Ethics and Eudaimonic Well-Being

Hirata, Johannes

doi:10.1007/978-3-319-42445-3_3

Cited by 4 publications

(1 citation statement)

References 15 publications

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“…Almost each of the authors of the recent 38-chapter volume on eudaimonic well-being (Vittersø, 2016a) positioned (implicitly or explicitly) themselves in relation to Aristotle's original ideas. Several of them connected excellence/virtue with eudaimonia (Fowers, 2016;Haybron, 2016;Hirata, 2016;Proctor & Tweed, 2016;Schwartz & Wrzesniewski, 2016;Steger, 2016), with Hybron (2016) observing "it is odd that neither "virtue" nor "excellence" makes its way into most eudaimonic scales" (p. 49). What is important in these views is the conceptualization of hedonia and eudaimonia as actions motivated to serve primarily "me" or "us", respectively.…”

Section: Hedonia Andeudaimoniamentioning

confidence: 99%

Teaching a Holistic, Harmonious and Internal Motivational Concept of Excellence to Promote Olympic Ideals, Health and Well-Being for All

Παπαϊωάννου

2017

Journal of Teaching in Physical Education

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Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.

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