ABSTRACT
This chapter addresses the challenges, paradoxes, and future possibilities of a revisioned Olympic pedagogy. At no other time in their history have the [Olympic Games] become such a profound and deeply embedded component of our global culture. At no other time has there been a greater need for studies that focus on the anthropological, historical, philosophical, sociological, and educational dimensions of the modern Games. The Olympic philosophy and a great deal of Olympic rhetoric spanning over one hundred years supports the role of physical education in schools as the locus for teaching Olympic values. The Olympic idea cannot be understood without an understanding of its educational mission. The educational legacy of Olympism was carried on after World War II by officials of the Centre for Olympic Studies, established in Berlin after the 1936 Olympic Games and the Greek Olympic Committee.
