Abstract:

The present paper aims at analyzing humanistic education as an essential part of basic education, which ensures not only the acquisition of the respective system of knowledge, but also the multilateral development of the personality. Unfortunately, at present, the utilitarian, technocratic vector predominates in the instructive-educational system, which limits the conceptual value landmarks, that can only generate cultural and moral regression. As an exception, the popularity of the Olympic sport, including it in the circle of interests of the broad strata of the population, especially of the young generation, creates premises for the use of the Olympic Games and the Olympic Movement for educational purposes. Beside this, the field of Olympic sports correlates strongly with those of social disciplines, which underlie humanistic education. Most of humanities (archaeology, history, philosophy, political science, economics, ethics, aesthetics, ecology, law, etc.) have a content related, to a greater or lesser extent, to the history and contemporary manifestations of the Olympic Movement, and Olympic Games.

The entire history of the Olympic Games and the Olympic Movement is closely linked to the main genres of the arts: architecture, sculpture, painting, graphics. The connections with literature, music, theatre are also traditionally assigned as related. That is why the idea of expanding the content of Olympic education, going beyond traditional boundaries in the broader sphere of humanities education, or using the educational potential of the Olympic Games and the Olympic Movement in order to serve the goals of humanistic education is absolutely natural. It is also possible to simultaneously develop both directions using the potential of Olympic sports to "humanize" education.

The aim of the research is to argue the multilateral perspectives of the historical, cultural, socio-economic, and political potential of the Olympic Games and the Olympic Movement in achieving the objectives of humanities education.

Our main goal here is to analyze the multilateral possibilities of the Olympic Games and the Olympic Movement to achieve the objectives of humanities education with respect to the specific case of the humanities education in the Republic of Moldova. Therefore, we will present the Olympic Games and the Olympic Movement as a significant part of the life of the international community, organically correlated with different spheres of activity, with social sciences and disciplines, with the forms of theatrical, musical, plastic arts, etc., with a specific detailing of education in the Republic of Moldova. Starting from this, we plan to demonstrate the possibilities of Olympic sport in achieving the many objectives of humanities education.

As a result of the research undertaken, it is planned to ensure the application of the possibilities offered by the Olympic Games and the Olympic Movement, as a significant and effective part of the humanities education for the young generation, presenting the results of tests undertaken throughout the study.

Keywords:

Olympic movement, Olympic games, humanistic education, added value, principles.