2. Manual De Historia De La Actividad Física Y Del Deporte

Total Page:16

File Type:pdf, Size:1020Kb

2. Manual De Historia De La Actividad Física Y Del Deporte \ !eor�Ítoria de la Actividad Física Y'(lel D porte llimmiÍlmll Manual de Historia de la Actividad, I i Física y del Deporte 1 Universidad Pablo de Olavide de Sevilla 1 1 To o 11: Hist ria de los sist mas y escuel s gimnásticos Juan arios Fernández ll\uan \ 1 Teoría e Historia de la Actividad Física y del Deporte MANUAL DE HISTORIA DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE Universidad Pablo de Olavide de Sevilla TOMO I. HISTORIOGRAFÍA E HISTORIA DE LAS ACTIVIDADES FÍSICAS Y DEPORTIVAS TOMO II. HISTORIA DE LOS SISTEMAS Y ESCUELAS GIMNÁSTICOS TOMO III. HISTORIA DE LOS JUEGOS OLÍMPICOS MODERNOS TOMO IV. ORÍGENES DE LOS DEPORTES MODERNOS 2 Teoría e Historia de la Actividad Física y del Deporte Edita: Universidad Pablo de Olavide Autor: Juan Carlos Fernández Truan Disño y Maquetación: Manuel Peña Pulido © De los textos: Los autores. Los textos e imágenes que se reproducen, se hace de acuerdo con lo previsto en la Ley 2/2019, de 1 de marzo, por la que se modifica el texto refundido de la Ley de Propiedad Intelectual, aprobado por el Real Decreto Legislativo 1/1996, de 12 de abril, y por el que se incorporan al ordenamiento jurídico español la Directiva 2014/26/UE del Parlamento Europeo y del Consejo, de 26 de febrero de 2014, en el que se indica en su artículo 4 lo siguiente: Se añade un nuevo párrafo al apartado 1 del artículo 32 y se modifica el artículo 37, apartado 2, con los siguientes contenidos: Artículo 32 Citas y reseñas e ilustración con fines educativos o de investigación científica. 1. Es lícita la inclusión en una obra propia de fragmentos de otras ajenas de naturaleza escrita, sonora o audiovisual, así como la de obras aisladas de carácter plástico o fotográfico figurativo, siempre que se trate de obras ya divulgadas y su inclusión se realice a título de cita o para su análisis, comentario o juicio crítico. Tal utilización solo podrá realizarse con fines docentes o de investigación, en la medida justificada por el fin de esa incorporación e indicando la fuente y el nombre del autor de la obra utilizada. ISBN de la obra completa: 978-84-09-15291-9 ISBN del Tomo II:978-84-09-17629-8 3 Teoría e Historia de la Actividad Física y del Deporte Agradecemos su interé s en los contenidos de esta obra y le recordamos, que este material cuenta con derechos de propiedad intelectual propios y de otros autores, por lo que queda expresamente prohibida la publicació n, reproducción, distribució n, venta, edició n y cualquier otro uso de los contenidos (incluyendo, contenido, texto, fotografıas,́ logotipos, etc.) sin previa autorizació n por escrito de los autores, salvo su uso docente privado, siempre que no exista ánimo de lucro, según se indica en el apartado 1 del artículo 32 y en el artículo 37, apartado 2, que modifica la Ley 2/2019, de 1 de marzo, de la Propiedad Intelectual. Por criterios de simplificación y fluidez en la redacción y lectura de esta obra, se ha utilizado el género masculino y sustantivos genéricos en el uso del lenguaje escrito, tal y como indica la R.A.E., pidiendo disculpas de antemano, si esta decisión pudiera ocasionar molestias a alguien. 4 Teoría e Historia de la Actividad Física y del Deporte TOMO II. HISTORIA DE LOS SISTEMAS Y ESCUELAS GIMNÁSTICOS 5 Teoría e Historia de la Actividad Física y del Deporte INDICE Pags. TEMA I: EL RENACIMIENTO O HUMANISMO 13 1. LA EDUCACIÓN FÍSICA EN EL HUMANISMO 13 2. EL HUMANISMO EN ITALIA 13 • GUARINO GUARINI DE VERONA (1374-1460) • VITTORINO RAMBOLDINI DE FELTRE (1378-1446) • AENEAS SILVIUS (1405-1464) • MAFFEO VEGIO (1406-1458) • LEÓN BATISTA ALBERTI (1404-1472) • MATEO DI MARCO MALPIERI (1406-1475): • JACOBO SADOLETO (1477-1547) • PIER PAOLO VERGERIO (1498-1565) • BALTASAR DE CASTIGLIONE (1478-1529) 3. EL HUMANISMO EN INGLATERRA 32 • JOHN COLET KNEVET (1467-1519) • TOMÁS MORO GRAUNGER (1478-1535) 4. EL HUMANISMO EN FRANCIA 38 • FRANÇOIS RABELAIS (1494-1553) 5. EL HUMANISMO EN ESPAÑA: 43 • JUAN LUIS VIVES (1492-1540) TEMA II: LA EDAD MODERNA 47 1. CARACTERÍSTICAS DE LA EDAD MODERNA 47 2. LA EDUCACIÓN FÍSICA EN LA EDAD MODERNA 48 2.1. LA EDAD MODERNA EN ITALIA 49 • SILVIO ANTONIANO (1540-1603) • HYERONIMUS MERCURIALIS (1530-1606) • GIOVANNI ALFONSO BORELLI (1608-1679) 2.2. LA EDAD MODERNA EN INGLATERRA 56 • THOMAS ELYOT (1514-1546) • ROGER ASCHAM (1515-1568) 6 Teoría e Historia de la Actividad Física y del Deporte • RICHARD MULCASTER (1531-1611) • JOHN LOCKE (1632-1704) 2.3. LA EDAD MODERNA EN FRANCIA 68 • MICHEL EYQUEM DE MONTAIGNE (1533-1592) • FRANCOIS FÉNELON (1651-1715) 2.4. LA EDAD MODERNA EN ESPAÑA 73 • CRISTOBAL MÉNDEZ (1501-1556) • PEDRO DE COVARRUBIAS (S.XV-1530) • FRAY FRANCISCO ALCOCER ( ) • FRANCISCO LUQUE FAJARDO ( • FRAY ALONSO REMÓN (1561-1632) • PEDRO DE GUZMÁN • SEBASTIAN DE COVARRUBIAS (1539-1613) • PADRE JUAN DE MARIANA (1536-1624) • DIEGO SAAVEDRA FAJARDO (1548-1648) • RODRIGO CARO (1573-1647) 2.5. LA EDAD MODERNA EN OTROS PAÍSES 94 • JAN AMOS COMENIO (o KOMENSKY) (1592-1670) • FABIAN VON AUERSWALD (1462-) TEMA III: LA ILUSTRACIÓN 97 1. CARACTERÍSTICAS DE LA ILUSTRACIÓN 97 2. PRECURSORES DE LA ESCUELAS GIMNÁSTICAS 98 • JEAN JACQUES ROUSSEAU (1712-1778) • JACQUES BALLEXSERD (1726-1774) • MADAME DE GENLIS (1789-1830) • JEAN VERDIER (1735-1820) 3. PRECURSORES DE LA EDUCACIÓN ESPECIAL 109 • JEAN MARC GASPARD ITARD (1774-1838) • ÉDOUARD SEGUIN (1812-1880) 4. PRECURSORES DE LA ESCUELAS SUECA 113 • FRANZ NATCHEGALL (1777-1847) 5. PRECURSORES DE LA ESCUELA ALEMANA 116 • JEAN BERNHARD BASEDOW (1723-1790) • CHRISTIAN GOTTHILF SALZMANN (1744-1811) • JOHANN HEINRICH PESTALOZZI (1746-1827) 7 Teoría e Historia de la Actividad Física y del Deporte • JOHANN CHRISTOPH FRIEDRICH GUTS MUTHS (1759-1839) 6. LA ILUSTRACIÓN EN ESPAÑA (LA “CRIANZA FÍSICA”) 128 • GASPAR MELCHOR DE JOVELLANOS (1744-1811) • PABLO DE OLAVIDE Y JÁUREGUI (1725-1803) • LORENZO HERVÁS Y PANDURO (1735-1809) • JOSEFA AMAR Y BORBÓN (1749-1833) • AGUSTÍN GINESTA Y DE SEGOVIA (175?-1807) • SANTIAGO GARCÍA (1794) TEMA IV: LAS ESCUELAS GIMNÁSTICAS 145 1.- LA ESCUELA ALEMANA 145 • FRIEDICH LUDWING JAHN (1778-1852) 2.- LA ESCUELA SUECA 148 • PIER HENRIK LING (1776-1839) 3.- LA ESCUELA FRANCESA 152 3.1. EL CREADOR DE LA ESCUELA FRANCESA • FRANCISCO DE PAULA AMOROS Y ONDEANO (1770-1848) 3.2. CONTINUADORES DE LA ESCUELA FRANCESA 159 • PHOKION HENRY CLÍAS (1782-1854) • HYPPOLYTHE TRIAT (1813-1881) • EUGENE- MOÏSE PAZ (1836-1901) • CORONEL CHARLES-HENRI-LOUIS D’ARGY (1805-1870) • NAPOLEÓN-ALEXANDRE LAISNÉ (1810-1896) 3.3. CONTINUADORES ESPAÑOLES DE LA GIMNÁSTICA 171 • VICENTE LÓPEZ TAMAYO • JOSÉ APARICI Y BIEDMA (1824-1894) • FRANCISCO PEDREGAL PRIDA (1852-1904) • ADOLFO REVUELTA FERNÁNDEZ (1867-1935) • EUGENIO FERNÁNDEZ MARTÍNEZ (1838-1898) • JOSÉ SÁNCHEZ Y GONZÁLEZ DE SOMOANO (1850-1913) • SALVADOR LÓPEZ GÓMEZ (1852-1936) • MARIANO MARCOS ORDAX (1851- ) • MARCELO SANTOS SANZ ROMO (1859-1942) • EMILIO COLL MAIGNAN (1868-1944) • JESUSA DE GRANDA LAHÍN ( -1907) • EZEQUIEL FERNÁNDEZ SANTANA (1874-1938) 3.4. LA GIMNASIA HIGIÉNICA EN ESPAÑA 186 • LUCIANO SAMPÉREZ ARROYO ( - ) 8 Teoría e Historia de la Actividad Física y del Deporte • DAVID FERRER MITAYNA (1848-1901) • JOSÉ ESTEBAN GARCÍA FRAGUAS (1870-1908) • FELIPE SERRATE MARTÍNEZ (1831-1923) • JOAQUÍN DECREF RUIZ (1864-1937) • JØRGEN PETER MÜLLER (1866-1938) 4.- LA ESCUELA INGLESA 200 4.1. INICIADORES DE LA ESCUELA INGLESA 200 • JOSEPH LANCASTER (1778-1838) • TOMAS ARNOLD (1795-1842) • CHARLES KINGSLEY (1819-1875). EL CRISTIANISMO MUSCULAR 4.2. CONTINUADORES DE LA ESCUELA INGLESA 206 • ARCHIBALD MACLAREN (1820 A 1884) • PIERRE FREDY DE COUBERTIN (1863-1983) 5.- ESCUELA AMERICANA 214 • CHARLES BECK (1798-1866) • CHARLES FOLLEN (1796-1840) • FRANCIS LEIBER (1800-1872) • CATHERINE BEECHER (1800-1878): CALISTENIA • DIOCLETIAN LEWIS (1823-1886) • GEORGE BROSIUS (1839-1920) • DUDLEY ALLEN SARGENT (1840-1924) • HARTVIG NISSEN (1857–1924) • BARON NILS POSSE (1862-1895) • ROY MOORE: • EJERCICIO FÍSICO TRAS LA GUERRA MUNDIAL • INVESTIGACIONES DE PSICÓLOGOS EXPERIMENTALES . ALFRED BINET (1857-1911): TEMA V: LOS MOVIMIENTOS GIMNÁSTICOS 244 1.- MOVIMIENTO DEL NORTE 245 1.1. CONTINUADORES DE LING a) ORTODOXOS: 246 • HJALMAR LING (1820-1886) • LARS GABRIEL BRANTING (1799 a 1881) • LARS MAURITZ TÖRNGREN (1839-1912) • CARL A.E. NORLANDER (1846-1916) • CARL CHRISTIAN ADOLF SILOW (1846-1932) b) HETERODOXOS: 251 9 Teoría e Historia de la Actividad Física y del Deporte • BERNDT PETER ANTON SANTENSSON (1825-1892): • GUSTAF NYBLAEUS (1816-1902) • VIKTOR GUSTAF BALCK (1844-1928) • JOSEPH HUBERTUS PILATES (1883-1967) 1.2. GIMNASIA NEOSUECA 261 • KRISTINA ELISABETH ("ELLI") BJÖRKSTEN (1870-1947) • ELLIN FALK (1872-1942) • MAJA (MARÍA) CARLQUIST (1884-1968) • NIELS BUKH (1880-1950) • JOSEF GOTTFRID THULIN (1875-1965) • JOHANNES LINHARD (1870-1947) 2. MOVIMIENTO DEL CENTRO 277 2.1. PRECURSORES 277 • JEAN GEORGES NOVERRE (1727-1810) • FRANCOIS ALEXANDRE NICOLAS CHÉRI DELSARTE (1811-1871) • HEDWIG KALLMEYER (1881–1976) • ÉMILE JAQUES DALCROZE (1865-1950) • ISADORA DUNCAN (1878-1929) • RUDOLF VON LABAN (1879-1958) • MARY WIGMANN (1888-1973) 2.2. GIMNASIA MODERNA 297 • RUDOLF BODE (1881-1971) • HINRICH MEDAU (1890-1974) 2.3. CONTINUADORES DE LA GIMNASIA MODERNA 304 • HILMA JALKANEN (1889-1964) • ERNEST IDLA (1901-1980) • ALBERTO RAUL DALLO (1924-1912) • OTTO HANEBUTH (1911-1988) • MONICA BECKMAN (1933- ) • AEROBIC 2.4. GIMNASIA NATURAL AUSTRIACA 317 GIMNASIA PEDAGÓGICA ALEMANA • KARL ADOLF SPIESS (1810 A 1858) GIMNASIA ESCOLAR AUSTRIACA • KARL GAULHOFER (1885-1941) • MARGARETTE STREICHER (1891-1983) 10 Teoría e Historia de la Actividad Física y del Deporte 3.- MOVIMIENTO DEL OESTE 330 3.1. RAMA CIENTÍFICA DEL MOVIMIENTO DEL OESTE 332 • ESTEBAN MAREY (1830-1904) • FERNAND LAGRANGE (1845-1909) • PHILIPPE TISSIÉ (1852-1935) 3.2. ECLÉCTICO DEL MOVIMIENTO DEL OESTE 339 • GEORGES DEMENY (1850-1917): 3.3. RAMA PEDAGÓGICA DEL MOVIMIENTO DEL OESTE: EL MÉTODO NATURAL DE HEBERT 342 • GEORGES HEBERT (1875-1957): 3.4. CONTINUADORES DEL MÉTODO NATURAL 346 3.4.1.
Recommended publications
  • Jakob Probst : Un Compromis Entre Tradition Et Modernité Sculpter Et
    Mémoire de master présenté à la Faculté des Lettres de l'Université de Fribourg (CH) Chaire d’histoire de l’art moderne et contemporain Jakob Probst : Un compromis entre tradition et modernité Sculpter et commémorer en Suisse ROBERT Tiphaine, Vernier (GE), 2012. Directeur de mémoire : Victor I. Stoichita Remerciements Je tiens à remercier le Prof. Victor I. Stoichita d’avoir bien voulu diriger mon mémoire et d’avoir été présent tout au long de ce cheminement. Je remercie également le Prof. Alain Clavien de sa disponibilité et son aide dans le développement des aspects historiques de ce travail. Mes remerciements vont aussi à toutes les personnes, archivistes, conservateurs et bibliothécaires qui ont rendu ce travail possible, particulièrement : Mme Katja Herlach, assistante scientifique et curatrice au Kunstmuseum d’Olten, qui m’a permis d’amorcer la recherche en m’ouvrant le dépôt du Musée que Jakob Probst avait choisi pour léguer une partie de son œuvre ; M. Peter Heim, archiviste à la Ville d’Olten, qui par son aide professionnelle et l’évocation de ses souvenirs, m’a donné de nouvelles pistes, ainsi que Mme Katrin Cadsky-Frey, dont le père était un grand ami de Jakob Probst et qui a bien voulu me renseigner sur ce dernier en évoquant ses souvenirs ; Mme Regula Nebiker et le personnel des archives du Canton de Bâle-Campagne à Liestal ; Mme Letizia Schubiger, curatrice du Museum.BL de Liestal, qui a pris le temps de regarder avec moi le fonds Jakob Probst ; M. Jacques Davier, des Archives de la Ville de Genève, pour son aide précieuse.
    [Show full text]
  • University of California Riverside
    UNIVERSITY OF CALIFORNIA RIVERSIDE Choreographers and Yogis: Untwisting the Politics of Appropriation and Representation in U.S. Concert Dance A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Jennifer F Aubrecht September 2017 Dissertation Committee: Dr. Jacqueline Shea Murphy, Chairperson Dr. Anthea Kraut Dr. Amanda Lucia Copyright by Jennifer F Aubrecht 2017 The Dissertation of Jennifer F Aubrecht is approved: Committee Chairperson University of California, Riverside Acknowledgements I extend my gratitude to many people and organizations for their support throughout this process. First of all, my thanks to my committee: Jacqueline Shea Murphy, Anthea Kraut, and Amanda Lucia. Without your guidance and support, this work would never have matured. I am also deeply indebted to the faculty of the Dance Department at UC Riverside, including Linda Tomko, Priya Srinivasan, Jens Richard Giersdorf, Wendy Rogers, Imani Kai Johnson, visiting professor Ann Carlson, Joel Smith, José Reynoso, Taisha Paggett, and Luis Lara Malvacías. Their teaching and research modeled for me what it means to be a scholar and human of rigorous integrity and generosity. I am also grateful to the professors at my undergraduate institution, who opened my eyes to the exciting world of critical dance studies: Ananya Chatterjea, Diyah Larasati, Carl Flink, Toni Pierce-Sands, Maija Brown, and rest of U of MN dance department, thank you. I thank the faculty (especially Susan Manning, Janice Ross, and Rebekah Kowal) and participants in the 2015 Mellon Summer Seminar Dance Studies in/and the Humanities, who helped me begin to feel at home in our academic community.
    [Show full text]
  • Führt Der Weg Zum Ziel? Überlegungen Zur Verbindung Des Modernen Yoga*) Mit Patanjalis Yoga-Sutra Annette Blühdorn
    erschienen in zwei Teilen in: Deutsches Yoga-Forum 6/2019, S.30-33 und 1/2020, S.26-31 © Dr. Annette Blühdorn Führt der Weg zum Ziel? Überlegungen zur Verbindung des Modernen Yoga*) mit Patanjalis Yoga-Sutra Annette Blühdorn Er hatte es schon in sich erfahren, dass Glaube und Zweifel zusammengehören, dass sie einander bedingen wie Ein- und Ausatmen. (Hermann Hesse, Das Glasperlenspiel) Als im Juni 2015 zum ersten Mal weltweit der Internationale Yoga-Tag begangen wurde, traten sehr schnell Kritiker auf den Plan, die dieses Ereignis als politische Machtdemonstration der national- konservativen indischen Regierung interpretierten. Yoga solle hier als ausschließlich indisches Erbe und Kulturgut dargestellt werden, während doch tatsächlich der heute überall auf der Welt praktizierte moderne Yoga auch von vielfältigen Strömungen und Einflüssen des Westens geprägt worden sei. So ungefähr lautete damals die Kritik, die mir geradezu ketzerisch erschien; ziemlich heftig wurde da an den Grundfesten meiner heilen Yoga-Welt gerüttelt. Weil aber, wie Hermann Hesse im Glasperlenspiel erklärt, Glaube und Zweifel sich gegenseitig bedingen, wurde es mir bald ein Bedürfnis, mich mit dieser Kritik konstruktiv auseinanderzusetzen. Inzwischen sind die Inhalte dieses Forschungszweigs, der sich mit der Tradition und Entwicklung des Yoga beschäftigt, bei mir angekommen. Ich habe von dem soge- nannten Hatha-Yoga-Project der School of Oriental and African Studies der University of London erfahren, in der groß aufgestellten Webseite von Modern Yoga Research gestöbert
    [Show full text]
  • College": Collection
    The Woman's College of The University of North Carolina LIBRARY COLLEGE": COLLECTION Gift of Delore* .lean Wertz A COMPARISON OF PHYSICAL EDUCATION IN GERMANY AND AMERICA FROM THE YEARS 1860-1930 by Delores Jean Wertz A Thesis Submitted to the Faculty of the Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Master of Science in Physical Education Greensboro July, 1963 Approved by APPROVAL SHEET This thesis has been approved by the following committee of the Faculty of the Graduate School at The University of North Carolina at Greensboro, Greensboro, North Carolina. Thesis ' ]„ '/' f r Director y;, ,;■:>■/ ' ( • if- Oral Examination C" Committee Members C ^jl ■ ■' ',' ' s. \ ■ . ■' . o (J^Ky^ , fc*Ju,i>.«** Vr' Date of Examination HERTZ, DELORES JEAN. A Comparison of Physical Education in Germany and America From the Years 1860-1930. (1963) Directed by: Dr. Rosemary McGee pp:82 A comparison was made of the development of the physical education movement in Germany and America from i860 to 1930. This writer believes that American physical education and German Leibeserziehung are reflections of the political and social attitudes of these two countries. A study was made of the political situation of both countries during this era. The rich cultural heritage and the uneducated political attitude of the Germans were strikingly different from the democracy of the common man in America and the American individualism which were creating a new culture. Socially the current in Germany flowed with the authoritative leaders and was mirrored in the literature. The literature included the extremes of the spirit of the humanity of Goethe to the Germanity of Jahn.
    [Show full text]
  • World Conference on Higher Education
    World Conference on Higher Education Higher Education in the Twenty-first Century Vision and Action UNESCO Paris 5–9 October 1998 Volume I Final Report 5WOOCT[QH major concerns of higher education. Special VJG9QTNF&GENCTCVKQPQP attention should be paid to higher education's role of service to society, especially activities aimed at *KIJGT'FWECVKQP eliminating poverty, intolerance, violence, illiteracy, hunger, environmental degradation and disease, and to activities aiming at the development of peace, through an interdisciplinary and transdisciplinary 1. Higher education shall be equally accessible approach. to all on the basis of merit, in keeping with Article 5. Higher education is part of a seamless system, 26.1 of the Universal Declaration of Human Rights. starting with early childhood and primary education As a consequence, no discrimination can be and continuing through life. The contribution of accepted in granting access to higher education on higher education to the development of the whole grounds of race, gender, language, religion or education system and the reordering of its links economic, cultural or social distinctions, or physical with all levels of education, in particular with disabilities. secondary education, should be a priority. 2. The core missions of higher education Secondary education should both prepare for and systems (to educate, to train, to undertake research facilitate access to higher education as well as offer and, in particular, to contribute to the sustainable broad training and prepare students for active life. development and improvement of society as a 6. Diversifying higher education models and whole) should be preserved, reinforced and further recruitment methods and criteria is essential both to expanded, namely to educate highly qualified meet demand and to give students the rigorous graduates and responsible citizens and to provide background and training required by the twenty-first opportunities (espaces ouverts) for higher learning century.
    [Show full text]
  • WOMAN's COLLEGE of the UNIVERSITY of NORTH CAROLINA GREENSBORO, NORTH CAROLINA HONORS PAPERS 1957/58 Part II 1958
    WOMAN'S COLLEGE OF THE UNIVERSITY OF NORTH CAROLINA GREENSBORO, NORTH CAROLINA / HONORS PAPERS 1957/58 Part II Greensboro, North Carolina 1958 CONTENTS Department of Physical Education War and physical education, an historical study of German physical education Gall Steacy Implications of the relationships between intelligence and physical fitness Katherine A. White Department of Psychology The attempted construction and validation of a test for scientific aptitude Nancy Tharrington Boyd An investigation of the possibility of differential effects of color upon human emotions Dorothy Richmond Department of Romance Languages Paul Eluard Carolyn Cotchett '< 204G47 WAR AND PHYSICAL EDUCATION An Historical Study of German Physical Education Proa 1806 to 1957 By Gail Staaoy Submitted as an Honors Papar in tbs Department of Physical Education THE WOMAN'S COLLEGE OP THE UNIVERSITY OP NORTH CAROLINA GREENSBORO, NORTH CAROLINA 1958 Approved by Director r/^«^ /// Examining Comraitt«« ii ACKNOWLEDGMENT There are several people to whom the writer is extremely grateful. She appreciates the helpful suggestions of Miss Ethel Martus, Dr. Richard Current, and Dr. Franklin Parker, and it has been a pleasure to work with Mrs. S. Hilton Gerringer, who typed this paper. Most especially the writer wishes to express her gratitude to Dr. Rosemary McGee for her untiring interest, assistance and patience. iii TABLE 0? CONTENTS CHAPTER PAGE I. INTRODUCTION 1 II. PHYSICAL EDUCATION IN GERMANY BEFORE 1806 5 III. JAHN AND THE TURNVEREINE 10 IV. FURTHER GROWTH AND INFLUENCE OF THE TURNERS 20 Physical Education in Germany from 1820-1840 The Turners in America Further Development of the Turners in Germany Summary V.
    [Show full text]
  • 02 Hauptdokument / PDF, 9355 KB
    III-755-BR/2021 der Beilagen - Bericht - 02 Hauptdokument 1 von 245 Kunst Kultur Bericht www.parlament.gv.at 2 von 245 III-755-BR/2021 der Beilagen - Bericht - 02 Hauptdokument www.parlament.gv.at Kunst- und Kulturbericht 2020 III-755-BR/2021 der Beilagen - Bericht 02 Hauptdokument www.parlament.gv.at 3 von 245 4 von 245 Kunst- und Kulturbericht 2020 III-755-BR/2021 der Beilagen - Bericht 02 Hauptdokument www.parlament.gv.at Wien 2021 Liebe Leserinnen und Leser, III-755-BR/2021 der Beilagen - Bericht 02 Hauptdokument als wir im Juli des vergangenen Jahres den Kunst- und Kulturbericht 2019 veröffent- lichten, hatten wir gehofft, dass die optimistischen Prognosen über den Verlauf und die www.parlament.gv.at Eindämmung der Pandemie eintreten werden und wir Anfang des Jahres 2021 unser gesellschaftliches und kulturelles Leben langsam wieder aufnehmen können. Es kam anders. Das Virus und seine Mutanten haben es nicht erlaubt, dass wir uns ohne er- hebliche Gefahr für unsere Gesundheit in größeren Gruppen treffen oder als Publikum versammeln. Diese unsichtbaren Gegner haben es unmöglich gemacht, in Theatern, Kinos, Konzerthäusern, Galerien und Museen zusammenzukommen, um das zu tun, was wir alle lieben: gemeinsam Kunst zu erleben und zu genießen. Unser wichtigstes Ziel war es daher, alles zu unternehmen, damit wir am Ende der Pan- demie dort fortsetzen können, wo wir plötzlich und unerwartet aus unserem kulturellen Leben gerissen wurden: All jene, die in unserem Land Kunst machen, die sich dazu entschlossen haben, ihr Leben und ihre ganze Kraft dem künstlerischen Schaffen zu widmen, sollten bestmöglich durch diese schwierigen Zeiten kommen.
    [Show full text]
  • Nachlass-Sammlung Jokl
    Jokl-Sammlung Verzeichnis der 1063 Titel aus dem Nachlass von Prof. Dr. Ernst Jokl im Katalog der Zentralbibliothek der Sportwissenschaften der Deutschen Sporthochschule Köln Köln 19.10.2015. Ein Dokument der Zentralbibliothek der Sportwissenschaften der Deutschen Sporthochschule Köln (ZBSport). Zusammengebaut von Florian Seiffert ([email protected]) mit Aleph 500, perl, mysql und LaTeX. Dieses Dokument steht unter der CC0-Lizenz. 2 6. Turn- und Sportfest und 6. Kinder- und Jugendspartakiade der DDR Leipzig 25. - 31. Juli 1977 = 6. Sports and gymnastics festival and 6. Children and Youth Spartakiad of the GDR = 6. Festival sportif et gymnique et 6. Spartakiade des Enfants et des Jeunes de la R.D.A. / her- ausgegeben vom Deutschen Turn- und Sportbund der Deutschen Demokratischen Republik. [Dresden]: [Verl. Zeit im Bild], 1977. 79 Seiten: überwiegend Illustriert. ) 2 Bücher - Magazin: 2008 / 466 - Magazin: 30657 ) ZBSport-Systematik: - 2 His 770 DDR, SBZ (Sowjetisch besetzte Zone) - 6 Tur 100n Allgemeine, kategorienübergreifende, formale Aspekte im Gebiet Turnen, Gerätturnen, Kunstturnen, Festschriften, Jubiläen, hier auch reine Veranstal- tungsprogramme von Festen, Jubiläen; aber auch Programme sonstiger Veran- staltungen ) Ausführliche Angaben: HT011029267 U.S.S.R. joins the I.F.B.B. mission accomplished / International Federation of Bodybuilders. Montreal: 1988. 15 Seiten: Illustratio- nen. ) Ein Buch - Magazin: 2008 / 121 ) ZBSport-Systematik: - 6 Gew 115k Gewichtheben, Kraftsport (inklusive Wettkampfformen, Sonderformen) in einzelnen Ländern, Staaten der ehemaligen UdSSR ohne Baltische Staaten, geographisch: Osteuropa II mit Rußland, Weißrußland, Ukraine, Moldau; Vor- derasien I mit Georgien, Armenien, Aserbaidschan; Zentralasien I mit Kasach- stan, Turkmenistan, Usbekistan, Tadschikistan, Kirgisistan - 6 Gew 800 Body-Building , Körperkulturistik ) Ausführliche Angaben: HT015441418 XII.
    [Show full text]
  • Jaina Studies
    JAINA STUDIES Edited by Peter Flügel Volume 1 2016 Harrassowitz Verlag . Wiesbaden Johannes Klatt Jaina-Onomasticon Edited by Peter Flügel and Kornelius Krümpelmann 2016 Harrassowitz Verlag . Wiesbaden Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.dnb.de abrufbar. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the internet at http://dnb.dnb.de. For further information about our publishing program consult our website http://www.harrassowitz-verlag.de © Otto Harrassowitz GmbH & Co. KG, Wiesbaden 2016 This work, including all of its parts, is protected by copyright. Any use beyond the limits of copyright law without the permission of the publisher is forbidden and subject to penalty. This applies particularly to reproductions, translations, microfilms and storage and processing in electronic systems. Printed on permanent/durable paper. Printing and binding: Hubert & Co., Göttingen Printed in Germany ISSN 2511-0950 ISBN 978-3-447-10584-2 Contents Acknowledgments .............................................................................................................. 7 Life and Work of Johannes Klatt ........................................................................................ 9 (by Peter
    [Show full text]
  • A Briefly Annotated Bibliography of English Language Serial Publications in the Field of Physical Culture Jan Todd, Joe Roark and Terry Todd
    MARCH 1991 IRON GAME HISTORY A Briefly Annotated bibliography of English Language Serial Publications in the Field of Physical Culture Jan Todd, Joe Roark and Terry Todd One of the major problems encountered when an attempt is made in January of 1869 and that we were unable to verify the actual starting to study the history of physical culture is that libraries have so seldom date of the magazine. saved (or subscribed to) even the major lifting, bodybuilding and “N.D.” means that the issue did not carry any sort of date. “N.M.” physical culture publications, let alone the minor ones. Because of this, means no month was listed. “N.Y.” means no year was listed. “N.V.” researchers have had to rely for the most part on private collections for means that no volume was listed. “N.N.” means that no issue number their source material, and this has limited the academic scholarship in was assigned. A question mark (?) beside a date means that we are the field. This problem was one of the major reasons behind the estimating when the magazine began, based on photos or other establishment of the Physical Culture Collection at the University of evidence. Texas in Austin. The designation “Current” means that, as of press time, the Over the last several months, we have made an attempt to magazine was still being published on a regular basis. You will also assemble a comprehensive listing or bibliography of the English- note the designation “LIC.” This stands for “Last in Collection.” This language magazines (and a few notable foreign language publications) simply means that the last copy of the magazine we have on hand here in the field of physical culture.
    [Show full text]
  • Scholarly Editing and German Literature: Revision, Revaluation, Edition
    Scholarly Editing and German Literature: Revision, Revaluation, Edition <UN> Amsterdamer Beiträge zur neueren Germanistik Die Reihe wurde 1972 gegründet von Gerd Labroisse Herausgegeben von William Collins Donahue Norbert Otto Eke Martha B. Helfer Sven Kramer VOLUME 86 The titles published in this series are listed at brill.com/abng <UN> Scholarly Editing and German Literature: Revision, Revaluation, Edition Edited by Lydia Jones Bodo Plachta Gaby Pailer Catherine Karen Roy LEIDEN | BOSTON <UN> Cover illustration: Korrekturbögen des “Deutschen Wörterbuchs” aus dem Besitz von Wilhelm Grimm; Biblioteka Jagiellońska, Libr. impr. c. not. ms. Fol. 34. Wilhelm Grimm’s proofs of the “Deutsches Wörterbuch” [German Dictionary]; Biblioteka Jagiellońska, Libr. impr. c. not. ms. Fol. 34. Library of Congress Cataloging-in-Publication Data Names: Jones, Lydia, 1982- editor. | Plachta, Bodo, editor. | Pailer, Gaby, editor. Title: Scholarly editing and German literature : revision, revaluation, edition / edited by Lydia Jones, Bodo Plachta, Gaby Pailer, Catherine Karen Roy. Description: Leiden ; Boston : Brill, 2015. | Series: Amsterdamer Beiträge zur neueren Germanistik ; volume 86 | Includes bibliographical references and index. Identifiers: LCCN 2015032933 | ISBN 9789004305441 (hardback : alk. paper) Subjects: LCSH: German literature--Criticism, Textual. | Editing--History--20th century. Classification: LCC PT74 .S365 2015 | DDC 808.02/7--dc23 LC record available at http://lccn.loc.gov/2015032933 This publication has been typeset in the multilingual “Brill” typeface. With over 5,100 characters covering Latin, IPA, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface. issn 0304-6257 isbn 978-90-04-30544-1 (hardback) isbn 978-90-04-30547-2 (e-book) Copyright 2016 by Koninklijke Brill NV, Leiden, The Netherlands.
    [Show full text]
  • Johann Heinrich Pestalozzi, a Trajetória E a Fundamentação Da Pedagogia Moral (1746/1827)
    Programa de Pós-graduação - UNIUBE DOI: http://dx.doi.org/10.31496/rpd.v18i39.1216 _________________________________________________________________________________________________________________ Johann Heinrich Pestalozzi, a trajetória e a fundamentação da pedagogia moral (1746/1827) Anderson Claytom Ferreira Brettas Instituto Federal do Triângulo Mineiro – IFTM, Brasil RESUMO Nascido em Zurique, na Suíça, em 1746, Johann Henrich Pestalozzi é, por excelência, um dos fundadores da educação contemporânea. Leitor de Jean Jacques Rousseau, influenciado pelo naturalismo e pelo romantismo, ativista sintonizado com as lutas políticas de seu tempo, Pestalozzi conjugou como poucos autores a prática pedagógica com a produção e sistematização teórica, com a atuação, tanto na fundação e direção de escolas, quanto na publicação de uma vasta literatura. Entre vários aspectos, ressaltou a questão social e a democratização da escola com a defesa do ensino público, ideias que influenciaram a organização educacional de vários sistemas nacionais de ensino. O presente artigo trata das passagens biográficas mais relevantes e os aspectos conceituais das contribuições de Pestalozzi no campo das reflexões pedagógicas. O presente artigo visa resgatar e apresentar, a partir de análises bibliográficas, a trajetória de J.H.Pestalozzi e os elementos teóricos e conceituais de suas obras que circunstanciam a construção de uma pedagogia com ênfase na formação moral. PALAVRAS-CHAVE: Johann Heinrich Pestalozzi. Pedagogia moral. Educação contemporânea JOHANN HEINRICH
    [Show full text]