Prof. SHIMIZU Shigeo  (Univ. of Kobe) at Haruno, Kochi, 1994.11.23.

KEY-WORDS:  the expressiveness of sport / socio-professional

INTRODUCTION

　The basis I will be able to deliberate problematic on the sport as component of humanism, is especially of historian of the philosophy of education, on which I have written about Pierre de Coubertin and his historical thought on the sport pedagogy.
　Various discussions dealt with this well-known person have been accumulated on account of his contribution to revive the Olympic Games. Why he revived the Olympic Games, what the background of this brave enterprise was, when he has come up to decide himself to do so, where the origin of his family is, how he has undergone misunderstanding of the sports world, etc.. Y.-P. Boulongne's  "La vie et l'oeuvre pedagogique de Pierre de Coubertin 1863-1937, has demystified the icon of Pierre de Coubertin as early as in 1975 by brilliant documented survey; after him, N. M ller, under the support of the IOC. and the IOA. has compiled up to 3 volumes of the classification of numerous writings of Pierre de Coubertin:  "Coubertin, Texts choisis"  in which M ller emphasizes the importance of the pedagogical view point for the evaluation of Coubertin's works; based on these preceded documenting surveys, MacAloon has written "Pierre de Coubertin, this great symbol", translated in japanese, MacAloon's psychiatric interpretation derived from the lecture of Coubertin's novel: "Roman d'un raille" has been related to real situations of young Coubertin having gone on to an adventure of reviving the Olympic Games.

　In considering the world-wide and up-to-date conjuncture of the sports, it seems to become the past when the discipline of organized sports defined by the idea of the amateurism so called was generative. Everyone is conscious of it after the structural changing of the sport world. Nevertheless, it is to be said that the idea of the amateurism as a regulation of sports administrators has non of effect to bring some positive influences on their principle of act in coming century.
　The 20th century has nourished component of giving doctrine from sport to people: popularization, nationalization and internationalization. Through all of those positive processes, the formula of sport was offered to people from the top, whatever visible or invisible, and the Amateurism has become a technical discipline of doing sport: how to do, how to administrate it, or even, how to educate it. The amateurism was so far a principle of those who affect to offer sport in the arena, in the school or in somewhere else, on the newspaper, on the television etc..
　On the contrary, the coming 21th century will emancipate those who are willing to rejoice themselves the expressiveness of sport from such a hoop of the regulation as above mentioned amateurism. It is necessary that the sport should be defined not by the discipline going to confine these individuals but by the expressiveness going to liberate them again, as like as the time when the sport could emancipate itself from the prejudice stigmatizing it as the indulgence, as the funambulism or as the snobbism; really at the < fin-du-siecle >, it had to take form of movement against to the reinforcement of national systems of scientific or natural gymnastics. There was happened an enormous conflict between national methods, and between gymnastic and sport.
　I convinced myself of a historical fact that, in Europe, it took almost a centennial years from the beginning of the 19th century that the sport became to be evaluated as an educational element. The anglican amateurism underwent during the 20th century a metamorphic change into an institutional idealism of doing sport. We are still now captured by this conception of educationalist.
　In coming century, or coming centuries along, players, spectators, pedagogues, readers, journalists, artists, jurists, administrators, executives, men of industries, merchants, etc. etc., no one will be indifferent to the sport; each one may be a consumer in touch with the product of the expressiveness of sport. Sport will become highly cognitive matter of people. Various professional cooperations are brought on to heighten the expressiveness of sport.
　In this context, I think it is necessary that we come up to make a historical view of sport as socio-professional domain.
　Among those who profess certain special field of the human existence by respective virtuosity, the importance tends to be accepted on some intellectual specialties: medical doctor, artist, jurist, economist, etc., while athletes, even if they attain to the highest special ability, are actually condemned for their profession. Why ? Because they degrade themselves by the doping, by the trickery, by the violence, by the hooliganism, etc.. No, such discussion alike has been repeated from a decade of centuries ago. I'm not going here into the meander of historical details about the conception of the profession. In any way, we should not forget the importance of the social function of the expressiveness of sport now-a-day and in the future.
　Since the education is human activity fulfilling requirements for each individual to be able to achieve one's socio-professional function, it is not enough for the education in the future to teach the practices of individual healthy life by doing sport; it is necessary for the education to build up an advanced common understanding on the socio-professional domain of sport; why, in teaching social studies, for example, the school education does-it keep silence for it ? How to become the profession of sport should be there an equal part of importance referring to how to become lawyer, to become mathematician... This is also to bring an accusation against the encyclopedisme of the 20th century pedagogy.
　

　Thus, I understand the humanism in sport. It seems to me that the amateurism is surely suggestive, so far as it means respecting of socio-professional importance of the expressiveness of sport; remember that loving sport was its origin.