By Dr. Lisa Miller
Faculty Member, School of Health Sciences at American Public University
Critical thinking dominated the media coverage leading to the 2016 Olympic Games in Rio de Janeiro, Brazil. For example, the media addressed topics such as the polluted water, the Zika virus and the potential economic disaster Brazil faces as the host of the Olympics.
As athletes arrived in Rio’s Olympic Village, coverage slowly transitioned to the spectacular training of the athletes, but the media still offered much criticism. Criticism dramatized the stories of U.S. soccer goalie Hope Solo responding negatively to a loss, boxing referees undergoing suspicion due to their poor decisions, the Russian team doping scandal and U.S. swimming medalist Ryan Lochte’s fabrication of a robbery.
Education Systems Worldwide Focusing on Both Critical and Positive Thinking
Around the world, education systems foster critical thinking. Critical thinking is firmly ingrained into education systems around the globe, and criticism dominates our way of thinking in the new millennium. However, initiatives to develop and emphasize positive thinking are expanding due to the work of organizations like the International Positive Psychology Association (IPPA).
The Olympic movement is at an intellectual crossroads, according to Schneider (2000). This current conflict is that the Olympics represent a massive, global and peaceful accomplishment, but the media and public perceptions often focus on the day-to-day problems of implementing this incredibly complex collaboration rather than the excellence in detailed event planning and masterful security of the athletes and spectators.
Some schools and universities are shifting focus to more education of positive thinking for broadening and building more positive contemplations and motivations in students. Now is the time to contemplate improvements for future Olympics, which requires both critical and positive thinking. To prepare our future leaders for the demands of global leadership under global pressure, we must teach and involve students in analysis that provides both a critical analysis along with positive potential improvements.
Olympics Demonstrate Need for Positive Thinking and Global-Oriented Leadership
The Olympics serve as an exemplary case study of global positive peace-building initiatives to celebrate the ideals of humanity through Olympism (Bronikowska & Malgorzata, 2008; Maguire, Barnard, Butler, & Golding, 2009; Segrave & Chu, 1988). When the Olympics are examined from a cross-disciplinary analysis of historical, philosophical, sociological, political, educational and psychological research, students broaden their leadership perspective on the complex nature of global collaboration. They benefit from a curriculum designed to educate future leaders on the importance of increasing their inclusive circle of concern for people of all cultures, developing themselves as leaders of character, and stimulating empowerment to help others reach their goals.
Positive cross-cultural knowledge, competence, and concern are foundational learning objectives to ensure prosperity for future generations. The development of these positive thinking competencies is vital to facilitating the humanitarian ideals of peace, prosperity, health, and happiness.
Students must develop positive management skills as they learn to develop a vision for increasing peace-building initiatives. As the 2016 Olympic Games come to an end with the closing ceremonies, let us take the time to appreciate our exceptional security forces and the years of global collaborative leadership accomplished through countries’ peaceful solidarity around one positive international endeavor.
About the Author
Dr. Lisa Miller is a professor in the School of Health Sciences at American Public University. She holds a master’s degree in labor and human resources, a doctoral degree from The Ohio State University along with a graduate concentration in education and religion from Harvard University. Her teaching interests include the leadership, management and psychology of sport and exercise.
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