The move towards globalisation, the relative ease in the accessibility of knowledge and the identiˆcation of social problems of injustices, inequalities, rampant consumerism and antisocial behaviours brings into focus the need for education programmes throughout the world to question whether they areˆt for`purpose'. In this regard, the philosophy of Olympism, which aspires to promote virtuous behaviours in order to contribute to building a more peaceful and better world through the ethical practice of physical education and sport, has a useful legitimacy. Yet, some scholars have suggested that present Olympic education has negligible learning and relevance, is not focussed on Olympism and is`apedagogical' while others criticise Olympic education as ideological inscription. To address this, the International Olympic Committee (IOC) needs to take leadership in the promotion of Olympism through physical education and sport programmes. This article highlights a key point of diŠerence from present Olympic education by fostering Olympism education that focuses on Olympism. Olympism education would need to adopt a pedagogy that is emancipatory in nature and socially transformative in action if it is to be eŠective. The adoption of a critical pedagogy for Olympism education, through physical education, is a complex arrangement but it does have the capacity to facilitate the confrontation of problems within a legitimate learning context. The article concludes by asserting that this arrangement would meet the aims of the IOC's education mandate and facilitate the achievement of the IOC's goal of a more peaceful and better world through physical education and sport.

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