The Rice Thresher (Houston, Tex.), Vol. 51, No. 4, Ed. 1 Wednesday, October 2, 1963 Page: 10 of 12
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Ten
THE THRESHER
WEDNESDAY, OCT. 2, 1963
Bearden Cites Aim, Value Of Physical Education
As colleges and universities examine their are the components of an educated person?"
places in the structure of American life, they The answers usually include the intellectual,
emphasize their dual role of meeting the con- the social, the moral, and the physical. These
tinuous need for broadening the individual, at the factors differ in relative importance from one
same time preparing him professionally for period of life to another, depending upon vary-
useful service to mankind. ing individual roles and responsibilities.
Some of the experiences within a university But in every part of life, each of these fac-
ar<
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more with thejife of the student himself. Physi- tion of basie g°od health. It implies freedom
cal education serves this last function. from disease, enough strength, agility, endur-
ADMITTEDLY IT does not operate in every ance' and skiH to meet the demands of daily
== w*. niv. wimill a uiiAveiaity * 1 --*-7 —— — -— =
| are designed to impart knowledge, some empha- tors is important for effective living. Fitness g
g size its use and interpretation, but others deal for living rests first of all upon a solid founda- gj
1 respect as other courses. It is nonetheless aca- livin": reserves sufficient to withstand ordinary |
1 demic. There is nothing in any definition of the stl'esses without strain; and mental and emo- |
term which would categorize a modern program
of physical education as non-academic.
The laboratories, the play fields, gymnasium,
and pools are not laboratories where bridges
are planned, or formulas tested. No do we seek
in them new strains of bacteria or new spectral
tional adjustment appropriate to the maturity
of the individual.
PHYSICAL FITNESS is but one element in
total fitness. The top limits one can achieve in
fitness are determined largely by heredity. How-
ever, the extent to which the individual develops
phenomena. They are laboratories where changes his Potential is dependent upon his daily living
in human personality take place, where human Practices, including exercise habits.
resources are cultivated.
THE AVAILABILITY of the Physical Educa-
tion Department—its staff, facilities, and pro-
gram and its congenial atmosphere attracts
students. They mingle and they learn from each
other. If Henry Steele Commager, the historian,
is correct when he says that much of education
takes place in the association of students, then
the program is significant in offering this kind
iif opportunity. This is why we say we try to edu-
cate through the physical and not of the physi-
1'
t:
Changes have taken place in modern living,
including increased availability of easy modes of
transportation and labor-saving machinery. As
a result, more and more persons have tended
toward a sedentary existence. From time to time
in emergencies of various types, sudden and un-
usual physical demands may be laid upon indi-
viduals and groups.
THE POSSESSION of physical strength, agil-
ity, and endurance may enable the individual
or group to survive, while the lack of fitness
may spell catastrophe.
For the most part, we at Rice do not try to
duplicate high school activities. No student is
that physical education ai the college level overlooked and none is ignored. To the "star"
ke remedial mathematics—good only for :Ukl the "dud" alike the Department extends its
1 vim have not had it in high school or who attention, offers its instruction, counsel, and
it c'lly for some therapeutic type of physi- iacuities.
evelopment. This view is largely inaccurate. Our purpose is to see in the students con-
■ developmental needs of college students struetive changes in personality, solution of
real and continuous. They are manifest Personal problems, improved physical develop-
not just a few. These needs do nient- and acquisition of social, creative, and
si.• a 1 education experiences are develop-
l —not remedial. There are some who be-
lli
i.u<
recreational skills useful to the individual stu-
apstear with age. To remove such a pro- _
I grain from t Fie schedules of the vast majority ('ent now and in the years after college. M
I of <-o!lege students would remove a part of ex*' FRANK W. BEARDEN M
| p"' i"iice needed for best development.. Assoc. Prof, of M
| I HAVE OFTEN asked my students, "What Physical Education jj
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BILINGUAL LECTURES
Spanish
Termed
Philosophers
'Existential'
By ROBERT ZELENKA
Wednesday evening, September
25, Dr. Julian Marias, Professor
of Philosophy at the University
of Madrid gave a lecture on the
backgrounds of contemporary
Spanish philosophy. He followed
Wednesday's lecture with a semi-
nar conducted Thursday after-
noon, and gave his concluding
lecture in Spanish on Friday
evening.
"There is> no formal Philosophi-
cal School of Madrid," said Dr.
Marias, "nor is there a con-
tinuous sequence of philosophical
movements." Rather, there ap-
pear individual philosophers, such
as Ortega y Gasset and Unamuno
y Jugo, each with his own, re-
latively self-contained philosophi-
cal system.
THE IMPORTANT creative
genius of the early part of this
century was Unamuno. Though
not a technical philosopher him-
self, his ideas on reality are
intimately involved in the exist-
entialist structure, which char-
acterizes modern Spanish philoso-
phy. For Unamuno the task of
philosophy was to investigate life
and history, and not engage in
the explanation and reduction of
first principles, since that is the
task of science. When science
begins to resolve the patterns of
behavior, the object itself is often
lost.
Like Bergson, Unamuno be-
lieved that reaso« is useless in
knowing what life is. The phi-
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losopher's search is for the suit-
able method by which life may
be known.
Unamuno insisted upon an im-
aginative reality. His novels and
plays dealt with the existential
problem of life, whose resolution
was to be found in intuition and
direct experience, rather than in
rational analysis.
Man is not a thing; piiplosophy
errs when it asks "What is
man?" The question, "Who is
man?" should be asked. This
question is answerable in terms
of man's creative capacity, and
can be answered by each man,
only for himself.
ORTEGA CONTINUED the
task of understanding initiated
by Unamuno. Writing up into the
middle part of this century,
Ortega is perhaps the most im-
portant of all Spanish philoso-
phers. He approaches a "radical
reality" independent of the ob-
server's previous conceptions, yet
dependent on his momentary ob-
servations of objects and ideas.
"The radical reality," states
Marias, is "I and my circum-
am doing something with things;
thus life is taken in a biographi-
cal rather than in a biological
sense."
Reason is bound to life, bind-
ing the moment/ of life to one
another. The mechanism of life
is to think a child, or a madman
borrows reason from others;
they cannot live by themselves.
When a people stops thinking
its life becoes narrow, and the
people dies. This is the "history
of stupidity." Biological man
is always the same.
THINGS ARE the social in-'
terpretations of reality. The
meaning of a term is determined
by its use. Objects have struc-
ture in themselves and their
uses, are thus limited to a finite
set of actions. Vital reason is
the addition of reason to life.
Without it there is no way that
man can relate to the universe.
Thus Dr. Marias was given to
define philosophy as "the search
for a radical certitude concern-
ing radical reality, that" is, my
life.?'
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Keilin, Eugene. The Rice Thresher (Houston, Tex.), Vol. 51, No. 4, Ed. 1 Wednesday, October 2, 1963, newspaper, October 2, 1963; Houston, Texas. (https://texashistory.unt.edu/ark:/67531/metapth244893/m1/10/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Rice University Woodson Research Center.