INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

(Crawford, 2001). Therefore, it is necessary for me to stress on
Olympic ideals and its values than just the meaning of Olympic
Education.
EDUCATIONAL MEANING -
PHILOSOPHY OF OLYMPIC EDUCATION
It is noted that Coubertin’s intention was not to revive the Games
as the renaissance of a sport movement. He wanted to establish a new
and universal education concept - an education that concerns the body,
mind and spirit.
From the prolific writings of Coubertin (Da Costa, 2002;
MacAloon, 1981, Rioux, 1987) on the philosophy of Olympic
Education, the educational meanings (value) are mainly concern with
the varying interpretations of Olympic philosophy and Ideals such as:
- Revolutionize education to change social and economic
conditions;
- The joy of physical education as a specific form of selfarticulation
- Health education
- Harmony of body and mind
- Sport play a central role in shaping the characters of man
Much more has also been written about Coubertin and the revival
of the Olympic Games than about his philosophies which are inherent
in what may be termed “Olympic Idea” or “Olympic Education”. It
became clear, even in Coubertin’s lifetime that international
popularity of the Olympic Games was based on quantitative outcomes
rather than qualitative aspects. On this matter, Coubertin’s writings
and speeches provide a record of his dismay. A study of the early
Olympic Congresses indicates a clearer definition that Olympic
Education through sports, is an important aspect of the Olympic
movement.
Although Coubertin never studied philosophy formally in a
specialised way, nevertheless he advocated the axiology of Greek and
European philosophy. Coubertin established the conceptual
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