{"id":3340,"date":"2015-12-09T16:56:38","date_gmt":"2015-12-09T22:56:38","guid":{"rendered":"http:\/\/thesportjournal.org\/?p=3340"},"modified":"2015-12-09T16:56:38","modified_gmt":"2015-12-09T22:56:38","slug":"comparison-of-confucianism-with-coubertins-olympism-in-selected-dimensions","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/comparison-of-confucianism-with-coubertins-olympism-in-selected-dimensions\/","title":{"rendered":"Comparison of Confucianism with Coubertin\u2019s Olympism in Selected Dimensions"},"content":{"rendered":"<p>Submitted by Manfred Messing<br \/>\nManfred Messing , Dr.phil, Dr.social sciences , Prof. em. at the Johannes Gutenberg University of Mainz for Sport Sociologie<\/p>\n<p><strong>Introduction<\/strong><br \/>\nHans Lenk, German Olympic Gold Medallist in Rome and acknowledged sport philosopher had stated already in 1972 (p. 15) that the Olympic aims are characterized by a cultural \u201cmulti-compatibility.\u201d This includes the proposition, that the Olympic Idea is compatible with the different world religions and dominant philosophical and ideological systems. However, this proposition was not proved in concrete detail. Therefore the researchers took the Olympic Games in Beijing as an impulse to sketch out a comparison of the philosophies of Confucius and Coubertin. The researchers admit that such a comparison is connected with methodological problems, which are not discussed here. One is the assumption, that Confucianism is still influential in China, even if in the Peoples Republic of China the official ideological base is a communist one.<\/p>\n<p>The question is, how far Confucianism corresponds with the main ideas of Coubertin\u2019s Olympic philosophy? Is it true, what Rudyard Kipling writes in the first two lines of his ballad of East and West: \u201c\u2026East is East and West is West, and never the twain shall meet, Till Earth and Sky stand presently at God\u2019s great Judgement Seat\u2026\u201d?<\/p>\n<p>It is assumed, that high agreement between Coubertin and Confucius exists, if<br \/>\n1. The very concrete formulations show conformity.<br \/>\n2. Important elements of the two concepts are directly exchangeable;<br \/>\n3. Elements of one philosophical system fill up a gap, being a deficiency of the other.<br \/>\n4. The context of these elements is exchangeable (e.g. a relation to a ritualized physical contest).<br \/>\nWas Coubertin\u2019s Personal Motto Derived from Confucius\u2019 Teachings? <\/p>\n<p>A test of the first question we owe to Susan Brownell, University of Missouri, who wrote Norbert M\u00fcller (2008, January 19), that she wonders if the phrase \u201cvoir loin, parler franc, agir ferme,\u201d which is on the \u201cex libris\u201d emblem that Coubertin put into his books, was inspired by a similar Chinese phrase, appearing in the \u201cWay of the Mean\u201d (Zhong Yong), one of the sections of the \u201cBook of Rites\u201d namely: \u201cStudy (learn) broadly, ask carefully, think prudently, distinguish (argue) clearly, act sincerely (earnestly, seriously)\u201d (citation according to Brownell). <\/p>\n<p>In the translation by James Legge (1885), it is said: He [the man who wants to have a clear understanding of what is good] \u201cextensively studies what is good; inquires accurately about it; thinks carefully over it; clearly discriminates it; and vigorously practices it\u201d (p. 318).<\/p>\n<p>Brownell commented:<br \/>\n\u201cSince the Zhong Yong was translated by Jesuits into Latin in the 17th century and into French in the late 19th century, it seems to me that he [Coubertin] could have read it while a student, or later.\u201d<\/p>\n<p>Of course there is a probability that Coubertin did read the \u201cWay of the Mean,\u201d because of his educational ethical interest, and of his \u201ceclecticism\u201d (Wirkus, 1987).<br \/>\nIn fact, Coubertin had mentioned Confucius several times in his writings:<br \/>\n&#8211; Revue mensuelle du Touring-Club de France, March 20th, 1920, pp. 146-150<br \/>\n&#8211; Revue Olympique, April 1907 \u201cAux Champs-Elys\u00e9es\u201d<br \/>\n&#8211; Pedagogie Sportive. Paris, G. Cr\u00e8s, 1922<br \/>\n&#8211; Histoire Universelle, Vol. I: Les Empires d\u2019Asie. Aix-en-Provence, 1926-27. Here he gives a concise judgement about Confucius: L\u2019homme est sympathique; la doctrine est pauvre\u201d (p. 56).<\/p>\n<p>Obviously Coubertin did not see the similarities between his own central term \u201cEurhythmics\u201d and the teachings of Confucius in the \u201cWay of the Mean.\u201d It is therefore doubtful, that Coubertin had more than a superficial knowledge of Confucius\u2019 philosophy.<br \/>\nThe probability of borrowing Confucius\u2019 ideas for Coubertin\u2019s own personal motto would be considered high, if three of the five Chinese imperatives would not only appear but follow in the same order. Comparing Coubertin\u2019s phrase with the text from the \u201cZhong Yong\u201d or \u2013 as Legge (1885) translated the title of the book \u2013 \u201cThe State of Equilibrium and Harmony,\u201d we can see only one equivalent: Practice vigorously: act firmly (p. 300). <\/p>\n<p>In both cases this is the last step in order. The Chinese text makes that explicitly clear by the following admonition, that the scholar should not proceed to the next step, if he has not grasped perfectly the step before. <\/p>\n<p>TABLE 1<\/p>\n<style type=\"text\/css\">\n.tg  {border-collapse:collapse;border-spacing:0;}\n.tg td{font-family:Arial, sans-serif;font-size:14px;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg th{font-family:Arial, sans-serif;font-size:14px;font-weight:normal;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg .tg-9hbo{font-weight:bold;vertical-align:top}\n.tg .tg-yw4l{vertical-align:top}\n<\/style>\n<table class=\"tg\">\n<tr>\n<th class=\"tg-9hbo\">Translation of Legge<\/th>\n<th class=\"tg-9hbo\">Citation of,Brownell<\/th>\n<th class=\"tg-9hbo\">Coubertin<\/th>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">1. \u201cextensively studies\u201d<\/td>\n<td class=\"tg-yw4l\">study broadly<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">1. \u201cextensively studies\u201d<\/td>\n<td class=\"tg-yw4l\">ask carefully<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">3. \u201cthinks carefully\u201d<\/td>\n<td class=\"tg-yw4l\">think prudently<\/td>\n<td class=\"tg-yw4l\">(1. see afar)?<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">4. &#8220;clearly discriminate&#8221;<\/td>\n<td class=\"tg-yw4l\">distinguish clearly<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">5. &#8220;vigorously practice&#8221;<\/td>\n<td class=\"tg-yw4l\">act sincerely<\/td>\n<td class=\"tg-yw4l\">3. act firmly<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<td class=\"tg-yw4l\">2. speak frankly<\/td>\n<\/tr>\n<\/table>\n<p>The third imperative has a small connotation to \u201csee afar,\u201d because the prudent thinker should be aware of the future consequences of wrong conclusions. However, we stress the meaning of  \u201csee afar\u201d as having a wide perspective, considering at least the near future and not only the next day (as the claim for sustainable development implies).<\/p>\n<p>In the Li Gi, careful thinking alone is not enough to foresee the future. That is a result of \u201cself-completion\u201d and \u201cwisdom\u201d (Legge, 1885, p. 321): \u201cIt is characteristic of him, who is entirely perfect that he can foreknow\u201d (p. 320)<\/p>\n<p>\u201cSpeak frankly\u201d contradicts partly the admonition No. 18 in \u201cThe Book Dsong Dsi\u201d (Chapter 6 of Li Gi, p. 155) \u201cCautious in speaking\u201d: \u201cIf you could say something, which would not believed in [by others], so you should better not say it.\u201d On the other hand it is said: \u201cIf he [the nobleman] does not believe in the words of others, he should not agree with them.\u201d Of course, according to the rule beforehand others should not say something I cannot agree upon \u2013 otherwise the harmony would be disturbed. This is certainly not the meaning of Coubertin\u2019s \u201cSpeak frankly.\u201d<br \/>\nOn Compatibility of Confucianism with Coubertin\u2019s Olympism <\/p>\n<p>In the following, the focus is on 10 dimensions which are meaningful for Coubertin\u2019s Olympism as well as for the teachings of Confucius.  These dimensions are:<br \/>\n1. Metaphysical Orientations<br \/>\n2. Historical Configurations, in which the Philosophies developed<br \/>\n3. Leading Ideas<br \/>\n4. Sources of Inspiration of the Philosophers<br \/>\n5. Recommended Means of Education<br \/>\n6. Aims of Education<br \/>\n7. Main Clients, the Philosophies are addressed to<br \/>\n8. Rank Order of Values<br \/>\n9. Usefulness of Philosophies in Everyday Life<br \/>\n10. Projections of a Future Society<\/p>\n<p>(1) In this section we refer to German texts, which are translated into English by M. Messing. For a more elaborated investigation see: Messing, M\u00fcller, and Bohnstedt (2008, pp. 223-248). \u2013 As far as the text Li Gi is concerned (including the book, The State of Equilibrium and Harmony), we should be aware, that it is not written by Confucius himself, but contains almost everything, what has grown out of his ideas during the first centuries&#8230; (Wilhelm, R., 2007 [1930], p. 23). <\/p>\n<p>A qualitative content analysis of Confucian thought and Coubertin\u2019s Olympic Idea is presented in Table 2. One must be aware of the fact, that common features do not exclude differences, and differences can be variations of the same topic. <\/p>\n<p>1. At a metaphysical level Confucius and Coubertin approximate each other insofar, as their central lifework is inner-worldly directed. Namely in an audience at the Duke Ai of Lu Confucius advises to maintain the customs of sacrifice to serve the gods, but adding skeptically: \u201cHowever, I don\u2019t know if this will keep away mischief from heaven\u201d (Li Gi, 2007, 132 f.).<\/p>\n<p>Coubertin, who was educated in a gymnasium of Jesuits in Paris, did not found his Olympism on an ascetic Christian teaching. This seems to be logical, because of his model in a polytheistic Greek Antiquity and the universal orientation of his educational program.<\/p>\n<p>Tab. 2: Comparison of two Philosophies<\/p>\n<style type=\"text\/css\">\n.tg  {border-collapse:collapse;border-spacing:0;}\n.tg td{font-family:Arial, sans-serif;font-size:14px;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg th{font-family:Arial, sans-serif;font-size:14px;font-weight:normal;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg .tg-9hbo{font-weight:bold;vertical-align:top}\n.tg .tg-yw4l{vertical-align:top}\n<\/style>\n<table class=\"tg\">\n<tr>\n<th class=\"tg-9hbo\">Dimension<\/th>\n<th class=\"tg-9hbo\">Confucius (K.)<\/th>\n<th class=\"tg-9hbo\">Coubertin (C.)<\/th>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">1. Metaphysical<\/td>\n<td class=\"tg-yw4l\">Inner-worldly<br \/>orientation, but respect in front of the unexplorable<\/td>\n<td class=\"tg-yw4l\">Inner-worldly oriented<br \/>\u201creligion athletae\u201d (C. 137)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">2. Historical Configuration<\/td>\n<td class=\"tg-yw4l\">Decline of the old order<\/td>\n<td class=\"tg-yw4l\">Defeat of France, 1871<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">3. Leading Idea <\/td>\n<td class=\"tg-yw4l\">Harmony<\/td>\n<td class=\"tg-yw4l\">Progress and Eurhythmics<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">Concrete aims<\/td>\n<td class=\"tg-yw4l\">Re-establishment of<br \/>social order by \u201crectification of names\u201d (K. 154)<\/td>\n<td class=\"tg-yw4l\">At the beginning: \u201cRebronzer<br \/>la France\u201d (C. 1888),Later: \u201cBrotherhood of body an<br \/>spirit\u201d (C. 130)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">4. Sources of inspiration<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">Abstract<\/td>\n<td class=\"tg-yw4l\">History<\/td>\n<td class=\"tg-yw4l\">History<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">concrete<\/td>\n<td class=\"tg-yw4l\">Old imperial times: \u201cI<br \/>follow the morals of Dschou.\u201d (which are still practiced today) (Li Gi, p. 49)<\/td>\n<td class=\"tg-yw4l\">Olympic Competitions in<br \/>antiquity<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">5. Means of Education<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<td class=\"tg-yw4l\">&#8211;<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">Abstract<\/td>\n<td class=\"tg-yw4l\">Master instruction and<br \/>his good example, self education<\/td>\n<td class=\"tg-yw4l\">Sports force \u201cto measure and<br \/>excess\u201d (C. 66)<br \/>Sport education<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">concrete<\/td>\n<td class=\"tg-yw4l\">music<\/td>\n<td class=\"tg-yw4l\">Olympic Games as unity<br \/>of sports and art<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\"><\/td>\n<td class=\"tg-yw4l\">Customs as rituals<\/td>\n<td class=\"tg-yw4l\">Rules of sport with<br \/>ritual character, Olympic ceremonies<\/td>\n<\/tr>\n<\/table>\n<p>2. Both pedagogical reformers found in social crises of their times causes for their activity: Confucius regrets the decay of the old feudal order and Coubertin the defeat of France in the war of 1870\/71, which resulted in the proclamation of the German Empire.<br \/>\n3. Leading ideas of both reformers \u2013 harmony and eurhythmics \u2013 seem to mean basically the same. Eurhythmics is understood by Coubertin as the \u201ctaste for due measure\u201d (1918). This principle is inseparable combined with the Olympic Idea of progress \u201cCitius \u2013 Altius \u2013 Fortius.\u201d Coubertin in this relation stands in contradiction to Confucius, when he praises passionate sport engagement.<\/p>\n<p>In his own words:<br \/>\n\u201cMankind has always been passionate, and heaven may protect us from a society, where the expression of over foaming feeling could be forced into a too tight circle of conventions\u201d (180, 21).\t<\/p>\n<p>The overall aim of bringing about a harmonious equilibrium shall be realized in different ways. As his first action in case of governmental responsibility at the Ruler of Wei Confucius would \u201crectify the names.\u201d That is, that he would take care that signs and reality would coincide and by this way state affairs would be put in order. The noticed social chaos reminds us of Shakespeare\u2019s sonnet LXVI, where the poet complains about the following inversions of the right order:<br \/>\n\u201c And right perfection wrongfully disgrac\u2019d.<br \/>\nAnd strength by limping sway disabled,<br \/>\nAnd art made tongue-tied by authority,<br \/>\nAnd folly (doctor-like) controlling skill,<br \/>\nAnd simple truth miscall\u2019d simplicity,<br \/>\nAnd captive good attending captain ill (\u2026)\u201d<br \/>\nCoubertin\u2019s way to eurhythmics can be marked at the beginning as \u201cRebronzer la France,\u201d later as \u201cbrotherhood of body and spirit,\u201d \u201csocial integration\u201d \u2013 concerning the class conflict \u2013 and \u201cpeaceful internationalism.\u201d<\/p>\n<p>4. Confucius and Coubertin are inspired by looking back at a seemingly better past to construct an ideal model for present time and future. The Chinese finds this model in the Dschou-epoch (11th &#8211; 5th century B. C.), the Frenchman in the Olympic competitions of classical Hellas.<\/p>\n<style type=\"text\/css\">\n.tg  {border-collapse:collapse;border-spacing:0;}\n.tg td{font-family:Arial, sans-serif;font-size:14px;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg th{font-family:Arial, sans-serif;font-size:14px;font-weight:normal;padding:10px 5px;border-style:solid;border-width:1px;overflow:hidden;word-break:normal;}\n.tg .tg-yw4l{vertical-align:top}\n<\/style>\n<table class=\"tg\">\n<tr>\n<th class=\"tg-yw4l\">6. Abstract aims of Education<\/th>\n<th class=\"tg-yw4l\">Spiritual aristocracy<\/th>\n<th class=\"tg-yw4l\">Aristocracy through,\u201cperfection of muscles\u201d (C. 37)<\/th>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">concrete<\/td>\n<td class=\"tg-yw4l\">Control of passions,<br \/>composure, understanding the meaning of rites to stabilize ritual culture,<br \/>emotional forming by music<\/td>\n<td class=\"tg-yw4l\">\u201cnoble minded and moral,purity, (\u2026) edurance and psychic energy\u201d (C. 116)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">7. Main Clients<\/td>\n<td class=\"tg-yw4l\">Leading class, civil<br \/>servants<\/td>\n<td class=\"tg-yw4l\">Athletes<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">8. Rank of Values<\/td>\n<td class=\"tg-yw4l\"><\/td>\n<td class=\"tg-yw4l\"><\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">Money vs. Honour<\/td>\n<td class=\"tg-yw4l\">\u201cHis heart (of the noble) is<br \/>not for sale.\u201d (Li Gi, 253)<\/td>\n<td class=\"tg-yw4l\">Protect modern sports from<br \/>commercialism (C. 9),\u201cdisqualify pseudo-amateurs\u201d<br \/>(C. 1931, 105)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">Way vs. Aim<\/td>\n<td class=\"tg-yw4l\">\u201cHarmony is the way on<br \/>earth leading to the aim.\u201d (Li Gi, 32)<\/td>\n<td class=\"tg-yw4l\">\u201cEssentially is not to<br \/>be victorious, but to have fought in a gallant good way.\u201d (C. 22)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">9. Usefulness of Philosophy<\/td>\n<td class=\"tg-yw4l\">Without limitations<\/td>\n<td class=\"tg-yw4l\">\u201chow many a courageous<br \/>swimmer let discourage himself in the floods of human ocean (\u2026)\u201d (C. 57)<\/td>\n<\/tr>\n<tr>\n<td class=\"tg-yw4l\">10. Future Society<\/td>\n<td class=\"tg-yw4l\">Golden era, if \u201csaints<br \/>have got the Empire (\u2026)\u201d government by \u201ctrustworthyness of goodness\u201d (Li Gi,<br \/>135 passim)<\/td>\n<td class=\"tg-yw4l\">\u201cthe society of future will,be altruistic, or it will be not exist (\u2026)\u201d (C. 142)<\/td>\n<\/tr>\n<\/table>\n<p>Legend:<br \/>\nC. = de Coubertin, P. Der Olympische Gedanke. Schorndorf 1967.<br \/>\nC. 1931 = de Coubertin, P. Olympische Erinnerungen. Frankfurt am Main \u2013 Berlin 1996 [1931].<br \/>\nK. = Konfuzius. Gespr\u00e4che (L\u00fcn Y\u00fc). Kettwig 1989.<br \/>\nLi Gi: Das Buch der Riten, Sitten und Gebr\u00e4uche. K\u00f6ln 2007 [1930].<br \/>\nC. 1888, in: Une Campagne de 35 ans. In: Revue de Paris: 30 (1923), 11, p.688.<\/p>\n<p>5. The selected means of education are different: at one side Confucianistic instruction by discourse and right exemplary living of the master, at the other side physical education after an English model and Olympic Games as unity of sports and art to create harmony of excess and measure.<br \/>\nThe different educational means \u2013 like practiced customs and the rules of sports \u2013 have both a ritual character \u2013 an example for commonness within the difference.<\/p>\n<p>6. Confucius aims at a spiritual aristocracy, which everybody can attain by master or self education. Coubertin stresses the aristocracy of muscles, which is connected after all with a noble mind \u2013 analogous to Confucius.<\/p>\n<p>7. and 8. Aristocracies of spirit and of muscles should not make themselves dependent on money: especially in the case of civil servants \u2013 a group which Confucius addressed \u2013 the orientation at one\u2019s own interests instead of the common good leads to corruption.<br \/>\nCoubertin rejects the \u201cMercantilization\u201d of sports and pseudo-amateurs, but in 1931 (\u201cOlympic Memories\u201d) he moderates his rigid defense of an exclusive admission of amateurs to Olympic Games, saying, \u201cthat there are many false amateurs, who have to be sanctioned as well as professionals, who deserve indulgence \u2026\u201d<\/p>\n<p>Although in high achievement sports the \u201cVictory-Defeat-Code\u201d (Bette, 2005, p. 172) seems to be the guiding principle, Coubertin underlines, that in life \u201cessentially is not to be victorious, but to have fought in a gallant good way.\u201d<br \/>\nHere he is in principal agreement with Confucius, that \u201con earth\u201d only the way of harmony leads to any aim.<\/p>\n<p>9. Probably both philosophers understood that only striving for human cultivation is socially useful. However, Coubertin, who propagated the forming of a good character by sports, is realistic enough to know that characteristics shown in sports are difficult to transfer into other spheres. Such limitations in the transfer of virtues could not be found in the analyzed texts of Confucius.<\/p>\n<p>10. The difference should not be exaggerated. In the last analysis Coubertin\u2019s philosophy is about a reform of society by an education directed towards altruism. According to Immanuel Kant \u201conly that one is worth a positive honour, whose actions contain more than he is obliged to do.\u201d<br \/>\nThis \u201cmore giving than receiving\u201d corresponds in its extreme form with the type of a \u201csaint,\u201d who sacrifices himself\/or herself for a community. Goodness is a voluntary limitation of selfishness and origin of harmony. In that sense we can understand the projection of a \u201cGolden Age,\u201d where \u201csaints rule the Empire\u201d by Bo I, clerk of the Ruler of Y\u00fc. According to Bo I, in Chinese antiquity such characters were \u201corganizers of a world empire,\u201d who regulated state and people \u201con the base of mutuality\u201d (Li Gi, p. 135). Within the hierarchy of values they appreciated \u201con top the goodness and then the rank order, followed by strength, beauty, archery and coach-driving.\u201d<\/p>\n<p>The often-exaggerated contrast of Eastern and Western thought seems here to be mitigated with regards to Plato\u2019s \u201cRule of Philosophers\u201d as a Western counterpart. According to Kant the \u201clast determination of mankind (\u2026)\u201d is \u201cthe greatest moral perfection,\u201d based on freedom and attained by education. In spite of many differences, Confucius and Coubertin stand for two ways of man\u2019s \u201ccultivation.\u201d<\/p>\n<p>Therefore, we can follow the conclusion of Li-Hong Hsu (2012), from Da-Yeh University in Taiwan, that \u201cit would be inappropriate and unfair to assume that the ideals of Western oriented Modern Olympism and East Asian Confucianism have nothing in common for us to learn and inform from each other. <\/p>\n<p><strong>REFERENCES<\/strong><br \/>\nReferences<br \/>\nBette, K.H. (2005). K\u00f6rperspuren. Zur Semantik und Paradoxie moderner K\u00f6rperlichkeit. Bielefeld (2nd ed.).<\/p>\n<p>de Coubertin, P. (1908). Die Treuh\u00e4nder der Olympischen Idee. Les Trustees de l\u00b4Id\u00e9e Olympique. In: Der Olympische Gedanke. Reden und Aufs\u00e4tze. Schorndorf bei \tStuttgart 1967, 20-22.<\/p>\n<p>de Coubertin, P. (1918, November 2). Briefe zur Olympischen Idee. Lettres Olympiques IV In: P. de Coubertin. Der Olympische Gedanke. Reden und Aufs\u00e4tze. Schorndorf bei Stuttgart 1967, pp.65f.<\/p>\n<p>de Coubertin, P. (1923). Une Campagne de 35 ans. In: Revue de Paris: 30 (11), pp. 688. <\/p>\n<p>de Coubertin, P. (1926-1927). Histoire Universelle, Vol. I: Les Empires d\u00b4Asie. Aix-en \tProvence. Citation from: Coubertin, P. de: Empires de l\u00b4Est: Chine et Tibet. In: M\u00fcller, N.\/Messing, M. (Eds.): Olympism \u2013 Erbe und Verantwortung. Olympism \u2013 Heritage and Responsibility. Kassel 2008, pp.51-68.<\/p>\n<p>de Coubertin, P. (1931). Olympische Erinnerungen (mit einem Vorwort von Prof. Dr. h.c. Willi Daume, Anmerkungen von Volker Kluge). Frankfurt am Main, Berlin 1996.<\/p>\n<p>de Coubertin, P. (1967). Der Olympische Gedanke. Reden und Aufs\u00e4tze. Schorndorf bei Stuttgart.<\/p>\n<p>Hsu, L.H. (2012). An inquiry on compatibility between East Asian Confucianisms and modern Olympism \u2013 a humanistic and global perspective. Paper (very first draft). Da-Yeh University Taiwan. <\/p>\n<p>Konfuzius. (1989). Gespr\u00e4che (L\u00fcn Y\u00fc) (nach der englischen \u00dcbersetzung von J. Legge, neu herausgegeben von K. Bock). Kettwig. <\/p>\n<p>Legge, J. (Translator). (1885). The sacred books of China. The texts of Confucianism. Part IV. The Li Ki, XI-XLVI. Oxford. <\/p>\n<p>Lenk, H. (1972). Werte, Ziele, Wirklichkeit der modernen Olympischen Spiele. Schorndorf bei Stuttgart (2nd ed.). <\/p>\n<p>Li Gi. (1930). Das Buch der Ritten, Sitten und Gebr\u00e4uche. Aus dem Chinesischen \u00fcbersetzt und herausgegeben von Richard Wilhelm. K\u00f6ln 2007. <\/p>\n<p>Messing, M., M\u00fcller, N., &#038; Bohnstedt, K. (2008). Coubertins Eurythmie-Prinzip als chinesischen Philosophie. In: M\u00fcller, N.\/Messing, M. (Eds.) with cooperation of K. Bohnstedt: Olympismus \u2013 Erbe und Verantwortung. Olympism \u2013 Heritage and Responsibility. Kassel 2008, pp.223-248.<\/p>\n<p>Wilhelm, R. (1930). Einleitung. In: Li Gi. Das Buch der Riten, Sitten und Gebr\u00e4uche. Aus dem Chinesischen \u00fcbersetzt und herausgegeben von Richard Wilhelm. K\u00f6ln 2007, 11-30.<\/p>\n<p>Wirkus, B. (1987). Pierre de Coubertin\u00b4s philosophical eclecticism as the essence of \tOlympism. In: M\u00fcller, N. (Dir.ed.): L\u00b4actualit\u00e9 de Pierre de Coubertin. The \tRelevance of Pierre de Coubertin Today. Rapport au Symposium du 18 au 20 mars \t1986 \u00e0 l\u00b4Universit\u00e9 de Lausanne. Report of the Symposium 18th to 20th march 1986 at the University of Lausanne. Niedernhausen\/Taunus 1987, 179-190.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Submitted by Manfred Messing Manfred Messing , Dr.phil, Dr.social sciences [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[290,627],"tags":[903,902,140,547],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-RS","jetpack-related-posts":[{"id":388,"url":"https:\/\/thesportjournal.org\/article\/the-place-and-role-of-olympism-in-higher-education\/","url_meta":{"origin":3340,"position":0},"title":"The Place and Role of Olympism in Higher Education","date":"August 5, 2010","format":false,"excerpt":"Anton\u00edn Rychteck\u00fd, Charles University, Czech Olympic Academy, Prague, Czech Republic ### Introduction Interpreting the place and role of Olympism in higher education is a necessary and pertinent issue. The close relationship between the Olympic Movement and universities dates back as far as 1894. The fact that the IOC was established\u2026","rel":"","context":"In &quot;Contemporary Sports Issues&quot;","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":245,"url":"https:\/\/thesportjournal.org\/article\/letter-to-the-editor-the-sport-journal-pierre-de-coubertin-arts-administrator\/","url_meta":{"origin":3340,"position":1},"title":"Letter to the Editor &#8211; The Sport Journal Pierre de Coubertin, arts administrator","date":"September 8, 2006","format":false,"excerpt":"Submitted by: Raymond T. Grant Ed: During the preparation of this issue of the Sport Journal, we received a piece sent to us by Mr. Raymond Grant, the artistic director of the 2002 Olympic Art Festival, reflecting on the historic and modern cultural aspects of the Olympic Games. Although the\u2026","rel":"","context":"In &quot;Contemporary Sports Issues&quot;","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":158,"url":"https:\/\/thesportjournal.org\/article\/olympic-education\/","url_meta":{"origin":3340,"position":2},"title":"Olympic Education","date":"January 6, 2004","format":false,"excerpt":"Submitted by: Dr. Norbert Muller 1 Introduction \"Olympic education\" is a term which first appeared in sports education and Olympic research only in the 1970s (cf, N. MOLLER 1975b). 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This is not a simple definition, it is a programme that is constantly developing. 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