Movement – the Art of Life
III
Faculty of Physical Education and Sport
Charles University
Prague
October 19–21, 2006
Movement – the Art of Life III
3rd meeting of the annual conferences that
recognise the WORK IN PROGRESS
of every philosophically oriented person
and profit from the continuous co-operation that can push all the participants faster further
Organizing committee
Irena Martínková
Petra Nosková
Michal Peliš
Jitka Vařeková
Conference location
Charles University in Prague
Faculty of Physical Education and Sports
Department of Kinanthropology and Humanities
José Martího 31, 162 52 Prague 6
Czech Republic
http://www.ftvs.cuni.cz/Katedry/KIN/confer/movement.htm
[email protected]
The main topic of the international annual conference Movement – the Art of Life is movement from
the philosophical point of view, from the grounds of philosophy as well as other disciplines. The aim is
to work in long term on one topic, so that all participants can work on their texts into depth as well as
follow the depth of the thoughts of their colleagues. Like this we wish to avoid the frequent need of
changing one’s topics (and thus also the depth) for every new conference. Everyone involved is meant
to study one topic into depth, so the choice of his/her topic is very important, and it can coincide with
individual long-term interests. There will be about 10-15 people in one group (the number of groups
depends on the number of participants). The first conference Movement – the Art of Life I took place in
September 2004, however as it takes some time to establish coherent groups of people, so it is still
open to new participants.
3
Instruction for Contributors—Text Preparing
Dear contributors,
We look forward to your texts which will be reviewed and published in the conference proceedings Movement –
the Art of Life.
We would like to ask you for a little cooperation on the level of preparing your texts. It will help us not
to fail the uniformity of Proceedings and to overcome the disunity of formats and versions of software
equipments. You may have an idea of layout, so do not hesitate to send us one file (your_name.doc) with
your full format and the other one (your_name-plain.doc) following the list of instruction. A full-format
file will be reviewed by our referees.
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Text-size: 12 pt
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normal style (for the whole text, including heading)
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alignment left
no page numbers
no header and footer
main heading and author name without format
footnote (no endnote) – Do not use it for references. It makes difficulties in smaller format of
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indentation:
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between two paragraphs one free row (and the very beginning without indentation)
Citation see Example
Example
Main Heading of the Text
Peter Author
Heading of the Section
Text and text. Text and text. Text and text. Text and text. Text and text. Text and text. Text and text. Text and
text. Text and text. Text and text. (Capitan 1975: 305-310)
Text and text. Text and text. Text and text. Text and text. Text (Capitan 1976) and text. Text and text. Text and
text. Text and text. Text and text. Text and text.
Heading of the Subsection
Text and text. Text and text. Text and text. Text and text. Text (Capitan 1976) and text. Text and text. Text and
text. Text and text. Text and text. Text and text.
References
Capitan, A. (1975) Very Interesting Book. Publisher, New York. Second edition.
Capitan, A. (1976) Very Interesting Article. In Very Interesting Magazine. Volume 5, pp. ...
Capitan, A. (1977) Very Interesting Chapter in a Book. In Very Interesting Book. (J. Clever and H. Smart,
editors) Publisher, New York, pp. ...
5
PARTICIPANTS
AND
ABSTRACTS
7
Claudia Böger
Department of Sport- and Movement Sciences
University of Erfurt
[email protected]
Dr. phil., visiting scientist
The topics of interest
Action and perception of the acting person, auditory perception and movement, gestalt theory, consciousness and
the acting person
The topic chosen for the conference
Phenomenal identity; embodied cognitive science; action and perception during action; self activity from the
view of the first-person-perspective
Main publications
Böger,C.: Räder - Ästhetisches Riesenrad oder kleiner Käfer? In: Sportpraxis, 43 (2002) 5, 18-19.
Loosch,E./ Böger, C.: Bewegungslehre. In: Bäumler, G./ Court, J./ Hollmann, W. (Hrsg.): Sportmedizin und
Sportwissenschaft. Historisch-systematische Facetten, Academia Verlag, Sankt Augustin 2002, 217286.
Böger,C.: Der hörbare und der unhörbare Unterschied. In: Krug,J./Müller,T.: Messplätze, Messplatztraining,
Motorisches Lernen. Sport und Wissenschaft, Beihefte zu den Leipziger Sportwissenschaftlichen
Beiträgen, Bd. 9, Akademia Verlag, Sankt Augustin 2003, 176-180.
Böger,C.: Wissenserwerb und metaphorische Instruktion im Kontext bewegungswissenschaftlicher Forschung.
In: Schierz,M/Frei, P.(Hrsg.): Sportpädagogisches Wissen-Spezifik, Transfer, Transformation, Schriften
der Deutschen Vereinigung für Sportwissenschaft, Bd. 141, Czwalina 2004, 51-56
Böger, C.: Subjekt und Eigenaktivität. Aspekte einer Theorie der subjektiven Handlungsstrukturierung bei der
Synchronisation von Ereignissen. Unv. Dissertation Universität Erfurt 2006
Phenomenal identity and movement execution
The present study discusses the subject’s “phenomenal identity” and “embodied perception” in
relation to movement execution and acquisition of movement. Based on the account of experiments on
interaction of movement perception and meaning assignment and the perception of differences during
the performance of action, the main results let us assume that the self-active processes inherent to the
action are activated within the person and direct the execution of action (Böger 2006).
Within Gestalt Theory phenomenal identity usually is discussed without an action (Metzger 1934), but
during movement execution you have phenomenal experience and it must have an influence on your
phenomenal identity. The question is what happens to your phenomenal identity during moving. How
does perception act during the movement? I discuss this matter using Merleau-Ponty’s (1966)
statement that perception is bodily anchored.
References
Metzger, W. Beobachtungen über phänomenale Identität. In: Psychologische
Forschung, Bd. 19, p. 1-60. Berlin 1934
Metzinger, T. Subjekt und Selbstmodell, 2. Aufl., Paderborn 1999
Merleau-Ponty, M. Phänomenologie der Wahrnehmung. De Gruyter 1966
Plessner, H. Die Stufen des Organischen und der Mensch, Berlin 1975
Tholey, P. Erkenntnistheoretische und systemtheoretische Grundlagen der Sensumotorik aus gestalttheoretischer
Sicht. In: Sportwissenschaft, Jg. 10, 1980; p. 7-35
9
Milena Fridmanová
Institute of Philosophy and Ethics
Philosophical Faculty
University of Prešov
[email protected]
PhD student (History of philosophy)
Dissertation project: „What is understanding?“
The topics of interest
Hermeneutical Philosophy, esp. Heidegger, Gadamer and Ricœur, - structure of understanding applied to the
realm of aesthetics, historicity and language, encounter between Gadamer and Derrida
Philosophy of Art: Platonic tradition standing over against Heidegger`s and Gadamer`s ontology of a work of art
Political philosophy: Hannah Arendt and Jan Patočka related to the beginnings of political thought that grew out
of specific historical circumstances: the trial of Socrates
Main publications
Fridmanová, M.: „Hermeneutika po štrukturalizme“ (Hermeneutics after Structuralism). In: Andreánsky, E.
(ed.): Filozofia a život – život filozofie (Philosophy and Life – Life of Philosophy). IRIS, Bratislava
2004
Fridmanová, M.: „Paul Ricœur: Problém interpretácie a porozumenia“ (Paul Ricœur: The Problem of
Interpretation and Understanding). In: Filozofia 3/2005. Bratislava 2005
Fridmanová, M.: „Gadamerova univerzálna mimésis“ (Gadamer`s Attempt to Universalize Mimésis). In:
Významové a výrazové premeny umenia v 20. storočí (Semantic and Expressive Metamorphosis in Art
of 20th Century). FF PU, Prešov 2006
Fridmanová, M.: „Myslenie a svet javov. Arendtovej príbeh o Sókratovi“ (Thinking and the World of
Appearance. Arendt`s Story about Socrates). Forthcoming in October 2006
„Understanding Thing“
The article pays attention to the basic question of philosophical hermeneutics of Hans-Georg
Gadamer: the structure of understanding. It tries to explicate the movement of understanding that we
are, tracing its structure back to the Heidegger’s analysis from Being and Time. When Heidegger
delineates understanding to be one of the basic characteristics of the human existence as being-in-theworld, he shows, that understanding is not our performance that opens our access to the things, but,
rather, we always already are in the world and thus also among the things we are concerned with, things that matter. What kind of movement is understanding, when we always already understand, but
what is understood never stands in front of us as an object? In spite of that, however, we are still able
to query our own understanding and we call this: questioning of things. What is then the criterion of
our understanding? This question shall be replied by delineating the field of understanding in three
different events of understanding connected together by the analogy, as they appear in Gadamer’s
work Truth and Method: presentation of work of art, interpretation of text and understanding „things
of our world“ and suggesting an alternative model to it.
References
Gadamer, H.-G.: Truth and Method
Heidegger, M.: Being and Time
Heidegger, M.: Ontology – The Hermeneutics of Facticity
10
Miloš Kriššák
University of Prešov
Institute of Philosophy and Ethics
[email protected]
PhD. Student of Systematic Philosophy
The topics of interest
Michel Foucault’s archaeology; Problem of history writing; Foucauldian approach to Socrates; Scheler and
Foucault: the problem of anthropological question; Patočka’s Socrates.
Main publications
Kriššák, Miloš (2004a), „Diskurz ako prax: Archeológia Michela Foucaulta,“ in Suvák, Vladislav (ed.), K
diferencii teoretického a praktického III. AFPh UP 104/186. Prešov: FF PU, pp. 141-156.
Kriššák, Miloš (2004b), „Foucaultove amplifikácie?“ in Andreánsky, Eugen (ed.), Filozofia a život – život
filozofie. Bratislava: Iris, pp. 420-427.
Kriššák, Miloš (2005), Príbehy histórie. Anthropos 08, No 4/2005, Vol. 2. Bratislava: Kalligram, pp. 71-75.
The topic chosen for the conference
Transgressive movement and philosophical thinking
In the course of consecutive papers, we intent to articulate three basic thesis: 1. Transgressive
movement goes beyond heteronomy. (By heteronomy, we mean two orders inseparably given in one
field, e.g. truth and false, good and bad, etc.) 2. Philosophy, consider to be a kind of tempting of
thinking itself, has the only aim, which is transgression of given forms of thinking. 3. Transgression
can cause the death. That is why it is dangerous. But another possibility of transgression, a permanent
transgression, by way of metaphorical permanent dying, can vent into affirmative, not heteronomic,
mode of existence, what we call the art of living.
In this first paper, we want to expose the first thesis and partly the second, as well. The
exposition is based upon a new interpretation of Shakespeare’s Hamlet. Though the aim of Hamlet’s
revenge is Claudius, the King, his real opponents are Polonius and Laertes, respectively. Claudius is,
in fact, very passive and transparent person. We all know who we are dealing with. But Polonius’ not
nice picture is unmasked in small pieces in succesive steps. It is not Claudius who acts but Polonius
who does always in his name for the goodness of the King and of the state. Of course, he is an
opportunist, but just because of it, he is a keeper of state’s morality. His biggest value is loyality - to
the King and, particularly, to himself, as he teaches his son, Laertes. Whereas Claudius is seen as
immoral, Polonius and Laertes are moral. Hamlet, in his mourning, is very similar to Laertes, he says
himself. So what makes the difference? In fact, Hamlet is not moral, not immoral. He is a-moral. He
transgressed the field of morality. He goes beyond a kind of heteronomy. That is why he dies.
Hamlet’s case serves as the propedeutic picture for realizing what happens to thinking when it
abandons the heteronomity of discourse. Furthermore, philosophical thinking is described in terms of
transgression of the given discoursive fields. The conclusion is: to think philosophicaly (which means
to think the thinking itself) suppose to go beyond the field of truth and false (the heteronomity of the
discourse), to gain the level, which shall be studied in the next paper, the level of affirmation.
References
Shakespeare, William (20035), Hamlet, in The Complete Works of Shakespeare, ed. by David
Bevington. London: Longman.
Foucault, Michel (1972 [1969]), The Archaeology of Knowledge, trans. by A. Sheridan. New York:
Pantheon.
Battaille, Georges (1986 [1957]), Erotism: Death and Sensuality, trans. by M. Dalwood. San
Francisco: City Lights Publishers.
11
Irena Martínková
Department of Kinanthropology and Humanities
Faculty of Physical Education and Sport
Charles University in Prague, Czech Republic
[email protected]
Lecturer in Philosophical Kinathropology
The topics of interest
Phenomenology, harmony, Eastern philosophy
The topic chosen for the conference
Eastern Thinking, Possible Applications into Western Physical Education
Main publications:
Martínková, I.: Teorie a disciplíny hledající propojení mezi psychickou a fyzickou stránkou člověka. In Česká
kinantropologie, Vol. 4, č. 1, 2000, pp. 91-97.
Martínková, I.: Kalokagathia – How to Understand Harmony of a Human Being. In Nikephoros, Hildesheim, 14,
2001, pp.21-28.
Martínková, I.: Kalokagathia – harmonie duše a těla nebo harmonie člověka? In Česká kinantropologie, Vol. 7,
č. 1, 2003, pp.75-81.
Martínková, I.: Understanding Harmony. In Acta Universitatis Carolinae Kinanthropologica, Vol. 39, 2, 2003,
pp.85-90.
Martínková, I.: Concepts of the Human Body and their Consequences for Movement in Relation to the Gap
between Theory and Practice. In Stache, Antje (Ed.). Das Harte und das Wache. Körper “Erfahrung”
Konstruktion. Bielefeld: Transcript Verlag, 2006, pp. 143-154.
Time versus Timelessness in Relation to Movement Practice
In this contribution I shall continue in developing differences between the West and the
traditional East in relation to the movement practice. After having discussed the topic of aims and
aimlessness during the last conference, at this conference I shall develop the topic of time and
timelessness.
First, the concept of time and its role in Western society and sports will be presented. For this
purpose sports will be differentiated in four different groups depending on the role of time in them:
time-regulated sports, event-regulated sports, sports with time and event related elements and sports
with the possibility to experience the original time. From these groups, it is mainly the first three that
come from the Western concept of time, while the last one is somewhat closer to Zen Buddhism and
martial arts (budō). Then conclusions will be drawn from these analyses with relation to the human
life and movement. Last but not least the topic of time in Zen Buddhism and martial arts will be
shown, where the importance of experiencing “here and now” will be discussed.
References
Deshimaru, T. L´anneau de la voie. Paris: Albin Michel, 1993.
Heidegger, M. Sein und Zeit. Tübingen: Max Niemeyer Verlag, 2001.
Herrigel, E. Zen in the Art of Archery (Transl. R.F.C. Hull). London: Routledge and Kegan Paul, 1953.
Kamata, S. Zen and Aikido. Aiki News, 1992.
Kretchmar, R. S. Game Flaws. In Journal of the Philosophy of Sport, XXXII, 1, 2005, p. 36-48.
12
Leonardo Mataruna
University of Campinas – Laboratory of Motor Adapted Activity
[email protected]
PhD Student and Junior Researcher
The topics of interest
Olympic and Paralympic Studies
The topic chosen for the conference
Who needs the Paralympic Games?
The disabled people needs an equality space where can be possible to practice a clean sport, competing
with more dignity and developing the promotion of the Olympic Philosophy, your own motto and
showing your potentiality/capacity. The Paralympic Games grew very faster in the last 6 years and
probably will reach in the close time the Olympic status in some countries. In Brazil today’s the
Paralympic Movement have many sponsors, good broadcast assistance and professionals of Olympic
sports working in the different fields of the adapted physical sports for high performance. The problem
start when people without disability or with an ineligible physical or sensorial condition wants to
compete in the Paralympic Games because this can represents performance success and consequently
money from sponsors, government and nationals paralympic committees. This absurd idea showed by
Mataruna (2006) can be a threat for the Games because broke the fair play condition and others
Olympic principles. This paper used the structuralism methods by Lévi-Strauss showed by Lakatos
and Marconi (1996) that use a concrete event to describe a philosophical idea and return again to the
reality. The conclusions appoint that it is very possible the Physical Modified Athletes (PMA) will
appear in the Paralympic Games in the future near because the new technologies (gene therapy and
biological nanotechnology) can transform some players. This problem can be necessary or not to
preserve the Paralympic movement but needs of the new discussions for preserve the disabled rights
and the Olympic spirit.
References
International Paralympic Committee (2005).History of Sport for Persons with a Disability. In:
<http://www.paralympic.org/release/Main_Sections_Menu/IPC/About_the_IPC/History _
of_Sport_for_Persons_with_a_Disability/>. Access in: June 10, 2005.
Lakatos, Eva Maria; Marconi, Marina de Andrade (1996). Fundamento de metodologia científica. 3rd
edition . São Paulo: Atlas, p.111.
Mataruna, Leonardo (2006). Physically Athletic Modified in the Paralympic Games: a new ethical
challenge of today's sport. In: International Olympic Academy. 16th Seminar of Olympic
Studies for Post-Graduate Students. Olympia, Greece, IOA, in press.
Mataruna, Leonardo (2005). Renovar é preciso? Revista Brasil Paraolímpico. maio/2005, n.16.
Brasília: Comitê Paraolímpico Brasileiro.
13
Gordon T. Mellor
School of PE & Sports Sciences
Polhill Campus
University of Bedfordshire
Bedford MK41 9EA
[email protected]
Gordon Mellor is a sports historian and philosopher whose research and publications cover a wide brief: ancient
& modern Olympic history and philosophy; the development of 18th & 19th Century British sports, focusing
upon the amateur ethic and class dimensions; philosophical consideration of modern sport as spectacle and
practice; the development of field sports (hunting activities) in the British context with a particular focus on
falconry; the philosophy of conservation and sustainable use of wildlife resources.
He is currently the faculty representative on the British Universities London 2012 steering group and heads up
our local sports partnership initiative. He is director of the HEA Biolab project and Chair of the Sports Science
curriculum review body of UMK.
On the undergraduate programme he leads:
• Physical Education & Sport (History)
• Sport, Culture & Society (Philosophy)
• Philosophy of Sport (Philosophy)
• Ethics & Contemporary Issues in Sport (Philosophy)
• Issues in Olympic Studies (Philosophy/History)
And contributes to:
• Sport in Society (Social Science introduction)
He is a middle-distance athletics coach.
The topic chosen for the conference
Sportive movement as constrained physicality: extrapolations from Sartre’s Being &
Nothingness
What can the physical educationalist, sportsperson, or scholar of sport take from a reading of Sartre?
Does Sartre’s existentialism provide an insight into sportive movement? Can involvement in sport be
‘authentic’?
This consideration attempts to examine the potential physicality of sports through a Sartrean
lens.
It is contended that had Sartre devoted much analysis to the realm of sports, he would have
found the Western model so imbued with capitalist ideology as to be problematic. However despite
any political dimensions, sport does appear to offer an individual a particular possibility for ‘remaking’ or ‘re-forging’. At an experiential level sport seems to be about expression of a type that
should interest existentialist thinkers. But how profound is the possibility offered to the individual by
the sporting canon? It is suggested here, that sports pose a dichotomy for the existentialist.
Being & Nothingness, like much of Sartre’s work, is indicative although somewhat obtuse
when it comes to applying or orientating it to specific areas of human activity (indeed it is likely that
he would have refuted the attempt). In the context of agency and sportive movement it is argued
however that there is much to be gained from the attempt. The value of such is in the context of
possibilities despite the evident limits thrown up by the very process.
14
Børge M. Oftedal
Norwegian School of Sport Sciences in Oslo
Norway
[email protected]
Teacher in Art of Movement and Presentation technique
The topics of interest
Moral dilemmas in martial arts, pedagogy, meaning and aesthetics
The topic chosen for the conference
Inquiry Learning, Art of Movement, Meaning
Main publications
Article; Boxing is not an Olympic sport! Ethical considerations. Olympia: The International Olympic Academy,
2006.
Masteroppgave i idrettsfilosofi med tittelen Kan knock out i kampidrett forsvares moralsk? En etisk diskusjon.
Oslo: Norges idrettshøgskole, 2005. Solgt til Norges Kampsportforbund og flere nasjonale biblioteker.
English version: Master subject with the title: Can knock out in Martial Arts be morally defended?
Ethical Considerations. Oslo: The Norwegian School of Sport Sciences, 2005. Sold to Norwegian
Martial Arts Federation and several Norwegian libraries.
Artikkel Kan knock out i kampidrett forsvares moralsk?En etisk diskusjon er publisert på nettsidene til Norges
Kampsportforbund. http://www.kampsport.no/files/{228BDB33-7A52-489D-A51DB9A72C9C2926}.pdf. English version: Article; can knock out in Martial Arts be morally defended?
Ethical Considerations is published on the website of Norwegian Martial Arts Federation (see link
above).
En filosofistudents logikk. Meningen med livet: bli kjent med seg selv. Oslo: Norges idrettshøgskole, 2004.
English version: Logical Considerations from a Philosophical Student: Mening of Life: learn to know
Yourself. Oslo: The Norwegian School of Sport Sciences, 2004.
Filosofiske ideer: Et historisk paradigmeskifte. Oslo: Norges idrettshøgskole, 2004. English version:
Philosophical ideas: a Historical Paradigm Change. Oslo: The Norwegian School of Sport Sciences,
2004.
Visdomsord: og bilder. Oslo: Norges idrettshøgskole, 2004. English version: Word of Wisdom: and Illustrations.
Oslo: The Norwegian School of Sport Sciences, 2004.
Inquiry Learning and Art of Movement
I am teaching the subject “Art of Movement” at the Norwegian School of Sport Sciences in
Oslo, Norway. Here I try to develop the pedagogical way of “inquiry learning”. I am trying to find out
if inquiry learning can be a good pedagogical method and if this way of learning can help the students
to understand the subject in a broad and deep way. The program is about making creative ways of
movement. We use home made equipment and social contact exercises that stimulate intrinsic
motivation.
I also try to find out what kind of considerations the students have of the term “meaning”.
Here I make them reflect on the questions of meaning of sport and if and how sport activity constitutes
meaning in their lives.
The very first time I meet my students I make a short presentation of myself. Then I give them
some questions they have to answer. These questions have the mission to catch the students focus,
curiosity and interest for further learning. I say to them that they will have to answer the same
questions in the end of the course and that I hope the content of the program will make more reflected
and wise answers on the post test than the pre test. The questions will be presented and critically
discussed.
When they have finished the questions I show them examples of how the classes have been the
previous years. I make this by handing out a folder that describes activities from previous years with
15
words and illustrations. After I have done some activities with them, in the end of the first lesson, I
show them a DVD, made by Halldor Skard, the founder of the subject “Art of Movement”. Now the
students get a clear picture of the program and they can get ideas of what kind of activities they would
like to develop.
I put them into groups and the next time we meet, they are going to start making activity programs
under my guidance. I help them if they ask me, but they are now going to create activity by themselves
and use the folder and the ideas from the DVD. They are now on their own and they try to inquire
what they need to learn to have a nice lesson of activities for the rest of the class. The third time we
meet, the first group carry out an activity program and we evaluate this presentation in the end. The
lessons continue like this until every group is finished.
I will discuss if my way of teaching is a form of inquiry learning, and try to throw light on the
advantages and disadvantages by using this pedagogical method.
References
Baumeister, R. F: Meanings of life. New York: Guilford Press, 1991.
Bussis, A. M. et al: Inquiry into meaning: an investigation of learning to read. Hillsdale, N.J. :
Erlbaum, 1985.
Carlson, T. B: ’We hate gym: student alienation from physical education’. In: Journal of Teaching in
Physical Education. 1995, 14: 467-77.
Green, K: Philosophies, ideologies and the practice of physical education. In: Sport, Education and
Society. 1998, 3(2): 124-43.
Huizinga, J: Homo ludens: a study of the play-element in culture. Boston: Beacon Press, 1955.
Kirk, D: A critical pedagogy for teacher education: towards an inquiry-oriented approach. In: Journal
of Teaching in Physical Education. 1986, 5(4): 230-46.
Kirk, D. et al: The Sociocultural Foundations of Human movement. Melbourne: Macmillan, 1996.
Metheny, E: Movement and Meaning. New York: Graw-Hill, 1968.
Nozick, R: Philosophical explanations. Cambridge, Mass.: Harvard University Press, 1981.
Skard, H: Kunsten å være i bevegelse. Trykksak. Oslo: Norwegian School of Sport Sciences, 2004.
Wright, J. et. al: Critical inquiry and problem-solving in physical education. London: Routledge, 2004.
16
Michal Peliš
Department of Humanities
Faculty of Physical Education and Sport
Charles University in Prague, Czech Republic
[email protected]
Lecturer in Sociology and Logic, PhD-student (logic)
Main publications
“Modern Society, Sport, and Lifestyle—Together Forever” (to appear in Movement - the Art of Life II, I.
Martínková and L. Dastlík, editors. Karolinum, 2006.)
“Questions and Logical Analysis of Natural Language: the Case of Transparent Intensional Logic.” Logique et
Analyse, 185-188, 2004, pages 217-226.
“Some Properties of Kripke Semantics for Intuitionistic Logic.” In K. Bendová and P. Jirků, editors,
MISCELLANEA LOGICA V, Karolinum, Praha, 2003, pages 102-112.
Logika. Amos, Praha 2002. (In Czech, “Logic”). Textbook.
The topic chosen for the conference
Sport in the role of value-transmission channel
This contribution is an extension of my previous ideas (see [Peliš 2006]). The central point is the
successful role of sport in a transmission of cultural values across specific cultures. First, basic terms
will be introduced (culture, heroism, modernity, lifestyle), second, sport will be seen in a context of
modernity and postmodern society in a historical view.
society
important
values
traditional
modern
postmodern
duty
freedom
quality of life
effort
anonymity
leisure time
lifestyle
consumption
Moving on to a firm position of sport in society and people’s lifestyle we show postmodern
society as a new quality in an acceptance of “new” values. The lack of duty and increasing importance
of leisure time form, on the one hand, an unstable open society without traditions in the background
and, on the other hand, society with the hunger after “traditional” values.
References
Beck, U. What Is Globalization? Polity Press, 2000.
Montgomery, R.L. The Diffusion of Religions. University Press of America, 1996.
Peliš, M. “Modern Society, Sport, and Lifestyle—Together Forever” (to appear in Movement - the Art
of Life II, I. Martínková and L. Dastlík, editors. Karolinum, 2006.)
17
Jitka Vařeková
Department of Health Physical Education and Sport Medicine
Faculty of Physical Education and Sport
Charles University in Prague, Czech Republic
[email protected]
Lecturer in Health Physical Education and Physiotherapy
The topics of interest
Human body and how we can understand it and influence it (physiotherapy), how we can think about it
(philosophy, hermeneutics), how we can use it and change it (physical education)…
The topic chosen for the conference
Changing Life through Changes in Movement
Possibilities and methods
Main publications
Vařeková, J.: Problematika psychofyzické rovnováhy – historický pohled a současné možnosti ve fyzioterapii.
Rehabil. fyz. Lék., roč. 7, 2000, č.. 2, s. 78 – 81
Vařeková, J.: Posturální korekce. Bulletin UNIFY, roč. 8, 2000, č.. 35, s. 15 – 19
Vařeková, J.: Teorie poruch držení těla a východiska pro jejich vyrovnávání. Těl. Vých. Sport Mlád., 67, 2001a,
č. 3, s. 33 - 37
Vařeková, J.: Skupinová fyzioterapie : Možnosti využití skupinové edukace v léčebné rehabilitaci. Rehabil. fyz.
Lék., roč. 8, 2001, č.. 2, s. 57 – 61
Vařeková, J.: Problematika lidské postury v pohledu neurofyziologie, filosofie a psychologie. In: Jelen, K.,
Chalupová, M., Kušová, S., Sonnková, D.(ed.): Diagnosis, Therapy & Prevention through movement.
Diagnostika a prevence pohybem. UK Praha FTVS, Česká společnost pro biomechaniku, Praha 2001, s.
95 – 104. ISBN 80-86317-15-3
Vařeková, J.: Dokumentace motorického vývoje v kojeneckém věku. In: Hanzlíková, T. Šoltys, O., Víšek, J.A.
(ed.) Studentská vědecká konference 26. a 27. 4. 2002. Univerzita Karlova – Fakulta sociálních věd.
Praha, Matfyzpress 2002, s. 323 – 332. ISBN 80-85863-84-7
Vařeková, J.: Hermeneutické úvahy k diagnostice a terapii funkčních poruch. Rehabilitácia, 35, 2002, 2, s. 67 –
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Changing Life through Changes in Movement
Possibilities and methods
It is the third time that we try to think about “Movement as the Art of Life” at this conference. Last
year I spoke about the usefulness of this view in diagnostical process. We (I mean physiotherapists,
physicians, scientists) look at the body, its shape and its function (movement) and we try to understand
it – understand the way of functioning, the man’s physical and psychical state, his/her life history,
pain, fear…
The topic of this year is the usage of these ideas in therapy. I shall speak about some methods
that use movement to influence a man: not only to change the movement system but to change the
man’s existence in the world through the changing the body. It will be demonstrated with the
Feldenkrais method (Awareness through the Movement), the Alexander technique and others.
The Feldenkrais method was developed by the scientist Moshe Feldenkrais (1904 – 1984). He asked a
question: “How can we change ourselves?” And he answered: “The best way is through movement”.
He applied these principles in his method. When we are carefully concentrate on slow fluent
movements they are getting easier and easier. It brings more powers not only on the physical but also
on the psychic level.
The Alexander technique was developed by the actor F. M. Alexander (1869 – 1955). He
found out that correct posture was essential to physical, emotional and spiritual health. He used the
control of his posture (especially of his head and neck), breathing and voice to improve his stage
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skills. He succeeded and started to teach the technique to other people. He supposed that people often
compress their heads down into their spines as a reaction to stress. This pattern brings tension to the
whole body and many different functions deteriorate (posture, breathing, speaking as well as
movement). If people learn to correct their posture (by verbal instruction and light guiding touch) and
use the appropriate amount of effort for a particular activity, it could release more energy for all their
activities and bring new balance into their body and mind.
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Soteria Yiannaki
Department of Physical Education & Sport Science
Laboratory Faculty
National Kapodistrian University of Athens, Greece
[email protected]
Dr., instructor at History of Physical Education & Sport
The topics of interest
History of Physical Education & Sport, Athletics in Greek antiquity
Main publications
Soteria Yiannaki, Thomas Yiannakis: The Athlete Olympic champion in ancient Greece: an accomplished social
and political “being”. Studies in Physical Culture and Tourism, Vol. 12, No. 1, 2005
Soteria Yiannaki, Thomas Yiannakis: Ancient coins as carriers of the classical Olympic and Athletic ideas.
Studies in Physical Culture and Tourism, Vol. 10, No. 2, 2003
The topic chosen for the conference
The self-conscious use of motion in Ancient Greece as a factor of advancement for the
individual
Man, as a moving and movable being, as master of motion's creative power, as a motion in time and
space, is a central theme in the philosophy of Athletics. Human movement constitutes the essence of
the human being. According to Plato, motion is the opposite of stillness and calmness. Motion
appeared into the world together with the first animal organism, as a creator and sole manifestation of
life, as well as the unique means of reaction for any animal organism to the environment. By nature
man is led to motion because it gives him a sense of existence (being) and improvement (becoming).
The body, as well as prudence, is saved through motion and exercise. Motion evolves into two
directions; it repeats itself in time and rhythm, defining the art of dance, while when two or more
individuals combine their motions and act seemingly meaningless, they basically initiate play. Nature
dictates the occurrence of a playful attitude resulting from the freedom of peoples identifying it as the
greater and higher motion. The Greek people, knowing the virtues of freedom, did not suffer the
suppression of the instinct of play. Motion differs from exercise. In order for us to exercise, we have to
fully master motions, to be aware and conscious of them and therefore initiate a self-conscious motion.
Greeks used self – conscious motion for both the mental and physical elevation of their race a way of
acting that led to the occurrence of Gymnastics.
• When should the individual start exercising and up to what age?
• Should more emphasis be given in exercising the body or mind in order for citizens to be ideal
for their country?
• Which are the types and intensity of the exercises?
• Was the improvement of their body parallel to the mental elevation?
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