Building a Wall Against Refugees: The Refugee Olympic Team & American Politics

Authors: Travis Scheadler, Alan Ledford, Ph.D.

Corresponding Authors:
Travis Scheadler
(937) 751-5799
6811 Oakland Rd
Loveland, OH 45140
Wilmington College

Alan Ledford, Ph.D.
(937) 481-2253
1870 Quaker Way
Pyle Box 1246
Wilmington, OH 45177
Wilmington College

Building a Wall: The Refugee Olympic Team & American Politics

In 2015, the International Olympic Committee (IOC) announced that 10 athletes would make up the new Refugee Olympic Team (ROT) for the 2016 Summer Olympic Games in Rio. The IOC formed the ROT to increase awareness for the refugee crisis and improve attitudes towards refugees. Google provided evidence that searches for “refugee” and other similar terms and phrases skyrocketed during the Olympic Games. The present study investigates the effect of the ROT on attitudes towards refugees. A two-way multivariate analysis of variance (MANOVA) analyzed the effects of the ROT and attendance at a refugee awareness event while another one-way MANOVA analyzed the effects of the Travel Ban. The lack of significant results stemming from the ROT media intervention may indicate that the ROT was not effective in changing attitudes towards refugees. Media toward the Travel Ban and the U.S. presidential election in 2016, however, may have had an impact as support for the Travel Ban was significantly related to prejudice, symbolic threat, realistic threat, empathy, and altruism. Although the ROT was meant to counteract negative media, the negative media may have been framed as more important than the ROT. These findings provide important data for further sport-for-peace interventions.
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Coubertin’s Influence on Education, Sports, and Physical Education

Authors: Edward Burgo

Corresponding Author: Edward Burgo

Edward C. Burgo, Jr.
1900 Seacrest Drive
Gautier, MS 39553
(228) 324-0439

In the final year of his doctoral coursework at the United States Sports Academy (USSA), Edward currently works as a counselor at Pascagoula High School in Pascagoula, Mississippi. Having run and coached the Nicholls State University cross country team, he has enjoyed working with adolescents in athletics and academics for the past 42 years. In sports, amateurism has always interested Edward; so the connection to Olympism turned into an obvious course of study making his choice to attend USSA a great decision. Son to Edward Senior and Janice Burgo, Edward was the oldest of five children and contributes his drive and passion to his parents, and gives great credit to them for encouragement to continue on the path of education. Special thanks given to Edward Douglas White Catholic High School for the education that has led to Edward’s success.

Coubertin’s Influence on Education, Sports, and Physical Education

Pierre de Coubertin, father of the modern Olympic Games, traveled to England and the United States with the hope of changing the educational system in France. His first-hand observance of the effect that sport had on education helped to create his educational philosophy. In his efforts to create an environment of learning for students that would bring a moral and healthy life to the classroom, he changed the world. With Coubertin’s vision and drive, he was able to create an event that incorporated education, art, and a moral character in the design. The growth of the Olympic Games has touched many nations leaving a legacy in host cities that will remind people for generations of the peaceful message the event brings.
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The Benefits of Bidding and Hosting the Olympic Games are Difficult to Justify Due to the Overall Costs

Authors: Edward Burgo and Fred J. Cromartie

Corresponding Author:
Fred J. Cromartie
Director of Doctoral Studies
One Academy Drive
Daphne, AL 36526

In the final year of his doctoral coursework at the United States Sports Academy (USSA), Edward currently works as a counselor at Pascagoula High School in Pascagoula, Mississippi. Having run and coached the Nicholls State University cross country team, he has enjoyed working with adolescents in athletics and academics for the past 42 years. In sports, amateurism has always interested Edward; so the connection to Olympism turned into an obvious course of study making his choice to attend USSA a great decision. Son to Edward Senior and Janice Burgo, Edward was the oldest of five children and contributes his drive and passion to his parents and gives great credit to Dr. Fred Cromartie for encouragement to continue on the path of education. Special thanks given to Coach Eddie Cole, Coach M.T. Tatum and Brother John Hotstream for mentorship and contributions to the success Edward has been blessed to receive.

Dr. Fred J. Cromartie, is the Director of Doctoral Studies at the United States Sports Academy.

The Benefits of Bidding and Hosting the Olympic Games are Difficult to Justify Due to the Overall Costs

In examining the high cost of placing a bid or hosting the Olympic Games, cities face a dilemma. Benefits and risks may not be worth the investments. Data were used from past Olympic successes and failures with the addition of comparable events and outcomes. Tangible and intangible results were considered in establishing benefit justification. Studies find that bidding cities as well as host cities seem to benefit through world recognition; however, the cost is extreme and creates questions about financial risks. Poor countries seem to be apprehensive due to the capital investments involved leaving opportunity for the affluent countries to invest money in infrastructure. The attraction of world-wide attention allows the wealthy countries an opportunity to risk capital with the possibility of stimulating the economy through tourism and trade.
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Olympic Sports of the Future

Authors: Dr. Ray Stefani*(1)

(1) Dr. Ray Stefani is a Professor Emeritus, California State University, Long Beach

*Corresponding Author:
Dr. Ray Stefani
25032 Via Del Rio
Lake Forest, CA, 92630

This paper explores possible future Olympic sports by examining the past. The ancient Olympic Games began in 776 BC with just one running event. Over the centuries, five more Track and Field (Athletics) events were added as well as four other sports with 22 events. These new sports kept the Olympics relevant to the times and interesting enough that the Games survived until 277 AD, At least two emperors competed and became Olympic champions. During the modern Olympic Games though 1992, organizers provided flair by adding non-medal demonstration sports, albeit in a rather haphazard manner, some of which became permanent sports. As the number of events rose to fill the available time period of both the Summer and Winter Olympics, a rather rigid system was used to limit the number of sports. That system had less-than-ideal success in adding new sports, which had to be at the expense of deleting older sports. The International Olympic Committee recently enacted Olympic Agenda 2020, which includes a much more flexible system for adding new sports. Under control of the International Olympic Committee Executive Board, an organizing Committee may request to add medal sports for that Games and that same IOC Committee can add new sports permanently, by modifying the number of events, without necessarily dropping existing sports. This paper examines the recent request by the 2020 Tokyo Organizing Committee as well the complete list of recognized sports from which new sports must be drawn, to gauge the possible types of future Olympic sports.

Keywords: Olympics, Ancient Olympics, recreational sports, future Olympic sports, official Olympic sports, recognized Olympic sports
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Comparison of Confucianism with Coubertin’s Olympism in Selected Dimensions

Submitted by Manfred Messing
Manfred Messing , Dr.phil, sciences , Prof. em. at the Johannes Gutenberg University of Mainz for Sport Sociologie

Hans 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 “multi-compatibility.” 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.

The question is, how far Confucianism corresponds with the main ideas of Coubertin’s Olympic philosophy? Is it true, what Rudyard Kipling writes in the first two lines of his ballad of East and West: “…East is East and West is West, and never the twain shall meet, Till Earth and Sky stand presently at God’s great Judgement Seat…”?

It is assumed, that high agreement between Coubertin and Confucius exists, if
1. The very concrete formulations show conformity.
2. Important elements of the two concepts are directly exchangeable;
3. Elements of one philosophical system fill up a gap, being a deficiency of the other.
4. The context of these elements is exchangeable (e.g. a relation to a ritualized physical contest).
Was Coubertin’s Personal Motto Derived from Confucius’ Teachings?

A test of the first question we owe to Susan Brownell, University of Missouri, who wrote Norbert Müller (2008, January 19), that she wonders if the phrase “voir loin, parler franc, agir ferme,” which is on the “ex libris” emblem that Coubertin put into his books, was inspired by a similar Chinese phrase, appearing in the “Way of the Mean” (Zhong Yong), one of the sections of the “Book of Rites” namely: “Study (learn) broadly, ask carefully, think prudently, distinguish (argue) clearly, act sincerely (earnestly, seriously)” (citation according to Brownell).

In the translation by James Legge (1885), it is said: He [the man who wants to have a clear understanding of what is good] “extensively studies what is good; inquires accurately about it; thinks carefully over it; clearly discriminates it; and vigorously practices it” (p. 318).

Brownell commented:
“Since 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.”

Of course there is a probability that Coubertin did read the “Way of the Mean,” because of his educational ethical interest, and of his “eclecticism” (Wirkus, 1987).
In fact, Coubertin had mentioned Confucius several times in his writings:
– Revue mensuelle du Touring-Club de France, March 20th, 1920, pp. 146-150
– Revue Olympique, April 1907 “Aux Champs-Elysées”
– Pedagogie Sportive. Paris, G. Crès, 1922
– Histoire Universelle, Vol. I: Les Empires d’Asie. Aix-en-Provence, 1926-27. Here he gives a concise judgement about Confucius: L’homme est sympathique; la doctrine est pauvre” (p. 56).

Obviously Coubertin did not see the similarities between his own central term “Eurhythmics” and the teachings of Confucius in the “Way of the Mean.” It is therefore doubtful, that Coubertin had more than a superficial knowledge of Confucius’ philosophy.
The probability of borrowing Confucius’ ideas for Coubertin’s 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’s phrase with the text from the “Zhong Yong” or – as Legge (1885) translated the title of the book – “The State of Equilibrium and Harmony,” we can see only one equivalent: Practice vigorously: act firmly (p. 300).

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.


Translation of Legge Citation of,Brownell Coubertin
1. “extensively studies” study broadly
1. “extensively studies” ask carefully
3. “thinks carefully” think prudently (1. see afar)?
4. “clearly discriminate” distinguish clearly
5. “vigorously practice” act sincerely 3. act firmly
2. speak frankly

The third imperative has a small connotation to “see afar,” because the prudent thinker should be aware of the future consequences of wrong conclusions. However, we stress the meaning of “see afar” as having a wide perspective, considering at least the near future and not only the next day (as the claim for sustainable development implies).

In the Li Gi, careful thinking alone is not enough to foresee the future. That is a result of “self-completion” and “wisdom” (Legge, 1885, p. 321): “It is characteristic of him, who is entirely perfect that he can foreknow” (p. 320)

“Speak frankly” contradicts partly the admonition No. 18 in “The Book Dsong Dsi” (Chapter 6 of Li Gi, p. 155) “Cautious in speaking”: “If you could say something, which would not believed in [by others], so you should better not say it.” On the other hand it is said: “If he [the nobleman] does not believe in the words of others, he should not agree with them.” Of course, according to the rule beforehand others should not say something I cannot agree upon – otherwise the harmony would be disturbed. This is certainly not the meaning of Coubertin’s “Speak frankly.”
On Compatibility of Confucianism with Coubertin’s Olympism

In the following, the focus is on 10 dimensions which are meaningful for Coubertin’s Olympism as well as for the teachings of Confucius. These dimensions are:
1. Metaphysical Orientations
2. Historical Configurations, in which the Philosophies developed
3. Leading Ideas
4. Sources of Inspiration of the Philosophers
5. Recommended Means of Education
6. Aims of Education
7. Main Clients, the Philosophies are addressed to
8. Rank Order of Values
9. Usefulness of Philosophies in Everyday Life
10. Projections of a Future Society

(1) In this section we refer to German texts, which are translated into English by M. Messing. For a more elaborated investigation see: Messing, Müller, and Bohnstedt (2008, pp. 223-248). – 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… (Wilhelm, R., 2007 [1930], p. 23).

A qualitative content analysis of Confucian thought and Coubertin’s 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.

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: “However, I don’t know if this will keep away mischief from heaven” (Li Gi, 2007, 132 f.).

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.

Tab. 2: Comparison of two Philosophies

Dimension Confucius (K.) Coubertin (C.)
1. Metaphysical Inner-worldly
orientation, but respect in front of the unexplorable
Inner-worldly oriented
“religion athletae” (C. 137)
2. Historical Configuration Decline of the old order Defeat of France, 1871
3. Leading Idea Harmony Progress and Eurhythmics
Concrete aims Re-establishment of
social order by “rectification of names” (K. 154)
At the beginning: “Rebronzer
la France” (C. 1888),Later: “Brotherhood of body an
spirit” (C. 130)
4. Sources of inspiration
Abstract History History
concrete Old imperial times: “I
follow the morals of Dschou.” (which are still practiced today) (Li Gi, p. 49)
Olympic Competitions in
5. Means of Education
Abstract Master instruction and
his good example, self education
Sports force “to measure and
excess” (C. 66)
Sport education
concrete music Olympic Games as unity
of sports and art
Customs as rituals Rules of sport with
ritual character, Olympic ceremonies

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.
3. Leading ideas of both reformers – harmony and eurhythmics – seem to mean basically the same. Eurhythmics is understood by Coubertin as the “taste for due measure” (1918). This principle is inseparable combined with the Olympic Idea of progress “Citius – Altius – Fortius.” Coubertin in this relation stands in contradiction to Confucius, when he praises passionate sport engagement.

In his own words:
“Mankind 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” (180, 21).

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 “rectify the names.” 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’s sonnet LXVI, where the poet complains about the following inversions of the right order:
“ And right perfection wrongfully disgrac’d.
And strength by limping sway disabled,
And art made tongue-tied by authority,
And folly (doctor-like) controlling skill,
And simple truth miscall’d simplicity,
And captive good attending captain ill (…)”
Coubertin’s way to eurhythmics can be marked at the beginning as “Rebronzer la France,” later as “brotherhood of body and spirit,” “social integration” – concerning the class conflict – and “peaceful internationalism.”

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 – 5th century B. C.), the Frenchman in the Olympic competitions of classical Hellas.

6. Abstract aims of Education Spiritual aristocracy Aristocracy through,“perfection of muscles” (C. 37)
concrete Control of passions,
composure, understanding the meaning of rites to stabilize ritual culture,
emotional forming by music
“noble minded and moral,purity, (…) edurance and psychic energy” (C. 116)
7. Main Clients Leading class, civil
8. Rank of Values
Money vs. Honour “His heart (of the noble) is
not for sale.” (Li Gi, 253)
Protect modern sports from
commercialism (C. 9),“disqualify pseudo-amateurs”
(C. 1931, 105)
Way vs. Aim “Harmony is the way on
earth leading to the aim.” (Li Gi, 32)
“Essentially is not to
be victorious, but to have fought in a gallant good way.” (C. 22)
9. Usefulness of Philosophy Without limitations “how many a courageous
swimmer let discourage himself in the floods of human ocean (…)” (C. 57)
10. Future Society Golden era, if “saints
have got the Empire (…)” government by “trustworthyness of goodness” (Li Gi,
135 passim)
“the society of future will,be altruistic, or it will be not exist (…)” (C. 142)

C. = de Coubertin, P. Der Olympische Gedanke. Schorndorf 1967.
C. 1931 = de Coubertin, P. Olympische Erinnerungen. Frankfurt am Main – Berlin 1996 [1931].
K. = Konfuzius. Gespräche (Lün Yü). Kettwig 1989.
Li Gi: Das Buch der Riten, Sitten und Gebräuche. Köln 2007 [1930].
C. 1888, in: Une Campagne de 35 ans. In: Revue de Paris: 30 (1923), 11, p.688.

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.
The different educational means – like practiced customs and the rules of sports – have both a ritual character – an example for commonness within the difference.

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 – analogous to Confucius.

7. and 8. Aristocracies of spirit and of muscles should not make themselves dependent on money: especially in the case of civil servants – a group which Confucius addressed – the orientation at one’s own interests instead of the common good leads to corruption.
Coubertin rejects the “Mercantilization” of sports and pseudo-amateurs, but in 1931 (“Olympic Memories”) he moderates his rigid defense of an exclusive admission of amateurs to Olympic Games, saying, “that there are many false amateurs, who have to be sanctioned as well as professionals, who deserve indulgence …”

Although in high achievement sports the “Victory-Defeat-Code” (Bette, 2005, p. 172) seems to be the guiding principle, Coubertin underlines, that in life “essentially is not to be victorious, but to have fought in a gallant good way.”
Here he is in principal agreement with Confucius, that “on earth” only the way of harmony leads to any aim.

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.

10. The difference should not be exaggerated. In the last analysis Coubertin’s philosophy is about a reform of society by an education directed towards altruism. According to Immanuel Kant “only that one is worth a positive honour, whose actions contain more than he is obliged to do.”
This “more giving than receiving” corresponds in its extreme form with the type of a “saint,” 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 “Golden Age,” where “saints rule the Empire” by Bo I, clerk of the Ruler of Yü. According to Bo I, in Chinese antiquity such characters were “organizers of a world empire,” who regulated state and people “on the base of mutuality” (Li Gi, p. 135). Within the hierarchy of values they appreciated “on top the goodness and then the rank order, followed by strength, beauty, archery and coach-driving.”

The often-exaggerated contrast of Eastern and Western thought seems here to be mitigated with regards to Plato’s “Rule of Philosophers” as a Western counterpart. According to Kant the “last determination of mankind (…)” is “the greatest moral perfection,” based on freedom and attained by education. In spite of many differences, Confucius and Coubertin stand for two ways of man’s “cultivation.”

Therefore, we can follow the conclusion of Li-Hong Hsu (2012), from Da-Yeh University in Taiwan, that “it 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.

Bette, K.H. (2005). Körperspuren. Zur Semantik und Paradoxie moderner Körperlichkeit. Bielefeld (2nd ed.).

de Coubertin, P. (1908). Die Treuhänder der Olympischen Idee. Les Trustees de l´Idée Olympique. In: Der Olympische Gedanke. Reden und Aufsätze. Schorndorf bei Stuttgart 1967, 20-22.

de Coubertin, P. (1918, November 2). Briefe zur Olympischen Idee. Lettres Olympiques IV In: P. de Coubertin. Der Olympische Gedanke. Reden und Aufsätze. Schorndorf bei Stuttgart 1967, pp.65f.

de Coubertin, P. (1923). Une Campagne de 35 ans. In: Revue de Paris: 30 (11), pp. 688.

de Coubertin, P. (1926-1927). Histoire Universelle, Vol. I: Les Empires d´Asie. Aix-en Provence. Citation from: Coubertin, P. de: Empires de l´Est: Chine et Tibet. In: Müller, N./Messing, M. (Eds.): Olympism – Erbe und Verantwortung. Olympism – Heritage and Responsibility. Kassel 2008, pp.51-68.

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.

de Coubertin, P. (1967). Der Olympische Gedanke. Reden und Aufsätze. Schorndorf bei Stuttgart.

Hsu, L.H. (2012). An inquiry on compatibility between East Asian Confucianisms and modern Olympism – a humanistic and global perspective. Paper (very first draft). Da-Yeh University Taiwan.

Konfuzius. (1989). Gespräche (Lün Yü) (nach der englischen Übersetzung von J. Legge, neu herausgegeben von K. Bock). Kettwig.

Legge, J. (Translator). (1885). The sacred books of China. The texts of Confucianism. Part IV. The Li Ki, XI-XLVI. Oxford.

Lenk, H. (1972). Werte, Ziele, Wirklichkeit der modernen Olympischen Spiele. Schorndorf bei Stuttgart (2nd ed.).

Li Gi. (1930). Das Buch der Ritten, Sitten und Gebräuche. Aus dem Chinesischen übersetzt und herausgegeben von Richard Wilhelm. Köln 2007.

Messing, M., Müller, N., & Bohnstedt, K. (2008). Coubertins Eurythmie-Prinzip als chinesischen Philosophie. In: Müller, N./Messing, M. (Eds.) with cooperation of K. Bohnstedt: Olympismus – Erbe und Verantwortung. Olympism – Heritage and Responsibility. Kassel 2008, pp.223-248.

Wilhelm, R. (1930). Einleitung. In: Li Gi. Das Buch der Riten, Sitten und Gebräuche. Aus dem Chinesischen übersetzt und herausgegeben von Richard Wilhelm. Köln 2007, 11-30.

Wirkus, B. (1987). Pierre de Coubertin´s philosophical eclecticism as the essence of Olympism. In: Müller, N. (Dir.ed.): L´actualité de Pierre de Coubertin. The Relevance of Pierre de Coubertin Today. Rapport au Symposium du 18 au 20 mars 1986 à l´Université de Lausanne. Report of the Symposium 18th to 20th march 1986 at the University of Lausanne. Niedernhausen/Taunus 1987, 179-190.