Maria Panagiotopoulou

The term paideia drawn from ancient Greek Philosophy. Paideia is a general term, which is connected with ethic, rhetoric, mathematics, grammar, physics, even astronomy, etc. Paideia is the necessary precondition for effective democracy. In this paper we discuss about paideia as a special element for the establishment of democracy. We will try to speak especially about sophists, the traveling professional teachers, and the connection existed between them and democracy. Democratic institution had created a demand for an education that would prepare men for public life. We should ask what kind of education is necessary for city and citizens. This new kind of education was promoted by the sophists, who taught techniques for the public speaking and analyzed various subjects for social life. Democratic order relies on the dynamic reconciliation of man’s particularity and autonomy with the requirements of communal life. This is a result of new paideia. We also need to ask, according to the fragments of the sophists, if all the Sophists believe in democracy, and why sophists choose Athens to develop their political ideas and practices. What was the role of Athens to their teachings? Which is the consequence of their teaching to Athenian Democracy? A detailed and a comprehensive study of their ideas is essential to display their intellectual developments.

The identity of athletic phenomenon is influenced by numerous national and international factors. This section analyzes the significance of participation in the Olympic Games, as defined by the Olympic Charter and the Olympic Movement. Participation in the Olympic Games, akin to the “Ancient Olympia," was historically significant, facilitated by the concept of "Ekecheiria,"(Ἐκεχειρία) which ensured peace during the games. Today, the responsibility for organizing the Games lies not with the state but with organizations that embody national characteristics. This presents a complex challenge: the Olympic Committee (O.C.) must address not only participation but also the prerequisites for athletes’ participation through National Olympic Committees (NOCs). A critical question arises regarding the relationship between the ancient and modern games. Furthermore, the issue surrounding the institution of Ekecheiria," (Ἐκεχειρία) which aimed to guarantee participation and security, cannot be effectively implemented without intervention from the United Nations. This is due to the fact that the International Olympic Committee (I.O.C.) operates as a private national organization that lacks enforcement power.

The paper focuses on exploring the relationship that can be developed between revolution and sports. Specifically, it aims to identify, present, analyze, and systematize the philosophical and pedagogical perspectives formulated by philosophers who lived and presented their ideas during revolutionary periods. The study delves into a) bodily education during the French Revolution, which contributed liberal and radical ideas, significantly altering the trajectory of modern societies. In particular, the views of representatives from the European Enlightenment, the English empiricist J. Locke, and the French physiocrat philosopher J.J. Rousseau are presented; b) physical education during the Greek Revolution, which aimed to awaken the Greeks through the dissemination of Enlightenment ideas; and c) physical education in modern revolutions. It is observed that in the ideas formulated during these historical periods, physical education served specific purposes, treating the individual as a whole, encompassing both body and mind.

This paper attempts a detailed and in-depth examination of the particular case of Thrasymachus’ behavior. Our attempt is not to provide a consistent analysis and interpretation of Thrasymachus’ account of justice, but to present his rhetorical skills. In particular, the aim of this paper is to provide an account of behavior as an essential parameter in his teaching of rhetoric. Plato’s choice of Thrasymachus in order to confront Socrates is not a random one. He chooses a renowned Sophist in the art of rhetoric, who places great emphasis on the release of emotions in rhetorical speech. Against this backdrop, following Thrasymachus’ arguments and behavior, we might configure his pedagogical method of teaching rhetoric.