcher, R. & Schneider, A. (1998). Fair play as respect for the game. Journal of the Philosophy of Sport. 25, 1-22.
10. Callan, E. (1992). Finding a common voice. Educational Theory, 42(4). 429-441.
11. Carson, T. (1996). Not ethics but obligation: Confronting the crisis of relationship in collaborative work. Salt. 17(1), 13-18.
12. DaCosta, L. (Ed.). (1997). Environment and sport: An international overview. Porto. Portugal: Faculty of Sport Sciences and Physical Education.
13. de Coubertin, P. (1967). The Olympic idea: Discourses and essays. Schorndorf: Karl Hoffman.
14. Dewey, J. (1938). Experience and education. New York: Macmillan.
15. Fernandez-Balboa, J.M. (Ed.). (1997). Critical postmodernism in human movement, physical education, and sport. Albany: State University of New York Press.
16. Fox, K. (1997). The physical self: From motivation to well-being. Champaign, IL: Human Kinetics.
17. Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
18. Gessman, R. (1992). Olympische Erziehung in der Schule unter besonderer Berücksichtigung des Fair-play Gedankens. [Olympic education and its school application. In Olympic education in schools within the special context of the fair play idea]. Proceedings of the First National Teacher Professional Workshop of the National Olympic Committee of Germany (p. 33-43) Olympia. Greece. Frankfort: National Olympic Committee for Germany.
19. Gibbons, S., Ebbeck, L., & Weiss, M. (1995). Fair play for kids: Effects on the moral development of children in physical education. Research Quarterly for Exercise and Sport. 66(3), 247-255.
20. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge. MA: Harvard University Press.
21. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass Inc.
22. Grupe, O. (1996). Die Olympische Idee ist paedagogisch: Zu Fragen und Problemen einer "Olympische Erziehung" (The Olympic idea is pedagogical: Questions and problems of "Olympic education"). In N. Mueller & M. Messing (Eds.), Auf der Suche nach der Olympischen Idee (ln Search of the Olympic idea) (pp. 23-38). Frankfurt: Agon-Sportverlag.
23. Haan, N., Aerts, E., & Cooper, B.B. (1985). On moral grounds: The search for a practical morality. New York: New York University Press.
24. Hardman, K. (1998. November). Threats to physical education! Threats for Sport for All? Paper presented at the VII International "Sport for All" Conference: "Sport for AH" and the global educational challenges. Barcelona. Spain.
25. Heiland, K. (1994. June). The educational program of the Olympics in Lillehammer: Intentions and experiences before. during and after the Olympics. Unpublished paper presented to the International Olympic Academy: 2nd Joint International Session for Director of NOAs and Members and Staff of NOCs and IFs. Ancient Olympia. Greece.
26. llellison, D., & Templin, T. (1991). A reflective approach to teaching physical education. Campaign, IL: Human Kinetics.
27. International Olympic Committee. (1994). Olympic charter. Lausanne. Switzerland: Author.
28. Jemigan, S. (1971). The International Olympic Academy-A medium for world understanding. Journal of Health. Physical Education & Recreation. 42(5). 88-90.
29. Kidd, B. (1985). The legacy of Pierre de Coubertin. (Unpublished paper). Vancouver, BC: National Olympic Academy of Canada.
30. Kidd, B. (1996). Taking the rhetoric seriously: Proposals for Olympic education. Quest. 48. 82-92.
31. Kirk, D. (1993). Curriculum work in physical education: Beyond the objectives approach. Journal of Teaching in Physical Education. 12. 244-265.
32. Kohlberg, L. (1981). The philosophy of moral development. San Francisco: Harper & Row.
33. Le Roux, J. (1997). Multicultural education: What every teacher should know. Pretoria, South Africa: Kagiso Publishers.
34. Loland, S. (1995). Coubertin's ideology of Olympism from the perspective of the history of ideas. Olympika, IV. 49-78.
35. Luther, D., & Hotz, A. (1997). Erziehung zu mehr Fairplay: Anregungen zum sozialen Lernen-im Sport, aber nicht nur! (Educating for more fairplay: Stimulating social learning-in sport, but not only there!) Bern: Verlag Paul Haupt.
36. MacAloon, J. (1996). Humanism as a political necessity? Reflections on the pathos of anthropological science in Olympic contexts. Quest. 48. 67-81.
37. McCarthy, C. (1998). The uses of culture: Education and the limits of ethnic affiliation. Madison: University of Wisconsin.
38. McCarthy, C., & Crichlow, W. (1993). Race, identity and representation in education. New York: Routledge.
39. Mueller, N. (1990. July). Olympism as a subject for school education: Pedagogical thoughts on an 'Olympic curriculum' within national school programs. Paper presented at the International Olympic Academy. 9th International Session for Educators, Ancient Olympia. Greece.
40. Mueller, N. (1992). International Olympic Academy-IOA: Thirty years of IOA as mirrored by its lectures (1961-1990) (B. Kuebler-Mabbott. Trans.). Lausanne, Switzerland: International Olympic Committee. (Original work published)
41. Mueller, N. (1994). One hundred years of Olympic Congresses: 1994-1944 (Ingrid Sonnleitner-Hauber, Trans.). Lausanne: International Olympic Committee.
42. Mueller, N., & Messing, M. (1996). Auf der Suche nach der olympischen Idee (In search of the Olympic idea). Kassel: Agon-Sportverlag.
43. Naul, R. (1998). Olympic ideals and Olympic education of youth. In R. Naul, K. Hardman, M. Pieron, & B. Skirstad (Eds.). Physical activity and active lifestyle of children and youth (pp. 29-48). Schorndorf. Germany: Karl Hofmann.
44. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
45. Noddings, N. (1988). An ethic of caring and its implications for instructional arrangement. American Journal of Education. 49(2). 215-230.
46. Noddings, N. (1994). Conversation as moral education. Journal of Moral Education, 23(2). 107-118.
47. Nussbaum, M. (1986). The fragility of goodness: Luck and ethics in Greek tragedy and philosophy. New York: Cambridge University Press.
48. Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge. MA: Harvard University Press.
49. Passmore, J. (1980). The philosophy of teaching. Cambridge, M A: Harvard University Press.
50. Pinar, W., Reynolds, W., Slattery, P. & Taubman, P. (Eds.). (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
51. Rail, G. (1996. September). Beyond talking heads: Towards an empowering pedagogy in Olympic education. Unpublished paper presented at the HOC (Hellenic Olympic Committee) Preliminary Congress on Olympic Education in Schools. Olympia. Greece.
52. Rest, J.R. (1986). Moral development: Advances in research and theory. New York: Praeger.
53. Rorty, R. (1989). Contingency, irony, and solidarity. New York: Cambridge University Press.
54. Segrave, J., & Chu, D. (1996a). The modem Olympic Games: A contemporary sociocultural analysis. Quest, 48. 2-8.
55. Segrave, J., & Chu, D. (1996b). The modern Olympic Games: An access to ontology. Quest. 48. 57-66.
56. Siddiqui, A. (1997). Ethics in Islam: Key concepts and contemporary challenges. Journal of Moral Education. 26(4). 423-431.
57. Slattery, P. (1995). Curriculum development in the postmodern era. New York: Garland.
58. Spanenberger, M. (1994). Olvmpische Erziehungsprogramme fur die Schulen. Ein internationaler Vergleich uhter Berucksichtigung der Lehrziele, didaktischen Konzepte und padagogischen Wirkung (Olympic education programs for schools: An international comparison of goals and objectives, concepts and pedagogical methodologies). Unpublished Diplomarbeit (draft), Johannes-Gutenberg-Universitaet. Mainz.
59. Sumara, D. & Davis, B. (1997). Enlarging the space of the possible: Complexity, complicity. and action-research practices. In T. Carson & D. Sumara (Eds.). Action research as a living practice, (pp. 299-312). New York: Peter Lang.
60. Tom, A. (1984). Teaching as a moral craft. New York: Longman.
61. Tzikas, A. (1996. April). Address of the President. Hellenic Olympic Committee: Celebration of the Centennial of the Olympic Games, Athens, Greece.
62. Verhoef, IL, & Michel, C. (1997). Studying morality within the African context: A model of moral analysis and construction. Journal of Moral Education. 26, 389-407.
63. Walker, L. (1995). Whither Moral Psychology? Mora! Education Forum. 20(1). 1-8.
64. Wamsley, K & Heine, M. (1996). Tradition, modernity, and the construction of civic identity: The Calgary Olympics. Olympika, V, 81-90.
65. Whitehead, J., & Corbin, C. (1997). Self-esteem in children and youth: The role of sport and physical education. In K.R. Fox (Ed.). The physical self: From motivation to well-being (pp. 175-203). Champaign. IL.: Human Kinetics.
66. Wirkus, B. (1992. September). Die Aktualitaetsproblematik des modernen Olympismus asu philo-sophischer Sichl (The problem of modem Olympism from the point of view of philosophy). In Olympic education in schools within the special context of the fair play idea. Proceedings of the First National Teacher Professional Workshop of the National Olympic Committee of Germany (p. 23-31). Frankfurt: National Olympic Committee for Germany. Olympia. Greece.
67. Young, D. (1994). The Origins of the Modem Olympics. The International Journal of the History of Sport. IV. 271-300.