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The legislative and organisational reforms implemented by Spiru Haret in substantiating the national education system and, implicitly, physical and sportive education, explicitly reflects the greatest part of the pedagogical, sociological, social and political ideas supported throughout time by means of a laborious scientific, didactic, parliamentary and ministerial activity. On this background, we started from the assumption that there is no general working perspective which follows the continual thread of the previously stated theme; thus, we purport to examine from a present-day perspective the literature review on this issue (general and specialised studies), while analysing at the same time a series of documents (in particular collections of laws) with a view to draw a study aimed at supporting this continuity. This research has the goal to highlight the legislative and organisational implications of the field of physical education and sport in the context of political, social and cultural changes characterising the second half of the 19th century and the beginning of the 20th century. Through the contents and the distribution of materials, our aim was to assess, as realistically as possible, the outstanding contribution brought by the great minister in setting the grounds and promoting corporal education (gymnastics and sportive games), both as part of the educational curriculum (as an instructive-educational activity), and outside it (as a social activity)

procedia - social and behavioral sciences

Spiru Haret and his Concerns in Setting the Bases of Physical and Sportive Education within the National Education System. Legislative and Organizational Analysis