Sport and Society

Peter Arnold discusses the relationship between sport and society in his article Democracy, Education, and Sport. “Democracy,” according to Arnold, is a form of government that is fundamentally based on freedom, human dignity, and equality (Holowchak 484). Arnold asserts that democracy also serves as a “sociocultural, a moral, way of life in which persons are free to associate in various ways and to express their mature interests and concerns” (Holowchak 486). In order to participate in a democratic life, Arnold explains that individuals must pursue a liberal education. Because it avoids narrow specialization and demands individuals to exercise their intellectual abilities, Arnold believes that a liberal education transforms individuals for the better and teaches them how to properly approach life (Holowchak 486). Rationality and morality, the two strands of liberal education, have significant implications for the individuals in a democratic society. Arnold explains that sound decisions develop from rational judgment, as opposed to passion, prejudice, or uninformed opinion (Holowchak 486). In addition, the reasoned criticism and review of public policy that stems from rationality is essential to democratic ideals and prosperity. Morality, in particular, concerns the “values and principles to which reference can be made before making a decision or engaging upon a particular course of action” (Holowchak 488). Morality involves a consideration and concern for our own interests and the welfare of other individuals. Together, rationality and morality constitute a specific type of education that allows individuals to successfully protect democratic ideals.

Arnold separates rationality into two distinct categories: theoretical reasoning, which includes the subjects of mathematics, science, and history, and practical reasoning, which incorporates activities such as dance, pottery, and sport. Practical reasoning, as opposed to theoretical reasoning, is concerned with individual action in the world, rather than merely providing information or speculating about the world (Holowchak 489). Arnold argues that knowing how to participate in a range of physical pursuits is an important aspect of human development; practical reasoning “provides an individual with the opportunity to become a more completely rounded person” and “permits an individual the freedom to choose…between the inherent values of different types of activity” (Holowchak 489). Sporting practices, among the other types of practical reasoning, provide opportunities for an individual to exercise particular virtues in the form of justice, honesty, and courage. In addition, Arnold believes that the universal and impartial rules of sport foster and shape the principle of equality (Holowchak 490). Like democracy and education, sport contributes to the structuring of society; it operates within a context of what is fair and just. In light of the increasing number individuals who see sport as a significant part of social and cultural development, Arnold encourages developed democracies to integrate the right to take part in cultural life into social policies. The government should be responsible for the provision of sport “on a fair and equitable basis” because this activity provides the means for individuals to become more complete and responsible members of a community (Holowchak 491).