Midterm 2 Flashcards

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1
Q

Rise in Christianity

A

Christianity began to take over westward in Northern and Western Europe. Associated with the decline in popularity of sport due to strict religion impacting culture with less importance of the body and therefore sport, more focus on the spirit and the mind. Put an end to trade and exploitation

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2
Q

Other religions Christians came into contact with as they traveled …

A

Barbaric Northern Europe more aggressive, less spiritual

Islamic, etc..

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3
Q

Jesus Christ

A

Came forth with particular message, his message transformed the world slowly in Europe, embrace by Rome in the end with the first Christian emperor - Constantine (placed head quarters in Nova Roma, known today as Istanbul)

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4
Q

St. Paul

A

One of Jesus’s disciples (apostles), born around the time of Christ, he was a jew living near Nemascus, spread word of Christ, main spot he spoke was the location of the Isthmian games (Isthmia) (not during the games)

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5
Q

St. Paul’s life

A

When he got to Rome, he was put under house arrest (detention), but even then he continued speaking of Christ from his house), remained he for 2 years. May have died or have been killed. Did not die in the arena, but at home

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6
Q

Nova Roma

A

West end of the black sea - important geographical location because it connects Europe to Asia and can control the routes of trade

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7
Q

Sports in Nova Roma

A

With the rise of Christianity, sport declined except for chariot races remained popular - one glorious sporting spectacle that remained in place (Constantine and those after him never banned it). The people of Nova Roma liked the sport too much to have it banned. Origin of board games or racket games as they moved away from physical competitions and sports

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8
Q

Asceticism

A

Individual in severe training, prolonged training for a particular day, event or season (this athlete would be an ascetic). Someone in pursuit of a goal or a mission with such determination that sometimes there is disregard to other areas of your life

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9
Q

Asceticism and spirituality

A

Devotion may become spiritual in focus rather than real or human in one’s life - concentration of the intellect (mind process rather than body process). More related to studying a topic rather than training as an athlete for the Christians. They became so infested in their spiritual connection with Christ that they became odd to the on-looker - living a life of simple pleasures, they fasted and tried to become closer to Christ

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10
Q

Athletes who were ascetics

A

Olympics were considered ascetics as they trained

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11
Q

Strata of Christian culture

A

The Christian emperors were at the top calling the shots. Beneath them were the people to ensure the faith was respected and spread (members of the church hierarchy). General population - carried out tasks of normal living. Slaves - difference among the Christians were treated more humanely than Roman and Greek cultures

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12
Q

Fatalism

A

What will happen will happen, nothing we can do will prevent this from happening. Associated with asceticism. Why was their any pursuit of exercise or health when we’re just going to die eventually and their’s nothing that can change our fate

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13
Q

Monasticism

A

Need to preserve the Christ faith - needed people well versed in the Christian faith and the church and could take part in the missionary tasks (needed education for this). Education became reality for these people - this could be related to monasticism - monks as ascetics or even fatalists as they trained young folks and reclaimed old manuscripts and copied them (they preserved the faith)

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14
Q

The Monasteries …

A

Were quite isolated so as more people were forming towns outside of this strict way of living and learning of the faith there was a need for the forming of schools

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15
Q

Scholasticism

A

Term “school-men” used to describe scholastics, was carried out in Chantry schools (preschoolers that wanted to pursue this type of education), fewer in these schools than those in agriculture or labouring schools (no physical education but learned how to read scriptures, write the language of the church which was Latin - written and oral

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16
Q

Chantry schools graduates …

A

Those that went past the Chantry schools would go to Cathedral schools, furthering education (Protestant religion hasn’t come yet). Cathedral schools taught by those who went to Cathedral schools themselves and went past them in their education and specialization

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17
Q

Difference between cathedral and chantry schools?

A

Trivium (Latin term) were at the forefront of the teachings (reading, writing and public speaking, speech to learn to the Bishop, speaker, a leader) in the Chantry schools but in the Cathedral schools it turned to Quadrivium focus where there was the addition of mathematics, science, geography and thinking of the body in terms of studying medicine

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18
Q

Trivium and quadrivium dedicated to …

A

Spiritual rather than humans and was still used to preserve the faith (interest of state, the realm and Kings and what the church needed, not what the individual needed for their life)

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19
Q

Language of the church and schools

A

Latin was the language of the Church but this differed to the language of the schools and main life. Not a complete understandings of the language of the Church and what was being said, but appreciated the rituals and traditions of the Church

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20
Q

Middle Ages Strata

A

The towns or larger, the realms were governed by the King rather than a Christian emperor.

Nobles - below Kings, they rules over sub-aspects of the realms and they were the ones born into ruling (higher families)

Vassals (knights) - offered protection and watch over the lands (protectors of the faith and the military)

Peasants - provided food and services to those above them

Slaves - lowest but still treated more humanely than in the past

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21
Q

Feudalism

A

The dominant social system in medieval Europe in which the nobility held lands from the Crown (King) in exchange for military service and the vassals were in turn tenants of the nobles, while peasants were obliged to live on their lord’s land and give him homage, labour and a share or produce

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22
Q

Main focus of the strata of the middle ages

A

Main focus of the strata was to preserve the faith

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23
Q

Chivalry

A

Is the process where a knight became a knight. Concern of exercise in the sporting context as they trained to become a knight. Knights were the military arm to protect the faith from outsiders. In time they also responsible for extending the faith with the expansion into the East. Needed to be to trained in physical skills of weaponry and riding a horse, also hunting with a falcon or bird

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24
Q

Educational potential

A

Hierarchical structure in realms of Europe with Kings, then nobel (ruling own area), then vassals (knights). Education process - given to the sons of the nobility (not women) indent for the labouring or the slavery class. This is also true for the church education from last note. When a boy was around the age of 7 or 8 it was chosen for him by his noble parents to either go through the church schools of chantry and cathedral schools or chivalry schools

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25
Q

Sons not of nobility and education

A

The sons of the vassals in the outmost areas of the realms would also have the choice made for them and they would be sent to the church or the court and then pursued his education - he is known as a page

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26
Q

Page responsibility

A

The page boys would become messengers between Senates - they delivered messages outside of their education. Pages were responsible to become knights and would marry a girl of the court, began to learn to use the sword and preliminaries of horsemanship. Little emphasis on intellectual education

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27
Q

Squire

A

This would progress to around 13-15 years of age and then would graduate into a squire, responsibility of protecting the faith and continuing education

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28
Q

Squire responsibility

A

Squire would attend to the needs of the full pledge knights. Squires were responsible for the knight’s hunting, would skin and prepare the food that the knight caught, also responsible for their clothing and equipment. The faster the squires learned, the faster they become a full pledged knight

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29
Q

Knighthood appeal

A

The appeal of knighthood was the promise of gold and wealth, usually from the spoils of victory with beating your opponent

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30
Q

Knighthood

A

Used birds to aid in hunting, falconry. One of the main activities was jousting - want to knock off opponent off their horse, became more and more prominent with time and became a sorts of a professional sport. More concentrated in France than it was in Southern Europe. Became more violent as time progressed. Ended in the 1600s

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31
Q

Venery

A

The art of dissecting / skinning and preparing game of eating - the squire was responsible for this in the field

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32
Q

Use of the crossbow and the longbow in the Knighthood

A

Elongated bow with more torque and much greater range than the short bow and the crossbow - learned this when they were of age as a page and subsequently as a squire

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33
Q

List

A

Jousting grounds separated by a fence (ground plus fence)

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34
Q

Melee

A

A confused fight, skittish or scuffle, jousting and fighting, usually with religion contexts and done during celebrations

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35
Q

Gay Sciences

A

Those activities particularly of the squire, responsible for entertaining their knight. Gay sciences - needed to be trained in some musical instrument to entertain the knight, sing songs and play

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36
Q

Games in the middle ages

A

Introduction of board games and card games - subsequently gambling rose in popularity with card games

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37
Q

Overall emphasis of sports and games in the middle ages

A

At least, among the peasantry - the dark reality was there was little development of the mind and the body. Increasing emphasis more on intellect rather than physical education, little exercise done. Dancing more performed by the peasantry class during celebrations or at funerals (more of a plaintive activity)

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38
Q

Which era is the one we know the least about of sport?

A

Medieval era

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39
Q

Two types of people of middle ages

A

Rural people (working class and peasants) (London) and urban people (Yorkshire)

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40
Q

Activities of the rural people

A

Activity was more outdoors

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41
Q

Activities of the urban people

A

Activity more indoors, more limited

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42
Q

Common activities of the middle ages

A

Board games, chess, wrestling common and alcohol often paired with it

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43
Q

Primary evidence of sport

A

Handwritten records of the peasants and their crimes gave evidence of activity. Little evidence the rural (ruling class, upper class), little record of much activity

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44
Q

Activities among those in religion setting

A

Monks sometimes wrestled peasants, sometimes in team. Infatuated by handball because they had the walls of the chapels which were perfect for the sport. Monks were more accepting of the lower classes, especially in their religious realms, but better outlook on them then the ruling class

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45
Q

Violence and games in the middle ages

A

The peasants often resorted to violence, particularly to deal with things that would often to be dealt with in courts (ex. burglaries) because peasant wouldn’t gain much in court because of their lower class. High violence in sports because of presence of weapons and alcohol. Often people would carry weapons and so sports (even chess) could end in death - evidence of excessive violence

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46
Q

Females involved in games / sports in middle ages

A

Women involved only a bit in sports and violence, limited in participation. One of the few cases where females were more involved in sports was back in Spartan time where education was fairly similar between boys and girls in educating them in physical combat and weaponry

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47
Q

Class distinctions in participation in sport

A

Upper classes didn’t want to compete with peasants (beginning of the concept of amateurism). The upper class didn’t want to compete with the peasants particularly in activities that were part of their work (ex. canoeing where they could have advantage through practice)

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48
Q

Renaissance period and sport

A

Focus grows on the body and importance of health and exercise

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49
Q

Renaissance period and humanism

A

Becoming one’s best self, the best version of who you are meant to be (religious and health contexts), focuses on the real (here and now), less focus no the past

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50
Q

Renaissance’s culture

A

Starts to look more at things that are real, rather than spiritual. Fact and knowledge based rather than theory of speculation. Takes the shape of differences of atmospheres people live in - away from institutionalization (of church and political structures) towards individuals and their daily lives (men and women from top to bottom). Great advancements of science, technology and exploration (western culture begins to be opened up)

51
Q

Renaissance was a period of …

A

Comparative peace - wars don’t amount to much

52
Q

Francis Bacon

A

Father of scientific inquiry, experimentation to prove something, inductive reasoning, theoretical approach to solving problems

53
Q

Inductive reasoning

A

Getting evidence from various studies of observation and experimentation to support some claim of injury

54
Q

Copernicus

A

Discovered or improved (through scientific experiment) that Earth rotates around the sun and Earth is not the center of the universe (early astronomer)

55
Q

Galileo

A

Later than Copernicus, Italian, another astronomer, father of observational astronomy, father of modern physics and scientific method

56
Q

Johannes Gutenberg

A

Invented of first printing press, German, allows knowledge to be shared more vastly with people, first thing printed from this press was the first version of the Bible

57
Q

Aestheticism

A

Part of the appreciation of things that are beautiful - the body and concentration on development and display of the body and the functional capabilities. Part of humanism on improving one’s self

58
Q

Leonarda Da Vinci

A

Of the town of Vinci, located in the West of Florence, born in the middle of the other individuals mentioned. At 16 years of age, he lived in the town of Vinci, never married, male partner. He was an illegitimate child

59
Q

Leonardo Da Vinci’s work

A

Theatrical art work. Activities began to accelerate in Northern Florence and Leonardo began to focus on finding answers on how the function of the body. Spent a lot of times in morgues to study the human body - the systems of the body and the appearance (and function) of the body even before books were written about the topic. Never published anything about his findings and knowledges of the body

60
Q

Vitruvian Man

A

One of the Da Vinci’s pieces. Vitruvian had nothing to do with Renaissance, was Roman, became architect (ancient temples), fixated on military machinery, died and then began to spread and got into Da Vinci’s hands, began to paint the human body of Vitruvian

61
Q

Mona Lisa

A

One of the Da Vinci’s pieces. Never gave it to the family or person that commissioned him to paint it, took many years of his later life to paint it, master of 3D work (using perspective, landscape of background and shadowing which was rare) - the girl of the picture was a bride

62
Q

Michelangelo Bunoarroti

A

Was a sculptor, learned a lot from Da Vinci on the human body, one of his most famous sculptors was that of David

63
Q

Aeneas Piccolomini

A

Was one of the first that said anything about the benefits of physical activity and education for the body

64
Q

Development of physical education and sports in the Renaissances period

A

The church behind to get into the focus of humanism only really for the flaw (the followers of the church) and not the people of the church as much. Development of court schools - really only for sons of nobility, focus of education was Latin and Greek and always included time for physical activity (preparing gentlemen who knew how to wrestle, swim, ride, fence, dance

65
Q

Convent schools

A

Women not educated in court schools, therefore had convent schools, primarily religious (became nuns and mothers in religious contexts)

66
Q

Vittorino de Feltre

A

Became tutor of family of great wealth on condition that he would set up his own school to get away from political restraints, his school became known as La Giocosa (house of joy, pleasant house), the students were understood and encouraged rather than disciplined (much different than other schools of the time)

67
Q

Hieronymus Mercurialis

A

Wrote first substantial book of publication about benefits of physical exercise, De Arte Gymnastica, many illustrations and graphics of people performing activities such as climbing ropes and training

68
Q

Claudis Galen

A

He was a physician to gladiators, he was influenced by Mercurials’s work. He wrote about his work and how to care for the wounded / injured body

69
Q

Scandinavian countries

A

France, Germany, what is now Great Britain, etc…

70
Q

Reformation

A

Beginning of a movement of 5 centuries, other dimensions of Christianity, changed the Catholic Church and the way is looked upon people and education. Began to focus education back to spiritual and particularly interpretation of Biblical scriptures and to read the Bible with less focus on the body again

71
Q

Life after death during reformation time period

A

Salvation of man (and the afterlife) depended not as much as his own life and obedience but rather his productivity (by the grace of God you will be met with life after, nothing you could do during your life to influence this - this was the Protestant way of religion

72
Q

Individual productivity became..

A

Catholicism we know today

73
Q

Martin Luther

A

German, preoccupied with the church, entered the monastery to become Priest, coupled his religious studies in the monastery with educational theory at university (got bachelors, masters and early form of PhD)

74
Q

Martin Luther’s relationship with the church

A

Started to get irritated with the way that the Catholic Church placed people in the church and their high responsibility over people’s life - takes away the individuality of religion. Started to question the church and talk to colleagues about his concern. People of the church and even the pope of Rome began to know him and his concerns and ideas, especially in Germany and Rome he was seen was a disbeliever and a criticizer of the church

75
Q

Martin Luther and shared values in his followers

A

Protested against the church and through this he established followers (mostly common men) who shared similar ideas - this developed into an aesthetic (someone with a mission) and productivity (of individual and what someone could do themselves)

76
Q

Martin Luther and the King

A

The King did not believe that Luther was saying but he was responsible for the well-being of his people and therefore was important in dialogue with the pope to preserve Luther’s life and he was not persecuted

77
Q

Peace of Augsburg

A

Confrontations between two religions in Northern Europe - sometimes settled in conferences (including the Conference of the Peace of Augsburg 1555) - in Germany discussed about ending warfare because it was expensive and dangerous, decided wherever you live determined the religion you had to embrace of your ruler in that area

78
Q

Response to Peace of Augsburg

A

Was okay at the beginning, but didn’t really solve the problem

79
Q

Peace of Westphalia

A

Almost 100 yeas later, we had the Peace of Westphalia (1647), you had 5 years to move to wherever you wanted to, to serve that religion, whichever you believed in (but this caused a lot of migration, people moving all over, seeking with an area that was compatible to what they believed in). Some of these people looked for new areas to start new religious of their own - including the United States and Canada

80
Q

Response of Peace of Westphalia

A

This brought relative peace for the most part

81
Q

Key word for education for the Protestants is …

A

Realism - pursued by body of individuals (realists - some were radicals, some were modernists), can be related to humanism

82
Q

Social realists

A

People related to education system were social realists as they focused on society and the education of everyone

83
Q

Sense realism

A

Practicing the act of focusing on the five senses, believed in curiosity and learning through education curriculum (biology, science, medicine, astronomy, etc..) (much broader than humanism education). Believed in bringing together the different classes of people. Education is not a church responsibility, but a state responsibility (important in the development of nationalism)

84
Q

The transition of religion and education was very slow going, the people who made the difference were the …

A

Thinkers, not the doers, they were the philosophers

85
Q

John Locke

A

Stimulated by Luther, might have been more of a social realist, influenced by the school of England, laid down foundation of education we know today as private schools (or boarding schools) (similar to the old days of Sparta) - contributed to lack of punishment of failure

86
Q

Rousseau

A

Born in Geneva (Swiss), he was a shit-disturber and took issues and challenged things he didn’t like. He did not like how individuals only paid attention to people at the top - published his view points

87
Q

Rousseau - discourse of inequality

A

Believed the state had to do a better job at eliminating the discrepancies of the different social classes

88
Q

Rousseau’s focus

A

Turned his focus to education - had a job in Venice as secretary to diplomatic figure, didn’t do a good job on one of his assignments and was fired (figured it was because of some political bullshit between someone high up and someone lower down). Embraced the idea that when an individuals is born, he is not born in sin (as the church believed) and then have to seek salvation, but he believed the child is born in grace and goodness and then society corrupts the individual as they move throughout the life - naturalism (natural education)

89
Q

Rousseau wrote a book about …

A

Emile - a boy from birth to adulthood and the education process he believed would benefit him the best. Attempted to put Emile into atmosphere where he was not influenced by society, put him in forest alone where he would learn by living a simple life of the land until he was mentally and physically ready to take on society and the corruption that can come from it - better prepared to not be influenced by it

90
Q

Rousseau’s book wrote about the laws of …

A

Law of progression, law of readiness

91
Q

Law of progression

A

Preparing the boy to handle what society (and the church) will throw at him once he becomes a young adult

92
Q

Rousseau and physical activity

A

Rousseau believed that physical activity should go hand in hand with mental abilities and development

93
Q

Rousseau’s book and gender

A

Imposed into the story a young girl in the same atmosphere alongside Emile to develop in a natural way - boys and girls, rich and poor, mandatory education

94
Q

John Colet

A

Approach of education inspired by sense realism, educational pioneer

95
Q

Philosophers of thought, the thinkers that impacted education

A

John Locke, Rousseau and John Colet

96
Q

Biocentrism

A

In terms of Rousseau and education, the education / development of children should be in part of nature and involve the senses

97
Q

Philantropinum translation

A

Brother of man

98
Q

Philantropinum

A

Led to development of specific schools, particularly in Germany focused on philosophy and thought of mind

99
Q

First philantropinum established by …

A

Johann Basedow in about 1774 in Germany. University-educated and he got the idea of founding a school based on naturalistic processes and he hired physical educator, someone who was probably untrained (there was no institutions that taught how to teach) but who was inept on the topic

100
Q

Philantropinum day in the life at school

A

Set up 10-hour day in certain segments of academic studies and then combined with physical activity and then manual arts (gardening, carpentry)

101
Q

Basedow’s downfall

A

He was kind of a bitch - as an administrator in the school he was such as dick to the politicians that the school lost their funding. Other schools began to form based on naturalism after Basedow’s school closed. Closed be like boarding school where they stayed the night or day school

102
Q

Schnepfenthal Institute

A

Located in Gotha in Eastern Germany, founded by Christian Salzmann in 1785. Hired someone to teach physical education but was only there for a year, another man was hired after and this was Johann GutsMuths

103
Q

Johann GutsMuths

A

He is considered the grandfather of physical education. He was born into a middle class family, during his education he was hired as a tutor for the children of his family doctor - tutoring was more like home-schooling, after the death of the father, he continued to tutor the children

104
Q

Johann GutsMuths’ career

A

He got hired by Salzmann - as he got so enthralled into his studies that he took the children he tutored into the school for the interview and Salzmann was impressed by his character and by the talents of the children he tutored - asked him to join the faculty to be physical educator

105
Q

GutsMuths gave up his education himself to teach

A

Had a 50 year occupation here teaching - when kids first came in he tested their abilities and kept measures of their success and progression (had games of challenge and daring)

106
Q

GutsMuths teaching

A

Curriculum of the school began to be infiltrated by the military. GutsMuths began interested in the naturalistic development of children

107
Q

GutsMuths and the apparatus

A

Apparatus - became a fundamental word of German education, developed into term apparatus referring to modern-day gymnastic equipment, refers to equipment similar to a playground, or outdoor gymnasium with bars and ropes

108
Q

What was taught in schools of GutsMuths

A

Citizenship values taught through challenges and games

109
Q

GutsMuths influence on education

A

He wrote and published work (his records that he kept, he knew what worked and what didn’t in terms of education success). Unlike any other educator at the time, unique to him

110
Q

GutsMuths first book

A

Gymnastics for Youth

111
Q

GutsMuths other books

A

He then broaden the books to include ball games and other activities, reached large populations because it had philosophical notions to it and it was unique (not much out there). This book reached England and North America

112
Q

Johann Pestalozzi

A

Gets credit as one of the first people to teach according got methodology. Teaching of physical activity and what the method should be - did rely on Rousseau and his knowledge. Established a school in Switzerland where methodologies would be taught. He did publish, but long after GutsMuths. Publishing were mostly in oral form because of limitations in printing presses

113
Q

Ibid

A

References where you source something you have already sourced

114
Q

Palestras

A

Wrestling schools prevalent in Greek cities, owned and operated by paidotribes and open to citizens only, focused on physical education of the Athenian boy to age 18

115
Q

Greeks focused more on aesthetics

A

The beauty and appearance of the body, evidenced by the use of oils in sports

116
Q

Education of palestras

A

Education directed towards developing well-integrated personality. Education functioned to yield well-prepare citizens for the success of the nation

117
Q

La Giocosa

A

Established in Italy, “The Pleasure House”, school exemplified the humanistic philosophy of the era, founded for children of a wealthy patron, became known as a place where the finest scholarship took place for bright children, rich and poor

118
Q

La Giocosa reaffirmed the …

A

Athenian ideal of seeking harmonious development of mind, body and character in educational pursuits. Preparing youth for public service or commerce - producing young men who would “serve God in Church and State”. Read and understand the best works of ancient Greeks

119
Q

Philantropinum and La Giocosa financed by

A

Wealthy patron

120
Q

Philantropinum exemplified…

it’s focus

A

The naturalistic philosophy of the writings of Rousseau. Wanted to prepare the individual for a useful, public spirited life. Primary goals - good health and rich sense experiences. Supporting the mental and moral powers of the individual, learning to adapt

121
Q

All 3 schools shared the concept of…

A

A sound mind and a sound body. Development of good morals and personality attributes. Aesthetics of the body are still important in our time. People’s appearance can influence whether they get a job (ex. someone who is more obese is more likely to take more sick days)

122
Q

Napolenoic wars

A

1803-1815 - involved ALL continental Europe. Napoleon taking over Europe, over-taking people into their military as he went a long. Not into physical education, more into philosophy. Napoleon’s quest was right after a war that left most people vulnerable and it was difficult to get any kind of military together. The small principalities kept losing to Napoleon and even if they would come together they would still lose - led interest to how the military was trained and rise in physical education to optimize physical capabilities

123
Q

Prince Metternich

A

Was from Austria, worked together with someone from Russia. Formed centralized government that was all powerful, formed all politics. Interest of the state