Essays on The Similarities and Differences between the Roman and the Greek Views of Leisure Coursework

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The paper "The Similarities and Differences between the Roman and the Greek Views of Leisure" is an outstanding example of management coursework.   Leisure from medieval time can be defined as free time work engagements and other duties with the purpose of pursuing activities of personal preference. Leisure is a means of escaping and relaxing after working hard in order to re-energize the body and mind before resuming work. Leisure and recreation in contemporary societies grew unprecedented to the level of major involved in the development of a child (Godbey, 2003).

The history of leisure and recreation is a rich tapestry of places, people, social forces, and events demonstrating the values of education, religion, and the government and the values and customers of various cultures, their pastimes, arts, and sport. Leisure has been very important in the history of man since ancient times. Romans and Greeks are some of the oldest civilizations found in the ancient world. Some philosophies about leisure in the Greek and Roman societies differed while some remained the same (Ibrahim, 1991). This essay discusses views of leisure among the Greeks and the Romans while exposing the similarities and elaborating on the contrasting differences.

The essay begins with the view of the Greeks on leisure and proceeds to compare it will the view of the Romans in the subsequent part. The final remarks echo the important points about these two ancient civilizations and their view on leisure. The Greek philosophers had a strong belief in the unity of the body and the mind, as well as a strong relationship of all kinds of human skills and qualities. They believed that play was important to the healthy social and physical growth of children.

Leisure was both physical and intellectual. To philosophers, leisure was not only being free from being engaged or choosing what to do. Leisure was an important element for the realization of the ideas of knowledge; a culture that led to virtuous choices and behavior leading to immense happiness and pleasure. Ancient Greeks were very enthusiastic towards sports since they greatly respected the agility and beauty of the human body (Hemingway, 1988). Leisure was a means of the good life.

Plato was of the view that education should be made compulsory and has to offer natural avenues of amusement for the children. Plato sought to know the benefits of gymnastics and music. He had the firm belief that there were physical and spiritual rewards to be derived from these expressions. Philosophers in the Greek society held almost similar views about leisure although they varied slightly. All in all, it was a form of the good life. Socrates had the belief that someone required knowledge in order to choose the best pleasure that suited him or her.

Consequently, from his perception, the good life was a life of right conduct and choices. Largely women did not fancy the leisurely pursuits of men in the ancient society of Greece despite there being historical records of women getting modest education and young girls taking part in athletic competitions. Citizens were considered to be men (Martin, 1996). The Athenian philosophy or perception that supported play as a kind of education was emphasized in the course of the Renaissance by writers and educators like Jean Jacques Rousseau, John Locke, and Francois Rabelais.

Aristotle passed across the message of the importance of leisure in the attainment of the good life. He had the belief that leisure was being free from having an occupation and it was a prerequisite for happiness. He was of the view that something better was established in the realization of its uniqueness, and with regard to human beings, he valued the power of thinking as the most unique of human qualities. Aristotle life of contemplation was a good use of leisure.

According to Aristotle life had to be dedicated to thinking noble thoughts besides doing productive and civic deeds (Watkins & Bond, 2007). This Greek perception has been labeled as leisure ideal. Leisure is a force that turns people to be noble. The Greek concept of leisure can be translated as a school. Therefore, the ideal pastime was the pursuit of scholarship through thinking, reading, discussing, debating and studying.

References

Burger, M. 2008, The Shaping of Western Civilization: From Antiquity to the Enlightenment, University of Toronto Press, Toronto.

Godbey, G. 2003, Leisure in your life: An exploration (6th edition). State College, PA: Venture

Hemingway, J.L. 1988, Leisure and civility: Reflections on a Greek ideal, Leisure Sciences, 10, 179-191

Hull, R.B., Steward, W.P., & Yi, Y.K. 1992, Experience patterns: Capturing the dynamic nature of a recreation experience, Journal of Leisure Research, 23(3), 240-252.

Ibrahim, H. 1991, Leisure and society: A comparative approach, Dubuque, IA: Wm. C. Brown.

Kelly, J.R., & Freysinger, V.J. 2000, 21st Century leisure: Current issues, Allyn and Bacon, Boston.

Martin, T.R. 1996, Ancient Greece: From prehistoric to Hellenistic times, New Haven, CT: Yale University Press.

Nanette R. P., 1984, The Legacy of Roman Education (in the Forum), The Classical Journal, 79 (4).

Sylvester, C. 1999, The classical idea of leisure: Cultural ideal or class prejudice? Leisure Sciences, 12: 3-16.

Watkins, M., & Bond, C. 2007, Ways of experiencing leisure, Leisure Sciences, 29(3), 287-307.

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